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INGLÊS 
 
GRAMÁTICA 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7ª EDIÇÃO - 2019 
 
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3 
3 BASIC LEVEL 
Agradecimentos 
 
Em primeiro lugar, meu agradecimento especial e minha 
consideração a dois professores extraordinários – 
aqueles que me levaram a gostar de ensinar com 
excelência – Dometildes Tinoco e Euzébio Cidade. (Olá, 
Mamãe e Papai!) 
Um agradecimento sincero aos meus queridos alunos e 
a excelente e dedicada equipe de professores da Cadeira 
de Inglês, liderada pelo Professor João, profissional 
ímpar, e que reúne as qualidades de um verdadeiro 
líder. Coordena com esmero a cadeira de humanas do 
Curso Cidade, com seu trabalho de incomensurável valor 
pedagógico reconhecido pela Direção do Curso, pela 
equipe que coordena e pelos demais alunos que já se 
prepararam em nosso Curso. Agradeço também ao 
prestativo colaborador de todas as horas e inestimável 
amigo Prof. Leandro, que procedeu a atualização dos 
conteúdos para o corrente ano. Um agradecimento 
especial a Laura Maciel pela coordenação da equipe de 
TI que executou excelente trabalho de formatação e 
diagramação deste material. 
Esperamos que você utilize esta obra, exercitando com 
atenção cada item apresentado e pesquisando na 
bibliografia àqueles que apresentaram maior grau de 
dificuldade. Traga para a aula as dúvidas das questões 
cuja resposta não esteja de acordo com seu 
conhecimento ou envie-as por e-mail para seu professor. 
Aceite nossa companhia nesta viagem de treinamento 
Rumo à EsFCEx. 
Bons Estudos!! 
Luiz Cidade 
 Diretor 
Prezado aluno do Curso de Inglês 
O conhecimento, o entendimento e o perfeito domínio 
do Inglês, em suas diversas muitas vertentes, são 
ferramentas essenciais para o sucesso em qualquer 
concurso – especialmente no âmbito da carreira militar, 
com provas cada dia mais seletivas que abordam 
diversas particularidades e singularidades do nosso 
Inglês. 
Tendo em vista, essencial e prioritariamente, o sucesso 
de seus alunos, o Curso Cidade, por intermédio de sua 
equipe da Cadeira de Inglês, apresenta este material. 
Confeccionado a partir de um sólido embasamento 
teórico, calcado na Bibliografia do concurso. A presente 
apostila traz muitos exercícios gabaritados, com o intuito 
de fortalecer e solidificar a teoria aprendida em sala, 
trabalhada na apostila e praticada nos simulados 
semanais, cujo objetivo é ajudar a pensar com fluidez, 
sem recorrer a estratégias mnemônicas ineficazes e 
ideias generalizadas, desprovidas de lógica. 
Aproveite! O material é seu: faça um ótimo uso dele! 
Temos certeza de que aquele que se dedicar com afinco 
à resolução das questões aqui apresentadas irá melhorar 
sobremaneira o seu desempenho nos exames vindouros. 
Nosso principal objetivo, com este material, é contribuir 
para melhorar o desempenho de todo candidato que, de 
fato, queira aprender. 
Estamos aqui torcendo e trabalhando pelo seu sucesso! 
Bom trabalho e bom estudo! 
Equipe de Inglês 
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4 
4 BASIC LEVEL 
EQUIPE 
 
Diretor Geral 
Luiz Alberto Tinoco Cidade 
 
Diretora Executiva 
Clara Marisa May 
 
Diretor de Artes 
Fabiano Rangel Cidade 
 
Gerente Operacional 
Laura Maciel Cruz 
 
Coordenação Geral dos Cursos Preparatórios 
Profº Luiz Alberto Tinoco Cidade 
 
Coordenação dos Cursos de Idiomas EAD 
Profº Dr. Daniel Soares Filho 
 
Secretaria 
Evilin Drunoski Mache 
 
Suporte Técnico 
Fernnanda Moreira Teodoro 
Lídia Maciel Cruz 
 
Editoração Gráfica 
Edilva de Lima do Nascimento 
 
Fonoaudióloga e Psicopedagoga 
Mariana Ramos – CRFa 12482-RJ/T-DF 
 
Assessoria Jurídica 
Luiza May Schmitz – OAB/DF – 24.164 
 
Assessoria de Línguas Estrangeiras 
Monike Rangel Cidade (Poliglota-Suíça) 
 
 
 
 
 
 
 
Professores dos Concursos 
Sormany Fernandes – História Geral e do Brasil 
Djalma Augusto – História Geral e do Brasil 
Atila Abiorana – Língua Portuguesa 
Valber Freitas Santos – Gramática (EAD) 
Adriana Bitencourt – Redação e Literatura 
Drº Adriano Andrade – Geografia geral e do Brasil 
Enio Botelho – Geografia Geral e do Brasil 
Drª Janaina Mourão – Geografia Geral e do Brasil (EAD) 
Ms Rubia de Paula Rubio – Geografia Geral e do Brasil 
Luiz Alberto Tinoco Cidade – Espanhol 
Drº Daniel Soares Filho – Espanhol (EAD) 
Maristella Mattos Silva – Espanhol (EAD) 
Monike Cidade – Espanhol e Alemão (EAD) 
Ivana Mara Ferreira Costa - Inglês 
Márcia Mattos da Silva – Francês (EAD) 
Marcos Henrique – Francês 
Edson Antonio S. Gomes – Administração de Empresas 
Tomé de Souza – Administração de Empresas (EAD) 
Alexandre Santos de Oliveira – Direito 
Drº Evilásio dos Santos Moura – Direito 
Rafael – Direito 
Cirelene E. Martins - Direito 
Genilson Vaz Silva Sousa – Ciências Contábeis 
Rodrigo Flórido Brum – Ciências Contábeis 
Ricardo Sant'Ana – Informática 
Fausto Santos – Informática 
Rômulo Santos – Informática 
Cintia Lobo César – Enfermagem 
Maria Luiza - Enfermagem 
Marcelo Herculano – Enfermagem 
Lacerda – Enfermagem 
Murilo Roballo – Matemática 
Fernando Cunha Córes - Matemática 
Marcos Massaki – Física I, II e III 
Andrei Buslik – Física e Matemática 
Mauro – Química 
Antenor Nagi Passamani – Química 
 
 
 
 
 
 
 
 
 
 
 
 
 
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5 
5 BASIC LEVEL 
Conteúdo 
BASIC LEVEL ..................................................................................................................... 9 
1. ALPHABET ................................................................................................................................................ 9 
2. NUMBERS ................................................................................................................................................. 9 
2.1 NUMERALS ............................................................................................................................................. 9 
2.2. ORDINALS ............................................................................................................................................ 11 
3. ARTICLE .................................................................................................................................................. 14 
3.1. INDEFINITE ARTICLE: A or AN ........................................................................................................... 14 
3.2. DEFINITE ARTICLE: THE .................................................................................................................... 15 
4. PLURAL ................................................................................................................................................... 21 
4.1. MAIN RULE ........................................................................................................................................... 21 
4.2. OTHER SPECIFIC USES ..................................................................................................................... 22 
4.3. COMPOUND NOUNS ........................................................................................................................... 23 
4.4. SOME IRREGULARS ........................................................................................................................... 24 
4.5. THE SAME AS IN LATIN OR GREEK .................................................................................................. 24 
4.6. THE SAME AS SINGULAR ..................................................................................................................25 
5. PRONOUNS ............................................................................................................................................. 28 
5.1 SUBJECT PRONOUNS ......................................................................................................................... 28 
5.2. OBJECT PRONOUNS .......................................................................................................................... 29 
5.3. DEMONSTRATIVE PRONOUNS (AND ADJECTIVES) ....................................................................... 29 
5.4. QUANTIFIERS (QUANTITATIVE ADJECTIVES) ................................................................................. 30 
5.5. POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES ......................................................... 31 
5.6. REFLEXIVE PRONOUNS .................................................................................................................... 31 
5.7. INTERROGATIVE PRONOUNS (AND ADVERBS) ............................................................................. 32 
6. NOUNS ..................................................................................................................................................... 38 
6.1. GENRE ................................................................................................................................................. 38 
6.2. CATEGORY .......................................................................................................................................... 38 
6.3. FORMS ................................................................................................................................................. 39 
7. ADJECTIVES ........................................................................................................................................... 40 
7.1. COMPARATIVE DEGREE .................................................................................................................... 40 
7.2. SUPERLATIVE DEGREE ..................................................................................................................... 41 
8. ORDER AND CATEGORY OF ADJECTIVES ........................................................................................ 44 
9. VERB TO BE ............................................................................................................................................ 46 
9.1. PRESENT ............................................................................................................................................. 46 
9.2. PAST ..................................................................................................................................................... 46 
9.3. FUTURE ................................................................................................................................................ 47 
10. PRESENT TENSE ................................................................................................................................ 48 
10.1. SIMPLE PRESENT CONTINUOUS .................................................................................................... 48 
10.2. SIMPLE PRESENT ............................................................................................................................. 48 
10.3. PRESENT PERFECT ......................................................................................................................... 49 
10.4. PRESENT PERFECT CONTINUOUS ................................................................................................ 50 
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6 
6 BASIC LEVEL 
11. PAST TENSE ....................................................................................................................................... 55 
11.1. SIMPLE PAST ..................................................................................................................................... 55 
11.2. PAST CONTINUOUS ......................................................................................................................... 56 
11.3. PAST PERFECT ................................................................................................................................. 58 
11.4. PAST PERFECT CONTINUOUS ........................................................................................................ 59 
12. FUTURE ............................................................................................................................................... 63 
12.1. SIMPLE FUTURE ............................................................................................................................... 64 
12.2. FUTURE CONTINUOUS .................................................................................................................... 65 
12.3. FUTURE PERFECT ............................................................................................................................ 66 
12.4. FUTURE PERFECT CONTINUOUS .................................................................................................. 67 
 
INTERMEDIATE LEVEL ................................................................................................... 74 
1. ADVERBS ................................................................................................................................................ 74 
1.1. FREQUENCY ........................................................................................................................................ 74 
1.2. MANNER ............................................................................................................................................... 74 
1.3. TIME ...................................................................................................................................................... 75 
1.4. PLACE .................................................................................................................................................. 76 
1.5. DEGREE OR INTENSITY ..................................................................................................................... 76 
1.6. DOUBT .................................................................................................................................................. 76 
EXERCISES ................................................................................................................................................. 80 
2. PREPOSITIONS ....................................................................................................................................... 82 
2.1. GENERAL PREPOSITIONS ................................................................................................................. 83 
2.2 PREPOSITIONS OF PLACE ................................................................................................................. 88 
2.3. PREPOSITIONS OF DIRECTION ........................................................................................................ 88 
2.4. PREPOSITIONS OF TIME ................................................................................................................... 89 
2.5. PREPOSITIONS OF POSSESSION .................................................................................................... 89 
2.6. PREPOSITIONS OF WAY .................................................................................................................... 89 
2.7. OTHER PREPOSITIONS ..................................................................................................................... 89 
3. CONJUNCTIONS ..................................................................................................................................... 90 
3.1. COORDINATING CONJUNCTIONS ....................................................................................................90 
3.2. SUBORDINATING CONJUNCTIONS .................................................................................................. 92 
4. MODAL VERBS ....................................................................................................................................... 95 
4.1. MODAL EXPRESSIONS ...................................................................................................................... 97 
EXERCISES ................................................................................................................................................. 99 
5. WISH ...................................................................................................................................................... 102 
EXERCISES ............................................................................................................................................... 103 
6. IF CLAUSES AND/OR CONDITIONAL CLAUSES .............................................................................. 106 
EXERCISES ............................................................................................................................................... 107 
7. ACTIVE AND PASSIVE VOICES .......................................................................................................... 109 
7.1. ACTIVE VOICE ................................................................................................................................... 109 
7.2. PASSIVE VOICE ................................................................................................................................. 110 
EXERCISE ................................................................................................................................................. 113 
8. DIRECT AND INDIRECT SPEECHES ................................................................................................... 114 
8.1. DIRECT SPEECH ............................................................................................................................... 114 
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7 
7 BASIC LEVEL 
8.2. INDIRECT SPEECH ........................................................................................................................... 114 
8.3. INDIRECT QUESTIONS ..................................................................................................................... 116 
EXERCISES ............................................................................................................................................... 117 
9. APPOSITIVE .......................................................................................................................................... 119 
EXERCISE ................................................................................................................................................. 119 
 
ADVANCED LEVEL ........................................................................................................ 120 
1. SUBJECT AND PREDICATE ................................................................................................................ 120 
1.1. SUBJECT ............................................................................................................................................ 120 
1.2. PREDICATE ........................................................................................................................................ 122 
1.3. SUBJECT COMPLEMENT ................................................................................................................. 123 
2. OBJECTS OF SENTENCE .................................................................................................................... 123 
2.1. DIRECT OBJECT ................................................................................................................................ 123 
2.2 INDIRECT OBJECT ............................................................................................................................. 124 
2.3. OBJECTS OF PREPOSITIONS ......................................................................................................... 124 
3. VERBALS: INFINITIVES, GERUNDS AND PARTICIPLES ................................................................. 125 
3.1. INFINITIVE .......................................................................................................................................... 125 
3.2. GERUNDS .......................................................................................................................................... 128 
3.3. PARTICIPLES ..................................................................................................................................... 131 
4. COMPARING GERUNDS, PARTIPLES AND INFINITIVES ................................................................. 135 
EXERCISES ............................................................................................................................................... 140 
5. MAIN CLAUSE ....................................................................................................................................... 142 
EXERCISES ............................................................................................................................................... 142 
6. SUBORDINATE CLAUSE ..................................................................................................................... 143 
6.1. NOUN CLAUSE .................................................................................................................................. 143 
EXERCISES ............................................................................................................................................... 145 
6.2. ADJECTIVE CLAUSE ......................................................................................................................... 146 
EXERCISES ............................................................................................................................................... 149 
6.3. ADVERB CLAUSE .............................................................................................................................. 151 
6.3.2. ACTIVE VOICE ................................................................................................................................ 153 
6.3.3. PASSIVE VOICE.............................................................................................................................. 153 
EXERCISES ............................................................................................................................................... 153 
7. IRREGULAR VERBS LIST .................................................................................................................... 155 
 
G A B A R I T O S ........................................................................................................... 160 
BASIC LEVEL ............................................................................................................................................... 160 
2.2. ORDINALS .......................................................................................................................................... 160 
3. ARTICLE ................................................................................................................................................ 161 
4. PLURAL ................................................................................................................................................. 162 
5. PRONOUNS .......................................................................................................................................... 163 
6. PRONOUNS ..........................................................................................................................................166 
7. ADJECTIVES ......................................................................................................................................... 167 
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8 
8 BASIC LEVEL 
10. PRESENT TENSE ............................................................................................................................... 169 
11. PAST TENSE ....................................................................................................................................... 170 
12. FUTURE ............................................................................................................................................... 171 
INTERMEDIATE LEVEL ............................................................................................................................... 173 
1. ADVERBS .............................................................................................................................................. 173 
2. PREPOSITIONS ................................................................................................................................... 174 
4. MODAL VERBS ..................................................................................................................................... 175 
5. WISH ...................................................................................................................................................... 177 
6. IF CLAUSES AND/OR CONDITIONAL CLAUSES ............................................................................... 178 
7. ACTIVE AND PASSIVE VOICES .......................................................................................................... 178 
8. DIRECT AND INDIRECT SPEECHES .................................................................................................. 179 
9. APPOSITIVE .......................................................................................................................................... 180 
ADVANCED LEVEL ...................................................................................................................................... 181 
4. COMPARING GERUNDS, PARTIPLES AND INFINITIVES ................................................................. 181 
5. MAIN CLAUSE ....................................................................................................................................... 181 
6. SUBORDINATE CLAUSE ...................................................................................................................... 182 
PROVAS COMENTADAS DE INGLÊS ........................................................................................................ 183 
2016/2017 .................................................................................................................................................. 183 
GABARITO COMENTADO ........................................................................................................................ 184 
2015/2016 .................................................................................................................................................. 186 
GABARITO COMENTADO ........................................................................................................................ 188 
2014/2015 .................................................................................................................................................. 190 
GABARITO COMENTADO ........................................................................................................................ 192 
2013/2014 .................................................................................................................................................. 195 
GABARITO COMENTADO ........................................................................................................................ 196 
2012/2013 .................................................................................................................................................. 199 
GABARITO COMENTADO ........................................................................................................................ 200 
2011/2012 .................................................................................................................................................. 204 
GABARITO COMENTADO ........................................................................................................................ 207 
2010/2011 .................................................................................................................................................. 211 
GABARITO COMENTADO ........................................................................................................................ 214 
2009/2010 .................................................................................................................................................. 216 
GABARITO COMENTADO ........................................................................................................................ 219 
2008/2009 .................................................................................................................................................. 221 
GABARITO COMENTADO ........................................................................................................................ 224 
2007/2008 .................................................................................................................................................. 227 
GABARITO COMENTADO ........................................................................................................................ 229 
2006/2007 .................................................................................................................................................. 232 
GABARITO COMENTADO ........................................................................................................................ 236 
 
 
 
 
 
 
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9 
9 BASIC LEVEL 
BASIC LEVEL 
 
1. ALPHABET 
 
Each single letter has a specific, unique and characteristic sound, although this sound can differ when combined 
with other letters in order to form a word. Nevertheless, it is fundamental to know how to pronounce the 
English alphabet correctly. It will be needed when someone asks you to spell your name or any other word. 
 
Cada letra tem um som específico, característico e único, embora este som possa diferir quando combinado com outras letras, 
de modo a formar uma palavra. No entanto, é fundamental saber pronunciar o alfabeto inglês corretamente. Será necessário 
quando alguém perguntar como se soletra o seu nome ou qualquer outra palavra. 
 
A = ei E = i I = ai M = em Q = kiu U = iu Y = uai 
B = bi F = ef J = djei N = em R = ar V = vi Z = zi 
* 
C = ci G = dgi K = kei O = ou S = ess W = dabliu 
D = di H = eitch L = el P = pi T = ti X = ecs 
 
* In British English (BrE), the Z sounds like zed. 
* Em inglês britânico (BrE), o Z tem som de “zed”. 
 
2. NUMBERS 
 
2.1 NUMERALS 
 
Herein under we can see the first twenty (20) numbers: 
Aqui abaixo podemos ver os primeiros vinte números: 
0 – zero 4 – four 8 – eight 12 – twelve 16 – sixteen 
1 – one 5 – five 9 – nine 13 – thirteen 17 – seventeen 
2 – two 6 – six 10 – ten 14 – fourteen 18 – eighteen 
3 – three 7 – seven 11 – eleven 15 – fifteen 19 – nineteen 
 20 – twenty 
 
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10 
10 
After twenty, for each of the tens, we add the numbers from one to nine. 
Depois do vinte, para cada uma das dezenas, acrescentamos os números de um a nove. 
Examples: 21 – twenty-one; 22 – twenty-two; 25 – twenty-five; 29 – twenty-nine. 
 
After number ten, all the tens are always ended with TY. 
Depoisdo número dez, todas as dezenas terminam com TY. 
Examples: 20 – twenty; 30 – thirty; 40 – forty; 50 – fifty; 60 – sixty; 70 – seventy; 80 – eighty; 90 – ninety. 
 
Hundreds, thousands and millions are written with the correspondent number in front of the words HUNDRED, 
THOUSAND or MILLION. 
Centenas, milhares e milhões são escritas com o número correspondente na frente (antes) das palavras HUNDRED, 
THOUSANDor MILLION. 
 
Examples: 
100 – a/one hundred; 200 – two hundred; 300 – three hundred; 
500 – five hundred; 700 – seven hundred; 900 – nine hundred; 
1,000 – a/one thousand; 4,000 – four thousand; 6,000 – six thousand 
8,000 – eight thousand; 9,000 – nine thousand; 10,000 – ten thousand 
23,000 – twenty three thousand; 56,000 – fifty six thousand 
365,017 – three hundred sixty five thousand and seventeen 
1,000,000 – a/one million; 7,000,000 – seven million 
 
FIQUE LIGADO! 
◘ Em Inglês, a vírgula (,) é usada para separar milhares e milhões. 
Exemplos: 
23,500 = twenty-three thousand (and) five hundred 
400,301 = four hundred thousand three hundred (and) one 
905,720 = nine hundred five thousand seven hundred (and) twenty 
1,630,014 = one million six hundred thirty thousand (and) fourteen 
22,000,600 = twenty-million (and) six hundred 
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11 
11 
3,000,000,297 = three billion two hundred (and) ninety seven 
◘ O ponto (.) é usado para separar decimais. 
Exemplos: 
0,5 (Português) = 0.5 (Inglês) 
1.500,34 (Português) = 1,500.34 (Inglês) 
3.456.809,77 (Português) = 3,456,809.77 (Inglês) 
 
There is one shark here. There are twelve birds here. 
Há um tubarão aqui. Há doze pássaros aqui. 
 
 
2.2. ORDINALS 
 
Herein under, we can see the main ordinal numbers used on a day-to-day basis: 
Aqui abaixo podemos ver os principais números ordinais usados diariamente: 
0 – zero 1st – first 2nd – second 
3rd – third 4th – fourth 5th – fifth 
6th – sixth 7th – seventh 8th – eighth 
9th – ninth 10th – tenth 11th – eleventh 
12th – twelfth 13th – thirteenth 14th – fourteenth 
15th – fifteenth 16th – sixteenth 17th – seventeenth 
18th – eighteenth 19th – nineteenth 20th – twentieth 
 
After number ten, all the tens with zero are always ended with TIETH. 
Depois do número dez, todas as dezenas terminam com TIETH. 
Examples: 20th – twentieth; 30th – thirtieth; 40th – fortieth; 50th – fiftieth; 60th – sixtieth; etc. 
 
After the twentieth (ordinal number), we put twenty (numeral) plus the numbers from one to nine (in ordinal). 
For the consecutive tens, this rule is equally applicable. 
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12 
12 
Depois do vigésimo (número ordinal), colocamos vinte (numeral) mais os números ordinais do primeiro ao nono. Para as 
dezenas subsequentes, esta regra é igualmente aplicável. 
Examples: 
21st – twenty-first; 35th – thirty-fifth; 43rd – forty-third; 59th – fifty-ninth; 
62nd – sixty-second; 77th – seventy-seventh; 86th – eighty-sixth; 
89th – eighty-ninth; 94th – ninety-fourth; 98th – ninety-eighth 
 
Hundreds, thousands and millions are written with the correspondent number in front of the words HUNDRED, 
THOUSAND or MILLION. 
Centenas, milhares e milhões são escritas com o número correspondente na frente (antes) das palavras HUNDRED, THOUSAND 
or MILLION. 
 
Examples: 
100th – a/one hundredth; 301st – three hundred (and) first; 
1,000th – a/one thousandth; 2,702nd – two thousand seven hundred second; 
1,000,000th – a/one millionth; 6,000,047th – six million forty-seventh; 
8,056,763rd – eight million fifty six thousand seven hundred sixty (and) third; 
32,600,001 – thirty two million six hundred thousand (and) first 
 
FIQUE LIGADO! 
◘ Em Inglês, as abreviações dos números ordinais seguem as regras apresentadas abaixo e têm a 
seguinte grafia: 
FIRST=1st SECOND=2nd THIRD=3rd THE OTHERS=Xth 
◘ No caso específico das centenas, milhares e milhões (ordinais) observa-se a regra de composição dos 
numerais, com o acréscimo de TH no final do último número: 
ONE-HUNDREDTH=100th ONE-THOUSANDTH=1,000th 
ONE-MILLIONTH=1,000,000th ONE-BILLIONTH=1,000,000,000th 
 
 
 
 
 
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13 
13 
This is the FIRST person in line. This is the NINTH person in line. 
Esta é a primeira pessoa da fila. Esta é a nona pessoa na fila. 
 
EXERCISES 
 
Write the respective ordinals and numerals: 
Escreva os respectivos ordinais e numerais: 
03 – _________ 03rd – ________ 15 – __________ 
15th – ________ 27 – _________ 27th – _________ 
49 –_________ 49th – ________ 32 – ___________ 
32nd – ________ 11 – _________ 11th – __________ 
68 –_________ 68th –________ 76 – ___________ 
76th –_________ 12 – ________ 12th – __________ 
99 – _________ 99th – ________ 14 – ___________ 
14th – ________ 100 – ________ 100th – _________ 
1,345 – ____________________________________________________________________ 
1,560,300 – ________________________________________________________________ 
322nd –____________________________________________________________________ 
2,761st –___________________________________________________________________ 
10,947th –__________________________________________________________________ 
_____________– two hundred thirty five thousand five hundred sixty four 
235,564th –_________________________________________________________________ 
97,783,290 –________________________________________________________________ 
_____________ – seven million seven hundred seventy thousand seven hundred seventy seven 
 
 
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14 
14 
Complete the numbers according to the example: 
Complete os números de acordo com o exemplo: 
 
Example: one – 1; tenth – 10th 
six – ______________ ______________ – 12 thirty – ______________ __________– 100 
______________ – 50 ______________ – 13 thirty-nine - __________ ___________ – 11 
______________– 78 ______________ – 42 __________________23 seven – ________ 
sixty-one – _________ four hundred – ______ four hundred – _______ ___________ – 99 
 ______________ – 19 _______ – 49 
_______________ - 48 eighty – ___________ eighty – ___ 
_______________ – 92 a hundred forty-six __ sixty-seven –_______ seventeen – ____ 
______________ – 19 ______________ – 49 __________________48 eighteen – ______ 
eighty – ___________ ______________ – 92 a hundred forty-six - ___ sixty-seven – ___ 
____________ – 100 sixth – ____________ twelveth – ___________ _________ – 39th 
eleventh – ________ seventy-eighth –____ ______________ – 92nd __________ – 46th 
 
3. ARTICLE 
 
3.1. INDEFINITE ARTICLE: A or AN 
 
The indefinite articles A/AN can be both used for masculine or feminine words. However, they can only be used 
with singular words, NEVER with plural ones. 
 
Os artigos indefinidos UM/UMA podem ambos ser utilizados para palavras masculinas ou femininas. Contudo, eles só podem ser 
utilizados com palavras no singular, NUNCA no plural. 
 
Examples: It is a book. They are books. 
 That is an apple. Those are apples. 
 
A → used before words with CONSONANT SOUND 
UM/UMA → utilizado antes de palavras com SOM DE CONSOANTE 
Examples: a pen, a man, a girl, a university (*) 
 
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(*) Exceptions: a) The article A is used, when needed, before words that begin with the sounds U/EW/EU(iu = 
y), for instance: a useful thing; a ewe; a European. 
O artigo A é usado, quando necessário, antes de palavras que começam com os sons U/EW/EU (iu=y), por exemplo: uma coisa 
útil; uma ovelha (fêmea); um europeu ou uma europeia. 
b) It is also used, when needed, before words that begin with the sound O (uâ), for instance:a one-eyed man; a 
once-played game. 
Também é usado, quando necessário, antes de palavras que começam com os sons O (uâ), por exemplo: um homem caolho 
(de um olho só); um jogo uma vez jogado. 
 
AN → used before words with VOWEL SOUND 
UM/UMA → usado antes de palavras com SOM DE VOGAL 
 
Examples: an apple; an aircraft; an orange; an hour (*) 
 
(*) Exceptions: The article AN is also used, when needed, before words that begin with H, but only when the 
letter H has no sound – it is mute. It is important to remember that in English there are few words beginning 
with mute H and the most common are: heir, hour, honor, honest. 
O artigo UM/UMA também é usado, quando necessário, antes de palavras que começam com H, mas apenas quando o H não 
tem som – é mudo. É importante lembrar que em inglês há poucas palavras começadas com H mudo e as mais comuns são: 
herdeiro, hora, honra, honesto. 
 
3.2. DEFINITE ARTICLE: THE 
 
The definite article THE can be used for male or female words, as well as for singular and plural ones. 
Os artigos definidos O/A/OS/AS podem ser utilizados para palavras masculinas ou femininas, bem como para as singulares ou 
plurais. 
 
Examples: The boy is here. The boys are here. 
 The girl is there. The girls are there. 
 
USAGES – utilizações: 
 
a) Before a specified word. 
Antes de uma palavra determinada. 
Examples: This is the book that I promised to lend you. 
 Those are the shirts which she gave me. 
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b) Before words with unique meaning. 
Antes de palavras com sentido único. 
Examples: Thesun also rises. 
 I love to look at the moon. 
 
c) Before countries whose names include words like UNION, UNITED or REPUBLIC or the ones presented in the 
plural form. 
Antes de países cujos nomes incluem palavras como UNIÃO, UNIDOS (UNIDO) ou REPÚBLICA, ou aqueles que são 
apresentados na forma plural. 
Examples: The United States 
TheNetherlands 
The Soviet Union 
The Republic of Ireland 
 
d) Before names of groups of mountains, islands, straits and canals. 
Antes de nomes de cadeias montanhosas, ilhas, estreitos e canais. 
Examples: The Bahamas 
The Himalaya 
The Bering Strait 
The Panama Canal 
 
e) Before ship names. 
Antes de nomes de embarcações (marítimas ou espaciais). 
 
Examples: The Queen Mary 
 The USS Eisenhower 
 The Endeavour 
f) Before hotels and stores with impersonal names. 
Antes de hotéis e lojas com nomes impessoais. 
Examples: The Ritz (Hotel) 
 The Starbucks (Café) 
 
g) Before names of rivers and oceans. 
Antes de nomes de rios e oceanos. 
Examples: The Atlantic (ocean) 
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 The San Francisco (river) 
 The Pacific (ocean) 
 
h) Before names of deserts, poles, imaginary lines and tropics. 
Antes de nomes de desertos, pólos, linhas imaginárias e trópicos. 
Examples: The Tropic of Cancer 
The Sahara Desert 
The South Pole 
The Ecuador 
 
i) Before superlatives. 
Antes de superlativos. 
Examples: The best student 
 The largest house in the city 
 The hottest day of the year 
j) Before musical instruments and names of rhythms and dances. 
Antes de instrumentos musicais e nomes de ritmos e danças. 
Examples: The flamenco 
The guitar 
The samba 
k) Before ordinal numbers. 
Antes de números ordinais. 
 
Examples: Thefirst 
 The seventeenth 
 The seventieth 
 
l) Before family names, whenever they are presented in the plural form. 
Antes de nomes de família (sobrenomes), sempre que estes são apresentados no plural. 
Examples: The Donald’s are a famous family 
 The Silva’s aren’t as famous as the Donald’s 
 
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FIQUE LIGADO! 
Não usamos artigos definidos nas seguintes situações: 
a) Antes de nomes próprios (Carol is my friend) 
b) Antes de adjetivos possessivos (Your father is a good man) 
c) Antes de substantivos usados em sentido geral (Books are expensive nowadays) 
d) Antes de substantivos abstratos usados em sentido geral (Life is very hard) 
e) Antes de nomes de refeições (I’m going to have lunch/dinner/breakfast) 
f) Antes de nomes de títulos seguidos de nome próprio (Professor Mason is the best) 
g) Antes de nomes de idiomas e/ou línguas (They both speak English very well) 
h) Antes de esportes, ciências e matérias acadêmicas (Biologyis an important 
science) 
i) Antes de estações do ano, meses e dias da semana (Winter is the coldest 
season) 
 
EXERCISES 
 
Use the appropriate article(s) to complete the following sentences. Choose the best possible answer. 
 
01. Entering ____ university should be ____ exciting experience for ____ men and women. 
 
(A) an; an; an 
(B) a; an; ___ 
(C) a; an; an 
(D) an; an; ___ 
 
02. ____ lion is ____ biggest one in ____ circus. 
 
(A) a; the; the 
(B) that; a; ___ 
(C) this; the; the 
(D) a; a; the 
 
03. Ted, ____ soldier, has become ____ rich man. 
 
(A) the; ____ 
(B) ____; the 
(C) a; ____ 
(D) the; a 
 
04. ____ man who sold me ____ books lives in ____ suburbs. He is ____ very nice man. 
 
(A) a; those; a; a 
(B) that; some; a; the 
(C) the; these; the; a 
(D) this; that; some; the 
 
 
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05. On my last vacation, I visited ____ England, ____ U.S.A. and ____ Soviet Union. 
 
(A) ____; ____; the 
(B) ____; ____; ____ 
(C) ____; the; the 
(D) ____; a; a 
 
06. I took ____ exciting trip. ____ trip was to Japan. 
 
(A) a; the 
(B) the; a 
(C) an; a 
(D) an; the 
 
07. ____ Brazil is ___ big country. 
 
(A) the; a 
(B) an; ____ 
(C) ____; an 
(D) ____; a 
 
08. The boys brought ____ ewe, ____ European bird and ____ milk. 
 
(A) a; a; ____ 
(B) a; an; ____ 
(C) a; an; a 
(D) an; a; ____ 
 
09. ____ girl at ____ back of ____ room is eating ____ sandwich. 
 
(A) the; the; the; a 
(B) ____; a; the; the 
(C) a; a; a; ____ 
(D) the; ____; ____; a 
 
10. ____ death of ____ friend of mine made me sad. 
 
(A) a; the 
(B) ____; a 
(C) the; a 
(D) the; the 
 
11. My friend’s death is ____ important lost for ____ Thompson’s. 
 
(A) a; ____ 
(B) the; the 
(C) ____; the 
(D) an; the 
 
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12. ____ Apollo 13 was ____ very famous space shuttle back in ____ 20th century. 
 
(A) the; ____; a 
(B) the; a; a 
(C) ____; the; a 
(D) the; a; the 
 
13. ____ baker works in ____ bakery and bakes ____ lot of bread every day. 
 
(A) a; ____; ____ 
(B) the; the; a 
(C) ____; a; a 
(D) the; ____; ____ 
 
14. Entering ____ bank, I saw ____ man trying to mug ____ old lady. 
 
(A) a; a; a 
(B) the; a; an 
(C) ____; ____; an 
(D) the; ____; an 
 
15. When I was talking to ____ woman in black, she was in ____ University full of young people with ____ hats on their heads. 
 
(A) a; a; a 
(B) the; a; ____ 
(C) ____; ____; an 
(D) the; ____; a 
 
16. ____ Brown’s met ____ White’s last night. Then, they went together to ____ restaurant downtown. After having ____ 
fantastic meal, they saw ____ play at ____ National Theater. 
 
(A) the; the; the; a; a: a 
(B) the; the; a; a; a; the 
(C) ____; ____; a; a; a; a 
(D) ____; ____; the; the; the, a 
 
17. She loves to play ____ guitar and dance ____ flamenco. Her brother, however, prefers to play ____ piano. 
 
(A) the; ____; a 
(B) the; the; the 
(C) a; a; a 
(D) a; ____; the 
 
18. Mike is always ____ first student in his class. Actually, he can consider himself ____ best student in ____ whole school. 
 
(A) a; a: a 
(B) a; a; the 
(C) a; the; the 
(D) the; the; the 
 
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19. ____ General on ____ left side of ____ President of ____ Federative Republic of Brazil is ____ very well-known man. 
 
(A) the; the; the; a; a 
(B) the;the; the; the; a 
(C) a; a; a; a; the 
(D) the; the; a; the; the 
 
20. When we were living in ____ Bahamas, my father was living in ____ Florida. Five years later, all ____ family was living 
together on ____ very nice farm in ____ state of Alabama. 
 
(A) the; ____; the; a; a 
(B) the; the; a; a; a 
(C) a; ____; a; a; a 
(D) the; ____; the; a; the 
 
21. ____ Mount Everest is ____ highest peak in ____ Himalaya. 
 
(A) ____; the; ____ 
(B) ____; the; a 
(C) ____; the; the 
(D) ____; a; ____ 
 
22. ____ Captain said: “it is ____ honor to finally meet ____ whole class of 1999”. 
 
(A) ____; the; ____ 
(B) The; an; the 
(C) The; a; the 
(D) ____; a; the 
 
4. PLURAL 
 
4.1. MAIN RULE 
 
The main rule for the formation of the plural is to add one S to the singular. 
A regra principal para a formação do plural é acrescentar um S à forma singular. 
Book Books 
 
 
 
 
Girl Girls 
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Table Tables 
 
 
 
4.2. OTHER SPECIFIC USES 
 
a) For words finishing in CH, X, S, SH, SS or Z, we add ES at the end. 
Para palavras terminadas em CH, X, S, SH, SS, Z, acrescentamos ES no final. 
 
WITCH WITCHES 
BOX BOXES 
GAS GASES 
BUS BUSES 
KISS KISSES 
 
b) For words finishing in O after consonants, we add ES at the end. 
Para palavras terminadas em O depois de consoantes, acrescentamos ES no final. 
 
POTATO POTATOES 
TOMATO TOMATOES 
INNUENDO INNUENDOES 
 
FIQUE LIGADO! 
Exceções: 
piano → pianos photo → photos negro → negros 
soprano → sopranos euro → euro 
 
 
 
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c) For words finishing in Y after consonants, we eliminate it and add IES at the end. 
Para palavras terminadas em Y depois de consoantes, eliminamo-lo e acrescentamos IES no final. 
 
LADY → LADIES HOBBY → HOBBIES CITY → CITIES 
DEFICIENCY → DEFICIENCIES DEMOCRACY → DEMOCRACIES 
 
d) For words finishing in F or FE we add S, but there are exceptions. Most common examples: 
Para palavras terminadas em F ou FE, acrescentamos S, mas há exceções. Exemplos mais comuns: 
 
WIFE → WIVES LIFE → LIVES 
KNIFE → KNIVES WOLF → WOLVES 
CALF → CALVES LEAF → LEAVES 
OAF → LOAVES HALF → HALVES 
SHEAF → SHEAVES SELF → SELVES 
SHELF → SHELVES THIEF → THIEVES 
 
4.3. COMPOUND NOUNS 
 
Generally, only the last word goes to plural when dealing with compound nouns. Examples: 
Geralmente, apenas a última palavra vai para o plural quando lidamos com nomes compostos. Exemplos: 
 
CLASSROOM → CLASSROOMS HOUSEWIFE → HOUSEWIVES 
BOOKSHELF → BOOKSHELVES STREETCAR → STREETCARS 
 
When it comes to compound words disjointed by hyphen, the first part of the compound word will go to plural. 
This happens because, usually, the first one is the noun and the second one its qualifier. 
No que toca a palavras compostas por justaposição (com hífen), a primeira parte da palavra composta irá para o plural. Isto 
acontece, porque, normalmente, a primeira é o substantivo e a segunda o seu qualificador. 
 
MOTHER-IN-LAW → MOTHERS-IN-LAW 
LOOKER-ON → LOOKERS-ON 
 
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4.4. SOME IRREGULARS 
 
Irregular plurals are totally different from their respective singular words. The only way to know them is by 
memorizing. Most relevant examples: 
Os plurais irregulares são completamente diferentes dos seus respectivos singulares. A única forma de saber cada um deles é 
memorizando-os. Exemplos mais relevantes: 
 
CHILD → CHILDREN FOOT → FEET 
MAN → MEN MOUSE → MICE 
PERSON → PEOPLE WOMAN → WOMEN 
GOOSE → GEESE LOUSE → LICE 
TOOTH → TEETH OX → OXEN 
 
4.5. THE SAME AS IN LATIN OR GREEK 
 
There are some specific words that have their plural formed according to Latin and Greek rules. Examples: 
Há algumas palavras específicas que têm os seus plurais formados de acordo com as regras do Latim e do Grego. Exemplos: 
 
NUCLEUS → NUCLEI SYLLABUS → SYLLABI 
FOCUS → FOCI FUNGUS → FUNGI 
CACTUS → CACTI or CACTUSES THESIS → THESES 
CRISIS → CRISES PHENOMENON → PHENOMENA 
INDEX → INDICES or INDEXES APPENDIX → APPENDICES 
CRITERION → CRITERIA HYPOTHESIS → HYPOTHESES 
 
PAY ATTENTION! 
◘ When an expression of quantity is followed by the preposition OF, the 
verb ALWAYS agrees with the object. Examples: 
Part of the book was interesting. (book – was) 
Some of the students were late for class. (students – were) 
 
◘ Expressions of quantity that can be followed by the preposition OF: ALL, 
MOST, SOME, HALF, PART. 
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◘ There are words in English that are always singular, even though they 
might have plural meanings. They are: 
• anybody • each (+ noun) • everybody • nobody 
• somebody 
• anyone • every (+ noun) • everyone • no one 
• someone 
• anything • something • nothing • something 
With these words the verb always comes in the singular form. Examples: 
Everybody is watching TV. 
There is nobody home. 
Is there anything in the fridge? 
 
4.6. THE SAME AS SINGULAR 
 
Some English words are invariable, which means they are the same when in singular or plural forms. Examples: 
Algumas palavras inglesas são invariáveis, o que quer dizer que as suas formas singulares e plurais são as mesmas. Exemplos: 
 
DEER → DEER 
SHEEP → SHEEP 
SERIES → SERIES 
FISH → FISH 
TROUT → TROUT 
BARRACKS → BARRACKS 
SPECIES → SPECIES 
INNOCUOUS → INNOCUOUS 
FAMOUS → FAMOUS 
MAXIMUM → MAXIMUM 
 
 
 
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FIQUE LIGADO! 
◘ Certas palavras são SEMPRE utilizadas no plural, pelo que não têm singular (e o verbo que as 
acompanha também é SEMPRE utilizado no plural). Exemplos: police; clothes; tools; todas as 
roupas de duas partes (shorts, pants, slacks, trousers, etc.); objetos formados por duas partes 
(glasses, scissors, clippers, etc.). 
 
◘ Nomes de ciências são GERALMENTE apresentados no plural, embora o verbo que os acompanha 
seja apresentado no singular. Exemplos: Mathematics, Economics, Physics, Statistics, 
Politics, etc. 
Mathematics is the hardest subject this year. 
I don’t like to think that Politics is a science. 
 
◘ Em palavras terminadas em FUL, usualmente acrescenta-se S para obter o plural. Exemplos: 
handful → handfuls; armful → armfuls. 
 
◘ As palavras NEWS, MEASLES, MUMPS and THE UNITED STATES são usados com o verbo 
no singular. Exemplos: 
What is the latest news? News happens in every language. 
The mumps is very common in several countries. Is that the measles? 
 
EXERCISES 
 
Fill in the blanks with the PLURAL of the words in parentheses. 
 
1. There are several pretty (secretary) ____________at that South African company. 
 
Good (job) ____________ have never been that easy to find. 
 
2. The (saleswoman) ____________ at that department store wear uniforms. 
 
3. These clever young (psychologist) ____________ are working as (assistant) ____________ in that hospital downtown. 
 
4. Many (housewife) ____________ do the shopping once a week. 
 
5. They read several interesting (story) ____________ last night. 
 
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6. Those (fungus) ____________ are very common in the Amazon forest. 
 
7. There are more (girl) _______ than (boy) _______ in most of the (city) ________ of these (country) ________. 
 
8. My husband invited our (parent-in-law) _________ to have dinner. 
 
9. He broke three (tooth) _________playing volley with these (child) ________. 
 
10. There are more (person) _________ in China than anywhere in the world. 
 
11. (Church) _________ are not as full as (discotheque) ____________. 
 
12. (Subway) ____________ and (bus) __________ are two (means) __________of transportation that we can see in almost 
all big (town) ___________. 
 
13. Natural (disaster) _________ are among the most unpredictable (phenomenon) __________ in the planet. 
 
14. Their (mother) _________ have always told them: take your (foot) ________ off the table. 
 
15. When we were (kid) ________, we used to go to music (show) ________ together. Back then, it was normal for (child) 
_________ to have (louse) _______. 
 
16. I like to go to (forest) ___________ and hunt (deer) _______. My (brother-in-law) ____________ prefer to fish (trout) 
_________. 
 
17. What are the (criterion) __________ to get in those awesome (faculty) ___________? 
 
18. As soon as I knew that these (issue) _________ were being debated in the (conference) ____________, I bought our 
(ticket) __________. 
 
19. How many (species) __________ of (fish) ________ are there in the (river) _________ that cross the Northern (state) 
__________ of Brazil? 
 
20. We were supposed to type all these (index) ____________ but, unfortunately, we have lost the paper where the 
(professor) ____________ have written the necessary (information) ____________. 
 
21. Do their (godfather) ____________ know how many (building) ____________ Mr. Brown owns downtown? 
 
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22. As a matter of fact, the beautiful black (coat) _________ are not as expensive as the yellow (skirt) _____ that our (sister) 
_______ sold to the flight (attendant) ___________ that came to the store the day before yesterday. 
 
23. How many (syllabus) _________are there in the (word) __________ (hypothesis) ____________ and (appendix) 
___________ ? 
 
24. Her little (daughter) ____________ have English (class) ____________ on (Monday) ____________, (Wednesday) 
____________ and (Friday) ____________. 
 
25. I prefer to study French on (Thursday night) ____________. 
 
26. I found many old (photo) ____________ when I was cleaning the (drawer) ____________ in my closet. 
 
 
5. PRONOUNS 
 
5.1 SUBJECT PRONOUNS 
 
In English, all clauses must have at least one subject and one verb, except for the ones that are presented in the 
imperative. Along with the subject of the clause, it is possible to have a noun or a subject pronoun. So, in 
general terms, we can say that subject pronouns work as the subject of the clause (1), do the action (2), replace 
the noun (3) and are placed before the main verb (4). 
Em inglês, todas as orações têm que ter, pelo menos, um sujeito e um verbo, exceto aquelas que são apresentadas no 
imperativo. Juntamente com o sujeito da oração é possível ter um nome ou um pronome sujeito. Por isso, em termos gerais, 
podemos dizer que os pronomes sujeito funcionam como o sujeito da oração (1), praticam a ação (2), substituem o nome (3) e 
são colocados antes do verbo principal (4). 
 
The subject pronouns are: I, YOU, HE, SHE, IT, WE, YOU and THEY. 
Examples: 
Mary and Paul = THEY 
 
 You and I = WE 
 You and your sister = YOU 
 The cat = IT 
 The cat and dog = THEY 
 Mary = SHE 
 Paul = HE 
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FIQUE LIGADO! 
IT é usado para substituir BABY, CHILD e KID quando o sexo não for mencionado. 
Exemplo: The kidis playing. = It is playing. 
 
SHE é usado para substituir nomes de navios e, por vezes, de carros. 
Exemplos:The Bahia Tropical is a great ship. = She is a great ship. 
The BMW is the fastest car I’ve ever seen. = She’s the fastest car I’ve ever seen. 
 
HE, SHE são usados para animais de estimação, quando estes são designados pelo seu nome 
próprio. 
Exemplo:My little dog, Bob, is very special. = He is very special. 
 
5.2. OBJECT PRONOUNS 
 
The object pronouns work as the object of the clause, as they are the ones that suffer the action. They are 
placed after main verbs and prepositions. 
Os pronomes objeto funcionam como o objeto da oração, uma vez que são eles que sofrem a ação. Eles são colocados depois 
de verbos principais e preposições. 
 
The object pronouns are: ME, YOU, HIM, HER, IT, US, YOU and THEM. 
 
Examples: 
I love him. 
 Bob went to the movies with us. 
 I gave her my best CD. 
 Let’s talk to them. 
 
5.3. DEMONSTRATIVE PRONOUNS (AND ADJECTIVES) 
 
The English language defines two different categories of demonstrative pronouns: singular and plural. 
A língua inglesa define duas categorias distintas de pronomes demonstrativos: singulares e plurais. 
The singular demonstrative pronouns are: THIS and THAT. 
The plural demonstrative pronouns are: THESE and THOSE. 
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We use THIS and THESE in the place of people, animals and/or objects that are NEAR the person who is talking. 
Nós usamos ESTE, ESTA, ISTO e ESTES, ESTAS no lugar de pessoas, animais e/ou objetos que estão PERTO da pessoa que 
está falando. 
On the other hand, we use THAT and THOSE in the place of people, animals and/or objects that are FAR from the 
person who is talking. 
Por outro lado, utilizamos AQUELE, AQUELA, ESSE, ESSA, AQUILO, ISSO e AQUELAS, AQUELAS, ESSES, ESSAS no lugar de 
pessoas, animais e/ou objetos que estão LONGE da pessoa que está falando. 
 
Other demonstrative pronouns (and/or adjectives) are SUCH, THE ONE and THE ONES. 
Outros pronomes demonstrativos (e/ou adjetivos) são TAL, TAIS, TÃO, TANTO, O QUAL, A QUAL, OS QUAIS, AS QUAIS. 
 
Examples: 
 I have never seen such beautiful kids. 
 These books are the ones that I told you about. 
 
5.4. QUANTIFIERS (QUANTITATIVE ADJECTIVES) 
 
The quantifiers can be divided in two major categories: the countable ones and the uncountable ones. There are 
some quantifiers that can be both countable and uncountable. 
Os quantificadores podem ser divididos em duas grandes categorias: os contáveis e os incontáveis. Existem alguns 
quantificadores que podem ser, simultaneamente, contáveis e incontáveis. 
 
Countable quantifiers: MANY, FEW, A FEW and LOTS OF. 
Uncountable quantifiers: MUCH, LITTLE, A LITTLE and A GREAT DEAL OF. 
Both: A LOT OF and A LOT (this one is typically used at the end of the sentences). 
 
Examples: 
You have much money, because you have many dollars. 
 I have little money, because I have few dollars. 
 They have a few books, but they are enough for their studies. 
 He has a little money, but it is enough to buy the tickets. 
 I have a lot of friends. / I have a lot of money. 
 She eats a lot, because she spends a great deal of time at home. 
 My wife likes my family a lot. = My wife likes my family very much. 
 There are lots of students at that university. 
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The word money is uncountable. It is impossible to think about it like a countable word, even in Portuguese. We 
can’t say: “This car costs a thousand moneys”. 
A palavra dinheiro é incontável. É impossível pensar nela como uma palavra contável, mesmo em português. Nós não podemos 
dizer: “Este carro custa mil dinheiros”. 
Dollar (US$), Real (R$), Euro (€) or any other currency or monetary unit are considered countable, including in 
the Portuguese language. We are used to say, for example: “This car costs ten thousand dollars”. 
Dólar (US$), Real (R$), Euro (€) ou qualquer outra unidade monetária são consideradas contáveis, até mesmo na língua 
portuguesa. Nós estamos acostumados a dizer, por exemplo: “Este carro custa dez mil dólares”. 
 
5.5. POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES 
 
The possessive pronouns show who or what the noun possesses. Nevertheless,possessive adjectives and 
possessive pronouns don’t have the same usage. 
Os pronomes possessivos mostram quem ou o quê o nome possui. No entanto, pronomes e adjetivos possessivos não têm a 
mesma utilização. 
 
Possessive Pronouns: MINE, YOURS, HIS, HERS, ITS, OURS, YOURS and THEIRS. 
 
These pronouns will NEVER come before a noun (This car is mine). They are used to avoid the repetition of a 
noun already present in the sentence (Your book is red and mine is blue). It is also possible to use them after a 
noun + OF (He is a friend of mine). 
Estes pronomes NUNCA virão antes de um nome (Este carro é meu). Eles são utilizados para evitar a repetição de um nome já 
presente na frase (O seu livro é vermelho e o meu é azul). Também é possível utilizá-los depois de um nome + DE (Ele é um 
amigo meu) (amigo meu = amigo + de + mim). 
 
Possessive Adjectives: MY, YOUR, HIS, HER, ITS, OUR, YOUR and THEIR. 
 
These adjectives ALWAYS come before a noun (This is my car). They agree with the owner, not with the 
ownership (Our dictionary is thicker than your encyclopedia). 
Estes adjetivos SEMPRE aparecem antes de um nome (Este é meu carro). Eles concordam com o possuidor (dono), não com a 
posse (propriedade) (Nosso dicionário é mais espesso que a sua enciclopédia). 
 
5.6. REFLEXIVE PRONOUNS 
 
In English, the reflexive pronouns are commonly used to substitute the word ALONE (He’s home by himself), or 
to mention the subject twice (The man shot himself), underlining and emphasizing something or someone 
previously presented (The car itself was undamaged). 
Em inglês, os pronomes reflexivos são usualmente utilizados para substituir a palavra sozinho(a)(os)(as) (Ele está em casa 
sozinho) (sozinho = por ele mesmo = com ele próprio), ou para mencionar o sujeito duas vezes (O homem atirou nele próprio), 
sublinhando ou enfatizando algo ou alguém previamente apresentado (O carro, ele mesmo, estava intacto). 
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Reflexive Pronouns: MYSELF, YOURSELF, HIMSELF, HERSELF, ITSELF 
 OURSELVES, YOURSELVES and THEMSELVES 
Examples: 
 The dog is eating by itself. 
 My parents-in-law are traveling by themselves. 
 I, myself, shall do the work. 
 We are talking to ourselves. 
 She burnt herself. 
 
5.7. INTERROGATIVE PRONOUNS (AND ADVERBS) 
 
Herein under, we have a summarized presentation of the main interrogative pronouns and adverbs used in the 
English language. 
Aqui abaixo, temos uma apresentação resumida dos principais pronomes e advérbios usados na língua inglesa. 
 
QUESTIONS ANSWERS 
WHY = POR QUÊ? 
Why do you like to study English? Because it is a beautiful language! 
WHEN = QUANDO? 
When were you born? I was born in April, 1983. 
WHERE = ONDE? 
Where do you live? I live in Brasília. 
WHAT = QUAL? (usado para idéias em geral) 
What do you want to do this weekend? I want to play volleyball. 
WHICH = QUAL? (usado para idéias específicas, quando a escolha é restrita) 
Which kind of books do you prefer to read? I prefer to read novels. 
WHO = QUEM? (função: sujeito) 
Who is that man? That man is my husband. 
WHOM = QUEM? (função: objeto) 
With whom does Cathy play tennis? She usually plays tennis with her sister. 
WHOSE = DE QUEM? 
Whose purse is that? That is Susan’s purse. 
WHAT _______ LIKE? = COMO? (características físicas e personalidade) (+descritivo) 
What is your brother like? He is younger, taller and funnier than I am. 
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What is the weather like? It is sunny, hot and very dry. 
HOW = COMO? (meio de transporte e condição) (+sintético) 
How do you go to school? I go to school by bus. 
How are you? I’m fine, thanks! 
HOW MUCH = QUANTO? (para substantivos incontáveis) 
How much does this dress cost? 
How much is this dress? 
This dress costs a lot of money. 
I guess it is very expensive. 
HOW MANY = QUANTO(S)? (para substantivos contáveis) 
How many TV sets do you have at home? 
How many eggs are there in the fridge? 
I have three TV sets at home. 
I think there are at least seven. 
HOW LONG = HÁ QUANTO TEMPO? 
How long have you lived here? 
How long have you been studying English? 
I have lived here for fifteen years. 
I’ve been studying English since 2002. 
HOW WELL = QUÃO BEM? 
How well do you play basketball? 
How well does she drive? 
Oh, not so good! Honestly, I suck on this. 
I think she drives pretty well! 
HOW GOOD = QUÃO BOM? 
How good are you at sports? 
How good is he at playing snooker? 
I’m awesome! 
He says he plays damn good! 
HOW FAR = QUÃO LONGE? 
How far is your house from mine? 
How far are we from school? 
How far is their apartment? 
I think is about 6 km. 
We are almost there. 
It is near that big mall down the street. 
HOW BIG = QUÃO GRANDE? 
How big is Amazonas? 
How big is our farm? 
I read that it is the biggest state in Brazil. 
It has more than 5 square kilometers (km2). 
 
HOW HIGH = QUÃO ALTO? 
How high is Mount Everest? 
How high are you? 
Mount Everest is 8,848 meters high. 
I’m 1,83 cm (more than 6 feet) high. 
HOW DEEP = QUÃO PROFUNDO? 
How deep is Grand Canyon? 
How deep is that pool? 
It attains a depth of over a mile (6,000 feet). 
It is more than 5 meters deep. 
HOW OFTEN = QUÃO FREQUENTE / COM QUE FREQUÊNCIA? 
How often do you travel on business? 
How often do you go to church? 
About twice a month. 
I go there every single weekend. 
 
 
 
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EXERCISES 
 
Complete the following sentences with the possessive adjective that refers to the subject of the sentence. 
 
1. She knows ________________ lesson well. I also know ________________ lesson well. 
2. Helen likes _______________________________________________ English class a lot. 
3. He does ______________________________________ homework on the bus every day. 
4. You always get good grades on _________________________________________ tests. 
5. Both girls prepare __________________________________________ lessons very well. 
6. The black cat loves ____________ food. Mary and I do __________ homework together. 
7. Joel drives to work in ___________________________________________________ car. 
8. Grace writes a letter to _________________________________ aunt every single week. 
9. 9. The dog wags __________________ tail when it sees ___________________ master. 
10. Mark and Judy like _______________________________________ English teacher a lot. 
 
Choose the correct form. 
 
1. I often see (they, them) on the bus. 
2. She lives near (we, us). 
3. (We, us) always walk to school together. 
4. He teaches (we, us) English. 
5. She sits near (I, me) during the lesson. 
6. I know both of (they, them) well. 
7. I always speak with (he, him) in English. 
8. What is the matter with (he, him) today? 
9. He explains the lesson to (we, us) each morning. 
10. There are some letters here for you and (I, me). 
 
Substitute the word or words in italic for the correct object pronoun. 
 
1. I see Mr. Smith on the bus every morning. 
 I see him on the bus every morning. 
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2. I sit near Grace and Frank during the lesson. 
_____________________________________________________________________________ 
3. All the boys like Helen very much. 
_____________________________________________________________________________ 
4. I often see you and your sister in the school cafeteria. 
_____________________________________________________________________________ 
5. He always goes to the movies with his parents. 
_____________________________________________________________________________ 
6. I know both boys very well. 
_____________________________________________________________________________ 
7. Frank always waits for John and me after the lesson. 
_____________________________________________________________________________8. He drives Helen and Grace to school every morning. 
_____________________________________________________________________________ 
9. I sit next to Henry. 
_____________________________________________________________________________ 
10. My wife and I always have dinner with Mary and her husband on Friday nights. 
_____________________________________________________________________________ 
 
In the following sentences, substitute the words in italic for the correct possessive pronoun. 
 
1. These seats are our seats. 
2. These seats are ours. 
3. This umbrella is her umbrella. 
_____________________________________________________________________________ 
4. These pencils are your pencils. 
_____________________________________________________________________________ 
5. That fountain pen is my fountain pen. 
_____________________________________________________________________________ 
6. That overcoat is his overcoat. 
_____________________________________________________________________________ 
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7. Is this pack of cigarettes your pack of cigarettes or is it William’s? 
_____________________________________________________________________________ 
8. This is my dog’s leash. 
_____________________________________________________________________________ 
9. Are these our pants or are they their pants? 
_____________________________________________________________________________ 
10. Which house do you prefer: my house, her house or his house? 
_____________________________________________________________________________ 
11. Will they go to their farm or to our farm next weekend? 
_____________________________________________________________________________ 
 
Complete the following sentences with a possessive adjective or a possessive pronoun. 
 
1. William lost _____________________ pen. Will you please lend him ______________________? 
2. I arrived in time for _______________ class, but Helen was late for ______________________. 
3. They have ____________________ traveling methods, and we have ______________________. 
4. We naturally prefer _________________ methods, and they naturally prefer _______________. 
5. I’ve found _____________________ notebook, but John wasn’t able to find _______________. 
6. They think that _________ home is the prettiest one in the neighborhood, but we prefer _____. 
7. He drives to work in _____________________ car, and she drives to work in _______________. 
8. Tell him not to forget to bring __________tennis racket, and don’t forget to bring __________. 
9. They swim in ____________________ pool, and we swim in ____________________________. 
10. We prefer _______________________________ car to _______________________________. 
 
Complete the sentences below with the correct reflexive pronoun: 
 
1. The little girl hurt ________________________________________ when she fell off the stairs. 
2. We protect __________________________________________ from the rain with an umbrella. 
3. The girl taught ______________________________________________________ how to sew. 
4. Both boys taught ___________________________________________________ how to swim. 
5. We all enjoyed ___________________________________________ at the concert last night. 
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6. The children amuse _______________________________________________ with the kitten. 
7. The policeman shot _________________________________________________ by accident. 
8. Did you enjoy ______________________________________________at the party last night? 
9. You will cut _____________________________________ with that knife if you are not careful. 
10. I once cut ______________________________________________ badly with the same knife. 
 
Substitute the word alone for the preposition by plus the respective reflexive pronoun. 
 
 
1. He went for a walk in the park alone. 
________________________________________________________________________________. 
2. They made that long trip through the woods alone. 
________________________________________________________________________________. 
3. I don’t like to go to the movies alone. 
________________________________________________________________________________. 
4. Helen, however, prefers to go to the movies alone. 
________________________________________________________________________________. 
5. John likes to take long walks in the woods alone. 
________________________________________________________________________________. 
6. The old couple lives alone in a cottage in the woods. 
________________________________________________________________________________. 
7. John works alone in a small office. 
________________________________________________________________________________. 
8. My aunt, although she is rather rich, prefers toliveone. 
________________________________________________________________________________. 
9. Do you like to eat alone? 
________________________________________________________________________________. 
10. I went to the opera alone last night. 
________________________________________________________________________________. 
 
 
 
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6. NOUNS 
 
A noun is a word used to name a person, an animal, a place, a thing, a country, a region and/or any abstract 
idea, among others. 
Um substantivo ou nome é uma palavra utilizada para nomear uma pessoa, um animal, um local, uma coisa, um país, uma 
região e/ou qualquer ideia abstrata, entre outras. 
 
6.1. GENRE 
 
When it comes to genre, we can divide the nouns in two distinct groups or families: PROPER NOUNS (specific 
names of people, animals, places or things) and COMMON NOUNS (general names). 
No que diz respeito ao gênero, podemos dividir os substantivos em dois grupos ou famílias distintas: NOMES PRÓPRIOS (nomes 
específicos de pessoas, animais, lugares ou coisas) e NOMES COMUNS (nomes genéricos ou generalistas). 
 
Examples: 
 Is he Mark? No, he’s Philip. 
 I’d love to spend my vacation in a desert island. 
 That chair is green. = That is a green chair. 
 My wife is working a lot. 
 
6.2. CATEGORY 
 
Regarding their category, names can be classified according to the four following groups: COUNTABLE NOUNS, 
UNCOUNTABLE NOUNS, COLLECTIVE NOUNS and ABSTRACT NOUNS. 
Relativamente à sua categoria, os nomes podem ser classificados e enquadrados em um dos quatro grupos seguintes: NOMES 
CONTÁVEIS, NOMES INCONTÁVEIS, NOMES COLETIVOS e NOMES ABSTRATOS. 
 
COUNTABLE NOUNS 
 
Examples: 
He has four books. 
They’ve lived in two continents. 
She’s washing a few dishes. 
That businessman owns a dozen buildings in this city. 
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He drank many glasses of red wine. 
UNCOUNTABLE NOUNS 
 
Examples: 
I need to drink much water everyday. 
There’s only some air inside. 
They need loads of energy to run the marathon. 
That hospital is in need of much blood. 
Did you earn a little money? 
 
COLLECTIVE NOUNS 
 
Examples: 
The jury is deciding today. 
My family roots for the best team. 
The farmer is concerned about his herd. 
Are you willing to join that committee? 
That is an excellent class. 
 
ABSTRACT NOUNS 
 
Examples: 
This wine gives me a sense of warmth. 
We are still waiting for justice to be done. 
Self-confidence is essential to achieve success. 
The whole world is seeking for peace. 
I’m worried about my parents’ health. 
 
6.3. FORMS 
 
Concerning its forms, a noun can appear as a subject, a possessive or an object. 
No que toca às suas formas, um nome pode aparecer como sujeito, possessivo ou objeto. 
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As a subject: The English teacher is tall. 
As an object: He chose the Englishteacher. 
As a possessive: The English teacher’s car is green. 
 
7. ADJECTIVES 
 
Adjectives are words used to describe, qualify and/or modify nouns or pronouns. In English, adjectives are 
ALWAYS used in the singular form – they NEVER vary. They usually come BEFORE the subject that they are 
modifying, but always AFTER some connecting verbs. 
Adjetivos são palavras utilizadas para descrever, qualificar e/ou modificar nomes ou pronomes. Em inglês, os adjetivos são 
SEMPRE usados na forma singular – ELES NUNCA VARIAM. Geralmente aparecem ANTES do sujeito que estão modificando, 
mas sempre DEPOIS de alguns verbos conectores. 
These connecting verbs are: TO BE, TO SEEM, TO APPEAR, TO SOUND, TO TASTE, TO FEEL, TO SMELL, TO 
BECOME, TO GET and TO LOOK. 
Estes verbos conectores são:SER/ESTAR, PARECER, APARECER, SOAR, SABER (ter sabor/gosto de), SENTIR, CHEIRAR, 
TORNAR-SE, CONSEGUIR e OLHAR. 
They are ALWAYS used AFTER indefinite pronouns, such as:SOMEONE; SOMEBODY; SOMETHING; SOMEWHERE; 
ANYBODY; ANYONE; NO ONE; NOBOBY; ANYTHING; NOTHING; ANYWHERE; and NOWHERE. 
Eles são SEMPRE utilizados DEPOIS de pronomes indefinidos, tais como: ALGUÉM; ALGO; ALGUM LUGAR; QUALQUER 
UM/NINGUÉM; NINGUÉM; QUALQUER COISA/NADA; QUALQUER LUGAR; LUGAR NENHUM. 
Examples: 
She is beautiful. In this room there’s nobody healthy. 
She smells nice. She hasn’t become a cool person. 
The baby looks sick. They seem such nice people. 
 
7.1. COMPARATIVE DEGREE 
 
Whenever the adjective has one or two syllabi (short adjective), we add ER to it. 
Sempre que o adjetivo tem uma ou duas sílabas (até 7 letras, inclusive) (adjetivo curto). Acrescentamos ER ao dito adjetivo. 
 
Cold + ER = Colder This city is colder than Rio. 
Bright + ER = Brighter This yellow is brighter than that one. 
Cheap + ER = Cheaper This dress is cheaper than that one. 
Old + ER = Older You are older than my brother. 
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Whenever the adjective has more than two syllabi (long adjective), we put MORE or LESS before the adjective, 
depending on the comparison that we intend to establish. 
Sempre que o adjetivo tem mais de duas sílabas (oito ou mais letras) (adjetivo longo), colocamos MAIS ou MENOS antes do 
adjetivo, dependendo da comparação que pretendemos estabelecer. 
 
MORE/LESS + Difficult = More difficult / Less difficult 
That lesson was more difficult than this one. 
These exercises are less difficult than those ones. 
 
MORE/LESS + Beautiful = More beautiful / Less beautiful 
My house’s garden is more beautiful than yours. 
His wife’s dress is less beautiful than this one. 
MORE/LESS + Expensive = More expensive / Less expensive 
This Ferrari is more expensive than theirs. 
Her apartment is less expensive than mine. 
 
The adjectives GOOD, WELL, BAD and FAR have distinct comparative forms, which means they are exceptions 
that we need to memorize: 
Os adjetivos BOM, BEM, MAU/RUIM e LONGE/DISTANTE têm formas comparativas distintas, o que quer dizer que são exceções 
que precisamos memorizar: 
 
Good/well → Better Bad → Worse Far → Further 
This book is better than the last one I read. 
The French red wine is worse than this one. 
Your apartment is further than ours. 
 
NOTE that all comparatives are followed by THAN. 
OBSERVE que todos os comparativos são seguidos por DO QUE. 
 
7.2. SUPERLATIVE DEGREE 
 
Whenever the adjective has one or two syllabi (short adjective), we add EST to it. 
Sempre que o adjetivo tem uma ou duas sílabas (até 7 letras, inclusive) (adjetivo curto). Acrescentamos EST ao dito adjetivo. 
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Cold + EST = Coldest This city is the coldest in Brazil. 
Bright + EST = Brightest This yellow is the brightest one. 
Cheap + EST = Cheapest This dress is the cheapest one. 
Old + EST = Oldest You are the oldest boy in the classroom. 
 
Whenever the adjective has more than two syllabi (long adjective), we put MOST or LEAST before the adjective, 
depending on the comparison that we intend to establish. 
Sempre que o adjetivo tem mais de duas sílabas (oito ou mais letras) (adjetivo longo), colocamos MAIS ou MENOS antes do 
adjetivo, dependendo da comparação que pretendemos estabelecer. 
MOST/LEAST + Difficult = Most difficult / Least difficult 
That lesson was the most difficult one. 
These exercises are the least difficult ones. 
 
MOST/LEAST + Beautiful = Most beautiful / Least beautiful 
My house’s garden is the most beautiful in the city. 
His wife’s dress is the least beautiful in the party. 
 
MOST/LEAST + Expensive = Most expensive / Least expensive 
This Ferrari is the most expensive in the country. 
Her apartment is the least expensive in the building. 
 
The adjectives GOOD, WELL, BAD and FAR have distinct superlative forms, which means they are exceptions 
that we need to memorize: 
Os adjetivos BOM, BEM, MAU/RUIM e LONGE/DISTANTE têm formas comparativas distintas, o que quer dizer que são exceções 
que precisamos memorizar: 
 
Good/well → Best Bad → Worst Far → Furthest 
This book is the best I’ve ever read. 
This French red wine is the worst I’ve ever had. 
Your farm is the furthest I know. 
 
 
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NOTE that all superlatives are preceded by THE. 
OBSERVE que todos os superlativos são precedidos por O/A (artigo definido). 
Irregular Comparative and Superlative Forms 
Good or well better best 
Bad or ill worse worst 
Much 
Many 
Some 
more most 
Little Less least 
Far further furthest 
 
EXERCISES 
 
Complete the sentences using the comparative form of the adjectives between brackets. 
 
1. He is _____________________________________ (young) ________________________ I am. 
2. Mr. Smith is much ______________________ (old) __________________________ I expected. 
3. Chicago is _______________________________ (big) ____________________________ Paris. 
4. This book is ___________________________ (good) ________________ the last one we read. 
5. This winter the weather is ___________________ (bad) _________________ it was last winter. 
6. This exercise is ________________________ (easy) ________________________ the last one. 
7. This metal is _____________________________ (valuable) ________________________ gold. 
8. Jane is _____________________________ (attractive) ________________________ her sister. 
9. Today the weather is _____________________ (warm) __________________ it was yesterday. 
10. John’s car was much _________________________(expensive) ___________________ mine. 
11. This contract is _________________________(satisfactory) ____________ the previous one. 
12. This street is even ____________________ (wide) __________________________ Broadway. 
13. These exercises are ________________(difficult) ____________________ some of the others. 
14. The climate of Caracas is ___________________ (good) _______________ that of Maracaibo. 
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15. John is much _____________________ (clever) ___________________________ his brother. 
16. This summer is _____________________ (hot) ___________________________ last summer. 
17. Her sweater is ____________________________ (pretty) ________________________ yours. 
18. Our garden used to be _____________________ (large) _________________________ theirs. 
 
Complete the sentences using the superlative form of the adjectives between brackets. 
 
1. Grace is _______________________ (old) girl in class. 
2. This is ___________________ (expensive) book that I own. 
3. George is ___________________ (bad) student in the class. 
4. The Herald is ______________________ (important) newspaper in town. 
5. Tokyo is ___________ (large) city in the world today. 
6. He is _______________ (ambitious) boy I’ve ever known. 
7. Helen was ________________________ (attractive)girl at the party. 
8. She wore ____________ (pretty) dress. 
9. She is __________________ (intelligent) person I’ve ever met. 
10. The story you told was _________________ (funny) of all. 
11. January is ___________ (cold) month of the year. 
12. Which is __________ (good) route from Miami to New York? 
13. The Pacific is _____________ (large) ocean in the world. 
14. The Everest is _____________ (high) mountain in the world. 
15. This chair is ____________________ (comfortable) chair in the whole house. 
16. These exercises are ____________ (difficult) in the whole book. 
17. You’re _____________ (tall) boy around. 
18. Back on those days, my mother was _______________ (good) cook 
 
8. ORDER AND CATEGORY OF ADJECTIVES 
 
According to their order and category, we can classify the English adjectives following the pattern presented 
below. 
De acordo com a sua ordem e categoria, podemos classificar os adjetivos ingleses seguindo o padrão apresentado no quadro 
abaixo. 
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EXERCISES 
 
Organize the sentences correctly according to the adjective categories and orders: 
 
1. this – small – cheap – a – apartment – is – old 
 This is a cheap small old apartment, 
2. little – daughter – Italian – this – beautiful – my – young – girl – smart – is 
____________________________________________________________________________ 
3. tall – American – that – round-faced – boy – well-groomed – has – arrived – just 
_____________________________________________________________________________ 
4. big – not – their – pyramidal – far – wooden – cottage – so – is – brownish – away 
____________________________________________________________________________ 
5. marvelous – German – has – Porsche – sold – your – enormous – been – classic – silver 
____________________________________________________________________________ 
 
Make questions for the following answers: 
 
1. This T-shirt costs US$45. 
_________________________________________________ 
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2. There are three bedrooms in my apartment. 
_________________________________________________ 
3. These pants are US$90. 
_________________________________________________ 
4. It takes me about 20 minutes by bus. 
_________________________________________________ 
5. My girlfriend is tall dark-haired with beautiful blue eyes. 
_________________________________________________ 
6. My parents-in-law usually call me every other weekend. 
_________________________________________________ 
 
9. VERB TO BE 
 
9.1. PRESENT 
 
AFFIRMATIVE NEGATIVE INTERROGATIVE 
I am / I’m I am not / I’m not Am I? 
You are / You’re You are not / You aren’t Are you? 
He is / He’s He is not / He isn’t Is he? 
She is / She’s She is not / She isn’t Is she? 
It is / It’s It is not / It isn’t Is it? 
We are / We’re We are not / We aren’t Are we? 
You are / You’re You are not / You aren’t Are you? 
They are / They’re They are not / They aren’t Are they? 
 
9.2. PAST 
 
AFFIRMATIVE NEGATIVE INTERROGATIVE 
I was I was not / I wasn’t Was I? 
You were You were not / You weren’t Were you? 
He was He was not / He wasn’t Was he? 
She was She was not / She wasn’t Was she? 
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It was It was not / It wasn’t Was It? 
We were We were not / We weren’t Were we? 
You were You were not / You weren’t Were you? 
They were They were not / They weren’t Were they? 
 
9.3. FUTURE 
 
AFFIRMATIVE NEGATIVE INTERROGATIVE 
I will be I will not be / I won’t be Will I be? 
You will be You will not be / You won’t be Will you be? 
He will be He will not be / He won’t be Will he be? 
She will be She will not be / She won’t be Will she be? 
It will be It will not be / It won’t be Will it be? 
We will be We will not be / We won’t be Will we be? 
You will be You will not be / You won’t be Will you be? 
They will be They will not be / They won’t be Will they be? 
 
Note that the verb TO BE doesn’t need an auxiliary verb to form negative and/or interrogative clauses. Pay 
attention to the following examples: 
Repare que o verbo SER/ESTAR não precisa de verbo auxiliar para formar orações negativas e/ou interrogativas. Preste atenção 
aos seguintes exemplos: 
 
Eu sou brasileiro. → I am Brazilian. 
Eu não sou brasileiro. → I am not Brazilian. 
Eu sou brasileiro? → Am I Brazilian? 
Eu não sou brasileiro? → Am I not Brazilian? 
 
The same doesn’t happen to any other regular or irregular verb. In order to check this difference, take a look at 
the sentences herein under: 
O mesmo não acontece com qualquer outro verbo regular ou irregular. De modo a confirmar esta diferença, olhe para as frases 
abaixo: 
Eu moro no Brasil. → I live in Brazil. 
Eu não moro no Brasil. → I don’t live in Brazil. 
Eu moro no Brasil? → Do I live in Brazil? 
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Eu não moro no Brasil? → Don’t I live in Brazil? 
 
10. PRESENT TENSE 
 
Within the Present there are four different tenses. They are presented herein after. 
Dentro do Presente há quatro tempos verbais distintos. Eles são apresentados em seguida. 
 
10.1. SIMPLE PRESENT CONTINUOUS 
 
It is used to actions that are happening at this precise moment or, in other words, right when the speech is 
being produced. The Simple Present Continuous tense always uses the verb TO BE as auxiliary. In the following 
chart you will find the proper way to make sentences: 
O Presente Simples Contínuo é usado para ações que estão acontecendo neste preciso momento ou, em otras palavras, 
exatamente quando o discurso está sendo produzido. Sempre utiliza o verbo SER/ESTAR como auxiliar. No quadro seguinte 
você encontrará a maneira correta de construir frases: 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
pronoun or noun + to be + 
main verb + ING + complement 
She is working now. 
They are studying upstairs. 
You are talking smoothly. 
 
NEGATIVE 
pronoun or noun + to be + not 
+ main verb + ING + 
complement 
She isn’t working now. 
They aren’t studying upstairs. 
You aren’t talking smoothly. 
 
 
 
INTERROGATIVE 
 
to be + pronoun or noun + 
main verb + ING + complement 
Is she working now? 
Yes, she is. 
No, she isn’t. 
Are they studying right now? 
Yes, they are. 
No, they aren’t. 
 
Main Adverbs: now; this moment; at this moment; at this exact moment; right now; right away, etc… 
 
10.2. SIMPLE PRESENT 
 
It is used to actions that happen frequently or, in other words, in a repeated general manner. The Simple 
Present tense requires the verb TO DO as auxiliary. Remember that the auxiliary forms are not used in 
affirmative sentences. The said affirmative sentences have their main verb in its base form (infinitive form 
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without TO) and, when in the third singular person (HE, SHE or IT), we use the base form plus an S. Proper way 
to construct sentences: 
O Presente Simples é usado para ações que acontecem frequentemente ou, em outras palavras, de um modo repetitivo. 
Sempre requer o verbo FAZER como auxiliar para a formação de orações negativas e interrogativas. Lembre-se que o verbo 
auxiliar não é usado em orações afirmativas. Estas têm o verbo principal na sua forma base (infinitivo sem o TO) e, quando 
está conjugado na terceira pessoa do singular (ELE, ELA ou COISA/OBJETO), usamos a forma base acrescida de S. Forma 
correta de construir frases: 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
 
AFFIRMATIVE 
I/YOU/WE/THEY 
noun or pronoun + main verb + 
complement 
 
HE/SHE/IT 
noun or pronoun + main verb + 
s/es/ies + complement 
 
We work on the weekend. 
 
 
She works on the weekend. 
He watches TV every night. 
She studies every day. 
 
NEGATIVE 
noun or pronoun + don’t/ 
doesn’t + main verb + 
complement 
 
We don’t work on the weekend. 
She doesn’t work on the 
weekend. 
 
INTERROGATIVE 
 
Do/Does + noun or pronoun + 
main verb + complement 
Do you work on the weekend? 
Does she work on weekend? 
 
Main Adverbs: always; usually; generally; never; often; sometimes; regularly; rarely; seldom; once; twice; three 
times; four times, etc… 
 
10.3. PRESENT PERFECT 
 
It is used to describe an action that: (1) happened at an unknown time in the past; (2) happened many times in 
the recent past; (3) started in the past and continues happening until now; (4) has just finished a few moments 
before the speech was produced. The Present Perfect tense uses the verb TO HAVE as auxiliary. Proper way to 
make sentences: 
O Presente Perfeito é usado para descrever uma ação que: (1) aconteceu em um período não determinado do passado, ou 
seja, em um tempo anterior indefinido; (2) aconteceu diversas vezes no passado recente; (3) começou no passado e continua 
acontecendo no momento do discurso; (4) acabou de terminar pouco tempo antes do discurso ser produzido. Utiliza o verbo 
TER como auxiliar. Forma correta de construir frases: 
 
 
 
 
 
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SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
pronoun or noun + have / has + past 
participle of the main verb + 
complement 
I have studied English since 2005. 
She has already gone out. 
It has eaten recently. 
 
NEGATIVE 
pronoun or noun + haven’t / hasn’t + 
past participle of the main verb + 
complement 
I haven’t studied English since 2005. 
She hasn’t gone out yet. 
It hasn’t eaten recently. 
 
INTERROGATIVE 
AFFIRMATIVE 
 
have / has + pronoun or noun + past 
participle of the main verb + 
complement 
Have you studied English since 2005? 
Has she gone out? 
Has it eaten recently? 
 
INTERROGATIVE 
NEGATIVE 
haven’t / hasn’t + pronoun or noun + 
past participle of the main verb + 
complement 
Haven’t you studied English since 2005? 
Hasn’t she gone out yet? 
Hasn’t it eaten recently? 
 
Main Adverbs: lately, recently, for a long time; in the last few days; in the last few weeks, in the last few 
months; just; already; yet; etc… 
 
10.4. PRESENT PERFECT CONTINUOUS 
 
It is used to describe an action that started in the past and is continuously happening until now. The Present 
Perfect Continuous tense is very similar to the Present Perfect tense, although they can be perfectly 
distinguished from each other, given the fact that the first’s action happens continuatively. The Present Perfect 
Continuous tense uses the verb TO HAVE as auxiliary. Proper way to make sentences: 
O Presente Perfeito Contínuo é usado para descrever uma ação que começou no passado e está acontecendo continuamente 
até ao momento do discurso. É muito similar ao Presente Perfeito, embora possam ser perfeitamente diferenciados um do 
outro, dado o fato que a ação do primeiro acontece continuamente. Utiliza o verbo TER como auxiliar. Forma correta de 
construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
noun or pronoun + have / has + been 
+ main verb + ING + complement 
They have been studying English since 
2005. 
She has been going out. 
 
NEGATIVE 
noun or pronoun + haven’t / hasn’t + 
been + main verb + ING + complement 
They haven’t been studying English since 
2005. 
She hasn’t been going out. 
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INTERROGATIVE 
AFFIRMATIVE 
have / has + noun or pronoun + been 
+ main verb + ING + complement 
Have they been studying English since 
2005? 
Has she been going out? 
 
INTERROGATIVE 
NEGATIVE 
haven’t / hasn’t + noun or pronoun + 
been + main verb + ING + 
complement 
Haven’t they been studying English since 
2005? 
Hasn’t she been going out? 
 
Main Adverbs: for; since; over the last few days; during the last couple of months; over the last few years, over 
and over again; etc… 
 
EXERCISES 
 
Choose the answer that correctly completes the sentences below. 
 
1. She ___________________ and Paul _________________ at the present moment. 
 
(A) is work; study 
(B) working; studying 
(C) are working; is studying 
(D) is working; is studying 
 
2. They _______________ this for 10 years, but unfortunately they ________________ yet. 
 
(A) hasn’t been trying; has get 
(B) have been trying; haven’t gotten it 
(C) have try; have been getting 
(D) haven’t tried; are getting it 
 
3. That cute little boy that ______________ is my son. A boy that always ___________ has very good health. 
 
(A) is playing; plays 
(B) have been playing; play 
(C) lays; playing 
(D) have played, played 
 
4. His dream is to travel abroad but he _________________ enough money to do it. He will only travel, if someone 
_________________ him money. 
 
(A) don’t have; lend 
(B) didn’t have; borrowed 
(C) doesn’t have; lends 
(D) doesn’t have; borrows 
 
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5. Nowadays, she ________________ about how to _____________ this to ____________. 
 
(A) is thinking; say; you 
(B) knows; say; his 
(C) knows; say; you 
(D) none of the above 
 
6. He ____________ to ______________ farm every first Monday in the month. 
 
(A) travels; his 
(B) is traveling; him 
(C) travels; him 
(D) has traveling; his 
 
7. For a long time, I ____________________ such a great success. 
 
(A) have 
(B) haven’t had 
(C) has been having 
(D) haven’t having 
 
8. He has bought that incredible black car, _______________? 
 
(A) doesn’t he 
(B) has he 
(C) hasn’t he 
(D) is he 
 
9. Since I was born, my mom and I _______________________ in the same city. 
 
(A) have been living 
(B) have live 
(C) haven’t been live 
(D) none of the above 
 
10. I don’t know where John and ____________ brother ____________ now. 
 
(A) him; are 
(B) his; is 
(C) his; are 
(D) him; is 
 
11. Where has Chris gone recently? 
 
(A) He went to Europe. 
(B) He has go to Europe. 
(C) He has gone to Europe. 
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(D) He has went to Europe. 
 
12. It doesn’t matter, I _____________ this over and over again. 
 
(A) has done 
(B) has been doing 
(C) have been doing 
(D) have did 
 
13. Usually, men ____________ for a beautiful woman. 
 
(A) looks 
(B) look 
(C) looking 
(D) looked 
 
14. What ____________ now? 
 
(A) does she do 
(B) is she doing 
(C) do she do 
(D) are she doing 
 
15. What ____________ lately? 
 
(A) does she do 
(B) do she done 
(C) has she done 
(D) has she do 
 
16. What _____________ since 2 p.m.? 
 
(A) is she do 
(B) has she been doing 
(C) is she been doing 
(D) has she do 
 
17. He ____________ there every July. 
 
(A) go 
(B) goes 
(C) going 
(D) gone 
 
18. During the last month, they ______________ 8 hours a day. 
 
(A) have studied 
(B) have been studying 
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(C) are studying 
(D) study 
 
19. My father, my mother and I ______________ to church lately. 
 
(A) hasn’t gone 
(B) haven’t gone 
(C) isn’t going 
(D) aren’t going 
 
20. Right now, the children ____________ video game and we ___________ the game on TV. 
 
(A) are playing; are watching 
(B) is playing; is watching 
(C) play; watch 
(D) plays; watches 
 
21. My father, my mother and I ______________ to church lately. 
 
(A) hasn’t gone 
(B) haven’t gone 
(C) isn’t going 
(D) aren’t going 
 
22. Why _________________ to the door every time I arrive home? 
 
(A) do it run 
(B) have it run 
(C) has it run 
(D) does it run 
 
23. Who _________________ with them? 
 
(A) has travel 
(B) has traveled 
(C) are traveling 
(D) travel 
 
24. Where _________________ this afternoon? 
 
(A) are you going 
(B)you go 
(C) goes 
(D) go 
 
25. ___________________ with us? 
 
(A) Is she come 
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(B) Does she came 
(C) Is she coming 
(D) Has she came 
 
26. His parents _______________________ yet. 
 
(A) arrived 
(B) haven’t arrived 
(C) hasn’t arrived 
(D) are arriving 
 
11. PAST TENSE 
 
11.1. SIMPLE PAST 
 
It describes a completed/finished action that happened in the past and it is known when it occurred. The Simple 
Past tense refers to actions that took place in a previous specified time. Proper way to construct sentences: 
O Passado Simples descreve uma ação completa/acabada que aconteceu no passado e é conhecido/determinado o tempo em 
que ocorreu. Diz respeito a ações que tiveram lugar em um tempo passado determinado. Forma correta de construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
noun or pronoun + main verb + 
ED or irregulars’ list + 
complement 
They worked last weekend. 
She went to Rio yesterday. 
 
NEGATIVE 
noun or pronoun + didn’t + 
main verb + 
complement 
They didn’t work last weekend. 
She didn’t go to Rio yesterday. 
 
 
INTERROGATIVE 
AFFIRMATIVE 
did + noun or pronoun + 
main verb + 
complement 
Did they work last weekend? 
Did she go to Rio yesterday? 
 
INTERROGATIVE 
NEGATIVE 
didn’t + noun or pronoun + 
main verb + 
complement 
Didn’t they work last weekend? 
Didn’t she go to Rio yesterday? 
 
 
Main Adverbs: yesterday; ago; when; last year; last month; last week; the day before yesterday; last Saturday; 
last winter, etc… 
 
FIQUE LIGADO! 
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Na língua Inglesa, os verbos são divididos em duas grandes categorias: regulares e irregulares. Nos 
verbos regulares forma-se o passado acrescentando ED ao respetivo infinitivo. Quanto aos 
irregulares, infelizmente só decorando! 
Alguns verbos regulares: to work/worked/worked; to like/liked/liked (atenção, acrescentou-se 
somente o D); to study/studied/studied (atenção, transformou-se o Y em I); to 
stop/stopped/stopped (atenção, dobrou-se a última consoante). 
Alguns verbos irregulares:to go/went/gone – to see/saw/seen – to read/read/read – to 
take/took/taken – to do/did/done – to fall/fell/fallen – to feel/felt/felt. 
 
Interrogativa e Negativa: para a formação de orações interrogativas e negativas no passado é 
necessário o uso do verbo auxiliar TO DO no passado (DID). 
 
I worked here last month. (affirmative) 
 Did I work here last month? (interrogative) 
 I didn’t work here last month. (negative) 
 Didn’t I work here last month? (interrogative and negative) 
 
 He went to the movies yesterday. 
 Did he go to the movies yesterday? 
 He didn’t go to the movies yesterday. 
 Didn’t he go to the movies yesterday? (interrogative and negative) 
 
Note que, com o uso do verbo auxiliar, o verbo principal volta para a forma base. 
 
11.2. PAST CONTINUOUS 
 
The Past Continuous tense is the progressive form of the Simple Past tense. This means that it is used to 
describe continuous actions that took place in a previous specified time. Let’s see its different usages and 
compare them with the Simple Past. 
O Passado Contínuo é a forma progressiva do Passado Simples. Isto significa que é utilizado para descrever ações contínuas 
que tiveram lugar em um tempo passado determinado. Vamos ver as suas diferentes utilizações e compará-las com o Passado 
Simples. 
It was raining there yesterday (continuous) VS It rained there yesterday (simple) 
 
She was playing the piano last night (continuous) 
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VS 
She played the piano last night (simple) 
My sister was studying the day before yesterday (continuous) 
VS 
My sister studied the day before yesterday (simple) 
 
Proper way to construct sentences: 
Forma correta de construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
noun or pronoun + was/were + main 
verb + ING + complement 
They were working last weekend. 
She was going to Rio yesterday. 
 
NEGATIVE 
noun or pronoun + was/were + not + 
main verb + ING + complement 
 
They weren’t working last weekend. 
She wasn’t going to Rio yesterday. 
 
INTERROGATIVE 
AFFIRMATIVE 
 
was/were + noun or pronoun + main 
verb + ING + complement 
 
Were they working last weekend? 
Was she going to Rio last weekend? 
 
INTERROGATIVE 
 NEGATIVE 
was/were + not + noun or pronoun + 
main verb + ING + complement 
Weren’t they working last weekend? 
Wasn’t she going to Rio last weekend? 
 
It is also used to describe a long previous action that was interrupted by another short previous action. Notice 
that the short action is generally presented in the Simple Past tense. 
Também é utilizado para descrever uma longa ação passada que foi interrompida por outra curta ação passada. Repare que a 
ação curta é geralmente apresentada no Passado Simples. 
 
Have a look at the examples below: 
Dê uma olhada nos exemplos abaixo: 
 
It was still raining when she arrived home. 
She was playing the piano when the game started. 
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I was having lunch when the telephone rang. 
 
 LONG ACTION SHORT ACTION 
 
Moreover, it can be used to describe two long and simultaneous actions that took place in the past. 
Para além disso, pode ser utilizado para descrever duas ações longas e simultâneas que tiveram lugar no passado. 
Take a look at the examples below: 
Dê uma olhada nos exemplos abaixo: 
 
It was still raining when she was cooking dinner. 
She was playing the piano while he was reading a novel. 
My daughter was playing tennis while my son was watching TV. 
 
 LONG ACTION LONG ACTION 
 
The main adverbs used in this specific situation are: when; while; meanwhile; in the meantime. 
Os principais advérbios usados nesta situação específica são: quando; enquanto; enquanto isso. 
 
11.3. PAST PERFECT 
 
It describes a completed action or event that took place in a remote past. Usually, the Past Perfect characterizes 
a complete previous action that happened before another completed action that also took place in the past. The 
one that is presented in the Past Perfect happened before the one that is presented in the Simple Past. Proper 
way to construct sentences: 
O Passado Perfeito descreve uma ação ou evento que teve lugar em um passado remoto. Geralmente, caracteriza uma ação 
terminada no passado que aconteceu antes de outra ação completa que também teve lugar no passado. Aquela que é 
apresentada no Passado Perfeito aconteceu antes daquela apresentada no Passado Simples. Forma correta de construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
noun or pronoun + had + past participle 
/ noun or pronoun + main verb + ED or 
irregulars’ list 
They had worked a lot before she arrived. 
She had gone to Rio before she went to São 
Paulo. 
 
NEGATIVE 
noun or pronoun + hadn’t + past 
participle / noun or pronoun + main 
They hadn’t worked a lot before she arrived. 
She hadn’t gone to Rio before she went to 
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verb + ED or irregulars’ list São Paulo. 
 
INTERROGATIVE 
AFFIRMATIVE 
 
had + noun or pronoun + past participle 
/ noun or pronoun + main verb + ED or 
irregulars’ list 
Had they worked a lot before she arrived? 
Had she gone to Rio before she went to São 
Paulo? 
 
INTERROGATIVE 
NEGATIVE 
hadn’t + noun or pronoun + past 
participle / noun or pronoun + main 
verb + ED or irregulars’ list 
Hadn’t they worked a lot before she arrived? 
Hadn’t she gone to Rio before she went to 
São Paulo? 
 
Main Adverbs: before; when; previously;etc… 
He had gone to the movies when his mother passed away. 
The book had fallen to the ground before I could avoid it. 
 
PAST PERFECT SIMPLE PAST 
 
11.4. PAST PERFECT CONTINUOUS 
 
It describes a completed continuous action – generally, a long one – that took place in the past and happened 
before another completed action or event that took place in the past. Proper way to construct sentences: 
Descreve uma ação terminada contínua – geralmente longa – que teve lugar no passado e que aconteceu antes de outra ação 
ou evento completes que também foram levados a efeito no passado. Forma correta de construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
noun or pronoun + had + 
been + main verb + ING / 
noun or pronoun + main verb 
+ ED or irregulars’ list 
They had been working before she arrived. 
She had been going to Rio before she went 
to São Paulo. 
 
NEGATIVE 
noun or pronoun + hadn’t + 
been + main verb + ING / 
noun or pronoun + main verb 
+ ED or irregulars’ list 
They hadn’t been working before she 
arrived. 
She hadn’t been going to Rio before she 
went to São Paulo. 
 
INTERROGATIVE 
AFFIRMATIVE 
ad + noun or pronoun + been 
+ main verb + ING / noun or 
pronoun + main verb + ED or 
irregulars’ list 
Had they been working before she arrived? 
Had she been going to Rio before she went 
to São Paulo? 
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INTERROGATIVE 
NEGATIVE 
hadn’t + noun or pronoun + 
been + main verb + ING / 
noun or pronoun + main verb 
+ ED or irregulars’ list 
Hadn’t they been working before she 
arrived? 
Hadn’t she been going to Rio before went 
to São Paulo? 
 
Main Adverbs: before; when; previously; etc… 
 
EXERCISES 
 
For each one of the sentences herein under, select the only correct option. 
 
1. What had you done before you got married? 
 
(A) I had work a lot. 
(B) I had worked a lot. 
(C) I have work a lot. 
(D) I have worked a lot. 
 
2. Where had you gone before you graduated? 
 
(A) I had go nowhere. 
(B) I had gone nowhere. 
(C) I haven’t gone anywhere. 
(D) I have go anywhere. 
 
3. When did she come of age? 
 
(A) She come of age yesterday. 
(B) She has come of age yesterday. 
(C) She had come of age yesterday. 
(D) She came of age yesterday. 
 
4. How long were they away? 
 
(A) Very many time. 
(B) Very much time. 
(C) A long time. 
(D) Any time. 
 
5. Had he been here before? 
 
(A) Yes, he had. 
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(B) Yes, he has. 
(C) Yes, he was. 
(D) Yes, he were. 
 
6. How long have you been living in Brasília? 
 
(A) For many time. 
(B) For a long years. 
(C) For a long time. 
(D) For much years. 
 
7. Where _______ they ___________? 
 
(A) has; studied 
(B) have; been studying 
(C) did; studied 
(D) have; study 
 
8. All the girls _____________ the party when my brother and I ____________ there. 
 
(A) has left; arrived 
(B) have leave; arrive 
(C) had left; arrived 
(D) has left; arrive 
 
9. Have you traveled abroad this year? 
 
(A) No, I hasn’t. 
(B) No, I hadn’t. 
(C) No, I haven’t. 
(D) No, I didn’t 
 
10. What car ______ he ______ recently? 
 
(A) has; buy 
(B) had; buy 
(C) had; bought 
(D) has; bought 
 
Complete the sentences below with the correct tense of the verb between brackets. 
 
1. She has already bought (already, to buy) a brand new car. 
2. Before they got (to get) married, they had been (to be) engaged for 10 years. 
3. I haven’t finished (not, to finish) my work yet. 
4. They had been riding (to ride) their bikes before they met (to meet) their friends. 
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5. Our great-grandparents have been living (to live) here since 1937. 
6. He was running (to run) with his wife when she fell (to fall) and hurt herself. 
7. We had just finished (just, to finish) cooking before you came. 
8. What were you doing (to do) when you broke (to break) your leg? 
9. Before she resigned (to resign) from that South American company, she had worked (to work) there for a long time. 
10. My son was studying / studied (to study) at UnB last night. 
 
Choose the only option that correctly completes the sentences below. 
 
1. Before ___________, your wife ____________ at least three different movies. 
 
(A) get up; had already watched 
(B) got up; has already watched 
(C) getting up; had already watched 
(D) gets up; has already watched 
 
2. We ___________ hard when Mike and her sisters ___________ us ___________ with them. 
 
(A) had been studying; called; to go 
(B) studied; called; going 
(C) have been studying; called; to go 
(D) study; called; going 
 
3. When the phone __________________, she _____________ a letter to her boyfriend. 
 
(A) rung; had written 
(B) rings; is writing 
(C) rang; was writing 
(D) rang; wrote 
 
4. He ___________________ TV while his mother _________________ dinner. 
 
(A) watched; makes 
(B) is watching; made 
(C) have watched; had made 
(D) was watching; was making 
 
5. My stepfather __________________ to Europe. 
 
(A) had already traveled 
(B) was just traveled 
(C) has just traveled 
(D) is already traveled 
 
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6. His brother ______________ video game; meanwhile, my sister ___________ the laundry. 
 
(A) has played; had done 
(B) is playing; has already done 
(C) was playing; was doing 
(D) had played; was doing 
 
7. She ________________ anybody in the last couple of months. 
 
(A) hasn’t called 
(B) isn’t calling 
(C) hadn’t called 
(D) wasn’t calling 
 
8. She _____________ of ______________ there next weekend. 
 
(A) thought; go 
(B) thinks; go 
(C) had thinking; going 
(D) is thinking; going 
 
12. FUTURE 
 
There is more than one way of constructing future clauses. In the English language, as it happens to the 
Portuguese one, we can say “I will work tomorrow” OR “I am going to work tomorrow”. Both sentences mean 
that the action will take place in the future, although the second one uses the Present Continuous to express 
that thought. Let’s see what is the fundamental difference between them. 
Há mais de uma maneira de construir orações futuras. Na língua Inglesa, assim como acontece na língua Portuguesa, nós 
podemos dizer “eu irei trabalhar amanhã” OU “eu vou trabalhar amanhã”. Ambas as frases significam que a ação ocorrerá no 
futuro, embora a segunda utilize o Presente Contínuo para expressar esse pensamento. Vamos ver qual é a diferença 
fundamental entre elas. 
 
I will work tomorrow (less than 100% of certainty regarding the future action) 
Eu trabalharei amanhã (menos de 100% de certeza em relação à concretização da ação futura) 
VS 
I am going to work tomorrow (100% of certainty regarding the future action) 
Eu vou trabalhar amanhã (100% de certeza em relação à concretização da ação futura) 
 
Thus, we should always use the following combinations: 
Por isso, nós sempre deveríamos usar as seguintes combinações: 
a) I think that… I will… 
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Eu acho que… eu (+ futuro com WILL)… 
b) I am sure that… I am going to… 
Eu tenho certeza que… eu (+ futuro com TO BE GOING TO)… 
 
There is also the possibility of creating future clauses using a much more formal expression: SHALL. Following 
the grammar rule, the said expression may only be used with two subject pronouns: I and WE. 
Há também a possibilidade de criar orações futuras usando uma expressão muito mais formal: SHALL. Seguindo a regra 
gramatical, a dita expressão só pode ser utilizada apenas com dois pronomes sujeito: EU e NÓS. 
I will work tomorrow = I shall work tomorrow (more formal) 
 
12.1. SIMPLE FUTURE 
 
It describes an action that will happen in the future. This actionwill take place at a given time in the future and 
won’t repeat itself continuously. Proper way to construct sentences: 
Descreve uma ação que acontecerá no futuro. Esta ação terá lugar em um dado tempo futuro e não se repetirá continuamente. 
Forma correta de construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
 
AFFIRMATIVE 
Noun or pronoun + will + main 
verb + complement 
OR 
Noun or pronoun + to be + going 
to + main verb + complement 
 
They will study tomorrow. 
 
They are going to study tomorrow. 
 
 
 
NEGATIVE 
Noun or pronoun + will not 
(won’t) + main verb + 
complement 
OR 
Noun or pronoun + to be not + 
going to + main verb + 
complement 
 
They won’t study tomorrow. 
 
 
They aren’t going to study 
tomorrow. 
 
 
 
INTERROGATIVE 
AFFIRMATIVE 
Will + noun or pronoun + main 
verb + complement 
OR 
2) To be + noun or pronoun + going to 
+ main verb + complement 
 
Will they study tomorrow? 
 
Are they going to study tomorrow? 
 
 
INTERROGATIVE 
Will not (won’t) + noun or 
pronoun + main verb + 
complement 
 
Won’t they study tomorrow? 
 
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NEGATIVE OR 
To be not + noun or pronoun + 
going to + main verb + 
complement 
Aren’t they going to study 
tomorrow? 
 
Main Adverbs: tomorrow; the day after tomorrow; next week; next month; next Sunday; next weekend; next 
summer; next year; etc... 
 
12.2. FUTURE CONTINUOUS 
 
It describes a continuous action that will be happening in the future. This action will repeat itself continuously 
during a given period of time. Proper way to construct sentences: 
Descreve uma ação contínua que estará acontecendo no futuro. Esta ação repetir-se-á continuamente durante um dado período 
de tempo. Forma correta de construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
 
 
AFFIRMATIVE 
noun or pronoun + will + be 
+ main verb + ING + 
complement 
OR 
noun or pronoun + to be 
going to + be + main verb + 
ING + complement 
 
They will be studying tomorrow. 
 
 
They are going to be studying 
tomorrow. 
 
 
 
NEGATIVE 
noun or pronoun+ won’t + be 
+ main verb + ING + 
complement 
OR 
noun or pronoun + to be not 
going to + be + main verb + 
ING + complement 
 
They won’t be studying 
tomorrow. 
 
They aren’t going to be studying 
tomorrow. 
 
 
INTERROGATIVE 
AFFIRMATIVE 
will + noun or pronoun + be 
+ main verb + ING + 
complement 
OR 
to be + noun or pronoun + 
going to be + main verb + 
ING + complement 
 
Will they be studying tomorrow? 
 
Are they going to be studying 
tomorrow? 
 
 
INTERROGATIVE 
NEGATIVE 
will not (won’t) + noun or 
pronoun + be + main verb + 
ING + complement 
OR 
 
Won’t they be studying 
tomorrow? 
 
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to be not + noun or pronoun 
+ going to be + main verb + 
ING + complement 
Aren’t they going to be studying 
tomorrow? 
 
Main Adverbs: the same as the ones used for the SIMPLE FUTURE. 
 
12.3. FUTURE PERFECT 
 
The Future Perfect tense describes an action that will have happened at a determined time in the future. This 
action won’t repeat itself continuously during that given period of time. Proper way to construct sentences: 
Descreve uma ação que terá acontecido em um tempo determinado no futuro. Esta ação não se repetirá continuamente 
durante esse dado período de tempo. Forma correta de construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
noun or pronoun + will + have + past 
participle of the verb + complement 
 
I will have finished my course by this time next 
year. 
 
NEGATIVE 
noun or pronoun + won’t + have + 
past participle of the verb + 
complement 
 
I won’t have finished my course by this time 
next year. 
 
INTERROGATIVE 
AFFIRMATIVE 
will + noun or pronoun + have + past 
participle of the verb + complement 
 
Will you have finished your course by this time 
next year? 
 
INTERROGATIVE 
NEGATIVE 
won’t + noun or pronoun + have + 
past participle of the verb + 
complement 
 
Won’t you have finished your course by this 
time next year? 
 
Main Adverbs: by this time next year; next Monday; at this hour next Wednesday; etc… 
Some examples: 
They will already have had dinner tomorrow night. 
My brother will have watched a movie with his girlfriend tomorrow at 7 p.m. 
Their bar will have closed next Friday evening. 
She will have gone back home tomorrow at this same hour. 
They won’t have won the game by this time tomorrow. 
Will you have studied all your grammar by the end of next month? 
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12.4. FUTURE PERFECT CONTINUOUS 
 
The Future Perfect Continuous tense describes a continuous action that will have been happening at a 
determined time in the future. This action won’t repeat itself continuously during that given period of time. 
Proper way to construct sentences: 
Descreve uma ação contínua que terá acontecido em um tempo determinado no futuro. Esta ação repetir-se-á continuamente 
durante esse dado período de tempo. Forma correta de construir frases: 
 
SENTENCES HOW TO CONSTRUCT EXAMPLES 
 
AFFIRMATIVE 
noun or pronoun + will + 
have + been + main verb + 
ING + complement 
I will have been studying English 
for two years by this time next 
year. 
 
NEGATIVE 
noun or pronoun + won’t + 
have + been + main verb + 
ING + complement 
I won’t have been studying 
English for two years by this time 
next year. 
 
INTERROGATIVE 
AFIRMATIVE 
will + noun or pronoun + 
have + been + main verb + 
ING + complement 
Will you have been studying 
English for two years by this time 
next year? 
 
INTERROGATIVE 
NEGATIVE 
won’t + noun or pronoun + 
have + been + main verb + 
ING + complement 
• Won’t you have been studying 
English for two years by this time 
next year? 
 
Main Adverbs: the same as the ones used for the FUTURE PERFECT. 
Some examples: 
They will already have been having dinner tomorrow night. 
My brother will have been watching a movie with his girlfriend tomorrow at 7 p.m. 
Their bar will have been working next Friday evening. 
She will have been going back home tomorrow at this same hour. 
They won’t have been playing the game by this time tomorrow. 
Will you have been studying all your grammar by the end of next month? 
 
 
 
 
 
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EXERCISES 
 
Choose the correct option to complete the sentences herein under. 
 
1. The little boy _____________ the picture of a cow at school next Thursday. 
 
(A) draw 
(B) draws 
(C) is going to draw 
(D) will drew 
 
2. I ________________ Peter next week. 
 
(A) have met 
(B) meet 
(C) be going to meet 
(D) will meet 
 
3. Yesterday, as he _________ down the street, he ___________ an old friend of his. 
 
(A) had walked; met 
(B) walked; had met 
(C) was walking; met 
(D) walked; was meeting 
 
4. Fred __________________ me yesterday. He wanted to know if his brother ________________. 
 
(A) called; arrived 
(B) was calling; arriving 
(C) called; had arrived 
(D) has called; had been arriving 
 
5. We _______________________________________ married by this time two months from now. 
 
(A) won’t get 
(B) will get 
(C) won’t have got 
(D) will have gotten 
 
6. I _________________________ what he ____________________ but I couldn’t understand it. 
 
(A) hear; says 
(B) heard; says 
(C) hear; say 
(D) heard; said 
 
 
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7. He ___________________________ the piano when the telephone ______________________. 
 
(A) was playing; was ringing 
(B) had played; is ringing 
(C) played; rang 
(D) was playing; rang 
 
8. Jessica _____________________________ in 1983. 
 
(A) has retire 
(B) retired(C) was retire 
(D) is retired 
 
9. They _____________________________ next holiday. 
 
(A) won’t have travel 
(B) won’t be traveling 
(C) may not have travel 
(D) shall not travel 
 
10. Mr. Tribianni ____________________ into the room when the lawyer ______________ dinner. 
 
(A) have gone; has 
(B) has gone; had 
(C) went; is having 
(D) went; was having 
 
11. Why _______________ those people singing? Because they ______________ gotten some unexpected good news. 
 
(A) was; had 
(B) is; have 
(C) were; had 
(D) was; has 
 
12. When did she ______________________? I think she _______________________ yesterday. 
 
(A) left; left 
(B) lived; live 
(C) live; leave 
(D) leave; left 
 
13. She _________________________ give her parents the good news the day after tomorrow. 
 
(A) shall 
(B) will have been 
(C) is going to 
(D) won’t have 
 
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14. Why ________________________ you so late? Because I _______________________ the bus. 
 
(A) is; missed 
(B) are; have missed 
(C) is; miss 
(D) are; miss 
 
15. Pablo ______________________ half the homework, when they ______________________ in. 
 
(A) was finished; come 
(B) had finished, come 
(C) has finished; came 
(D) had finished; came 
 
16. After _________________________ all the accounts, Bianca ___________________ the store. 
 
(A) checks; locks 
(B) checking; lock 
(C) checking; has locked 
(D) having checked; lock 
 
17. They ___________________________________________ their diploma by this time next year. 
 
(A) have gotten 
(B) were getting 
(C) will get 
(D) will have gotten 
 
18. His next question _______________________________ me completely by surprise. 
 
(A) takes 
(B) taken 
(C) has taken 
(D) has took 
 
19. They ______________ to her apartment last night but they ______________ there too late. She _________________ 
already ___________________. 
 
(A) went; arrived; has; go 
(B) go; arrived; has; gone 
(C) have gone; arrived; have; go 
(D) went; arrived; had; left 
 
20. We ________________ surely __________ fleas if we ____________ as dirty as we ________. 
 
(A) are; going to catch; remaining; were 
(B) were; catch; remained; are 
(C) were; caught; remain; were 
(D) are; going to catch; remain; are 
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21. My mom __________________________________ me since the day before yesterday. 
 
(A) had called 
(B) was calling 
(C) is calling 
(D) has been calling 
 
22. He _________________________ out _____________________________ soccer once again. 
 
(A) is going; playing 
(B) went; to play 
(C) was going; playing 
(D) has gone; to play 
 
23. _________________________________ a look at that motorcycle. 
 
(A) take 
(B) takes 
(C) taking 
(D) took 
 
24. I ______________________ tomorrow, but my daughter _____________________ next weekend. 
 
(A) am going; are going 
(B) will leave; is going to travel 
(C) leave; leave 
(D) will go; will have been gone 
 
25. He __________________________ to drink water after ___________________________. 
 
(A) likes; to run 
(B) hates; ran 
(C) loves; running 
(D) enjoys; run 
 
26. Why ___________ you __________ to work the whole summer? 
 
(A) does; have 
(B) do; had 
(C) did; had 
(D) did; have 
 
27. I _________________ by this time next year. 
 
(A) will have graduated 
(B) will graduated 
(C) will been graduating 
(D) will had graduated 
 
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28. He ____________________ to work yesterday because his car _____________________ down. 
 
(A) didn’t go; broke 
(B) hasn’t gone; broke 
(C) haven’t gone; break 
(D) wasn’t going; break 
 
29. My little sister _________________ worse, so I’ll have _______________ care of her. Anyway, I just _______________ she 
_______________ better as soon as possible. 
 
(A) got; take; hope; gets 
(B) has gotten; to take; hope; gets 
(C) is getting; taking; hoped; got 
 
 
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HELPING YOU 
Adverbs can modify adjectives, but an adjective cannot modify an adverb. Thus, we say 
that “the student drives really slow” or “the student drives slowly”. BUT NOT “He drives 
real fast”. 
Some adverbs can take COMPARATIVE and SUPERLATIVE forms, however, the majority 
of adverbs don’t take these endings. Instead, they form the comparative using more or 
less and the superlative using most or least, even the ones that have less than 2 
syllables. 
a) With sneakers on, she could move more quickly among the patients. 
b) The flowers were the most beautifully arranged creations I've ever seen. 
c) She worked less confidently after her accident. 
d) That was the least skillfully done performance I've seen in years. 
 
THE ROYAL ORDER OF ADVERBS 
Verb Manner Place Frequency Time Purpose 
Beth 
swims 
enthusiastically 
in the 
pool 
every 
morning 
before 
dawn 
to keep in 
shape. 
Dad 
walks 
impatiently 
into 
town 
every 
afternoon 
before 
supper 
to get a 
newspaper. 
Tess 
naps 
 
in her 
room 
every 
morning 
before 
lunch. 
 
 
In actual practice, of course, it would be highly unusual to have a string of 
adverbial modifiers beyond two or three (at the most). Because the 
placement of adverbs is so flexible, one or two of the modifiers would 
probably move to the beginning of the sentence: "Every afternoon before 
supper, dad impatiently walks into town to get a newspaper." When that 
happens, the introductory adverbial modifiers are usually set off with a 
comma. 
 
 
 
http://grammar.ccc.commnet.edu/grammar/adjectives.htm
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74 INTERMEDIATE LEVEL 
INTERMEDIATE LEVEL 
 
1. ADVERBS 
 
An adverb is a modifying part of the speech. Adverbs are words that modify a verb, an adjective, another adverb 
or the whole phrase or clause. It describes or gives additional information about when, where, why or under 
what conditions and circumstances something happens. It connects two clauses. Adverbs can be arranged 
according to the following six classes: FREQUENCY, MANNER, TIME, PLACE, DEGREE OR INTENSITY and DOUBT. 
 
1.1. FREQUENCY 
 
These adverbs tell us how often an action takes place. They usually come before the main verbs and after auxiliary verbs in the 
majority of the sentences. They are, among others: 
 
Always = every time, all the time, forever Often = many times 
 Never = not at any time or not on any occasion Seldom=almost ever 
Sometimes = on some occasions but not always or often Once = only one time 
Twice = just two times Many times = often 
Rarely = almost never Usually = often 
 
1.2. MANNER 
 
These adverbs describe how, or in what way, something happens. They derive from adjectives and they are usually finished 
with the letters LY. Herein under are some examples. 
 
Slowly = at a slow speed, pace or rhythm 
Quickly = at a fast speed, pace or rhythm 
Carefully = with great attention or caution 
Patiently = with patience 
Fluently = in a fluent, rhythmic and correct way 
Kindly = in a kind or pleasant way 
Well = in a good way 
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75 INTERMEDIATE LEVEL 
Fast = in a quick way 
Hardly = with a strong or tough attitude; with the improbability of happening 
 
PAY ATTENTION! 
Some words finished with LY are not adverbs but adjectives. 
Examples: friendly, lovely, ugly, silly, lonely, lovely, deadly, elderly. 
 He is friendly. (adjective) 
 The sing was lovely. (adjective) 
 He plays in a friendly way. (adjective) 
 
There are other words finished with LY that can be both adjectives and adverbs.Examples: daily, weekly, monthly, yearly and early. 
 We get up early (adverb) to be on time for an early (adjective) class. 
 They work daily (adverb) on a daily (adjective) newspaper. 
 It’s deadly (adverb) to drive at deadly (adjective) speeds. 
 
1.3. TIME 
 
These adverbs refer to the time when something happens. Below there are some examples. 
 
Now = at the present time, in this exact moment 
Still = that continues happening 
Soon = within a short period of time, in a short while 
Yesterday = on the day before today 
Early = before the scheduled time or arranged hour 
Tomorrow = on the day after today 
Tonight = at the night of the present day 
Next week = the week after this one 
Last month = in the month before this one 
Next year = the year after this one 
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76 INTERMEDIATE LEVEL 
On Sunday, on Monday, on Tuesday, on Wednesday, on Thursday, on Friday 
In January, in February, in March, in April, in July, in August, in September 
 
1.4. PLACE 
 
These adverbs designate the place where something happens. We can find some examples in the following lines. 
Here There Everywhere 
Above Around Beside 
Upstairs Downstairs Between 
Among Beneath Below 
 
We are going upstairs in a few minutes. 
She is between my two brothers. 
Our books are among yours. 
I saw your children around there. 
 
1.5. DEGREE OR INTENSITY 
 
These adverbs specify the degree to which an adjective, or another adverb, applies. There are some examples below. 
Very Too Almost 
More Less Again 
 
They said that you were very stubborn. 
She almost went to your birthday party. 
Your mother-in-law is too stubborn. 
We should do less things everyday. 
Here we go again. 
 
1.6. DOUBT 
 
These adverbs are applied to situations or events where a doubt, or a lack of absolute certainty, is present. Herein under we 
can find some examples. 
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Maybe = Perhaps Probably Possibly 
 
Perhaps, they won’t be able to arrive on time. 
Maybe, they will arrive on time. 
We are coming after six, probably. 
Possibly, she is trying to call you. 
 
Other examples on how to use some adverbs: 
 
Don’t you cry tonight, there’s heaven above you, baby! 
Now, I can’t define what I really want to say! 
Girl, I’m leaving tomorrow. 
I will always love you! 
Say it once, say it twice! 
It’s too late, baby. Now it’s too late! 
I am definitely going to be theretomorrow. 
My father is getting more and more impatient. 
Sometimes, she really crosses the boundaries. 
Where is he trying to go so early in the morning? 
They must do it. Otherwise, they will be absurdly punished. 
How often does he go out before midnight? 
What genre of music do you listen to when you get up? 
Luckily, he had to leave the house very soon. 
Your shoes often stay under the bed. 
 
PAY ATTENTION! 
There are some words that can be both an adjective and an adverb, such as: fast, late, low. 
Examples: 
 A fast (adjective) car goes fast (adverb). 
 I’m late (adverb) for my late (adjective) class. 
 Any low (adjective) music gets me low (adverb). 
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Main rules for the usage of adverbs: 
 
ADVERB + main verb 
She always goes to the movies. 
 
To be + ADVERB 
She is always at the movies. 
 
Auxiliary verb + ADVERB + main verb 
She will always be at the movies. 
 
List of the most common adverbs used in the English language. 
 
A 
 
aboard 
abominably 
about 
above 
absurdly 
accidentally 
accidently 
accordingly 
accurately 
acoustically 
admiringly 
 adrift 
angrily 
anticlockwise 
adversely 
aesthetically 
afar 
afield 
afloat 
afoot 
afoul 
after 
afterward 
afterwards 
again 
ahead 
alike 
all 
almost 
alone 
along 
alongside 
aloof 
aloud 
already 
also 
altogether 
always 
amok 
amuck 
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79 INTERMEDIATE LEVEL 
apart 
as 
 
B 
badly 
before 
believe 
better 
beyond 
blind 
C 
carefully 
close 
closely 
completely 
confidently 
currently 
D 
definitely 
ditto 
during 
E 
early 
either 
even 
ever 
exactly 
excitingly 
G 
gratis 
gratefully 
H 
haltingly 
hard 
hence 
here 
homewards 
I 
immediately 
instead 
J 
just 
K 
knowingly 
L 
late 
lately 
least 
leisurely 
likely 
long 
M 
N 
namely 
nay 
never 
nevertheless 
newly 
now 
not 
S 
seal 
sharp 
sometimes 
soon 
stealthily 
successfully 
T 
then 
there 
thereby 
therefore 
thick 
thither 
thus 
timely 
tomorrow 
twofold 
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extra 
F 
far 
frequently 
U 
unbowed 
underneath 
unduly 
unfortunately 
unhurriedly 
unwittingly 
maybe 
merely 
more 
 
V 
very 
W 
well 
west 
what 
when 
 
 
 
whence 
where 
whither 
Y 
yes 
 
 
EXERCISES 
 
1. Classify the adverbs below according to what you’ve just learned. 
 
Mainly – ________ Usually – ________ Where – ________ 
Deadly – ________ Behind – ________ Maybe – ________ 
Almost – ________ Tonight – ________ Rarely –________ 
 
2. Find the adverbs that correspond to each adjective: 
 
Fluent – ________ Friend – ________ Frequent – ________ 
Slow – ________ Careful – ________ Rough – ________ 
Bad – ________ Supposed – ________ Accurate – ________ 
 
3. Put an X in the correct option: 
 
a. The plane arrived late, as usual. 
( ) adverb ( ) adjective 
 
b. My brother loves fast cars. 
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( ) adverb ( ) adjective 
 
c. Learning French is harder than I thought. 
( ) adverb ( ) adjective 
 
d. That site is updated daily. 
( ) adverb ( ) adjective 
 
e. My You’ve just ruined my best dress. 
( ) adverb ( ) adjective 
 
f. My He is friendly. 
( ) adverb ( ) adjective 
 
g. I'm watching the late class. 
( ) adverb ( ) adjective 
 
h. They are running too fast. 
( ) adverb ( ) adjective 
 
i. I hope you try harder in the future. 
( ) adverb ( ) adjective 
 
j. Voanews.com is a daily online newspaper. 
( ) adverb ( ) adjective 
 
k. Computers work better nowadays. 
( ) adverb ( ) adjective 
 
l. He was talking with her in a friendly way. 
( ) adverb ( ) adjective 
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4. Complete the sentences below with the adverbs that relate to the words or expressions in brackets, and classify each one of 
them: 
 
a) Sue is ________ (complete) crazy about her husband. 
(Manner) 
 
b) ________ (usual), Tom goes out with his girlfriend. 
(Frequency) 
 
c) My daughter went to school ________ (the day before today). 
(Time) 
 
d) I think she is ________ (on the upper floor). 
(Place) 
 
e) ________ (probable) we will need to go to the hospital. 
(Doubt) 
 
f) They have ________ (nearly, closely) the same age. 
(Degree or intensity) 
 
2. PREPOSITIONS 
 
Prepositions are small words that create a relation among the several different words or expressions that are 
part of one sentence. They are used to link nouns, pronouns and idiomatic expressions within a sentence, in a 
cohesive and coherent way. A preposition usually indicates the temporal, spatial or logical relation between the 
elements that constitute a sentence. 
 
PAY ATTENTION! 
When a preposition follows a verb in an affirmative sentence, itwill also follow the verb in an interrogative 
sentence. So, the preposition will come, many times, at the end of the question. 
Examples: 
 What are you talking about? 
 Who are you working for? 
 
Every preposition has an object. An object of a preposition is a noun or a pronoun that comes after a 
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preposition to form a prepositional phrase. 
Examples: 
 The trip that we are planning toFernando de Noronha may be in December. 
 To = preposition; Fernando de Noronha = object of preposition 
 
An object of a preposition can cause confusion when it comes to the comprehension of the sentence’s 
structure because it can be taken as the subject of the said sentence. 
Examples: 
To Janethe wedding request was a big surprise. 
 To = preposition; Jane = object of preposition; 
 The weeding request = subject of the sentence. 
 
2.1. GENERAL PREPOSITIONS 
 
2.1.1. The preposition IN is applied to the following situations. 
 
PLACE, STATE, CITY or COUNTRY 
 
Examples: 
 I live in that neighborhood. 
 She lives in Florida. 
 Your son is in New York. 
 He used to live in the States. 
 
INSIDE OF SOMETHING or SOME PLACE 
 
Examples: 
The girl is in the kitchen. 
The coffee is in the cup. 
The milk is in the fridge. 
The pills are in the bathroom cabinet. 
 
DURATION OF AN ACTION (TIME) 
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Examples: 
 
He will do his work in three days. 
They will be writing the report in the next few days. 
 She will get there in a couple of hours. 
 We’ll finish it in a week. 
 
Examples: 
 
She always works in the morning. 
I usually go to Rio de Janeiro in February. 
He was born in 1979. 
They visit us in the spring. 
 
BEFORE LANGUAGES 
 
Examples: 
 
They are speaking in English. 
We love to speak in French with each other. 
He is talking in Spanish to his uncle. 
2.1.2. The preposition ON is applied to the following situations. 
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WITH THE SENSE OF ABOVE OR ON TOP 
 
Examples: 
 
The book is on the table. 
The pens are on the fridge. 
 
BEFORE DAYS OF THE WEEK 
 
Examples: 
 
I’ll have to go there on Monday. 
Her birthday is on Thursday. 
 
PAY ATTENTION! 
If there are others elements, such as months or periods of day, related to days of the week, we 
should always use the preposition ON. 
Examples: She goes to her parents’ house on Easter’s Tuesday. 
 He likes to go out on Friday evening. 
 They went to New York on April 21st. 
 
PLACE OR RESIDENCE IN A STREET, IF THE NUMBER ISN’T MENTIONED 
 
Examples: 
 
I live on Santa Monica Boulevard. 
She told me (that) he lives on Fifth Avenue. 
 
 
 
2.1.3. The preposition AT is applied to the following situations. 
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PLACE OR RESIDENCE IN A STREET, WHENEVER THE NUMBER IS MENTIONED 
Examples: 
 
I live at 570, Santa Monica Boulevard. 
She told me (that) he lives at 137, Fifth Avenue. 
 
 
EXACT HOUR 
Examples: 
 
We arrived at 10:00 a.m. 
They went to their apartment at 8:30 p.m. 
 
DIRECTION OR SENSE OF DIRECTION 
Examples: 
 
Look at those trees over there! 
Don’t throw stones at the birds! 
 
PLACE OR DESIGNATION OF PLACE 
Examples: 
 
My father is at home. 
We are at school. 
 
MOMENT OR REFERENCE TO A MOMENT 
Examples: 
 
We’ll have to be there at noon. 
I can’t tell you that at this moment. 
 
2.1.4. The preposition FOR is applied to the following situations. 
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DURATION OF AN ACTION (TIME) 
Examples: 
 
She played the piano for three hours. 
I’ve been studying English for the last three years. 
 
WHEN MENTIONING AN EXCHANGE OR A PERMUTE 
Examples: 
 
I rent my apartment for little money. 
She had lunch for a few bucks. 
 
WHENEVER FOR = TO 
Examples: 
 
Shall I open the window for you? 
They did the homework for me. 
 
2.1.5. The preposition BY is applied to the following situations. 
 
MEANS OF TRANSPORTATION (exception: ON FOOT) 
Examples: 
 
I came here by car. She goes to school by subway. 
 
WHENEVER THE REFLEXIVE PRONOUNS ARE SINONYMS OF ALONE 
Examples: 
 
He lives by himself in São Paulo. = He lives alone in São Paulo. 
They study by themselves. = They study alone. 
We have done it by ourselves. = We have done it alone. 
AS SYNONYM OF UNTIL WHEN INDICATING TIME 
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Examples: 
 
They will finish their job by 7:00 o’clock. 
I think I’ll be there by Friday. 
We will be having fun by this time next week. 
You’ll have succeeded by 2011. 
 
2.2 PREPOSITIONS OF PLACE 
 
PREPOSITION EXAMPLE 
Above The ceiling is above our heads. 
Below There is a candy shop below their 
apartment. 
 
Over = on, period of time, more than 
There is a light over the table. 
He proved to be a friend over the years. 
It cost over US$1,000. 
 
Under 
The dog is under the table. 
These children are all under seven. 
John works under Bob Thompson’s. 
Inside = in The pen is inside the desk. 
Outside The boss is outside the office. 
Near = next to = close to She lives near me. 
Across = in front of The bank is across the street. 
 
Against 
They are against your ideas. 
He is always against our ideals. 
The chair is against the wall. 
Behind The garage is behind the house. 
Down We saw her walking down the street. 
Up He was walking up that avenue. 
In back of The taxi is parked in back of the building. 
In front of The ball rolled in front of the bus. 
Through The bird flew through the open window. 
Among (more than two things or 
people) 
Paul is among us. 
It’s among those books. 
 
Between (two things or people) 
 It is between the bank and the post office. 
 He’s between her two sisters. 
 She was between them both. 
2.3. PREPOSITIONS OF DIRECTION 
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PREPOSITION EXAMPLE 
Into = to move inside I saw him going into the movies. 
Out of = to move outside He took some money out of his pocket. 
Toward(s) = in the direction of This road leads toward the beach. 
She was looking towards the horizon. 
Opposite The post office is opposite to his house. 
To Can you move to your left, please? 
 
2.4. PREPOSITIONS OF TIME 
 
PREPOSITION EXAMPLE 
During During the summer, I think I’ll go to Rio. 
After Would you please call after nine? 
Before Take this medicine before lunch. 
Until We must wait until ten p.m. 
Around I get to my office around ten every 
morning. 
About I think she will be away about a week. 
 
2.5. PREPOSITIONS OF POSSESSION 
 
PREPOSITION EXAMPLE 
Of The legs of this table are broken. 
To This pencil belongs to Mary. 
‘S = of someone or something It’s the teacher’s car = It’s the car of the 
teacher 
 
2.6. PREPOSITIONS OF WAY 
 
PREPOSITION EXAMPLE 
With He will go to the club with his father. 
Like He is like his father. 
2.7. OTHER PREPOSITIONS 
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PREPOSITION EXAMPLE 
despite = although / though They are playing football despite the rain. 
in order to = with the intention to We will have to hurry in order to arrive on time. 
throughout = during the whole time; 
all around; everywhere 
It rained throughout the week at the beach. 
The news was spread throughout the country. 
within = in a determined amount of time He’ll finish thereport within the required time. 
Besides = in addition to Besides studying mathematics I study physics. 
But Nobody saw the accident but him. 
to = indication of place or destiny I walked over to the window. 
around He was driving around the block. 
 
3. CONJUNCTIONS 
 
Conjunctions are words that join other words, phrases and/or clauses establishing coordinate and subordinate 
clauses’ relation. 
 
3.1. COORDINATING CONJUNCTIONS 
 
They can join single words or groups of words, but the structures must always have elements with the same 
value. For instance: subject + subject; verb phrase + verb phrase, sentence + sentence. When a coordinating 
conjunction is used to join elements, the element becomes a compound element. The most common 
coordinating conjunctions are presented below. 
 
ADDED = ADD 
 
 
 
 
CONJUNCTION SAMPLE SENTENCES 
And Melissa and Rachel are going to the movie. 
Both.... and Both my sister and my mother play the piano. 
Not only ... but also Not onlySue has money, but she is also very beautiful. 
Not only she studies, but she also plays the guitar. 
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ALTERNATIVE = CHOICE 
 
CONJUNCTION SAMPLE SENTENCES 
Or You must call her or she won’t forgive you. 
Neither.... nor Neither the orchestra nor the choruses were able to play harmoniously. 
He is neither a prince nor a frog. 
Either ...or Either she leaves or I do! I haven’t been to either the U.S.A. or Greece. 
Otherwise She should study more; otherwise she won’t pass the test. 
Else This isn’t Sarah’s book, it belongs to someone else. 
Or else You should better hurry, or else you will be late for work. 
 
ADVERSATIVE = CONTRAST 
 
CONJUNCTION SAMPLE SENTENCES 
But She is poor, but happy. 
However That man, however, refused to go. 
Still We still work at the same place. 
Yet I’m tired, yet I’m glad I came. This is a simple yet effective solution. 
Nevertheless I won’t write to him; nevertheless, I believe you should do it. 
Though Though she was deaf, she played piano beautifully. 
But then I pass the test, but then it was really easy. 
 
CONCLUSIVE = CONCLUSION 
 
CONJUNCTION SAMPLE SENTENCES 
So There was no one there, so I went away. 
Therefore You won’t help me; therefore I must do it alone. 
 
EXPLANATIVE = EXPLANATION 
 
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CONJUNCTION SAMPLE SENTENCES 
As He is without money as his wage hasn’t come. 
Such as A person such as you must be happy. 
For I want to buy a new dress for my pretty girlfriend. 
Because I’m going to Rio de Janeiro on Christmas because my family is there. 
 
3.2. SUBORDINATING CONJUNCTIONS 
 
These conjunctions connect subordinated clauses to a main clause, expressing a relation between the ideas in 
the clauses. Subordinating conjunctions are a larger class of words. Therefore, only a few of the more common 
ones are included herein under. 
 
CAUSE 
 
CONJUNCTION SAMPLE SENTENCES 
Because He will succeed because he has worked hard. 
As As I was tired, I decided not to go. 
Since You will have vacations since you have passed the test. 
 
COMPARATIVE 
 
CONJUNCTION SAMPLE SENTENCES 
As…as She is as beautiful as her sister. 
As if He prepared himself for this class as if he was preparing for a test. 
As though She slept as though nothing had happened. 
As well as He sings as well as I do. 
As As she was going to sleep, she felt the need to drink some water. 
More… than This house is more expensive than that apartment. 
 
CONCESSIVE 
 
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CONJUNCTION SAMPLE SENTENCES 
Although Although he seemed sad, he had to go. 
Though He seemed sad, though he had to go. 
Despite Despite our hard job we couldn’t finish the work. 
In spite of In spite of the bad weather, we decided to go to the beach house. 
Even if You will finish my homework even if it takes all night. 
Even though He has to go on this trip, even though he is sick. 
 
CONDITIONAL 
 
CONJUNCTION SAMPLE SENTENCES 
If I won’t go out with you if you come back late. 
If you come back late, I won’t go out with you. 
Whether I’m not sure whether he is coming. 
Unless I won’t go to your home unless you come here to pick me up. 
Provided that I won’t go to your home provided that you come here to pick me up. 
 
CONSECUTIVE 
 
CONJUNCTION SAMPLE SENTENCES 
So…that He is so annoying that no one wants do date him. 
After We are going out to eat afterwe finish taking the test. 
Before I will run home before someone calls me for help. 
 
 
FINAL 
CONJUNCTION SAMPLE SENTENCES 
In order to Men work in order to live. 
In order (that) Politicians make promises in order (that) they could win more votes. 
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So that Men work so that they can eat. 
 
INTEGRAL 
 
CONJUNCTION SAMPLE SENTENCES 
Where I go where I want. 
That I said that she was tired. 
Then First I eat, and then I go. 
 
TEMPORAL 
 
CONJUNCTION SAMPLE SENTENCES 
As soon as I will meet you as soon as I can. 
Whenever I always get upset whenever you come. 
Whenever I go there it is always open. 
As long as I will wait for you as long as I can. 
While While I was waiting in the bank line, I ate my lunch. 
Whereas I was having dinner whereas he was working. 
 
 
EXERCISES 
 
Complete the sentences herein under with appropriate preposition. 
 
1. This book belongs _________ John. 
2. We all went ________ a walk _________ the park. 
3. Sam bought this car _______ August. 
4. They plan to trade it ________ a new one ____________ spring. 
5. He was looking _______ the pen that John lost. 
6. Ken usually sits ____________________________________________ this desk. 
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7. I make many mistakes _____________ spelling. 
8. The man walked quickly ________ the room and went ___________ bed. 
9. She spends a lot ___________ time _____________ her English homework. 
10. We read _____________ the accident ______________ the newspaper this morning. 
11. I must write a letter ______________ my aunt. 
12. She went ____________ the forest _____________ find some wood. 
13. Julia sits ________ front __________ me, and Helen sits ____________ Harry and Hope. 
14. The boat moved slowly _______________________ the coast. 
15. Everyone laughed ____________ William’s story. 
16. The woman smiled ______________ me very pleasantly. 
17. He thanked me ____________ my interest ____________ the matter. 
18. How much did they pay _____________________ their new house? 
19. They buy everything ______________credit. 
20. She sold it ______________ me, and I bought it ____________ my mother. 
21. Do you know what happened _____________________ Martha? 
22. You must always listen _____________ your parents. 
23. She wants to arrive there _______________ them. 
24. What do you like to do _________________ having dinner? 
25. I think they were talking ________ us ________ the party last night. 
26. Where does your cousin like to go __________ Friday and Saturday nights? 
27. His sister has spent a lot _____________ that blue skirt. 
 
4. MODAL VERBS 
 
Modal verbs are special verbs that behave very differently from regular and irregular ones. They are auxiliary verbs, which 
along with main verbs give us the ideas of desire, intention, probability, advice, capacity, permission and 
prohibition, among others. They have neither participles nor infinitives. The modal verbs are: 
CAN / COULD / MAY / MIGHT / MUST / SHALL / SHOULD / OUGHT TO / WILL / WOULD 
 
MODAL EXAMPLE USES 
Can She can play the piano really well. Ability / Possibility 
http://en.wikipedia.org/wiki/Participle
http://en.wikipedia.org/wiki/Infinitive
http://www.learnenglish.de/grammar/verbmodal.htm#Can#Canhttp://www.learnenglish.de/grammar/verbmodal.htm#Could#Could
http://www.learnenglish.de/grammar/verbmodal.htm#May#May
http://www.learnenglish.de/grammar/verbmodal.htm#May#May
http://www.learnenglish.de/grammar/verbmodal.htm#Must#Must
http://www.learnenglish.de/grammar/verbmodal.htm#Shall#Shall
http://www.learnenglish.de/grammar/verbmodal.htm#Should#Should
http://www.learnenglish.de/grammar/verbmodal.htm#Ought to#Ought to
http://www.learnenglish.de/grammar/verbmodal.htm#Will#Will
http://www.learnenglish.de/grammar/verbmodal.htm#Would#Would
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We can’t buy a new car now. 
Can I eat here? 
Can’t you help me? 
Inability / Impossibility 
Asking for permission 
Request 
Could Could I borrow your dictionary? 
Could you say it again more slowly? 
We could try to fix it ourselves. 
They could find a nice job if they decided to move. 
He gave up his old job so he could work for us. 
Asking for permission 
Request 
Suggestion 
Future possibility 
Ability in the past 
May May I have another cup of tea? 
China may become a major economic power. 
Asking for permission 
Future possibility 
Might Susan might bring some cookies for us today Future possibility 
Must We must pay our bills before the end of the month. 
They mustn’t go out so late been so young. 
Necessity / Obligation 
Prohibition 
Ought to We ought to employ a pro to build our new home. Saying what’s right or correct 
Shall * 
 
Shall I help you with your homework? 
Shall we say 3.50 then? 
Shall I go there or will you? 
Offer 
Suggestion 
Asking what to do 
Should We should sort out this problem at once. 
You really should see a doctor about your illness. 
Profits should increase next month. 
Saying what’s right or correct 
Recommending action 
Uncertain prediction 
Will I'll do that for you if you like. 
I’ll get back to you first thing on Monday. 
Jeff will definitely leave NY after he finishes college. 
Offer 
Promise 
Certain prediction 
Would Would you mind if I brought a colleague with me? 
Would you pass the salt, please? 
Would you mind waiting a moment? 
"Would three o’clock suit you?" "That’d be fine." 
Would you like to play golf this Friday? 
"Would you prefer tea or coffee?" "I’d like tea." 
Asking for permission 
Request 
Request 
Making arrangements 
Invitation 
Preferences 
 
* More common in the UK than the US 
 
 
PAY ATTENTION! 
• Modal auxiliary verbs are always followed by the base form. 
• Modals are the same for all pronouns. 
I can play tennis. 
He can play tennis. 
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• Don’t use “to” before or after a modal verb. Exception: Ought to. 
 
4.1. MODAL EXPRESSIONS 
 
These expressions are closely related to modal verbs in meaning. They are often interchanged with them. 
 
HAVE TO 
We use HAVE TO when talking about a strong obligation that comes from somewhere else: from 
your boss, your parents, a rule at school or work, etc. 
Examples: 
I have to be home by ten. (OUTSIDE – My parents told me so). 
I must be home by ten. I have a difficult day tomorrow. (INSIDE – My own choice). 
I have to get up early because I start working at eight. (OUTSIDE – It is a rule). 
 I should get up early. (INSIDE – Now I stay in bed until lunchtime.) 
 
DON’T HAVE TO means that there isn't any obligation at all. There is no need to do it. Its use is 
different from the use of SHOULDN’T and MUSTN’T. 
Examples: 
I don't have to get up early at weekend. (I can stay in bed as long as I want). 
You mustn't tell lies. (It is very bad to tell lies).You don't have to go with me. (You can go with me 
if you want to.) You shouldn't smoke. (It is bad for your health.) 
 
In spoken British English you can also use HAVE GOT TO and HAVEN’T GOT TO. The past of 
HAVE TO is HAD TO. 
Examples: 
Pamela is a waitress. She's got to work on weekends. 
Have I got to do it right now? 
I haven't got to take my sister to school, my parents do it. 
 
Tip! We do not use HAVE TO when talking about a supposedly good idea that was not yet put 
into practice. Instead, in this context we use SHOULD. 
 
http://www.eclecticenglish.com/grammar/Should1A.html
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HAD BETTER 
HAD BETTER is most commonly used to make recommendations. It can also be used to express 
the following ideas: desperate hope and/or warning people. 
Examples: 
You had better take your umbrella if you want to go out today. 
(RECOMMENDATION) 
That bus had better get here soon! 
(DESPERATE HOPE) 
You had better watch the way you talk to me in the future! (WARNING) 
 
Note that it can be used on Present and Future tenses, but always like HAD BETTER. 
 
WOULD RATHER 
It is used to express a preference. 
Examples: 
 I’d rather walk than drive. 
 Would you rather go out or stay home? 
 
It isn’t necessary to use RATHER in the question to get an answer with RATHER. 
Examples: 
 Do you want to go to the movies? No, I’d rather go to the theater. 
 or 
 Would you like to go to the movies? No, I’d rather go the theater. 
 
 The negative form is WOULD RATHER NOT. 
Examples: 
 Do you want to go to the movies? 
 No, I´d rather not go to the movies. I’m tired. 
 
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NEED 
When NEED is followed by another verb, it can have the forms either of an ordinary verb (with to 
do) or of a modal auxiliary verb (mostly in British English).We can use NEED in the present and 
future to show necessity. 
Examples: 
 I need to buy something for dinner. 
 We will need to repair the roof next year. 
 
In the interrogative form, we use it with the hope of getting a negative answer. 
Examples: 
 Do I need to stay until late? 
 Does he need to redo the composition? 
 
In the negative, we use it to express a necessity that was extinct or modified. 
Examples: 
 You don’t need to hurry; we still have 10 minutes. 
 I didn’t need to ask him for more money. 
 You won’t need to arrive before ten o’clock. 
 
EXERCISES 
 
Use the MODAL VERBS or MODAL EXPRESSIONS that correctly complete each one of sentences below. 
 
1. She ________ go to bed early last night. 
2. They ____________ buy some stamps because there aren’t any at the office. 
3. We ________________ rush because we are late for class. 
4. ____ I come in? 
5. It ____________ rain tomorrow. 
6. My mother ____ swim very well. 
7. I think you ___________________call her. 
8. I ____________________ go to the farm tonight than tomorrow morning. 
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9. She ____________ not lie to me. 
10. What do you think I ____________________do? 
11. He ________ have helped us last night. 
12. I ____________ go if I ____________. 
13. They ____________ do it last Saturday. 
 
Choose the correct answer. 
 
1. You should study English and Spanish. This sentence implies: 
 
(A) necessity 
(B) obligation 
(C) advise 
(D) possibility 
 
2. She wishes her boyfriend would dance better. It implies: 
 
(A) an imaginary situation 
(B) a situation of regret 
(C) a desire about something or somebody 
(D) a situation of despair 
 
3. She could call me later. You can say the same thing using: 
 
(A) She must call me later. 
(B) She can call me later 
(C) She should call me later. 
(D) She ought to call me later. 
 
4. I will talk _____ you _____ the lasttime. Don’t go _____ this place again! 
 
(A) on; for; on 
(B) to; for; on 
(C) for; in; to 
(D) to; for; to 
 
5. Yesterday, he arrived _____ 6 o’clock _____ the morning and worked _____ 6 o’clock _____ the evening. 
 
(A) at; in; until; in 
(B) at; in; at; until 
(C) to; in; until; in 
(D) at; at; at; until 
 
6. ABOVE, TOWARD and AROUND are respectively prepositions of: 
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(A) place; way; time 
(B) time; place; way 
(C) place; direction; time 
(D) place; time; direction 
 
7. I had a great grade in my last test. However, I have to study more and more.In the sentence above we have: 
 
(A) an additive conjunction 
(B) an alternative conjunction 
(C) an explicative conjunction 
(D) an adversative conjunction 
 
8. Although she doesn’t have money, she insists on spending a lot of it. In the sentence above we have: 
 
(A) a conditional subordinate clause 
(B) a consecutive subordinate clause 
(C) a comparative subordinate clause 
(D) a concessive subordinate clause 
 
9. Whereas you insist on doing that, I prefer to study hard. In the sentence above we have: 
 
(A) a final subordinate clause 
(B) a consecutive subordinate clause 
(C) a temporal subordinate clause 
(D) an integrant subordinate clause 
 
10. Unless you eat better, you will never get healthier. In the sentence above we have: 
 
(A) one main clause; one concessive subordinate clause 
(B) one adversative coordinative clause; one main clause 
(C) one conditional subordinate clause; one main clause 
(D) one consecutive subordinate clause; one coordinative clause 
 
11. Whether she had traveled to Europe, she would have visited Italy. In the following sentence we have: 
 
(A) probable condition 
(B) not probable condition 
(C) unreal condition 
(D) impossible condition 
 
12. By 2015, I’ll have had a baby. If I save money, I’ll buy a beautiful house, a nice car and get married with a handsome man. 
Then, we should build a nice and comfortable home to wait for our baby. However, we must work hard to provide him a 
good future. 
In the paragraph above we have: 
 
(A) a future Simple; a probable condition; an advise; a coordinative conjunction 
(B) a future perfect; a probable condition; a possibility; a coordinative conjunction 
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(C) a future perfect; a probable condition; a possibility; a subordinate conjunction 
(D) a future continuous; a not probable condition; a possibility; a subordinate conjunction 
 
5. WISH 
 
The word WISH expresses a DESIRE. In terms of meaning, we can say that it is similar to the expression WOULD LIKE 
(although this one is always attached to a condition). 
I, You, We, They WISH He, She, It WISHES 
We use WISH + PAST SIMPLEto express an imaginary situation. 
Examples: 
I wish I had a car, but I don’t. 
He wishes he weren’t poor, but he is. 
 
We use WISH + PAST PERFECT to express regret or to say that you would like that a situation occurred in the past could be 
different. 
 
Examples: 
I wish I had bought a new car last year. 
 
PAY ATTENTION! 
It is mainly used to express regret, desiring that things were different. It is possible to use 
WISH – in this sense – to talk about actions from both the present and future tenses, as well 
as and the past tense: 
 
 
 
I wish (that) I weren't here 
now. 
 
 
 
I wish (that) I didn't have to 
go to school tomorrow. 
 
 
 
I wish (that) I had studied 
harder when I was at school. 
Notice that the word that can be omitted in more informal speech. 
 
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We use WISH + COULD to express a desire about something that you are unable to be or to do. 
 
Examples: 
I wish I coulddance well. 
She wishes he could be funnier. 
 
PAY ATTENTION! 
 Past Situations: COULD + PAST PERFECT 
 Example: 
 I wish I could have gone to the movies last Saturday. 
 
We use WISH + WOULD to express a desire about something that you have the willingness to do but you are unable to 
control. 
 
Examples: 
I wish it would come home earlier. 
They wish their children would be more dedicated. 
 
PAY ATTENTION! 
When WOULD describes something out of your control, the subject of WISH is different from the 
subject of WOULD, to avoid any kind of incoherence. 
 
We use WISH + INFINITVE in the same way as we use the verb “to want”, although it is much more formal. 
 
 
Examples: 
Iwish to see the director. 
He wishes to go out this evening. 
 
EXERCISES 
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Choose the best possible answer. 
 
1. My computer is old and slow. 
 
(A) I wish I earned more money. 
(B) I wish I finished earlier. 
(C) I wish I had a more powerful one. 
(D) I wish I went to bed. 
 
2. Sorry, I've burnt the spaghetti again. 
 
(A) I wish I were a better cook. 
(B) I wish the spaghetti was smaller. 
(C) I wish I were more intelligent. 
(D) I wish I wasn’t here 
 
3. I must go to work on Saturday. 
 
(A) I wish I earned more money. 
(B) I wish it was Friday. 
(C) I wish it wasn’t raining. 
(D) I wish I could have the weekend off. 
 
4. My job is really boring. 
 
(A) I wish I earned more money. 
(B) I wish I finished earlier. 
(C) I wish I had an interesting one. 
(D) I wish I had a laptop. 
 
5. I don't have anything to eat. 
 
(A) I wish I had a cookie. 
(B) I wish I knew something about cake. 
(C) I wish I were here. 
(D) I wish she hadn’t gone home 
 
 
6. I don’t have much time to finish this. 
 
(A) I wish I wasn’t working. 
(B) I wish I had more time. 
(C) I wish I understood it better. 
(D) I wish I was a nurse 
 
7. I feel really old. 
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(A) I wish I earned more money. 
(B) I wish I was a better cook. 
(C) I wish I was younger. 
(D) I wish I was an elderly. 
 
8. I'm lonely. 
 
(A) I wish I knew more people. 
(B) I wish I were on vacation. 
(C) I wish I had more money. 
(D) I wish it weren’t so late. 
 
9. I don’t like this place. 
 
(A) I wish I were more powerful. 
(B) I wish I finished earlier. 
(C) I wish I were not here. 
(D) I wish I could have more friends. 
 
10. Robert has gone to the farm and I really need to speak with him. 
 
(A) I wish to go on vacation. 
(B) I wish he were here. 
(C) I wish it rains. 
(D) I wish I had a farm. 
 
Put the sentences in the correct order. 
 
1. you – I – wouldn’t – there – wish – go – . 
_______________________________________________________________________________________________________ 
 
2. wish – ten – I – younger – were – I – years – . 
_______________________________________________________________________________________________________ 
 
3. wishes – could – they – repair – she - come – to - boiler – the – sooner – . 
_______________________________________________________________________________________________________ 
4. service – wish – hadn’t – to – I – agreed – do – you – that – . 
_______________________________________________________________________________________________________ 
 
5. with – wish – we – speak – the – to – manager – . 
_______________________________________________________________________________________________________ 
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6. she – coming – I – with – was – wish – you – . 
_______________________________________________________________________________________________________ 
 
6. IF CLAUSES AND/OR CONDITIONAL CLAUSES 
 
The sentences with if are conditional clauses. They consist on a main clause plus (+) a subordinate conditionalclause. 
 
Possible 
Future 
(possible 
condition) 
IF Simple Present + Simple Future 
(subordinate clause) (main clause) 
------------------------------------------- 
+ Imperative 
Or, IF Simple Present + Can, May, Must + 
Main Verb 
 
 If you study hard, 
you will learn 
English. 
(you will get it) 
 
UNREAL 
PRESENT 
 
If Past Subjunctive + Conditional 
(would) (subordinate clause)+ (main clause) 
If you studied 
hard, you would 
learn English. 
(You have a little 
chance…!) 
 
UNREAL 
PAST 
(impossible 
conditional) 
IF Past Perfect + Conditional Prefect 
(would have) 
(subordinate clause)+ (main clause) 
If you had studied 
hard, you would 
have learned 
English. 
 
 
PAY ATTENTION! 
UNREAL PAST 
❖ The clause’s order doesn’t change the sense of the sentence. 
❖ It is possible to use unless and whether as a conditional conjunction. 
❖ In a main clause, would is normally used, but it depends on the meaning of the 
sentence; could and might are also possible. 
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PAY ATTENTION! 
UNREAL PRESENT 
• The Past Subjunctive of “to be” is “were” for all people. 
❖ If I were you, I would go. 
❖ If he were you, he could buy a new car. 
• For other verbs, the PAST SUBJUNCTIVE is the same that SIMPLE PAST. 
 
EXERCISES 
 
Choose the best possible answer. 
 
1. I ____________ the check-up as soon as I ____________ time. 
 
(A) will do; have 
(B) do; will have 
(C) did; have 
(D) do; had 
 
2. You must not take that medicine. This sentence gives you an idea of: 
 
(A) an order 
(B) an obligation 
(C) a warning 
(D) a ban 
 
3. If I ____________ you, I ____________ with him immediately. 
 
(A) were; would speak; 
(B) were; will talk 
(C) was; will talk 
(D) would be; talked 
 
 
4. I ____________ you if you ____________ me. 
 
(A) would have told; had asked 
(B) would tell; ask 
(C) would tell; would ask 
(D) have told; would ask 
 
5. I’m sure she isn’t here. She ____________ be at home. 
 
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(A) dare 
(B) must 
(C) ought 
(D) have to 
 
6. I do not mind ____________ this summer. 
 
(A) I work 
(B) working 
(C) to work 
(D) no to work 
 
7. If Johnny _____________ the ball, he ____________ with his childrens. 
 
(A) had bought; would have played 
(B) had bought; has made 
(C) did buy; had made 
(D) has bought; will have made 
 
8. If I ___________ smarter I ___________ math in college. 
 
(A) will be; will take 
(B) had been; would have taken 
(C) am; took 
(D) have been; would took 
 
9. Did you go to Stockholm? No, but I wish ____________ when I was in Sweden. I heard ____________ a beautiful city”. 
 
(A) we had gone; it is 
(B) we have gone; it will be 
(C) having gone; it has been 
(D) we have been going; it were 
 
10. I ____________ to the Caribbean, if I ______________ enough money. 
 
(A) could have went; had 
(B) go; had had 
(C) could have gone; had had 
(D) could had gone; had 
 
11. She insisted ________. 
 
(A) on not telling the truth 
(B) in telling not the true 
(C) on not telling the true 
(D) in do not say the truth 
 
12. They ___________ go home than ______ here. 
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(A) would prefer; staying 
(B) ‘d rather; to come 
(C) prefer to; went 
(D) ‘d rather; stay 
 
13. You ___________ stop ___________ English this year. 
 
(A) would; studied 
(B) should; study 
(C) wouldn’t; study 
(D) shouldn’t; studying 
 
14. If she ______________ the lottery, she _______________ a brand new car. 
 
(A) won; bought 
(B) win; buy 
(C) wins; will buy 
(D) wins; would buy 
 
15. I __________________ the kids to the zoo, if I ________________ enough time yesterday. 
1. will take; have 
2. would have taken; had 
3. would take; had had 
4. would have taken; had had 
 
16. They ___________________ go now, before _______________ too late. 
 
(A) ‘d better; it’s 
(B) ‘d rather; it was 
(C) ‘d better; its 
(D) ‘d rather; is 
 
7. ACTIVE AND PASSIVE VOICES 
 
The VOICE of a verb describes the relation between the action that the verb expresses and the elements identified by its 
arguments (subject, object, etc.). Therefore, it shows whether the subject of a sentence is doing the action or having the action 
done. 
There are two kinds of voices in English: active voice and passive voice. 
 
7.1. ACTIVE VOICE 
 
The active voice happens when the subject of the sentence makes the action. This is the voice commonly used in most of our 
daily situations. 
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Active 
John delivers the mail. 
John delivered the mail. 
John will deliver the mail. 
 
Active 
Joan does the homework. 
Joan did the homework. 
Joan will do the homework. 
7.2. PASSIVE VOICE 
 
The passive voice happens when the subject of the sentence suffers the action. It is often used in English when a fact or 
happening is more important than what caused it. We form the passive voice of the present, past, and future tenses with the 
appropriate form of the verb TO BE and the past participle of the main verb. 
 
Passive 
The mail is delivered by John. 
The mail was delivered by John. 
The mail will be delivered by John. 
 
Passive 
The homework is done by Joan. 
The homework was done by Joan. 
The homework will be done by Joan. 
 
 
Often it can also be used: 
 
To describe artistic, scientific and literary endeavors 
Examples: 
The Mona Lisa was painted by Leonardo Da Vinci. 
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Research is being done on a cure for cancer disease. 
To explain directions and procedures 
Examples: 
Poker can be played by many players. 
 
To describe legal and governmental matters and to avoid placing direct blame: 
Examples: 
The new “Zero Alcohol in traffic” politics was being discussed. 
 
ACTIVE VOICE x PASSIVE VOICE 
EXAMPLES SUBJECT VERB OBJECT 
PRESENT PERFECT Active John has delivered the mail. 
Passive The mail has been delivered by John. 
CAN; MAY; MUST; 
SHOULD with BE 
Active She must finish this wedding dress today. 
Passive The wedding dress must be finished today. 
HAVE TO AND OUGHT 
TO WITH BE 
Active Paula has to write the letter. 
Passive The letter has to be written by Paula. 
CONTINUOUS TENSE 
WITH BEING 
Active Joseph is driving the car. 
Passive The car is being driven by Joseph. 
NEGATIVE = NOT AFTER 
THE AUXILIARY 
Active His daughter didn’t eat The cookie. 
Passive The cookie was not eaten by his daughter. 
QUESTIONS AUXILIARY 
BEFORE THE SUBJECT 
Active Will they deliver the pizzas on time? 
Passive Will the pizzas be delivered on time by them? 
 
PAY ATTENTION! 
Passive constructions are easy to spot. We simply need to look for a form of the verb TO BE (is, 
are, am, was, were, has been, have been, had been, will be, will have been, being) followed by a 
past participle. 
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We form the passive voice: 
 
❖ Of Present perfect sentences with have (has) been + the past participle of the main verb. 
John has delivered the mail. 
The mail has been delivered by John. 
❖ Of Sentences using can, may, must, and should with be + the past participle of the 
main verb. 
They must finish this work today. 
This work must be finished today. 
❖ Using have to and ought to with be + the past participle of the main verb. 
She has to send that letter. 
That letter has to be sent. 
❖ Using Continuous tense with being + the past participle of the main verb. 
She is writing the letter. 
The letter is being written by her. 
❖ In negativeform by placing not after the auxiliary. 
The book was not written by Hemingway. 
The merchandise will not be delivered before Tuesday. 
❖ In questions by placing the auxiliary before the subject. 
Was the book written by Hemingway? 
Will the merchandise be delivered before Tuesday? 
 
 
 
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EXERCISE 
 
Change the sentences from the active voice to the passive voice: 
 
1. Sally bought a new house for her family. 
_______________________________________________________________________________________________________ 
2. Paulo opens the door. 
_______________________________________________________________________________________________________ 
3. Richard and Susan will visit their parents next holyday. 
_______________________________________________________________________________________________________ 
4. She has not read the letter. 
_______________________________________________________________________________________________________ 
5. She didn't win the game. 
_______________________________________________________________________________________________________ 
6. My mother is making a beautiful birthday cake for me. 
_______________________________________________________________________________________________________ 
7. The teacher should open the classroom’s window. 
_______________________________________________________________________________________________________ 
8. They have seen the doctor since he was sick. 
_______________________________________________________________________________________________________ 
9. He stopped the bus. 
_______________________________________________________________________________________________________ 
10. She does her lessons everyday. 
_______________________________________________________________________________________________________ 
11. He can not help her. 
_______________________________________________________________________________________________________ 
12. Does the police officer catch the thief? 
_______________________________________________________________________________________________________ 
13. I will be studying English all night long. 
_______________________________________________________________________________________________________ 
14. We have not agreed to this issue. 
_______________________________________________________________________________________________________ 
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15. He could not sell that dresser. 
_______________________________________________________________________________________________________ 
 
8. DIRECT AND INDIRECT SPEECHES 
 
8.1. DIRECT SPEECH 
 
Direct Speech happens every time we transcribe exactly what someone/somebody said. This kind of sentence usually appears 
within quotation marks (“…”). For this reason it is also known as Quoted Speech. 
Examples: 
Maria said, “Ballroom dancing classes are gorgeous.” 
“Ballroom dancing classes are gorgeous”, Maria said. 
When presenting the Quoted/Direct Speech, as we can easily confirm in both sentences presented above, it must be transcribed 
word by word, i.e., no word can be changed and/or omitted. 
 
8.2. INDIRECT SPEECH 
 
Indirect Speech is also called Reported Speech and it makes reference to a sentence reporting what someone/somebody has 
said. With Indirect Speech there is no need to transcribe word by word. In fact, words such as pronouns and time expressions 
need to be changed, so they can match the new sentence. 
If the reporting verb is in the simple present or future, the verb doesn’t change in the reported clause. Only the subject and the 
pronoun will change. 
 
Examples: 
Brown says, “My car is broken”. 
Brown says (that) his car is broken. 
 
Jack says, “We will have dinner at Marco’s restaurant tomorrow.” 
Jack says (that) we will have dinner at Marco’s restaurant tomorrow. 
 
If the reporting verb is in the past, the reported clause will be in a past too. This form is usually one step back into the past 
when compared to its original. 
 
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Examples: 
The teacher told me yesterday: “If youdon’t finish your test in 15 minutes, I’ll pick it anyway”. 
The teacher told me (that) if I didn’t finish my test in 15 minutes, he would pick it anyway. 
Jane said: “This play is awesome”. 
Jane said to me (that) that play was awesome. 
 
He has told me recently: “You were in need of special attention a couple of months ago.” 
He has told me recently (that) I had been in need of special attention a couple of months before. 
 
MODAL’S CHANGES EXPRESSIONS OF TIME’S CHANGES 
Will Would This That 
Can Could These Those 
Must / have to Had to Today Yesterday / that day 
Shall Should Last week The week before last / the previous week 
May Might Tomorrow Today or the next / following / previous day 
could, would, 
should, might 
and ought to. 
 
NO 
CHANGE 
Now Then / at that time 
…Ago …Before 
Next The following week 
Here There 
 
In these cases we also have some rules concerning the proper way to change the verb tenses. Pay attention to the table below. 
DIRECT SPEECH INDIRECT SPEECH 
Simple Present Continuous Past Continuous 
She said, “I’m teaching English”. She said she was teaching English. 
Simple Present Tense Simple Past 
He said, “I don’t eat very much”. He said he didn’t eat very much. 
Present Perfect Past Perfect 
He said, “I have just finished dinner”. He said he had just finished dinner. 
Present Perfect Continuous Past Perfect Continuous 
She said, “I have been dancing for ten years”. She said she had been dancing for ten years. 
Simple Past Past Perfect 
She said, “I finished the homework”. She said she had finished the homework. 
Past Continuous Past Perfect Continuous 
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You said, “I was running.” You said you had been running. 
Past Perfect NO CHANGE 
They said, “we had arrived before him”. They said they had arrived before him. 
Past Perfect Continuous NO CHANGE 
We said, “e had been working hard before she called” We said we had been working hard before she called. 
 
Some other verbs that can be used to introduce Direct Speech are: to ask, to report, to tell, to announce, to suggest, to 
complain and to inquire, among others. But pay attention! They are not interchangeable. 
 
8.3. INDIRECT QUESTIONS 
 
When referring to reported questions, we follow the rules presented hereunder. 
With YES/NO Questions we connect the reported question using IF. 
 
Examples: 
He asked, “Do you want to go with me?” 
He asked me if I wanted to go with him. 
 
With WH Questions (why, where, when, who, what), we use the WH Words to join the sentences. 
 
 
Examples: 
They asked, “Where did you go last weekend?” 
They asked us where we had gone the previous weekend. 
 
The basic reporting verb used in Indirect Questions is TO ASK, but it can vary by using the verbs TO ENQUIRE and TO WANTO 
TO KNOW. 
 
PAY ATTENTION! 
When reporting a question in the Indirect Speech everything that relates to the question 
structure will disappear. The reported sentence will not look like a question anymore. 
Reported commands 
To put a command into Reported Speech, the most common way to do it is to 
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use: form of TO TELL + TO + INFINITIVE. 
 
AFFIRMATIVE COMMAND: Mother: "Do your homework." 
Reported: My mother told meto do my homework. 
NEGATIVE COMMAND: Teacher: "Don't talk with your neighbor." 
Reported: The teacher told me not to talk with my neighbor. 
 
EXERCISES 
 
Choose the best possible answer. 
 
1. Joshua:“Mary is home”. 
 
(A) Joshua tells that Mary is home. 
(B) Joshua told that Mary was home. 
(C) Joshua said that Mary was home. 
(D) Joshua says that Mary was home. 
 
2. Peggy: “The girls helped in the house”. 
 
(A) Peggy told me that the girls had helped in the house. 
(B) Peggy told me that the girls helped in the house. 
(C) Peggy said that the girls had been helping in the house. 
(D) Peggy says that the girls were helping in the house. 
 
3. Christopher: “Do you want to dance”? 
 
(A) Christopher asked her if she wants to dance. 
(B) Christopher asked me if I want to dance. 
(C) Christopher asked me if I wanted to dance. 
(D) Christopher asked her if she want to dance. 
 
4. Liz: “Tom went downtown an hour ago”. 
 
(A) Liz said that Tom went downtown an hour before. 
(B) Liz said that Tom was going downtown an hour before. 
(C) Liz said that Tom had gone downtown an hour ago. 
(D) Liz said that Tom had go downtown an hour ago. 
 
5. Barbra: “I'm watching a talk show”. 
 
(A) Barbra said to me that she is watching a talk show. 
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(B) Barbra says me that she was watching a talk show. 
(C) Barbra tells me she was watching a talk show. 
(D) Barbra told me she was watching a talk show. 
 
6. Alice: “I’ve spent a lot to buy this LCD”. 
 
(A) Alice complained that she had spent a lot to buy that LCD. 
(B) Alice complained that she had spent a lot to buy this LCD. 
(C) Alice complained that she spent a lot to buy that LCD. 
(D) Alice complained that she spent a lot to buy this LCD. 
 
7. Cindy: “When did you come”? 
 
(A) Cindy wants to know when I had come. 
(B) Cindy wanted to know when I had come. 
(C) Cindy wanted to know when I came. 
(D) Cindy wants to know when I came. 
 
8. David: “Robert was ill”? 
 
(A) David said Robert was ill. 
(B) David said Robert had been ill. 
(C) David says Robert had been ill. 
(D) David says Robert was ill. 
 
9. Clair: “I didn't have time to do my homework”. 
 
(A) Clair remarked that she hadn't had time to do her homework. 
(B) Clair remarked that she didn’t have time to do her homework. 
(C) Clair remarked that she hadn't time to do her homework. 
(D) Clair remarked that she wasn’t having time to do her homework. 
 
10. Joseph and Joe: “We will do our best in the exams tomorrow”. 
 
(A) Joseph and Joe told me they have to do their best in the exams the next day. 
(B) Joseph and Joe told me they will do their best in the exams the next day. 
(C) Joseph and Joe told me they would do their best in the exams the next day. 
(D) Joseph and Joe told me they’re going to do their best in the exams the next day. 
 
11. Daniel: “Will it rain tomorrow”? 
 
(A) Yesterday, Daniel asked me if it would rain today. 
(B) Yesterday, Daniel asked me if it will rain today. 
(C) Yesterday, Daniel asked me if it may rain today. 
(D) Yesterday, Daniel asked me if it might rain today. 
 
12. Chandler: “My wife and I definitely don’t like to eat here.” 
 
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(A) Chandler complained that they didn’t like to eat here. 
(B) Chandler complained that they didn’t like to eat there. 
(C) Chandler complained that they don’t like to eat there. 
(D) Chandler complained that they don’t like to eat here. 
 
9. APPOSITIVE 
 
An appositive is a word, or group of words, that identifies or renames the noun – subject or object – which commonly appears 
right after it and offers concise ways of describing or defining a person, place or thing. In fact, it may be looked upon as a 
simplified adjective clause that serves to identify the subject. Occasionally, it can be found in the beginning of the sentence, 
before the noun that it wants to identify. The appositive can be a short or long combination of words. 
 
After the noun → My dog, a little female poodle that I bought one month ago, is running around the kitchen table. OR Roxanne 
argued with Josh, her fifteen years old messy son. 
Before the noun → Being a funny guy, Tom wants to be a comedian at that famous Italian show. ORIntending to stay home on 
Saturday, Joan turned off her mobile. 
 
PAY ATTENTION! 
When an apposit ive comes after a noun, in the middle of a sentence, it appears 
between comas. When it comes at the end of a sentence, we separate it from the 
noun with a coma. When it comes before the noun it has one comma after itself. 
The use of brackets or dashes instead of commas also emphasizes the apposit ive. 
 
However, there are some apposit ives that can’t be omitted from the sentences, as they affect their basic meaning. 
They are called restrictive appositives and, therefore, they should not be set off by commas. 
Robert’s sister Rachel started studying to become a nurse after his other sister Alice got seriously sick. 
 
EXERCISE 
 
Combine the following sentences below into a single clear sentence. 
 
a) Marilia is a single woman. / Marilia always helped her friends with their marriage. 
________________________________________________________________________________ 
b) Mike is a shy guy. / Mike is the best dancer we have in our dance class. 
________________________________________________________________________________ 
c) William was an excellent student in high school. / William isn’t working due to his drugs addiction. 
http://www.chompchomp.com/terms/noun.htm
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________________________________________________________________________________ 
d) Cole is the priest of my church. / Cole is helping homeless kids. 
________________________________________________________________________________. 
e) Raphael is a sneaky boy. / Raphael is a creepy boy. / Raphael was following Susan yesterday. 
________________________________________________________________________________ 
f) Bruno is a peaceful man. / He is a shy young man. / He was the army’s best shooter. 
_______________________________________________________________________________. 
g) John is a private detective. / He found new evidences about Nicole’s murder. 
________________________________________________________________________________. 
 
h) Helen was a great cooker. / She opened a restaurant at the most crowded street of Copacabana. 
________________________________________________________________________________ 
i) Madonna is a famous ballerina. / She is a successful singer. / I once saw Madonna. 
_______________________________________________________________________________ 
j) Adolfo is an elderly. / He is a grouchy man. / Adolfo bought a dog named Snoopy. 
________________________________________________________________________________ 
k) My brother is 14 years old. / Pablo is famous at home for his “midnight snack”. 
________________________________________________________________________________ 
 
 
ADVANCED LEVEL 
 
1. SUBJECT AND PREDICATE 
 
Every sentence consists on a group of words, which expresses a complete thought or idea and is constituted by, at least, two 
parts: a subject and a predicate. 
 
1.1. SUBJECT 
 
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The subject is one of the two main constituents of a clause. It says what or whom the sentence is referring to. Every subject is 
built around at least one noun or pronoun that governs agreement – forms and number – regarding the verb or auxiliary verb. 
There are simple subjects – when they consist of one noun or a singular pronoun – and compound subjects – when they consist 
of more than one noun or a plural pronoun. 
 
Examples: 
Judy runs on the beach every day. 
 Simple Subject 
She runs on the beach every day. 
 
Judy and her dog run on the beachevery morning. 
Theyrun on the beach every morning. Compound Subject 
Family photoscover the girl’s bedroom walls. 
 
Some times the subject isimplied or, in other words, it doesn’t appear in the sentence. This is the case of the subject of 
imperative sentences. Imperative sentences differ from conventional ones. They give a command or an order and they always 
have the same subject – YOU. This subject is not expressed, it is merely understood. 
 
Examples: 
 Be quiet! OR 
 Stand still! OR 
 Don’t touch that! OR 
 Listen to me! OR 
 Shut up! OR 
 Look at him! 
Notice that on these examples the pronoun (YOU) is always implied – it is not written – because the person who is giving the 
order is talking directly with the person who is receiving it. Thus, they are in the same context. 
 
1. 1.1 FORMS OF SUBJECT 
The subject can be realized, or taken to effect, according to the following forms. 
 
Determiner less noun phrase – also called a bare noun phrase. 
Example: Teachers are at work. 
Determiner + noun phrase – this is usually called a determiner phrase. 
Example: The large move truck stopped outside our house. 
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Gerund – always ended with ING. 
Example: Dreaming is a pleasure. 
 His constant hammering was very annoying. 
Infinitive – allow question words like whom or who. 
Example: To eat is easier than to cook. 
 Who to hire is a difficult question. 
Full Clause – introduced by the complement that and containing a subject and a predicate itself. 
Example: That he had saved the child was known by everyone. 
 
Direct Quotation – used identically as if they were being applied to the direct speech. 
Example: I love you is hard to hear these days. 
 
Expletive – these are words like it or there when they don't refer to anything or anyplace. 
Example: It rains. 
 
Cataphoric IT – this is the use of it when co-referring to a subordinate clause that comes after it. 
Example:It was known by everyone (that) he had travelled the world. 
 
1.2. PREDICATE 
 
A predicate is one of the two main parts of a sentence and it modifies the subject, including the verb, objects, or 
phrases governed by the verb. It describes the property of the person or thing referred to by the subject or the 
situation in which this person or thing plays some rule. A predicate serves to make an assertion or denial about 
the subject of the sentence and must contain a verb that requires, permits, or precludes other sentence 
elements to complete it. Thus, it tells the action or condition. There are simple predicates – when there is only 
one verb pertaining to the object – and compound predicates – when there is more than one verb pertaining to 
the same object. 
Judy reads the book.  Simple Predicate 
They walked through the art gallery and admired the sculptures.  Compound Predicate 
 
PAY ATTENTION! 
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To determine the subject of a sentence, first isolate the verb and then make a question 
by placing “who?” or “what?” before it. The answer will be the subject. 
 
1.3. SUBJECT COMPLEMENT 
 
A subject complement is a part of a sentence that describes or identifies the subject. It can be a noun, adjective, 
adverb or noun clause, completed with their optional modifiers. A subject complement usually follows a linking 
verb. 
Examples: 
 Coca-Cola is addicting. 
 This is my last chance. 
 His problem is that he missed the last three CSI episodes. 
 
2. OBJECTS OF SENTENCE 
 
When nouns are not subjects they are usually objects and they are often part of the sentence predicate. Some 
predicates include action verbs that can stand alone in the sentence, such as: “Sarah cried” or “John ate”. 
However, there are quite a few verbs that can’t stand alone, requiring another word or phrase in order to 
complete the sentence and its sense – the noun or pronoun that help these verbs are called objects. 
An example of an object can be seen in the sentence “Jim bought a car”. The verb “bought” can’t stand alone in 
the sentence or the sentence would have no sense. There are three kinds of objects: Direct Object; Indirect Object; 
and Object of Preposition. 
 
 
 
2.1. DIRECT OBJECT 
 
Whatever the subject of the sentence does, its action is done directly over the object – noun and/or pronoun that receive the 
action of a verb. Therefore, the direct object refers to a person or thing affected by the action of the verb placed directly 
after a verb; unless the sentence contains an indirect object. A direct object answers the questions about “whom” or "what" is 
being targeted by the action. 
Examples: 
 I bought candles. 
 Bill threw the ball to Cindy. 
 
http://en.wikipedia.org/wiki/Predicate_(grammar)
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2.2 INDIRECT OBJECT 
 
Indirect objects, like all objects, must be nouns or pronouns. They are included in sentences when the subject of the sentence 
practices an action (direct object) over something or someone indirectly. It refers to a person or things who/which receive 
the said action. Examples: 
I lent Sally my tools. (My tools – direct object; Sally – indirect object) 
Joshua sent Emma a postcard. (A postcard – direct object; Emma – indirect object) 
 
PAY ATTENTION! 
❖ An INDIRECT OBJECT always comes before the direct object. 
❖ I lent Sally my tools ≠ I lent my tools to Sally. In the first one, Sally is an 
indirect object and in the second, to Sally is a prepositional phrase. 
 
2.3. OBJECTS OF PREPOSITIONS 
 
Every preposition has an object. An object of preposition is a noun or pronoun that receives the action of the 
subject in the sentence, coming after the preposition to form a prepositional phrase. The crucial difference 
between direct objects and objects of prepositions is that the second one occurs after a preposition; therefore 
without the preposition they don’t make any sense. 
Examples: 
 From the beginning of the storm, Dorothy was sure she would make it home. 
 (beginning and storm – object of prepositions from and of) 
 The SWAT team will hide until sunrise. 
 (sunrise – object of preposition until) 
 
 Bill gave a car to Fernando and me for us to go to the hospital. 
 (Fernando and me – object of preposition to) 
 
PAY ATTENTION! 
There is a clear difference between a subject and a direct object. A direct object 
receives the action, whereas the subject is performing the action (where an action 
verb is involved).. 
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PAY ATTENTION! 
An object of a preposition can cause confusion in the comprehension of the 
structure section because it can be mistaken for the subject of a sentence. 
Example:To Jane the wedding request was a big surprise. 
 
Pay Attention  Jane is not the subject of this sentence! 
To = preposition; Jane = object of preposition; The weeding request = subject 
of the sentence. 
 
 
3. VERBALS: INFINITIVES, GERUNDS AND PARTICIPLES 
 
These are words that seem to carry the idea of action or being, although they don’t essentially function as a true verb. There 
are three types of verbals: Infinitives, Gerunds and Participles. 
 
3.1. INFINITIVE 
 
An infinitive functions as a noun, but we typically call it a verbal – a form that is based on a verb and expresses action or a 
state of being. 
 
An infinitive or infinitive phrase can be the subject of a sentence, though infinitives as subjects are often considered awkward. 
It is more common to use an impersonal IT as the subject. 
 To be honest isn’t always easy. (subject) OR 
 It isn’t always easy to be honest. 
 
An infinitive or infinitive phrase can be a direct objector a subject complement. 
 I want to feel less stressed. (direct object) 
 My favorite thing is to spend time with friends. (subject complement) 
 
An infinitive or infinitive phrase can express a purpose. 
 Make time to relax. 
 We stopped to buy some gas. 
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Essentially, an infinitive is the basic form of a verb with or without the particle TO and it can not be inflected to agree with any 
subject. Infinitives will almost always begin with TO, followed by the base form of the verb, and these are called To-Infinitives. 
However, there are infinitives that will have no TO and they are called Bare-Infinitives. 
 
To-Infinitive Bare-Infinitive 
I need you to help me with my homework, please! Help me open this window, please! 
I want her to come with me! Come with me, please! 
 
REMEMBER! 
Some verbs can only be followed by a gerund: 
• I suggest asking her if she can make it. 
• He recommends not waiting till the last minute. 
• We finished writing the report. 
Some verbs can only be followed by an infinitive: 
• You should expect to be there by early afternoon. 
• Learn not to live in the past. 
• I hope to complete the course. 
Some verbs can be followed by a gerund or an infinitive with no change in meaning: 
• He likes listening to jazz. 
• He likes to listen to jazz. 
Some verbs require an object before an infinitive: 
• He reminded me to call my mother. 
• The school allowed her to skip the first level. 
• I persuaded them not to sell their house. 
Some adjectives can be followed by an infinitive: 
• I was disappointed to hear the news. 
• He was surprised to get the promotion. 
 
 
3.1.1. INFINITIVE PHRASE 
An infinitive phrase is the infinitive form of the verb plus any complements or modifiers. 
Examples: 
He helped his son to build the tree’s house. (Used as noun) 
Can you show me the best way to sell this painting? (Used as adjective) 
The officer returned to help the boy who was screaming. (Used as adverb) 
3.1.2. ABOUT PUNCTUATION 
http://en.wikipedia.org/wiki/Inflection
http://www.chompchomp.com/terms/verb.htm
http://www.grammar-monster.com/glossary/complement.htm
http://www.grammar-monster.com/glossary/modifiers_modify.htm
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When it introduces a main clause, an infinitive phrase requires a comma if it is used as an adverb at the beginning of a 
sentence. 
Examples: 
 To buy a basket of flowers, James spent more than he thought he would do. 
 To go to the States, they needed more money than they thought. 
 
When it breaks the flow of a main clause, it should be used comma both before and after the interrupter. 
Example: 
 This basket of flowers, to be perfectly honest, was more expensive than I thought. 
 These glasses, to talk clearly, are damn expensive! 
 
PAY ATTENTION! 
Be sure not to confuse an infinitive with a prepositional phrase beginning with TO. 
Infinitives – to + base verb form: to fly, to draw, to become, to enter, to stand, to 
catch, to belong, to understand, to believe, to imply, to infer, to keep, to climb, to dare, to 
improve. 
Prepositional Phrases – to + noun or pronoun and any modifiers: to him, to the 
committee, to my house, to the mountains, to us, to this address, to those guys, to them. 
 
3.1.3. INFINITIVE VERB FORMS 
 
Simple 
Form • We had planned to watch all the soap opera. 
Perfective 
Form 
• The soccer players hoped to have won the first place of 
the championship after that last game. 
Passive 
Form 
• To be chosen as an Olympian must be the biggest thrill in 
any athlete’s life. 
Perfective 
Passive 
Form 
• The woman did not seem satisfied simply to have been 
selected as second Brazil’s best top model. 
 
 
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3.2. GERUNDS 
 
A gerund also functions as a noun and it is a verbal that ends with ING. A gerund or gerund phrase can be the 
subject of a sentence, a direct or indirect object, a subject complement, or the object of a preposition. 
 I love spending time with my family. (direct object) 
 Living a balanced life is about integrating all parts of it. (subject) 
 Here are some tips for getting a healthy perspective on life. (object of preposition) The best part of life is 
learning new things. (subject complement) 
 They resented us living a successful life. (indirect object) 
 
The term verbal indicates that a gerund, like the other two kinds of verbals, is based on a verb and therefore 
expresses action or a state of being. However, it occupies the same positions that a noun ordinarily would: 
subject, direct or indirect object, subject complement, and object of preposition. 
 
PAY ATTENTION! 
A common error in formal written English is mixing gerunds and infinitives when 
listing items in a series. A list of items should either be all gerunds or all infinitives. 
 
WE CAN SAY 
• When he takes time off from work, he prefers relaxing at home, 
spending time with his family and getting things done around his house. 
• She can’t stand getting up late and missing the bus. 
 
WE CANNOT SAY 
• He prefers relaxing at home, to spend time with his family and to get 
things done around his house. 
• She can’t stand getting up late and to miss the bus. 
 
In a series, either use TO with all the infinitives or only with the first one. 
 
WE CAN SAY 
• When he takes time off from work, he prefers to relax at home, spend 
time with his family and get things done around his house. 
• We love to sit by the pool, eat a nice meal, have a cold drink and enjoy 
the sun. 
 
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WE CANNOT SAY 
• When he takes time off from work, he prefers to relaxat home, spend time 
with his family and to get things done around his house. 
• We love to sit by the pool, eat a nice meal, to have a cold drink and enjoy 
the sun. 
 
3.2.1. GERUND AS SUBJECT 
Traveling might satisfy your desire for new experiences. 
Studying is an experience (that) I’ll never forget. 
Smoking costs a lot of money. 
Finding you is always quite difficult. 
Learning makes people more tolerant. 
 
3.2.2. GERUND AS DIRECT OBJECT 
They stopped singing. 
I love watering my plants. 
Our parents didn’t like our misunderstanding. 
Do you enjoy boxing? 
The law forbids kidnapping. 
 
3.2.3. GERUND AS SUBJECT COMPLEMENT 
My cat's favorite activity is sleeping. 
Among others, our son's best skill was writing. 
His everyday’s occupation has been reading. 
Her favorite hobby was golfing. 
Our first love was swimming. 
 
3.2.4. GERUND AS OBJECT OF PREPOSITION 
Everyone knew that he was devoted to jogging. 
The police arrested him for speeding. 
They always dreamed about going on vacation. 
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The FBI arrested that well-known drug dealer for smuggling. 
Does she object to working late? 
3.2.5. GERUND PHRASE 
A Gerund Phrase consists of a group of words, which usually are nouns and/or pronouns, modifiers and/or noun phrases. A 
gerund phrase can be the subject of a sentence, a direct or indirect object, a subject complement or the object of a preposition. 
 
3.2.5.1. GERUND PHRASE AS SUBJECT 
Traveling with your parents might satisfy your desire for new experiences. 
Studying abroad is an experience (that) we’ll never forget. 
Finding a needle in a haystack is as difficult as it sounds. 
Finding a parking space is quite difficult in this area. 
Learning about other cultures makes people more tolerant. 
 
3.2.5.2. GERUND PHRASE AS DIRECT OBJECT 
They don’t appreciate singing out loud. 
I love watering and taking care of my plants. 
Our parents don’t like fighting with each other. 
Do you watchboxing orwrestling on TV? 
The law forbids eating and screaming in public libraries. 
 
3.2.5.3. GERUND PHRASE AS SUBJECT COMPLEMENT 
My cat's favorite activity is sleeping all day long. 
Among others, our son's best skill was writing novel books. 
His everyday’s occupation has been reading international newspapers. 
Her favorite hobby was golfing with friends. 
Our first love was swimming all afternoon long. 
 
3.2.5.4. GERUND PHRASE AS OBJECT OF PREPOSITION 
Everyone knew that he was devoted to jogging with friends. 
The police arrested him for speeding downtown. 
They always dreamed about going with their family on vacation. 
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The FBI arrested that well-known drug dealer for smuggling undeclared goods. 
Does she object to working in our shop? 
 
3.3. PARTICIPLES 
 
A participle is a verbal that is commonly used as an adjective and it often ends with ED or ING. The term verbal indicates that 
a participle, like the other two kinds of verbals, is based on a verb and therefore expresses action or a state of being. However, 
since they function as adjectives, participles modify nouns or pronouns. There are two types of participles: 
Present participles – end with ING. 
Past participles – end in ED, EN, D, T or N, as in asked, eaten, saved, dealt, and seen. 
The crying baby had a wet diaper. 
Shaken, he walked away from the wrecked car. 
The burning log fell off the fire. 
A participial phrase is a group of words consisting of a participle and a modifier(s) and/or a noun(s) or pronoun(s) that function 
as direct object(s), indirect object(s), or complement(s) of the action or state of being expressed in the referred participle. 
 
Examples 
Removing his coat, Jack rushed to the river. 
The participial phrase functions as an adjective modifying Jack 
Removing (participle) his coat (direct object of action expressed in participle) 
 
Delores noticed her cousin walking along the shoreline. 
The participial phrase functions as an adjective modifying cousin 
Walking (participle) along the shoreline (prepositional phrase as adverb) 
 
Children introduced to music early develop strong intellectual skills. 
The participial phrase functions as an adjective modifyingchildren 
Introduced to (participle) music (direct object of action expressed in participle) early (adverb) 
 
Having been a gymnast, Lynn knew the importance of exercise. 
The participial phrase functions as an adjective modifyingLynn 
Having been (participle) a gymnast (subject complement for Lynn) 
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PLACEMENT: In order to prevent any kind of misunderstanding or confusion, a participial phrase must be placed as close to 
the noun it modifies as possible. At the same time, the noun must be clearly stated. 
 
Examples: 
Carrying a heavy pile of books, his foot caught on a step. *** 
Carrying a heavy pile of books, he caught his foot on a step. 
 
In the first sentence there is no clear indication of whom or what is performing the action expressed in the participle carrying. 
Certainly foot can't be logically understood to function in this way. This situation is an example of a dangling modifier error 
since the modifier (the participial phrase) is not modifying any specific noun in the sentence and is thus left "dangling". Since a 
person must be doing the carrying for the sentence to make sense, a noun or pronoun that refers to a person must be in the 
place immediately after the participial phrase, as it happens in the second sentence. 
 
PUNCTUATION: Whenever a participial phrase begins a sentence, a comma should be placed after the phrase. 
 
Examples: 
 Arriving at the store, I found that it was closed. 
 Washing and polishing the car, Frank developed sore muscles. 
 
If the participle or participial phrase comes in the middle of a sentence, it should be set off with commas, but only if the 
information is not essential to the meaning of the sentence. 
 
Examples: 
 Sid, watching an old movie, drifted in and out of sleep. 
 The church, destroyed by a fire, was never rebuilt. 
 
Note that if the participial phrase is essential to the meaning of the sentence, no commas should be used. 
 
Examples: 
 The student earning the highest grade point average will receive a special award. 
 The guy wearing the chicken costume is my cousin. 
 
If a participial phrase comes at the end of a sentence, a comma usually precedes the phrase whenever it modifies a previous 
word in the said sentence. Although, there is no comma if the phrase directly follows the word it modifies. 
 
Examples: 
http://owl.english.purdue.edu/owl/resource/597/01/
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 The local residents often saw Ken wandering through the streets. 
 (The phrase modifies Ken, not residents.) 
 Tom nervously watched the woman, alarmed by her silence. 
 (The phrase modifies Tom, not woman.) 
 
REMEMBER 
A participle is a verbal ending in ING (present) or ED, EN, D, T or N (past) that functions as an 
adjective and, therefore, modifies a noun or a pronoun. 
 
A participial phrase consists of a participle plus modifier(s), object(s) and/or complement(s). 
 
Participles and participial phrases must be placed as close to the nouns or pronouns they 
modify as possible, and those nouns or pronouns must be clearly stated. 
 
A participial phrase is set off with commas whenever: 
a) It comes at the beginning of a sentence; 
b) Interrupts a sentence as a nonessential element; 
c) Comes at the end of a sentence and is separated from the Word it 
modifies. 
 
Reverse Outlining: An Exercise for Taking Notes and Revising Your Work 
Starting the Writing Process 
Understanding Writing Assignments 
Writer's Block/ Writer's Anxiety 
Writing Process Presentation 
Academic Cover Letters 
Action Verbs to Describe Skills, Jobs, and Accomplishments in Employment Documents 
Audience Analysis 
Business Letters: Accentuating the Positives 
Color Theory Presentation 
Cover Letter Presentation 
Cover Letters 1: Quick Tips 
http://owl.english.purdue.edu/owl/resource/689/01/
http://owl.english.purdue.edu/owl/resource/587/01/
http://owl.english.purdue.edu/owl/resource/688/01/
http://owl.english.purdue.edu/owl/resource/567/01/
http://owl.english.purdue.edu/owl/resource/701/01/
http://owl.english.purdue.edu/owl/resource/639/01/
http://owl.english.purdue.edu/owl/resource/543/01/
http://owl.english.purdue.edu/owl/resource/629/01/
http://owl.english.purdue.edu/owl/resource/654/01/
http://owl.english.purdue.edu/owl/resource/715/01/
http://owl.english.purdue.edu/owl/resource/698/01/
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Cover Letters 2: Preparing to Write a Cover Letter 
Cover Letters 3: Writing Your Cover Letter 
Designing an Effective PowerPoint Presentation 
Effective Workplace Writing 
Email Etiquette 
Email Etiquette for Students 
HATS: A Design Procedure for Routine Business Documents 
Job Acceptance Letter Presentation 
Job Skills Checklist 
Letters Concerning Employment 
Management Resumes 
Memo Writing 
Model Letters for Various Purposes 
Parallel Structure in Professional Writing 
Paramedic Method: A Lesson in Writing Concisely 
Prioritizing Your Concerns for Effective Business Writing 
Reference Sheets 
Resume Design 
Resume Presentation 
Resumes 1: Introduction to Resumes 
Resumes 2: Resume Sections 
Resumes 3: When to Use Two Pages or More 
Resumes 4: Scannable Resumes 
Revision in Business Writing 
Sales Letters: Four Point Action Closing 
Scannable Resumes Presentation 
Tailoring Employment Documents For a Specific Audience 
Tips & Terms for the International Student's Job Search 
Tone in BusinessWriting 
Using Fonts with Purpose 
http://owl.english.purdue.edu/owl/resource/550/01/
http://owl.english.purdue.edu/owl/resource/527/01/
http://owl.english.purdue.edu/owl/resource/686/01/
http://owl.english.purdue.edu/owl/resource/624/01/
http://owl.english.purdue.edu/owl/resource/636/01/
http://owl.english.purdue.edu/owl/resource/694/01/
http://owl.english.purdue.edu/owl/resource/632/01/
http://owl.english.purdue.edu/owl/resource/707/01/
http://owl.english.purdue.edu/owl/resource/626/01/
http://owl.english.purdue.edu/owl/resource/634/01/
http://owl.english.purdue.edu/owl/resource/628/01/
http://owl.english.purdue.edu/owl/resource/590/01/
http://owl.english.purdue.edu/owl/resource/657/01/
http://owl.english.purdue.edu/owl/resource/644/01/
http://owl.english.purdue.edu/owl/resource/635/01/
http://owl.english.purdue.edu/owl/resource/548/01/
http://owl.english.purdue.edu/owl/resource/637/01/
http://owl.english.purdue.edu/owl/resource/631/01/
http://owl.english.purdue.edu/owl/resource/699/01/
http://owl.english.purdue.edu/owl/resource/564/01/
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Visual Rhetoric 
Writing a Job Acceptance Letter 
Writing a White Paper 
Writing for a Chinese Business Audience 
Writing for a North American Business Audience 
Writing for an Indian Business Audience 
Writing Report Abstracts 
Writing Scientific Abstracts Presentation 
Writing the Basic Business Letter 
Writing the Curriculum Vitae 
Writing the Personal Statement 
ESL Instructors and Students 
Grades 7-12 Instructors and Students 
Non-Purdue College Level Instructors and Students 
Parents 
Purdue Instructors and Students 
Workplace Writers 
 
4. COMPARING GERUNDS, PARTIPLES AND INFINITIVES 
 
Look at the following pair of sentences. 
I was irritated by Bill's constant interrupting. 
I was irritated by Bill, constantly interrupting. 
In the first, the use of a gerund (functioning as a noun) allows the meaning to be expressed more precisely than in the second. 
In the first sentence the interruption itself, a specific behavior, is precisely indicated as the cause of the speaker's irritation. In 
the second the cause of the irritation isn’t clearly connected with Bill, who just happens to have been interrupting. In the 
second sentence, interrupting is actually a participle, not a gerund, since it functions as an adjective modifying Bill. 
 
The same pattern is shown in these other examples presented herein under. 
The guitarist's finger-picking was extraordinary. 
(The technique was extraordinary) 
http://owl.english.purdue.edu/owl/resource/691/01/
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http://owl.english.purdue.edu/owl/resource/676/01/
http://owl.english.purdue.edu/owl/resource/651/01/
http://owl.english.purdue.edu/owl/resource/674/01/
http://owl.english.purdue.edu/owl/resource/656/01/
http://owl.english.purdue.edu/owl/resource/706/01/
http://owl.english.purdue.edu/owl/resource/653/01/
http://owl.english.purdue.edu/owl/resource/641/01/
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The guitarist, finger-picking, was extraordinary. 
(The person was extraordinary, demonstrating the technique) 
 
Note that in the first sentence, a gerund (noun-function) is used. On the other hand, the second sentence uses a participle 
(adjective-function). In what concerns the meaning of each statement, it is fundamental to emphasize the subtle change in 
meaning between the first and the second. 
He was not impressed with their competing. 
(The competition – competing – did not impress him) 
 
He was not impressed with them competing. 
(They did not impress him as they competed) 
 
The difference in the form of gerunds and infinitives is quite clear just from comparing the following lists: 
Gerunds: swimming, hoping, telling, eating, dreaming 
Infinitives: to swim, to hope, to tell, to eat, to dream 
 
Their functions, however, overlap. Gerunds always function as nouns, while infinitives often serve as nouns. Deciding which 
to use can be confusing in many situations, especially for people whose first language is not English. 
Confusion between gerunds and infinitives occurs primarily in cases in which one or the other functions as the direct object in a 
sentence. In English some verbs take gerunds as verbal direct objects exclusively while other verbs take only infinitives; and 
others still can take either. Many of such verbs are listed below, organized according to which kind of verbal direct object they 
take. 
 
 
 
Verbs that take only INFINITIVES as verbal direct objects: 
Agree Decide Expect Hesitate 
Learn Need Promise Neglect 
Hope Want Plan Attempt 
Propose Intend Pretend 
 
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Examples: 
 I hope to go on a vacation soon. 
 (not: I hope going on a vacation soon.*) 
 He promised to go on a diet. 
 (not: He promised going on a diet. *) 
 They agreed to sign the treaty. 
 (not: They agreed signing the treaty.*) 
 Because she was nervous, she hesitated to speak . 
 (not: Because she was nervous, she hesitated speaking .*) 
 They will attempt to resuscitate the victim 
 (not: They will attempt resuscitating the victim.*) 
 
Verbs that take only GERUNDS as verbal direct objects 
deny risk delay consider 
can't help keep give up be fond of 
finish quit put off practice 
postpone tolerate suggest stop (quit) 
regret enjoy keep (on) dislike 
admit avoid recall mind 
miss detest appreciate recommend 
get/be through get/be tired of get/be accustomed to get/be used to 
 
Examples: 
 They always avoid drinking before driving. 
 (not: They always avoid to drink before driving.*) 
 I recall asking her that question. 
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 (not: I recall to ask her that question.*) 
 She put off buying a new jacket. 
 (not: She put off to buy a new jacket.*) 
 Mr. Allen enjoys cooking . 
 (not: Mr. Allen enjoys to cook .*) 
 Charles keeps calling her. 
 (not: Charles keeps to call her.*) 
 
Verbs that take GERUNDS or INFINITIVES as verbal direct objects 
start begin continue hate 
prefer like love try 
 
Examples: 
 She has continued to work at the store. 
 She has continued working at the store. 
 They like to go to the movies. 
 They like going to the movies. 
 Brent started to walk home. 
 Brent started walking home. 
TO STOP, TO FORGET AND TO REMEMBER 
These three verbs change their meaning depending on whether a gerund or infinitive is used as the object. Check the examples 
presented below. 
 
 He stopped to smoke. (He was doing something, stopped and started smoking). 
 She stopped smoking. (She doesn’t smoke anymore). 
 Jack forgets to take out the cat. (He regularly forgets). 
 Jack forgets taking out the cat. (He did it, but he doesn't remember now). 
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 Jack forgot to take out the cat. (He never did it). 
 Jack forgot taking out the cat. (He did it, but he didn't remember sometime later). 
 Jack remembers to take out the cat. (He regularly remembers.) 
 Jack remembers taking out the cat. (He did it, and he remembers now.) 
 Jack remembered to take out the cat. (He did it.) 
 Jack remembered taking out the cat. (He did it, and he remembered sometime later.) 
 
SENSE VERBS + OBJECT + GERUND OR BASE FORM VERB 
Certain sense verbs take an object followed by either a gerund or a simple verb (infinitive form minus the word to). With many 
of the verbs that follow the object, the use of the gerund indicates continuous action while the use of the simple verb indicates 
a one-time action. Nevertheless, there are cases when the simple verb can indicate continuous action: this happens whenever 
the expression of “a one-time action” doesn’t make sense in the context. 
 
to feel to hear to notice to watch 
to see to smell to observe to sound 
 
Examples: 
 I felt my heart pumping vigorously. (continuous action) 
 I felt my heart pump vigorously. (continuous action) 
 We saw him playing basketball. (continuous action) 
 We saw him play basketball. (continuous action) 
 Tom heard the victim shouting for help. (continuous action) 
 Tom heard the victim shout for help. (one-time action) 
 We could smell the pie baking in the kitchen. (continuous action) 
 We could smell the pie bake in the kitchen. (continuous action) 
 The detective noticed the suspect biting his nails. (continuous action) 
 The detective noticed the suspect bite his nails. (one-time action) 
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 He observed that guy yawning. (continuous action) 
 He observed that guy yawn. (one-time action) 
 His sister watches him yelling. (continuous action) 
 His sister watches him yell. (one-time action) 
 The priest sounded to me like faking. (continuous action) 
 The priest sounded to me like fake. (one-time action) 
 
NOTE: 
Sometimes the simple-verb version might seem unconventional, so it's safer to use the gerund version in the majority of the 
cases. 
EXERCISES 
 
Quiz: Gerund or Infinitive? 
 
1. I remembered _____ the Queen in London, in 1999. 
 
(A) meet 
(B) to meet 
(C) meeting 
(D) to meeting 
 
2. Did you remember _____ the letter? 
 
(A) post 
(B) to post 
(C) posting 
(D) to posting 
 
3. I'm not used _____ up this early. 
 
(A) get 
(B) to get 
(C) getting 
(D) to getting 
 
4. I used _____ to the cinema a lot. 
 
(A) go 
(B) to go 
(C) going 
(D) to going 
 
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5. I regret _____ Mary about the wedding. 
 
(A) tell 
(B) to tell 
(C) telling 
(D) to telling 
 
6. Mrs. Jones, I regret _____ you that your credit limit has been exceeded. 
 
(A) inform 
(B) to inform 
(C) informing 
(D) to informing 
 
7. Stop _____ this terrible noise at once! 
 
(A) make 
(B) to make 
(C) making 
(D) to making 
 
8. I wanted to stop _____ some presents, but we didn't have enough time. 
 
(A) to 
(B) to buy 
(C) buying 
(D) to buying 
 
9. Look, it is starting _____. 
 
(A) rain 
(B) to rain 
(C) raining 
(D) to raining 
 
10. I finished _____ English when I was twenty. 
 
(A) learn 
(B) to learn 
(C) learning 
(D) to learning 
 
11. She no longer smokes. She stopped ______ about three months ago. 
 
(A) smoke 
(B) to smoke 
(C) to smoking 
(D) smoking 
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5. MAIN CLAUSE 
 
A main clause of any sentence is also called an independent clause because it can stand alone as a sentence, without the 
help of another clause. A main clause contains a subject and a verb and expresses a complete idea. All complete sentences 
have at least one main clause. A sentence with only one clause is called a simple sentence. A sentence with two or one more 
independent clauses is called a compound sentence. In a compound sentence, you can join the independent clauses with a 
comma and a conjunction such as: and; but; or; although; so; yet; nor; etc. 
 
Examples of Simple Clauses: 
The steam turbine was invented by Charles Parsons in 1884. 
Brazil has won the World Cup Soccer on five different occasions. 
The consistent economical growing of Brazil puts it among the developed countries. 
Examples of Compound Sentences: 
The first thermometer was invented by the German physicist Gabriel Fahrenheit, and the Fahrenheit temperature scale bears 
his name. 
Brazil has won the World Cup Soccer on five different occasions, so it is the sole five times winning champion of this 
tournament. 
The consistent economical growing of Brazil puts it among the developed countries, although it still needs to improve in other 
crucial areas. 
 
EXERCISES 
 
Choose the one word or phrase that best completes the sentences. 
 
1. The Harvest Moon, the full moon nearest the autumnal equinox, _____________ a period of several days when the moon 
rises soon after sunset. 
 
(A) it brings 
(B) bringing 
(C) for bringing 
(D) brings 
 
2. Like the end of the Paleozoic era, _____________ marked by widespread extinction of species. 
 
(A) of the Mesozoic was 
(B) was the end of the Mesozoic 
(C) the end of the Mesozoic was 
(D) the end was of the Mesozoic 
 
3. On some sailboats ________________ a tiller instead of a wheel for steering. 
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(A) there is 
(B) has 
(C) there are 
(D) with 
 
4. Even before _________________, Spain had begun to devise an administrative system to control its empire in the New 
World. 
 
(A) to be over the heroic age 
(B) it the heroic age 
(C) was the heroic age over 
(D) the heroic age was over 
 
5. Biologically speaking, women are ____________________________ men. 
 
(A) usually older about 
(B) bound to live longer than 
(C) used to be older with 
(D) bound living longer than 
 
6. SUBORDINATE CLAUSE 
 
A subordinate clause contains a subject and a verb but does not express a complete idea. A subordinate clause is an 
incomplete sentence; it cannot stand alone. You must connect it to a main clause by using a subordinating word, which is 
also called a subordinator. Because a subordinate clause depends on a main clause to express a complete idea, it is 
sometimes called dependent clause. A sentence with at least one subordinate clause is called a complex sentence. 
Whenever the subordinate clause comes first, it is followed by a comma. 
 
Example: 
As electronic technology rapidly developed, the transistor gave way to the integrated circuit. 
 
 
6.1. NOUN CLAUSE 
 
A noun clause functions as a noun in a phrase. It has a subordinate, a subject and a verb and it is formed with subordinator + 
subject + verb (+ rest of clause). In a sentence, a noun clause can serve the following functions: subject, direct object and 
object of preposition. 
 
6.1.1. AS SUBJECT 
How life began has been a topic of debate for many centuries. 
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Where she lives I didn’t know and I still don’t. 
Who to go with is my now my main problem. 
 
6.1.2. AS DIRECT OBJECT 
In 1978 scientists discovered that the planet Pluto has a satellite. 
She will be there whenever she feels the urge to do so. 
I’ve tried talking to you when you were in town. 
 
6.1.3. SUBORDINATORS IN NOUN CLAUSES 
Noun clauses usually begin with words called subordinating conjunctions or subordinators. 
Subordinators in Noun Clauses 
 
 how how soon wheneverwho 
 however if where whoever 
 how long that wherever whom 
 how many what whether (or not) whomever 
 how much whatever which whose 
 how often when whichever why 
 
NOTES 
In some sentences, the subordinator is also the subject of the noun clause. 
Example: 
 Whoever bothers to read junk mail is probably wasting a lot of time. 
When a noun clause is the subject of a sentence, there must be a verb in the main clause. 
Example: 
That goods are scarce is the central fact behind the science of economics. 
 NC V 
When a noun clause is the direct object of a sentence, there must be a subject and a verb in the main clause. 
Example: 
Children usually imitate whatever their parents do. 
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S V NC 
When a noun clause begins with THAT and it is used as a direct object in a sentence, you can omit it without changing the 
desired meaning. 
 
Example: 
Most astronomers believe that some form of life must exist on other planets. 
Most astronomers believe soform of life must exist on other planets. 
 
Some noun clauses can be reduced to infinitive phrases. Look at some examples herein under. 
 
Noun Clause: 
How society should distribute scarce goods is a central economic problem in any society. 
 
Infinitive Phrase: 
How to distribute scarce goods is a central economic problem in any society. 
 
EXERCISES 
 
Choose the option that best completes the sentences. 
 
1. A good college History textbook includes ______________________ about History. 
 
(A) every student knowing 
(B) should every student know 
(C) in that every student should know 
(D) what every student should know 
2. The Counseling and Career Center provides academic and career advising, and it will also tell students 
____________________ for other community resources. 
 
(A) where to go 
(B) where go 
(C) where going 
(D) wherever 
 
3. How vines climb, ____________________, and what special needs they have, all make a big difference when deciding where 
to put which vine. 
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(A) when they can be planted 
(B) they can be planted 
(C) can they be planted 
(D) when were they being planted 
 
4. A female tiger signals _______ ready to mate by leaving her scratch marks ad scent on trees. 
 
(A) that its 
(B) that it’s 
(C) that is it 
(D) that she’s 
 
5. They were the only ones to tell me ___________________ the previously arranged spot. 
 
(A) what to get 
(B) when to get 
(C) which to get to 
(D) how to get to 
 
6. She doesn’t know _______________________ her to arrive to our apartment. 
 
(A) how many it will take 
(B) how much she will take 
(C) how long it will take 
(D) how long will she take 
 
 
 
 
6.2. ADJECTIVE CLAUSE 
 
The adjective clause comes after the noun(s) they modify. It is sometimes called relative clause because it begins with words 
that we commonly refer to as relative pronouns. 
 
6.2.1. RELATIVE PRONOUNS 
 People Animals and Things 
Subject who, that which, that 
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Object whom, that which, that 
Possessive whose whose 
 
Note that adjectives clauses can also begin with the following subordinators: 
When, Where, Whereby and Why. 
 
Like all clauses, an adjective clause must also have a subject and a verb. Sometimes the subject is the relative pronoun. Within 
an adjective clause, the relative pronoun can serve the functions presented below. 
 
6.2.2 SUBJECT 
Frederick Douglass was a former slave who became a leader in the anti-slavery movement. 
The big fat lion was the one that attacked many people in the African savanna. 
 
6.2.3. DIRECT OBJECT 
Abraham Lincoln is the president whom historians believe was the greatest. 
The cat is the animal that many Americans choose as their pet. 
Note that when WHOM, THAT or WHICH function as the direct object of the adjective clause, you can omit it, with no change in 
meaning. Check it below. 
 
Abraham Lincoln is the president historians believe was the greatest. 
The cat is the animal many Americans choose as their pet. 
 
 
6.2.4. OBJECT OF PREPOSITION 
Bermuda is an area of islands and coral rocks to which thousands of tourists are attracted every year. 
Note that the preposition before the relative pronoun is part of the adjective clause. Use a preposition whenever it is needed or 
if you want to communicate a specific meaning. Look at the same sentence written in a different way. 
 
Thousands of tourists are attracted to an area of islands and coral rocks called Bermuda. 
 
Therefore, as the phrasal verb ARE ATTRACTED needs the preposition TO, the preposition must come before which in the 
adjective clause. 
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Note that WHO, THAT, WHERE, WHEN and WHY never follow a preposition at the beginning of an adjective clause. 
 
Note thatwhen an adjective clause is needed to identify a noun, it is called a necessary or restrictive adjective clause. No 
commas are used in these cases. Check the example below. 
Of all living things, the chimpanzee has a genetic make-up that is most similar to ours. 
 
Note that when an adjective clause gives extra information and it is not necessary to identify the noun, commas are placed on 
the adjective clause. Commas are a clue that can help you recognize some adjective clauses. Check the example below. 
Elizabeth Cady Stanton, who was born in Johnstown, NY, was an early American feminist. 
 
Therefore, when commas on an adjective clause, THAT cannot begin the referred clause. 
 
Adjective clauses often appear in written and spoken English. A sentence might contain several adjective clauses. An adjective 
clause can contain other adjective clauses. Check the following example. 
There are social situations where people who give information are higher in status than those who need 
information. 
 
Some adjective clauses can be reduced to adjective phrases, with no change in meaning. An adjective clause can be reduced to 
an adjective phrase only when it has WHO, WHICH or THAT as its subject. 
Adjective Clause: 
 The general who had led the Union Army to victory was Ulysses S. Grant. 
Adjective Phrase: 
 The general leading the Union Arm to victory was Ulysses S. Grant. 
 
In order to reduce an adjective clause to an adjective phrase, you must: 
Omit the subject of the clause (the relative pronoun); 
Omit the auxiliary verbs, if there are any; 
Change the verb to its ING form. 
 
Note thatwe use the ING form (present participle) when the adjective phrase is in the active voice. On the other hand, we use 
the ED form (past participle) when the adjective is in the passive voice. These rules apply to verbs in any tense. 
 
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6.2.5. ACTIVE VOICE 
The technology that impacts us most is what we use in our homes. 
The technology impacting us most is what we use in out homes. 
 
6.2.6. PASSIVE VOICE 
Yellowstone, which was authorized by Congress in 1872, is the oldest park in the US. 
Yellowstone, authorized by Congress in 1872, is the oldest park in the US. 
 
Note that if the adjective clause needs commas, the adjective phrase willalso need commas. Check the following examples. 
Crater Lake, which was formed by a volcano, is a superb setting for day hikes. 
Crater Lake, formed by a volcano, is a superb setting for day hikes. 
 
6.2.7. APPOSITIVE PHRASE 
Sometimes adjective clauses can be reduced to appositive phrases. An appositive is a noun phrase that is placed near another 
noun to define it or to explain it. Appositives do not have verbs. 
 
Adjective Clause 
One application of the laser is holography, which is the production of three-dimensional images. 
 
Appositive Phrase 
One application of the laser is holography, the production of three-dimensional images. 
 
 
EXERCISES 
 
Choose the option that best completes the sentence. 
 
1. Hammurabi, ___________________ his capital at Babylon, issued a famous code of laws for the management of his large 
empire. 
 
(A) who had 
(B) had 
(C) whose 
(D) whom had 
 
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2. Composer Maurice Ravel based some of his finest works on the Oriental scales ______________________ he was 
introduced at the Paris Exhibition of 1889. 
 
(A) at which 
(B) to which 
(C) which 
(D) that 
 
3. When changing banks, credit card companies may assign a lower cash advance limit than the one 
______________________________ by a full credit line. 
 
(A) to a client’s account assigned 
(B) assigned to a client’s account 
(C) assigning to a client’s account 
(D) to an account client’s assigned 
 
4. Large, fast-moving trucks have been known to create wind blasts _________________________ a motorcyclist. 
 
(A) for can startle 
(B) can that startle 
(C) that can startle 
(D) can for startle 
 
5. Our town’s doctor, _______________________ here in 1990, is now moving to another country. 
 
(A) whom has come 
(B) which has come 
(C) who has come 
(D) that has come 
 
6. That was a historical victory ________________________ before they had gone to fight abroad. 
 
(A) that has been achieved 
(B) who has been achieved 
(C) who had been achieved 
(D) that had been achieved 
7. Once, we’ve tried to get his help but he had traveled to an Eastern country_________________________________. 
 
(A) whose name I have forgotten. 
(B) who name I have forgotten. 
(C) what name I have forgotten. 
(D) whom name I have forgetten. 
 
8. There were times when we ____________________________________ our own skills and abilities. 
 
(A) stopped believing in 
(B) stopped believing on 
(C) stopped to believe in 
(D) stopped to believe on 
 
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6.3. ADVERB CLAUSE 
 
The adverb clause modifies a main clause or the verb in a main clause. Like all subordinate clauses, an adverb clause must 
have a subject and a verb. An adverb clause cannot stand alone as a sentence. It must be connected to a main clause to make 
a complete sentence. Adverb clauses begin with words called subordinators or subordinating conjunctions. 
 
6.3.1. SUBORDINATORS IN ADVERB CLAUSES 
 
TIME 
 after as as long as as soon as 
 before by the time now that since 
 until when wherever while 
 
PLACE 
where wherever 
 
 
CAUSE/RESULT 
because since so that in order that 
 so… that such…that 
 
 
CONTRAST 
although even if even though despite the fact that 
 though whereas while in spite of the 
fact that 
 
MANNER 
as as if as though just as 
 like 
 
CONDITION 
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as long as if in case whether or not 
 provided unless 
 
Some examples: 
 
Martin Luther King was such a powerful orator that his speeches continue to inspire people many years afterward. 
 
Even though it appears to help some people, doctors disagree on melatonin’s safety. 
 
The raccoon rubs and tears its food underwater, as if the food needed washing. 
 
NOTE: Sentences with condition’s adverb clauses called conditional sentences. The order of the adverb clause and the main 
clause can be reversed without a change meaning. These two sentences below have the same meaning. Let’s check them. 
 
Malcolm X had been assassinated by the time his autobiography was published. 
= 
By the time his autobiography was published, Malcolm X had been assassinated. 
 
Please note that when the adverb clause comes at the beginning of the sentence, it is always followed by a comma. 
 
Some adverb clauses can be reduced to adverb phrases, with no change in meaning. Nevertheless, an adverb clause can only 
be reduced to an adverb phrase when the subject of the clause is the same as the subject of the main clause. 
Adverb clauses that begin with AFTER, BEFORE, SINCE, WHEN and WHILE are often reduced to adverb phrases. 
ADVERB CLAUSE 
When a substance undergoes a slow oxidation, the substance can burst into flame. 
 
AVERB PHRASE 
When undergoing a slow oxidation, a substance can burst into flame. 
 
In order to reduce an adverb clause to an adverb phrase we should: 
omit the subject of the clause; 
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omit the auxiliary verbs, if there are any; 
change the verb to its ING form. 
 
NOTE 
We use the ING form (present participle) when the adverb phrase is in the active voice. We use the ED form (past participle) 
when the adverb phrase is in the passive voice. These rules apply to verbs in any tense. 
 
6.3.2. ACTIVE VOICE 
 
Frank Sprague developed the elevator after he had improved the electric engine. 
Frank Sprague developed the elevator after improving the electric engine. 
 
6.3.3. PASSIVE VOICE 
 
Since it was discovered, penicillin has been used to treat bacterial infections. 
Since discovered, penicillin has been used to treat bacterial infections. 
 
ADVERB CLAUSE 
Because it was once considered a dangerous predator, the wolf has been hunted to near-extinction. 
 
ADVERB PHRASE 
Once considered a dangerous predator, the wolf has been hunted to near-extinction. 
Please note that an adverb clause cannot be reduced if the adverb clause and the main clause have different subjects. The 
following sentence, for instance, cannot be reduced. 
Wherever ornamental grasses are used, the garden will have a finished look. 
 
EXERCISES 
 
Choose the option that best completes the sentences. 
 
1. ___________ golf became increasingly accessible to Americans after World War II, the sport achieved popularity with both 
average people and professional players. 
 
(A) So 
(B) As if 
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154 
154 ADVANCED LEVEL 
(C) As 
(D) That 
 
2. The “daddy-longlegs” spider is omnivorous, ____________________ plant fluids, animal tissue, and other daddies-longlegs. 
 
(A) feeding on 
(B) feeds on 
(C) is fed 
(D) to feed 
 
3. Customers are entitled to receive additional credit services ____________________ maintain their account in good 
standing. 
 
(A) because of 
(B) they can 
(C) do they 
(D) as long as they 
 
4. Brasses are musical instruments that produce tones_____________________________________. 
 
(A) when lips buzzing the mouthpiece 
(B) if buzz the mouthpiece 
(C) lips buzz the mouthpiece 
(D) when lips buzz the mouthpiece 
 
5. Common soldiers must follow orders. ____________________________ officers. 
 
(A) Neither must 
(B) Either must 
(C) So must 
(D) Then must 
 
 
6. If a defect can be solved by a mechanic it is a ___________________________________. 
 
(A)mechanic defect. 
(B) mechanical defect. 
(C) functional defect. 
(D) fundamental defect. 
 
7. Your sister’s lunch ___________ quickly _____________. 
 
(A) is; fixed 
(B) was; fixing 
(C) was; fixed 
(D) is; fixing 
 
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155 
155 ADVANCED LEVEL 
8. They want to know _________________________ the Internet. 
 
(A) who invent 
(B) who invented 
(C) whom invent 
(D) whom invented 
 
9. At the meeting she said there was no point ____________________ the trade with the Chinese. 
 
(A) on increasing 
(B) on increase 
(C) in increasing 
(D) in increase 
 
10. Yesterday, we ______________________ breakfast when Michael ______________________. 
 
(A) was having; dropped by. 
(B) were having; dropped by. 
(C) had; dropped on. 
(D) have had; dropped on. 
 
11. Maria could barely _____________ with what she _______________ previously. 
 
(A) get by; earns 
(B) got on; earns 
(C) get on; was earning 
(D) get by; was earning 
 
 
 
 
 
7. IRREGULAR VERBS LIST 
 
INFINITIVE PAST PAST PARTICIPLE 
To awake awoke Awoken 
To be was / were Been 
To bear bore born 
To beat beat beat 
To become became become 
To begin began begun 
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156 
156 ADVANCED LEVEL 
To bend Bent bent 
To beset beset beset 
To bet bet bet 
To bid bid / bade bid / bidden 
To bind bound bound 
To bite bit bitten 
To bleed bled bled 
To blow blew blown 
To break broke broken 
To breed bred bred 
To bring brought brought 
To broadcast broadcast broadcast 
To build built built 
To burn burned / burnt burned / burnt 
To burst burst burst 
To buy bought bought 
To cast cast cast 
To catch caught caught 
To choose chose chosen 
To cling clung clung 
To come came come 
To cost cost cost 
To creep crept crept 
To cut cut cut 
To deal dealt dealt 
To dig dug dug 
To dive dived / dove dived 
To do did done 
To draw drew drawn 
To dream dreamed / dreamt dreamed / dreamt 
To drive drove driven 
To drink drank drunk 
To eat ate eaten 
To fall fell fallen 
To feed fed fed 
To feel felt felt 
To fight fought fought 
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157 
157 ADVANCED LEVEL 
To find found found 
To fit fit fit 
To flee fled fled 
To fling flung flung 
To fly flew flown 
To forbid forbade forbidden 
To forget forgot forgotten 
To forego (forgo) forewent foregone 
To forgive forgave forgiven 
To forsake forsook forsaken 
To freeze froze frozen 
To get got gotten 
To give gave given 
To go went gone 
To grind ground ground 
To grow grew grown 
To hang hung hung 
To hear heard heard 
To hide hid hidden 
To hit hit hit 
To hold held held 
To hurt hurt hurt 
To keep kept kept 
To kneel knelt knelt 
To knit knit knit 
To know knew know 
To lay laid laid 
To lead led led 
To leap leaped/lept leaped/lept 
To learn learned / learnt learned / learnt 
To leave left left 
To lend lent lent 
To let let let 
To lie lay lain 
To light lighted/lit lighted 
To lose lost lost 
To make made made 
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158 
158 ADVANCED LEVEL 
To mean meant meant 
To meet met met 
To misspell misspell / misspelt misspell / misspelt 
To mistake mistook mistaken 
To mow mowed mowed / mown 
To overcome overcame overcome 
To overdo overdid overdone 
To overtake overtook overtaken 
To overthrow overthrew overthrown 
To pay paid paid 
To plead pled pled 
To prove proved proved/proven 
To put put put 
To quit quit quit 
To read read read 
To rid rid rid 
To ride rode ridden 
To ring rang rung 
To rise rose risen 
To run ran run 
To saw sawed sawed/sawn 
To say said said 
To see saw seen 
To seek sought sought 
To sell sold sold 
To send sent sent 
To set set set 
To sew sewed sewed/sewn 
To shake shook shaken 
To shave shaved shaved/shaven 
To shear shore shorn 
To shed shed shed 
To shine shone shone 
To shoe shoed shoed/shod 
To shoot shot shot 
To show showed showed/shown 
To shrink shrank shrunk 
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159 
159 ADVANCED LEVEL 
To shut shut shut 
To sing sang sung 
To sink sank sunk 
To sit sat sat 
To sleep slept slept 
To slay slew slain 
To slide slid slid 
To sling slung slung 
To slit slit slit 
To smite smote smitten 
To sow sowed sowed/sown 
To speak spoke spoken 
To speed sped sped 
To spend spent spent 
To spill spilled/spilt spilled/spilt 
To spin spun spun 
To spit spit/spat spit 
To split split split 
To spread spread spread 
To spring sprang/sprung sprung 
To stand stood stood 
To steal stole stolen 
To stick stuck stuck 
To sting stung stung 
To stink stank stunk 
To stride strode stridden 
To strike struck struck 
To string strung strung 
To strive strove striven 
To swear swore sworn 
To sweep swept swept 
To swell swelled swelled/swollen 
To swim swam swum 
To swing swung swung 
To take took taken 
To teach taught taught 
To tear tore torn 
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160 
160 G A B A R I T O S 
To tell told told 
To think thought thought 
To thrive thrived/throve thrived 
To throw threw thrown 
To thrust thrust thrust 
To tread trod trodden 
To understand understood understood 
To uphold upheld upheld 
To upset upset upset 
To wake woke woken 
To wear wore Worn 
To weave weaved/wove weaved/woven 
To wed wed Wed 
To weep wept Wept 
To wind wound wound 
To win won Won 
To withhold withheld withheld 
To withstand withstood withstood 
To wring wrung wrung 
To write wrote written 
 
 
 
 
 
G A B A R I T O S 
 
BASIC LEVEL 
 
2.2. ORDINALS 
 
Write the respective ordinals and numerals: 
 
Escreva os respectivos ordinais e numerais: 
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161 
161 G A B A R I T O S 
03 – three 03rd – third 15 – fifteen 
15th – fifteenth 27 – twenty-seven 27th – twenty-seventh 
49 – forty-nine 49th – forty-ninth 32 – thirty-two 
32nd – thirty-second 11 – eleven 11th – eleventh 
68 – sixty-eight 68th –sixty-eighth 76 – seventy-six 
76th – seventy-sixth 12 – twelve 12th – twelfth 
99 – ninety-nine 99th – ninety-ninth 14 – fourteen 
14th – fourteenth 100 – one hundred 100th – one hundredth 
1,345 – one thousand three hundred (and) forty-five 
1,560,300 – one million five hundred sixty thousand (and) three hundred 
322nd –three hundred (and) twenty-second 
2,761st –two thousand seven hundred (and) sixty-first 
10,947th –ten thousand nine hundred (and) forty-seventh 
235,564– two hundred thirty five thousand five hundred sixty four 
235,564th –two hundred thirty five thousand five hundred sixty fourth 
97,783,290 –ninety seven million seven hundred eighty three thousand two hundred ninety 
7,770,777– seven million seven hundred seventy thousand seven hundred seventy seven 
 
Complete the numbers according to the example: 
six – 6 twelve – 12 thirty – 30 a hundred – 100 
fifty – 50 thirteen – 13 thirty-nine – 39 eleven – 11 
seventy-eight – 78forty-two– 42 twenty-three – 23 seven – 7 
sixty-one – 61 four hundred – 400 ninety-nine– 99 seventeen – 17 
nineteen – 19 forty-nine– 49 forty-eight – 48 eighteen – 18 
eighty – 80 ninety-two – 92 a hundred forty-six – 146sixty-seven –67 
a hundred– 100 sixth – 6th twelveth – 12th thirtieth – 30th 
fiftieth – 50th a hundredth – 100th thirteenth– 13th thirty-ninth – 39th 
eleventh – 11th seventy-eighth –78th ninety-second – 92nd forty-sixth – 46th 
 
3. ARTICLE 
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162 
162 G A B A R I T O S 
 
01. B (a; an; ___) 
02. C (this; the; the) 
03. D (the; a) 
04. C (the; these; the; a) 
05. C (____; the; the) 
06. D (an; the) 
07. D (____; a) 
08. A (a; a; ____) 
09. A (the; the; the; a) 
10. C (the; a) 
11. D (an; the) 
12.D (the; a; the) 
13. B (the; the; a) 
14. B (the; a; an) 
15. B (the; a; ____) 
16. B (the; the; a; a; a; the) 
17. B (the; the; the) 
18. D (the; the; the) 
19. B (the; the; the; the; a) 
20. D (the; ____; the; a; the) 
21. C (____; the; the ) 
22. B (The; an; the) 
 
4. PLURAL 
 
1. secretaries 
2. jobs 
3. saleswomen 
4. psychologists ; assistants 
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163 
163 G A B A R I T O S 
5. housewives 
6. stories 
7. fungi 
8. girls ; boys ; cities ; countries. 
9. parents-in-law 
10. teeth ; children. 
11. people 
12. Churches ; discotheques. 
13. Subways ; buses ; means ; towns. 
14. disasters ; phenomena 
15. mothers ; feet 
16. kids ; shows ; children lice. 
17. forests ; deer. ; brothers-in-law ; trout. 
18. criteria ; faculties 
19. issues ; conferences ; tickets. 
20. species ; fish ; rivers ; states 
21. indexes/indices ; professors ; information. 
23. godfathers ; buildings 
(A) 23.coats ; skirts ; sisters ; attendants 
24. syllabi/syllabuses ; words ; hypotheses ; appendices 
25. daughters ; classes ; Mondays ; Wednesdays ; Fridays. 
26. Thursday nights. 
27. photos ; drawers 
 
5. PRONOUNS 
 
Complete the following sentences with the possessive adjective that refers to the subject of the sentence. 
 
1. her ; my 
2. her 
3. his. 
4. your 
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164 
164 G A B A R I T O S 
5. their 
6. its ; our 
7. his 
8. her 
9. its 
10. their 
 
Choose the correct form. 
1. them 
2. us 
3. We 
4. us 
5. me 
6. them 
7. him 
8. him 
9. us 
10. me 
 
Substitute the word or words in italic for the correct object pronoun. 
1. I see him on the bus every morning. 
2. I sit near them during the lesson. 
(B) 3 All the boys like her very much. 
3. I often see you in the school cafeteria. 
4. He always goes to the movies with them. 
5. I know them very well. 
6. Frank always waits for us after the lesson. 
7. He drives them to school every morning. 
8. I sit next to him. 
9. We always have dinner with them on Friday nights. 
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165 
165 G A B A R I T O S 
 
In the following sentences, substitute the words in italic for the correct possessive pronoun. 
1. These seats are ours. 
2. This umbrella is hers. 
3. These pencils are yours. 
4. That fountain pen in mine. 
5. That overcoat is his. 
6. Is this pack of cigarettes yours or is it his? 
7. This is its. 
8. Are these ours or are they theirs? 
9. Which house do you prefer: mine, hers or his? 
10. Will they go to theirs or ours next weekend? 
 
Complete the following sentences with a possessive adjective or a possessive pronoun. 
1. his ; yours 
2. my ; hers. 
3. their ; ours. 
4. our ; theirs. 
5. my ; his. 
6. their ; ours. 
7. his ; hers. 
8. his ; yours. 
9. their ; ours. 
10. our ; theirs 
 
Complete the sentences below with the correct reflexive pronoun: 
1. herself. 
2. ourselves 
3. herself 
4. themselves. 
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166 
166 G A B A R I T O S 
5. ourselves. 
6. themselves. 
7. himself 
8. yourself 
9. yourself 
10. myself 
 
Substitute the word alone for the preposition by plus the respective reflexive pronoun. 
1. He went for a walk in the park by himself. 
2. They made that long trip through the woods by themselves. 
3. I don’t like to go to the movies by myself. 
4. Helen, however, prefers to go to the movies by herself. 
5. John likes to take long walks in the woods by himself. 
6. The old couple lives by itself/themselves in a cottage in the woods. 
7. John works by himself in a small office. 
8. My aunt, although she is rather rich, prefers to live by herself. 
9. Do you like to eat by yourself? 
10. I went to the opera by myself last night. 
 
Knowing that ONE and ONES are respectively used to replace singular or plural subjects, in order to avoid the 
repetition of the said subject, try to solve the following exercise: substitute the expressions in italic for the 
words ONE or ONES. 
1. Those little boys love to read Harry Potter’s books but, nowadays, they must read these ones. 
2. Which T-shirt does your son want: the black one or the yellow one? 
3. Look at those glasses. Which ones? 
4. Pay attention to the car. Which one? 
5. Let’s go to the pub. Which one? 
6. Take care of the children. Which ones? 
7. Be careful with that guy. Which one? 
8. No one knows the place. Which one? 
9. Where are my pants? Which ones? 
10. I’ve seen his yacht. Which one? 
 
6. PRONOUNS 
 
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167 
167 G A B A R I T O S 
Complete the sentences using the comparative form of the adjectives between brackets. 
1. younger ; than 
2. older ; than 
3. bigger ; than 
4. better ; than 
5. worse ; than 
6. easier ; than 
7. more valuable ; than 
8. more attractive ; than 
 
Complete the sentences using the superlative form of the adjectives between brackets. 
1. warmer ; than 
2. more expensive ; than 
3. more satisfactory ; than 
4. wider ; than 
5. more difficult ; than 
6. better ; than 
7. cleverer ; than 
8. hotter ; than 
9. prettier ; than 
10. larger ; than. 
 
 
7. ADJECTIVES 
 
Complete the sentences using the comparative form of the adjectives between brackets. 
1. younger ; than 
2. older ; than 
3. bigger ; than 
4. better ; than 
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168 
168 G A B A R I T O S 
5. worse ; than 
6. easier ; than 
7. more valuable ; than 
8. more attractive ; than 
9. warmer ; than 
10. more expensive; than. 
11. more satisfactory ; than 
12. wider ; than 
13. more difficult ; than 
14. better ; than 
15. cleverer ; than 
16. hotter ; than 
17. prettier ; than 
18. larger ; than 
 
Complete the sentences using the superlative form of the adjectives between brackets. 
1. the oldest 
2. the most expensive 
3. the worst 
4. the most important 
5. the largest 
6. the most ambitious 
7. the most attractive 
8. the prettiest 
9. the most intelligent 
10. the funniest 
11. the coldest 
12. the best 
13. the largest 
14. the highest 
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169 
169 G A B A R I T O S 
15. the most comfortable 
16. the most difficult 
17. the tallest 
18. the best 
 
Organize the sentences correctly according to the adjective categories and orders: 
1. This is a cheap small old apartment. 
2. This beautiful smart little young Italian girl is my daughter. 
3. That tall well-groomed round-faced American boy has just arrived. 
4. Their big pyramidal brownish wooden cottage is not so far away. 
5. Your marvelous enormous classic German silver Porsche has been sold. 
 
Make questions for the following answers: 
1. How much does this T-shirt cost? 
2. How many bedrooms are there in your apartment? 
3. How much are these pants? 
4. How long does it take you to come to school from your house? 
5. What is your girlfriend like? 
6. How often do your parents-in-law usually call you? 
 
10. PRESENT TENSE 
 
Choose the answer that correctly completes the sentences below. 
1. D (is working; is studying) 
2. B (have been trying; haven’t gotten it) 
3. A (is playing; plays) 
4. C (doesn’t have; lends) 
5. A (is thinking; say; you) 
6. A (travels; his) 
7. B (haven’t had) 
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170 
170 G A B A R I T O S 
8. C (hasn’t he) 
9. A (have been living) 
10. C (his; are) 
11. C (He has gone to Europe.) 
12. C (have been doing) 
13. B (look) 
14. B (is she doing) 
15. C (has she done) 
16. B (has she been doing) 
17. B (goes) 
18. B (have been studying) 
19. B (haven’t gone) 
20. A (are playing; are watching) 
21. B (haven’t gone) 
22. D (doesit run) 
23. B (has traveled) 
24. A (are you going) 
25. C (Is she coming) 
26. B (haven’t arrived) 
 
 
 
 
11. PAST TENSE 
 
For each one of the sentences herein under, select the only correct option. 
1. B (I had worked a lot.) 
2. B (I had gone nowhere.) 
3. D (She came of age yesterday.) 
4. C (A long time.) 
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171 
171 G A B A R I T O S 
5. A (Yes, he had.) 
6. C (For a long time.) 
7. B (have; been studying) 
8. C (had left; arrived) 
9. C (No, I haven’t.) 
10. D (has; bought) 
 
Complete the sentences below with the correct tense of the verb between brackets. 
1. has already bought 
2. got ; had been 
3. haven’t finished 
4. had been riding ; met 
5. have been living 
6. was running ; fell 
7. had just finished 
8. were;doing ; broke 
9. resigned ; had worked 
10. was studying / studied 
 
Choose the only option that correctly completes the sentences below. 
1. C (getting up; had already watched) 
2. A (had been studying; called; to go) 
3. C (rang; was writing) 
4. D (was watching; was making) 
5. C (has just traveled) 
6. C (was playing; was doing) 
7. A (hasn’t called) 
8. D (is thinking; going) 
 
12. FUTURE 
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172 
172 G A B A R I T O S 
 
Choose the correct option to complete the sentences herein under. 
 
1. C (is going to draw) 
2. D (will meet) 
3. C (was walking; met) 
4. C (called; had arrived) 
5. D (will have gotten) 
6. D (heard; said) 
7. D (was playing; rang) 
8. B (retired) 
9. B (won’t be traveling) 
10. D (went; was having) 
11. C (were; had) 
12. E (leave; left) 
13. C ( is going to) 
14. B (are; have missed) 
15. E (had finished; came) 
16. C (checking; has locked) 
17. d (will have gotten) 
18. C (has taken) 
19. E (went; arrived; had; left) 
20. D (are; going to catch; remain; are) 
21. D (has been calling) 
22. D (has gone; to play) 
23. A (take) 
24. B (will leave; is going to travel) 
25. C (loves; running) 
26. D (did; have) 
27. A (will have graduated) 
28. A (didn’t go; broke) 
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173 
173 G A B A R I T O S 
29. B (has gotten; to take; hope; gets 
 
INTERMEDIATE LEVEL 
 
1. ADVERBS 
 
1. Classify the adverbs below according to what you’ve just learned. 
 
Mainly – degree Usually – frequency Where – place 
Deadly – manner Behind – place Maybe – doubt 
Almost – degree Tonight – time Rarely – frequency 
 
2. Find the adverbs that correspond to each adjective: 
 
Fluent – fluently Friend – --------- Frequent – frequently 
Slow – slowly Careful – carefully Rough – roughly 
Bad – badly Supposed – supposedly Accurate – accurately 
 
3. Put an X in the correct option: 
a. The plane arrived late, as usual. 
( x ) adverb ( ) adjective 
b. My brother loves fast cars. 
( ) adverb ( x ) adjective 
c. Learning French is harder than I thought. 
( ) adverb ( x ) adjective 
d. That site is updated daily. 
( x ) adverb ( ) adjective 
e. My You’ve just ruined my best dress. 
( ) adverb ( x ) adjective 
f. My He is friendly. 
( ) adverb ( x ) adjective 
g. I'm watching the late class. 
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174 
174 G A B A R I T O S 
( ) adverb ( x ) adjective 
h. They are running too fast. 
( x ) adverb ( ) adjective 
 
i. I hope you try harder in the future. 
( x ) adverb ( ) adjective 
j. Voanews.com is a daily online newspaper. 
( ) adverb ( x ) adjective 
k. Computers work better nowadays. 
( x ) adverb ( ) adjective 
l. He was talking with her in a friendly way. 
( ) adverb ( x ) adjective 
 
4. Complete the sentences below with the adverbs that relate to the words or expressions in brackets, and 
classify each one of them: 
 
a. Sue is completely (complete) crazy about her husband. 
(Manner) 
b. Usually (usual), Tom goes out with his girlfriend. 
(Frequency) 
c. My daughter went to school yesterday (the day before today). 
(Time) 
d. I think she is upstairs (on the upper floor). 
(Place) 
e. Probably (probable) we will need to go to the hospital. 
(Doubt) 
f. They have almost (nearly, closely) the same age. 
(Degree or intensity) 
 
2. PREPOSITIONS 
 
Complete the sentences herein under with appropriate preposition. 
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175 
175 G A B A R I T O S 
 
1. This book belongs to John. 
2. We all went for a walk in/at the park. 
3. Sam bought this car in August. 
4. They plan to trade it for a new one after/before spring. 
5. He was looking for the pen that John lost. 
6. Ken usually sits near/at/on/beside/close to/next to/by this desk. 
7. I make many mistakes during spelling. 
8. The man walked quickly into the room and went to bed. 
9. She spends a lot of time with her English homework. 
10. We read about the accident in the newspaper this morning. 
11. I must write a letter to my aunt. 
12. She went through the forest to find some wood. 
13. Julia sits in front of me, and Helen sits between Harry and Hope. 
14. The boat moved slowly through/outside the coast. 
15. Everyone laughed at/about William’s story. 
16. The woman smiled at me very pleasantly. 
17. He thanked me for my interest in the matter. 
18. How much did they pay for their new house? 
19. They buy everything oncredit. 
20. She sold it to me, and I bought it for my mother. 
21. Do you know what happened to Martha? 
22. You must always listen to your parents. 
23. She wants to arrive there before them. 
24. What do you like to do after having dinner? 
25. I think they were talking about us at/in the party last night. 
26. Where does your cousin like to go on Friday and Saturday nights? 
27. His sister has spent a lot on that blue skirt. 
 
4. MODAL VERBS 
 
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Use the MODAL VERBS or MODAL EXPRESSIONS that correctly complete each one of sentences below. 
 
1. She had to go to bed early last night. 
2. They have to/must buy some stamps because there aren’t any at the office. 
3. We have to/must rush because we are late for class. 
 
4. May I come in? 
5. It may/might rain tomorrow. 
6. My mother can swim very well. 
7. I think you should/ought to call her. 
8. I would rather go to the farm tonight than tomorrow morning. 
9. She had better not lie to me. 
10. What do you think I should/ought to do? 
11. He could have helped us last night. 
12. I would go if I could. 
13. They couldn’t do it last Saturday. 
 
Choose the correct answer. 
 
1. C (advise) 
2. C (a desire about something or somebody) 
3. B (She can call me later) 
4. D (to; for; to) 
5. A (at; in; until; in) 
6. C (place; direction; time) 
7. D (an adversative conjunction) 
8. D (a concessive subordinate clause) 
9. D (an integrant subordinate clause) 
10. C (one conditional subordinateclause; one main clause) 
11. A (probable condition) 
12. B (a future perfect; a probable condition; a possibility; a coordinative conjunction) 
 
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5. WISH 
 
Choose the best possible answer. 
 
1. C (I wish I had a more powerful one) 
2. A (I wish I were a better cook) 
3. D (I wish I could have the weekend off) 
4. C (I wish I had an interesting one) 
5. A (I wish I had a cookie) 
6. B (I wish I had more time) 
7. C (I wish I was younger) 
8. A (I wish I knew more people) 
9. C (I wish I were not here) 
10. B (I wish he were here) 
 
Put the sentences in the correct order. 
 
1. you – I – wouldn’t – there – wish – go – . 
I wish you wouldn’t go there. 
 
2. wish – ten – I – younger – were – I – years – . 
I wish I were ten years younger. 
 
3. wishes – could – they – repair – she- come – to - boiler – the – sooner – . 
She wishes they could come sooner to repair the boiler. 
4. service – wish – hadn’t – to – I – agreed – do – you – that – . 
I wish you hadn’t agreed to do that service. 
 
5. with – wish – we – speak – the – to – manager – . 
We wish to speak with the manager. 
6. she – coming – I – with – was – wish – you – . 
I wish she was coming with you. 
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6. IF CLAUSES AND/OR CONDITIONAL CLAUSES 
 
Choose the best possible answer. 
 
1. A (will do; have) 
2. D (a ban) 
3. A (were; would speak) 
4. A (would have told; had asked) 
5. B (must) 
6. B (working) 
7. A (had bought; would have played) 
8. B (had been; would have taken) 
9. A (we had gone; it is) 
10. C (could have gone; had had) 
11. A (on not telling the truth) 
12. D (‘d rather; stay) 
13. D (shouldn’t; studying) 
14. C (wins; will buy) 
15. D (would have taken; had had) 
16. A (‘d better; it’s) 
 
7. ACTIVE AND PASSIVE VOICES 
 
Change the sentences from the active voice to the passive voice: 
1. Sally bought a new house for her family. 
A new house was bought by Sally for her family. 
2. Paulo opens the door. 
The door is opened by Pablo. 
3. Richard and Susan will visit their parents next holyday. 
Richard and Susan parents will be visited by them next holiday. 
4. She has not read the letter. 
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The letter has not been read by her. 
5. She didn't win the game. 
The game wasn’t won by her. 
6. My mother is making a beautiful birthday cake for me. 
A beautiful birthday cake is being made for me by my mother. 
 
7. The teacher should open the classroom’s window. 
The classroom’s window should be opened by the teacher. 
8. They have seen the doctor since he was sick. 
The doctor has been seen by them since he was sick. 
9. He stopped the bus. 
The bus was stopped by him. 
10. She does her lessons everyday. 
Her lessons are done by her everyday. 
11. He can not help her. 
She can not be helped by him. 
12. Does the police officer catch the thief? 
Is the thief caught by the police officer? 
13. I will be studying English all night long. 
English will be studied by me all night long. 
14. We have not agreed to this issue. 
This issue has not been agreed by us. 
15. He could not sell that dresser. 
That dresser could not be sold by him. 
 
8. DIRECT AND INDIRECT SPEECHES 
 
Choose the best possible answer. 
 
1. C (Joshua said that Mary was home) 
2. A (Peggy told me that the girls had helped in the house) 
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3. C (Christopher asked me if I wanted to dance) 
4. C (Liz said that Tom had gone downtown an hour ago) 
5. D (Barbra told me she was watching a talk show) 
6. A (Alice complained that she had spent a lot to buy that LCD) 
7. B (Cindy wanted to know when I had come) 
8. B (David said Robert had been ill) 
9. A (Clair remarked that she hadn't had time to do her homework) 
10. C (Joseph and Joe told me they would do their best in the exams the next day) 
11. A (Yesterday, Daniel asked me if it would rain today) 
12. B (Chandler complained that they didn’t like to eat there) 
 
9. APPOSITIVE 
 
Combine the following sentences below into a single clear sentence. 
 
a) Marilia is a single woman. / Marilia always helped her friends with their marriage. 
Marilia, a single woman, always helped her friends with their marriage. 
b) Mike is a shy guy. / Mike is the best dancer we have in our dance class. 
Mike, a shy guy, is the best dancer we have in our dance class. 
c) William was an excellent student in high school. / William isn’t working due to his drugs addiction. 
William, an excellent student in high school, isn’t working due to his drugs’ addiction. 
d) Cole is the priest of my church. / Cole is helping homeless kids. 
Cole, the priest of my church, is helping homeless kids. 
e) Raphael is a sneaky boy. / Raphael is a creepy boy. / Raphael was following Susan yesterday. 
Raphael, a sneaky and creepy boy, was following Susan yesterday. 
f) Bruno is a peaceful man. / He is a shy young man. / He was the army’s best shooter. 
Bruno, a peaceful and shy young man, was the best army’s shooter. 
g) John is a private detective. / He found new evidences about Nicole’s murder. 
John, a private detective, found new evidences about Nicole’s murder. 
h) Helen was a great cooker. / She opened a restaurant at the most crowded street of Copacabana. 
Helen, a great cooker, opened a restaurant at the most crowded street of Copacabana. 
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i) Madonna is a famous ballerina. / She is a successful singer. / I once saw Madonna. 
I once saw Madonna, a famous ballerina and a successful singer. 
j) Adolfo is an elderly. / He is a grouchy man. / Adolfo bought a dog named Snoopy. 
Adolfo, an elderly and grouchy man, bought a dog named Snoopy. 
k) My brother is 14 years old. / Pablo is famous at home for his “midnight snack”. 
Pablo, my 14 years old brother, is famous at home for his “midnight snack”. 
 
ADVANCED LEVEL 
 
4. COMPARING GERUNDS, PARTIPLES AND INFINITIVES 
 
Quiz: Gerund or Infinitive? 
 
1. C (meeting) 
2. B (to post) 
3. D (to getting) 
4. B (to go) 
5. C (telling) 
6. B (to inform) 
7. C (making) 
8. B (to buy) 
9. B (to rain) 
10. C (learning) 
11. D (smoking) 
5. MAIN CLAUSE 
 
Choose the one word or phrase that best completes the sentences. 
 
1. D (brings) 
2. C (the end of the Mesozoic was) 
3. A (there is) 
4. D (the heroic age was over) 
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5. B (bound to live longer than) 
 
6. SUBORDINATE CLAUSE 
 
Choose the option that best completes the sentences. 
 
1. D (what every student should know) 
2. A (where to go) 
3. A (when they can be planted) 
4. B (that it’s) 
5. D (how to get to) 
6. C (how long it will take 
 
6.2. ADJECTIVE CLAUSE 
Choose the option that best completes the sentence. 
 
1. A (who had) 
2. B (which) 
3. B (assigned to a client’s account) 
4. C (that can startle) 
5. C (who has come) 
6. D (that had been achieved) 
7. A (whose name I have forgotten.) 
8. A (stopped believing in) 
6.3. ADVERB CLAUSE 
Choose the option that best completes the sentences. 
 
1. C (As) 
2. A (feeding on) 
3. D (as long as they) 
4. D (when lips buzz the mouthpiece) 
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5. C (So must) 
6. B (mechanical defect.) 
7. C (was; fixed) 
8. B (who invented) 
9. C (in increasing) 
10. B (were having; dropped by.) 
11. D (get by; was earning) 
 
PROVAS COMENTADAS DE INGLÊS 
 
2016/2017 
 
1. Chose the correct alternative according to the use of modals. 
 
1. ( ) I was so tired last night but I couldn’t sleep. 
2. ( ) She not must help you. 
3. ( ) I’m not sure. I might not go to the movies. 
 
(A) V – V – V 
(B) V – F – V 
(C) F – V – V 
(D) F – F – V 
(E) F – V – F 
 
2. Choose the alternative that correctly completes the sentences below: 
 
______ Christmas I went to Montreal to see my friend. He lives ______ a boat. Can you believe it? _____ the Winter he moves 
to an apartment _____ the city. 
 
(A) On – in – On - on 
(B) At – in – At - in 
(C) On – on – In - in 
(D) Since – on – In - at 
(E) From – at – At – in 
 
3. Choose the alternative that correctly completes the sentences accoding to the right use of articles: 
 
I wrote ________ letter to my friend yesterday. Today I saw _________ letter on ________ dinner table. I forgot to post it. 
 
(A) the – the – the 
(B) the – the – a 
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(C) a – a – a 
(D) a – a – the 
(E) a – the – the 
 
4. Choose the alternative that correctly completes the sentences according to the right use of pronouns. 
 
Dear friend, thanks for ________ email. It is so nice to hear from_________. Let _________ tell you ________ news, even 
though _________ are much more interesting. 
 
(A) your – you – me – my - yours 
(B) your – you – I – mine - yours 
(C) you – yours – my – his - they 
(D) my – me – mine – my – you 
(E) yours – I – I – mine – theirs 
 
5. Choose the Word that best completes the sentence below. 
 
____________ place I’ve ever visited was the Netherlands. 
 
(A) The most 
(B) The more far 
(C) The farthest 
(D) The far most 
(E) The farest 
 
6. Whick of the relative clauses below modifies the object of the sentence? 
 
(A) The boy who lives near me has four cats. 
(B) Stories which end in death make me cry. 
(C) The idea that she could fly is completely nonsense. 
(D) The girl whose father died yesterday will move to China. 
(E) I can’t find the person to whom you talked. 
 
7. Which of the alternatives below best completes the dialogue? 
 
• John: _____ you watch the soccer game on cannel 4 last night? 
• George: No _____ it good? 
• John: Awesome! The Visiting team _____ score a single goal. 
• George: I’m glad I _____ there. I hate to see a visiting team lose. 
• John: I _____ know you were that crazy!!!! Why should the visiting team win? 
 
(A) Do – Is – don’t – isn’t – don’t 
(B) Did – Did – didn’t – didn’t - didn’t 
(C) Did – Was – didn’t – wasn’t - didn’t 
(D) Do – Do – don’t – don’t - don’t 
(E) Were – Was – wasn’t – wasn’t - wasn’t 
 
GABARITO COMENTADO 
 
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1. Resposta: Letra B 
A primeira frase está correta, pois utiliza-se o modal “could” para indicar possibilidade, habilidade ou capacidade no passado. “I 
was so tired last night, but I couldn’t sleep.” Estava tão cansado(a) ontem à noite, mas eu não conseguia dormir. “could” 
significa “conseguir” no passado. 
A segunda frase – “She not must help you” – está errada pelo posicionamento do “not” antes do modal “must”. O correto seria 
“She must not help you.” 
Na terceira frase, o uso do modal de possibilidade remota “might” está corretamente empregado. Pelo fato de o falante não ter 
certeza de que irá ao cinema, ele pode utilizar o “might”. “I’m not sure.” (Eu não tenho certeza). “I might not go to the 
movies.” (Eu não devo ir ao cinema – sentido de dúvida ou possibilidade remota.) 
 
2. Resposta: Letra C 
Uma questão que cobra o uso de preposições. “On Christmas é utilizado mais especificamente quando se tem “Day” ou “eve”. 
On Christmas Day; on Christmas Eve. Todavia, o uso tornou-se costumeiro com a preposição “on” para Christmas em geral. “He 
lives On a boat.” (Ele mora em um barco.) Usamos “on” para transporte coletivo: on a boat, on a bus, on a plane etc. Para as 
estações do ano, a preposição correta é “in”. In (the) Summer / spring / fall / winter (no verão, primavera, outono, inverno). 
Para partes da cidade ou até mesmo regiões da cidade, no caso, “the city”, que é afastada do centro, usamos “in”. 
 
3. Resposta: Letra “E” 
Uma questão que avalia o uso dos artigos. Os artigos indefinidos são: “a” (um / uma – utilizado antes de palavra cujo som é 
uma consoante. Exemplos: a cat; a dog; a one-hour break (som de consoante) e “an” (um / uma – utilizado antes de palavra 
cujo som é uma vogal. Exemplos: an Orange, an Apple, an hour (h mudo) etc.) Esses artigos são utilizados para determinar 
algo indefinido, ou seja, algo que aparece no discurso pela primeira vez. Na primeira oração, “I wrote ____ letter to my friend 
yesterday”. A palavra “letter” (carta) é um substantivo contável que parece no discurso pela primeira vez, por esta razão e tem 
som de consoante “l”, coloca-se o artigo “a”. Na segunda frase, “Today I saw ____ letter” (Eu vi a carta...) o referente “letter” é 
o mesmo do primeiro “letter”. Utiliza-se o artigo definido “the” (que pode ser usado tanto para substantivos plurais quanto para 
o singular). “the” tem tradução (o/a/os/as). Na última parte da oração (complemento) temos “... the letter ____ dinner table.” 
(... a carta na mesa de jantar.) Neste caso, também se utiliza o artigo “the” (o/a/os/as), pois no senso comum, acredita-se que 
“a mesa de jantar” seja específica, uma somente. Portanto, a letra correta é a LETRA E. 
 
4. Resposta: Letra A 
Nesta questão, deve-se, primeiramente, levar em conta que se trata de uma carta. O destinatário é uma segunda pessoa “you”. 
Na primeira frase, “Dear friend, thanks for _____ e-mail”. Deve-se utilizar o adjetivo possessivo “your”, pois trata-se de uma 
segunda pessoa. O que torna já a questão fechada com o gabarito LETRA (A). 
Na segunda frase, “It is so Nice to hear from ____”. É muito bom ouvir de ___ . Deve-se usar um pronome objeto. O melhor 
que encaixa no contexto é “you”. 
Na terceira frase, Let ____ tell you ___ news... (Deixe-me falar a ti sobre minhas novas). Então utiliza-se o pronome objeto 
“me” após “tell” e “my” news. (Adjetivo possessivo). 
5. Resposta: Letra C 
A questão versa sobre o uso dos adjetivos superlativos de superioridade. Na frase “______ place I’ve ever visited was the 
Netherlands”. O adjetivo em questão é “far” (longe). O correto uso do superlativo de superioridade deste adjetivo é “the 
farthest”. Trata-se de um adjetivo irregular. The farthest place I’ve visited was the Netherlands. O lugar mais longe que eu 
visitei foi os países Baixos (Holanda). 
 
6. Resposta: Letra E 
Os pronomes relativos reiteram a informação (qualidade – adjetivo, portanto) do substantivo. Eles podem ser: Who (que/qual 
– utilizado para pessoas); which (qual – utilizado para coisas); whose (cujo); that (que – usado tanto na posição de sujeito 
quanto na de objeto, tanto para pessoa quanto para coisa); whom (que – utilizado para pessoas, ocupando a posição sintática 
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de objeto). Das alternativas apresentadas, a única cujo pronome relativo modifica o objeto da frase (ou ocupa a posição de 
objeto é a letra E): I can’t find the person to whom you talked. (Eu não consigo encontrar a pessoa com quem você 
conversou. 
Na alternativa A, “Who” refere-se a “the boy” que é sujeito de “lives”. 
Na alternativa B, “which” refere-se a “stories”, que é o sujeito de “end”. 
Na alternativa C, “that” refere-se à palavra “Idea” e está junto à oração substantiva subjetiva “she could fly” (ela conseguia 
voar). Em That she could fly (que ela conseguia voar), thatmodifica “Idea” e está no sujeito da oração. 
Na alternativa D, o pronome relativo “whose” modifica “The girl” que também é sujeito de “died”. 
Na alternativa E, o pronome relativo “whom” modifica “person” e este está no objeto. You talked to whom (the person). 
Você conversou com a qual (pessoa). 
 
7. Resposta: Letra C 
A alternativa C completa corretamente todos os espaços. A primeira frase está no passado e é uma pergunta. Por esta razão, 
utiliza-se o auxiliar referente ao passado “did”. No segundo espaço, há também uma pergunta no contexto de passado, mas 
pergunta-se se o jogo foi bom. O verbo “to be” (ser/estar) no passado e melhor empregado no singular é “was”. Na terceira 
frase, trata-se de uma frase negativa, ainda no contexto de passado. Usa-se o auxiliar did + not (didn’t) para o verbo “score” 
(pontuar). Na quarta oração, usa-se o verb to be no passado, conjugando com o sujeito “I” (I was there) – Eu estive lá. Na 
última, usa-se novamente a partícula “not” junto ao auxiliar “did”, do passado, formando “didn’t” para completar a ironia (eu 
não sabia que você era doido). 
 
2015/2016 
 
 Read the texto below and answer questions 24 to 28 according the text: 
 
 The oldest human footprints in Europehave been discovered in Britain. There are only three other sets of footprints that 
are older and they are in Africa. 
 Scientists took digital photographs of the footprints an created a 3D image from them.The images and model were 
unveiled at a news conference at the British Museum in London. Scientists think that most of the footprints are children’s. There 
was at least one adult, too. 
 Discoveries of ancient man’s footprints are extremely rare. Scientists say that the discovery will rewrite our understanding 
of human occupation of Britain and Europe. 
 
24. In the sentence: “The oldest human footprints in Europe have been discovered in Britain”, choose the correct verb tense. 
 
(A) Simple past. 
(B) Past perfect. 
(C) Simple present. 
(D) Present perfect continuous. 
(E) Present perfect. 
 
25. Chose the alternative that shows a superlative form. 
 
(A) There was at lest one adult, too. 
(B) The oldest human footprints in Europe have been discovered in Britain. 
(C) Scientists think that most of the footprints are children’s. 
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(D) There are only three other sets of the footprints that are older an they are in Africa. 
(E) Scientists took digital photographs of the footprints and created a 3D image from them. 
 
26. Chose the correct alternative according to the text. 
 
I. The oldest human footprints were found in Britain. 
II. The footprints are children’s. 
III. The findings are quite common. 
 
(A) Only I and II are correct. 
(B) Only II and III are correct. 
(C) Only I and II are correct. 
(D) I, II and III are correct. 
(E) I, II and III are incorrect. 
 
27. Read the sentence below. 
 
 Scientists took digital photographs of the footprints an created a 3D image from them. 
 
 The alternative that correctly transforms the sentence above to the simple present is: 
 
(A) Scientists take digital photographs of the footprints an create a 3D image from them. 
(B) Scientists tooks digital photographs of the footprints an creates a 3D image from them. 
(C) Scientists takes digital photographs of the footprints an create a 3D image from them. 
(D) Scientists tooks digital photographs of the footprints an create a 3D image from them. 
(E) Scientists took digital photographs of the footprints an creates a 3D image from them. 
 
28. Read the sentences below. 
 
Scientists took digital photographs of the footprints an created a 3D image from them. 
Scientists say that the discovery will rewrite our understanding of human occupation of Britain and Europe. 
 
The alternative that correctly identifies the pronouns is: 
 
(A) Subject – object. 
(B) indefinite – demonstrative. 
(C) object – possessive. 
(D) possessive – subject. 
(E) demonstrative – indefinite. 
 
29. Chose the correct alternative (s) according to the use of modals. 
 
I. We must go to school yesterday. 
II. I don’t think she should buy that purse. 
III. She can to travel with us. 
 
(A) I, II and III. 
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(B) I and III, only. 
(C) II and III, only. 
(D) II, only. 
(E) III, only. 
 
30. Choose the alternative that correctly completes the sentences below: 
 
_________ March 25th she Will be _________ the plane. She arrives ________ 7 am. Once _________ London 
she Will call us. 
 
(A) On – in – on – on. 
(B) At – in – at – in. 
(C) On – on – at – in. 
(D) Since – on – in – at. 
(E) From – at – at – in. 
 
GABARITO COMENTADO 
 
Read the text below and answer questions 24 to 28 according to the text: 
 The oldest human footprints in Europe have been discovered in Britain. There are only three other sets of footprints 
that are older and they are in Africa. 
 Scientists took digital photographs of the footprints and created a 3D image from them. The images and model were 
unveiled in a news conference at the British Museum in London. Scientists think that most of the footprints are children’s. 
There was at least one adult, too. 
 Discoveries of ancient man’s footprints are extremely rare. Scientists say that the discovery will rewrite our 
understanding of human occupation of Britain and Europe. 
 
24. In the sentence: “The oldest human footprints have been discovered in Britain,” choose the correct verb tense. 
 
(A) Simple past. 
(B) Past Perfect. 
(C) simple Present. 
(D) Present Perfect Continuous. 
(E) Present Perfect. 
 
LETRA E. Comentário. 
A estrutura da frase é: Sujeito + have + verbo principal (passado particípio) + complemento. O exemplo, em 
questão, está na voz passiva, mas encontra-se no tempo verbal Present Perfect Simple: the oldest human 
footprints (sujeito) have (auxiliar) been (verbo to be, marcador de passividade no passado particípio) 
discovered (verbo principal no passado particípio) in Britain. 
 
25. Choose the correct alternative that shows a superlative form. 
 
(A) There was at least one adult, too. 
(B) The oldest human footprints in Europe have been discovered in Britain. 
(C) Scientists think that most of the footprints are children’s. 
(D) There are only three other sets of footprints that are older and they are in Africa. 
(E) Scientists took digital photographs of the footprints and created a 3D image from them. 
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LETRA B. Comentário. 
O superlativo dos adjetivos tem duas formas: adjetivos que apresentam de uma a duas sílabas, acrescenta-se –
EST. A estrutura é: The + adj.-EST. O adjetivo “old” é de uma sílaba, portanto, deve ter a forma superlativa: “The 
oldest...”. Outra forma é quando o adjetivo apresenta mais de duas sílabas ou é considerado um adjetivo grande. 
Exemplos: intelligent, interesting, stupid etc. A forma correta do superlativo é: the + most + adjetivo. Exemplos: 
the most intelligent; the most interesting; the most stupid. A letra B está correta por mostrar a forma 
superlativa “The oldest” de forma correta. 
 
26. Choose the correct alternative according to the text. 
 
I. The oldest human footprints were found in Britain. 
II. The footprints are children’s. 
III. The findings are quite common. 
 
(A) Only I and III are correct. 
(B) Only II and III are correct. 
(C) Only I and II are correct. 
(D) I, II and III are correct. 
(E) I, II and III are incorrect. 
 
LETRA E. COMENTÁRIO. 
I. The oldest human footprints were found in Britain. É falsa, pois o texto diz que as primeiras pegadas humanas 
não foram encontradas na Grã-Bretanha, mas na África. “There are only three other sets of footprints that are 
older and they are in Africa.” Apenas as marcas dos primeiros humanos europeus encontram-se na Grã-
Bretanha. “The oldest human footprints in Europe have been discovered in Britain.” 
II. The footprints are children’s. É falsa, pois a maioria das marcas é de crianças, não são todas. Scientists think 
that most of the footprints are children’s. 
III. The findings are quitecommon. É falsa. Estes achados não são comuns, mas muito raros. “Discoveries of 
ancient man’s footprints are extremelyrare.” 
 
27. Read the sentence below. 
 
Scientists took digital photographs of the footprints and created a 3D image from them. 
 
The alternative that correctly transforms the sentence above to the simple present is: 
 
(A) Scientists take digital photographs of the footprints and create a 3D image from them. 
(B) Scientists tooks digital photographs of the footprints and creates a 3D image from them. 
(C) Scientists takes digital photographs of the footprints and create a 3D image from them. 
(D) Scientists tooks digital photographs of the footprints and create a 3D image from them. 
(E) Scientists took digital photographs of the footprints and creates a 3D image from them. 
LETRA A. COMENTÁRIO. 
A única alternativaque apresenta a forma correta da frase, em questão, no presente simples é a letra “A”. O 
sujeito da frase “Scientists” está na terceira pessoa do plural e é sujeito dos verbos “to take” e “to create”. 
Portanto, conjuga-se: they take. They create. 
 
28. Read the sentences below. 
 
 Scientists took digital photographs of the footprints and created a 3D image from them. 
 Scientists say that the discovery will rewrite our understanding of human occupation of Britain and Europe. 
 
The alternative that correctly identifies the pronouns is: 
 
(A) subject - object 
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(B) indefinite – demonstrative 
(C) object – possessive 
(D) possessive – subject 
(E) demonstrative – indefinite 
 
LETRA C. COMENTÁRIO. 
A palavra “them” é um pronome object pronoun (pronome objeto), que significa “eles”. “Our” é um adjetivo 
possessivo. Trata-se de um possessivo. A alternativa que melhor traduz é a letra “C”. 
 
29. Choose the correct alternative(s) according to the use of modals. 
 
I. We must go to school yesterday. 
II. I don’t think she should buy that purse. 
III. She can to travel with us. 
 
(A) I, II and III. 
(B) I and III, only. 
(C) II and III, only. 
(D) II, only. 
(E) III, only. 
 
LETRA D. COMENTÁRIO. 
A questão pede alternative correta quanto ao uso dos verbos modais. Nesta questão, tem de se prestar atenção 
para dois quesitos: a forma e o uso. O primeiro diz respeito à estrutura. Em geral, os modal verbs têm a seguinte 
forma: sujeito + verbo modal + verbo na sua forma básica + complemento/objeto. O verbo no infinitivo é “to + 
verb”. O verbo na sua forma básica é sem o “to”. Por exemplo: “to study” (estudar). A forma básica é 
simplesmente “study”. O segundo quesito é o uso. Verificar se está no contexto de presente, passado etc. No 
exemplo I, We must go to school yesterday, a forma está correta, mas o uso incorreto, pois “yesterday” (ontem) 
não se aplica ao verbo modal “must” nesta frase. Portanto, esta alternativa está incorreta. Na segunda 
alternativa II I don’t think she should buy that purse. Esta alternativa correta, pois a forma e o uso estão 
corretos. Na alternativa III, “She can to travel with us”. A forma está incorreta porque não se deve colocar a 
partícula “to” de infinitivo após o verbo modal “can”. 
 
30. Choose the alternative that correctly completes the sentences below. 
 
_____ March 25th she will be ____ the plane. She arrives ____ 7 a.m. Once ____ London she will call us. 
 
(A) On – in – on – on 
(B) At – in – at – in 
(C) On – on – at – in 
(D) Since – on – in – at 
(E) From – at – at – in 
LETRA C. COMENTÁRIO. 
A questão trata do uso correto de preposições. No primeiro caso, temos a preposição “on”, pois trata-se de data 
completa. Com o dia do mês, utiliza-se tal preposição. No segundo caso, trata-se de um transporte coletivo, 
avião (plane). Portanto, utiliza-se a preposição “on”. No terceiro caso, há horas, preposição correta é “at”. No 
último caso, nome de lugar, London, coloca-se a preposição “in”. 
 
2014/2015 
 
24. Complete the passage below with the correct form of the verb in parentheses. Then choose the correct alternative. 
 
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Name a celebrity and Naomi Stein _____________ probably ____________________________ (1) then. She 
_______________________________(2) famous for her photos of John Lennon and The Rolling Stones. 
Her new book, The Female Gaze __________________________________________ (3) a hundred 
Intimate portraits of different types of women. Last night Dave Weich________________________ 
(4) Naomi in New York, where she _______________________________________________ (5) to 
Him four of her favorite photographs. 
 
(A) has photographed; has become; is going to present; met; describes 
(B) photographed; became; presented; met; described 
(C) has photographed; became; presented; met; described 
(D) is going to photograph; has become; has presented; has met; is describing 
(E) photographs; became; presents; has met; described 
 
25. Choose the alternative that best completes the sentence below. 
 
Lucy rented _________ yellow car about _________ hour ago and lent it to ________ students. 
 
(A) a – a – a 
(B) the – the – the 
(C) an – an – an 
(D) a – a - the 
(E) a – an – the 
 
26. Which alternative best completes the following sentence? 
 
My sister spent most of her life _________ a small town _________ the south _________ Bahia. 
 
(A) at – at – in 
(B) on – on – of 
(C) in – in – of 
(D) in – on – of 
(E) on – at – in 
 
 
27. Choose the correct alternative according to the use of modals: 
 
(A) Where are you going this holiday? I don’t know yet, I might go to the beach. 
(B) You have to help me with my composition, it is important I do it myself. 
(C) You should to have a break. 
(D) Where is my bag? I shouldn’t find it. 
(E) Would you to pass me the salt, please? 
 
28. Choose the alternative that correctly completes the sentences below: 
 
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My car wasn’t big enough, so, I needed a _________ one. My new car is _________ and _________ than the one I had. It is 
_________ car in the world. 
 
a) bigger – nicer – better – the most beautiful 
b) more big – more nice – good – the beautiful. 
c) the biggest – the more nice – the better – the more beautiful. 
d) the bigger – the nice – better – the beautiful. 
e) the most big – nicer – the best – the more beautiful. 
 
29. Identify the correct (C) questions and the incorrect ones (I). Then choose the best alternative. 
 
1. ( ) How old Ana is? 
2. ( ) Where are going these kids? 
3. ( ) Are you waiting for us? 
 
a) C – C – C 
b) C – I – C 
c) I – C – C 
d) I – I – C 
e) I – C – I 
 
30. Choose the alternative that correctly completes the sentences below: 
 
I left Rio ________ 2013 and went ________ Salvador an I will get married _________ July. The wedding is __________ 
August 25th . 
 
a) On – from – on – on 
b) At – for – at - in 
c) In – to – in – on 
d) Since – on – in – at 
e) From – for – at – in 
 
GABARITO COMENTADO 
 
24. LETRA C. 
 
Name a celebrity and Naomi ___ probably _____ (1) them. She ______ (2) famous for her photos of John Lennon and The 
Rolling Stones. 
Her new book, The Female Gaze, ___________(3), a hundred intimate portraits of different types of women. Last night, Dave 
Weigh ______________ (4) Naomi for an interview in New York, where she ___________________ (5) to him four of her 
favorite photographs. 
 
(C) has photographed; became; presents; met; described 
Na primeira frase: Naomi has probably photographed them. Trata-se de um tempoverbal em que não há referência temporal. 
Utilizamos, portanto, o present perfect. Na segunda frase, she became famous for her photos of John Lennon and The Rolling 
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Stones. Trata-se de um tempo verbal definido – the past simple – pelo simples fato das fotos de John Lennon e Rolling. Na 
terceira frase Her new book presents a hundred a hundred intimate portraits of different types of women. O assunto é o seu 
novo livro “The Female Gaze”, o qual apresenta (presente simples para um fato corrente.) Na quarta frase, Dave Weigh met 
Naomi for an interview in New York mostra um fato no passado, o qual é paralelo ao fato ocorrido na frase 5, she described to 
him four of her favorite photographs. Ela descreveu para ele quatro de suas fotos preferidas. 
 
25. LETRA E. 
 
(E) a - an – the 
Lucy rented ____ yellow car about _________ hour ago and lent it to _______ students. 
O termo "yellow car" é apresentado pela primeira vez na frase. Portanto, deve-se utilizar o artigoindefinido singular "a". O 
termo "yellow car" é singular e "yellow" tem a inicial "y" com som de consoante. Por esta razão, utiliza-se o indefinido "a". O 
segundo termo apresentado na frase, "hour", também aparece pela primeira vez no discurso e o "h" é mudo. Como não se 
pronuncia o "h" em "hour" (hora), para o som de vogal, teremos de utilizar o artigo indefinido "an". O termo "students" está no 
plural. Refere-se a "students" (alunos/estudantes) em um contexto específico. Portanto, utiliza-se o artigo definido "the" 
(o/a/os/as). 
 
26. LETRA C 
 
(C) in - in – of 
My sister spent most of her life _______ a small town _______ the south ______ Bahia. 
Esta questão avalia o uso de preposições. "A small town" (uma cidade pequena). Há mais de uma possibilidade de uso de 
preposição. Podem ser: in a small town ou at a small town. o termo "the south" (ponto cardial - o sul) é regido pelo verbo 
"spent" (gastou). Portanto, utiliza-se "in the south" (no sul). In the south of Bahia (No sul da Bahia). A última preposição 
utilizada é a "of" (de). 
 
27. LETRA A 
 
(A) Where are you going in this holiday? I don’t know yet. I might go to the beach. 
O uso do “might” está gramaticalmente correto e também se aplica ao contexto indicado. Trata-se de uma resposta incerta, 
sem dados concretos relacionados ao lugar. Onde você vai passar o feriado? Eu ainda não sei. Eu poderia ir à praia. O “might” 
é utilizado em probabilidade e possibilidade remota. 
(B) You have to help me with my composition. I have to do it myself. 
O uso do “have to” indica obrigatoriedade. Como se trata de um pedido, deveria ser escolhido um outro modal, como “should” 
ou “could”. Também a resposta à solicitação não faz sentido. I have to do it myself. (Eu tenho de fazer eu mesmo(a). Como 
uma resposta dessa para uma solicitação “You have to help me with my composition.” (Você tem de me ajudar com a minha 
redação). 
(C) You should to have a break. 
O item está incorreto por conter erro na estrutura. Não se coloca a partícula “to” após o verbo modal “should”. O correto é “you 
should have a break.” 
(D) Where is my bag? I shouldn’t find it. 
A alternativa está incorreta, porque o uso do should (deveria) é inadequado neste contexto. A pergunta “onde está minha 
bolsa” requer uso do modal “can” em sua forma negativa “can’t” t (não consigo). “I can’t find it. (Não consigo encontrá-la.) Este 
é o uso correto. 
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(E) Would you to pass the salt, please? 
A partícula “to” não deve ser aplicada ao modal “would”. O correto é: “would you pass the salt, please?” (Me passaria o sal, por 
favor?) 
 
28. LETRA A 
 
My car wasn’t big enough, so I needed a ______ one. My new car is _______ and ________ than the one I had. It is ______ 
car in the world. 
 
(A) bigger – nicer – better – the most beautiful 
Trata-se de comparativo e superlativo de adjetivos. No primeiro espaço, há a necessidade de se colocar um adjetivo na forma 
comparativa, pois está implícita a partícula “than”. O pronome “one” revela que o carro, “car”, que eu precisava (needed) é o 
mesmo daquele da frase anterior. Na frase “My new car is _____ and ____ than the one I had.” (Meu novo carro é mais legal e 
melhor do que aquele que eu tinha). Os adjetivos “Nice” e “good” apresentam as formas comparativas “nicer” – regular, e 
“better”, irregular. A última frase “It is _____ car in the world” não se trata de comparação e, sim, afirmação com o uso do 
superlativo. (Ele é o carro mais bonito do mundo.) Para o adjetivo “beautiful”, a forma superlativa de superioridade é “the most 
beautiful”. 
(B) more big – more Nice – good – the beautiful 
As formas “more big” e “more nice” não existem pelo fato de os adjetivos “big” e “nice” serem pequenos (terem até duas 
sílabas). Obrigatoriamente, quando tais forem pequenos, estes devem receber a partícula –er, indicadora do comparativo de 
superioridade. O adjetivo “good” não se encontra na forma comparativa, a qual é “better”. “the beautiful”, por fim, não é forma 
superlativa. 
(C) the biggest – the more nice – the better – the more beautiful 
A forma “the biggest” é correta para o superlativo e não para o comparativo, como é o caso da questão. “The more Nice” não 
existe. A forma “The better”, neste contexto, não é apropriada. A forma correta é simplesmente “better”. O artigo definido 
deveria ser usado no caso de superlativos. “The more beautiful” não se aplica neste contexto, apenas a forma superlativa. 
As letras (D) e (E) se aplicam às justificativas anteriormente apresentadas. 
 
29. LETRA D 
 
(I) How old Ana is? 
(I) Where are going these kids? 
(C) Are you waiting for us? 
How old Ana is? Está incorreta. A forma correta é: How old is Ana? Where are going these kids? Também está errada. A forma 
correta é: Where are these kids going? 
30. LETRA C 
 
(C) In – to – in – on 
I left Rio ____ 2013 and went ___ Salvador and I will get married ___ July. The wedding is ____ August 25 th. 
I left Rio in 2013. (Eu saí do Rio em 2013.) Se utiliza a preposição in no caso de tempo em ano, mês e algumas partes do dia: 
“in the morning (manhã), in the evening (noitinha) e in the afternoon (tarde). “and went to Salvador.” (E foi a Salvador). Se 
utiliza a preposição to, que regida pelo verbo “go" , no passado “went” (ir). Go to Salvador. (Ir a Salvador). “I will get married 
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in July.” (Vou me casar em julho). Se utiliza a preposição “in” para meses do ano. The wedding is on August 25th. (O 
casamento é no dia 25 de agosto). Como se trata de uma data com dia do mês, então, utiliza-se on. 
 
2013/2014 
 
24. Choose the alternative that correctly completes the sentences below: 
 
I remember ______ names, but they don`t remember ______ . ______ name is Ana and ______ name is David. I told 
_______ that _______ name is Carlos. 
 
(A) their – mine – Her – his – them – my. 
(B) they – my – She’s – he’s – they – mine. 
(C) they – mine – She – he – their – my. 
(D) their – I’m – Her – his – them – I’m. 
(E) them – my – She’s – he’s – they. 
 
Answer questions 25, 26, 27 and 28 accoding to the texts below. 
 
Bertrand Piccard and his co-pilot Brian Jones were the first people to fly around the Earth in a balloon non-stop in 1999. 
I learnt to fly in a balloon in a race across the Atlantic Ocean in 1992 and became fascinated by the sport. In the same way that 
a mountain climber dreams of climbing the world’s highest mountain, I dreamed about flying non-stop around the world. 
I spent six years planning the flight and failed twice before we managed to secceed. Our route took us over China, but we could 
only get permission to travel over the south. This meant going first to North Africa to catch the right winds. That added 10,000 
kilometers, and another week, to our journey. But because of this, our flight broke all the records for distance and time spent in 
the air. 
My main memory of the trip is that we lived in the air for 20 days and the rising sun was the most amazing thing we saw. We 
had to go out of the balloon’s capsule, in which we were transported, three times while in the air to repair the fuel system. We 
didn’t have any safety equipment but when you are in a situation like that, you just do what you have to do without thinking 
about feeling afraid. 
Landing was a fantastic moment. I remember when I got out of the capsule, looked at my footprint in the sand. I remembered 
the astronaut Neil Armstrong who was so happy to put his footprint on the moon, so far away from Earth. At that moment, I 
was so happy to have my foot back on Earth! 
(Fonte: Original) 
 
25. What’s Piccard’s main reason for writing this text? 
 
(A) To warn readers about the dangers of a balloon trip. 
(B) To compare the sport of ballooning with mountain climbing. 
(C)To recommend ballooning as a means of transport. 
(D) To describe the lessons that failure has taught him. 
(E) To report on succeeding at something he’d dreamt of for years. 
 
26. Why did the balloon fly over south China? 
 
(A) The wind took it in the wrong direction. 
(B) The pilots were’t allowed to cross any other part. 
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(C) The pilots were running out of time. 
(D) The route made the journey shorter. 
(E) The route made the journey riskier. 
 
27. Why did the pilots get out of the capsule during the flight? 
 
(A) To practice what to do in an emergency. 
(B) To watch the sunrise. 
(C) To mend something which had a fault. 
(D) To check if the safety equipment was working. 
(E) To test their courage in a dangerous situation. 
28. What was the newspaper headline after the balloon landed? 
 
(A) Balloon pilot flies alone around the world. 
(B) Non-stop from North Africa to China. 
(C) Magnificent record flight for Piccard and Jones. 
(D) New record – 10,000 km in a week. 
(E) Balloon pilot suffers a serious fall upon returning. 
 
29. Choose the alternative according to the right use of adverbs. 
 
(A) The meat is cooked very bad. 
(B) It is terrible hot today. 
(C) He is driving unusual fast. 
(D) She writes very good. 
(E) I speak German Well. 
 
30. Choose the alternative that correctly completes the sentences below: 
 
She left Serrinha _______ 1968 and went ______ Salvador. She will get married _______ 
July. The wedding is _______ July 25th. 
 
(A) on – from – on – on. 
(B) at – for – at – in. 
(C) in – to – in – on. 
(D) since – on – in – at. 
(E) from – for – at – in. 
 
GABARITO COMENTADO 
 
24. Choose the alternative that correctly completes the sentences below: 
 
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I remember ______ names, but they don’t remember ______ . ______ name is Ana and ______ name is David. I told _______ 
that _______ name is Carlos. 
 
(A) their – mine – Her – his – them – my. 
(B) they – my – She’s – he’s – they – mine. 
(C) they – mine – She – he – their – my. 
(D) their – I’m – Her – his – them – I’m. 
(E) them – my – She’s – he’s – they. 
 
O primeiro espaço é seguido pela palavra “names” (substantivo plural), logo só pode ser corretamente 
preenchido com o correspondente adjetivo possessivo “their” (deles, delas). A segunda lacuna só pode ser 
corretamente preenchida com o pronome possessivo “mine”, uma vez que está seguida de ponto final. Assim 
sendo, e sem ser necessário olhar as outras lacunas, concluímos que apenas a alínea A responde cabalmente à 
pergunta 24. 
 
 Answer questions 25, 26, 27 and 28 according to the text below. 
 
Bertrand Piccard and his co-pilot Brian Jones were the first people to fly around the Earth in a balloon non-stop in 1999. 
I learnt to fly in a balloon in a race across the Atlantic Ocean in 1992 and became fascinated by the sport. In the same way that 
a mountain climber dreams of climbing the world’s highest mountain, I dreamed about flying non-stop around the world. 
I spent six years planning the flight and failed twice before we managed to succeed. Our route took us over China, but we 
could only get permission to travel over the south. This meant going first to North Africa to catch the right winds. That added 
10,000 kilometers, and another week, to our journey. But because of this, our flight broke all the records for distance and t ime 
spent in the air. 
My main memory of the trip is that we lived in the air for 20 days and the rising sun was the most amazing thing we saw. We 
had to go out of the balloon’s capsule, in which we were transported, three times while in the air to repair the fuel system. We 
didn’t have any safety equipment but when you are in a situation like that, you just do what you have to do without thinking 
about feeling afraid. 
Landing was a fantastic moment. I remember when I got out of the capsule, looked at my footprint in the sand. I remembered 
the astronaut Neil Armstrong who was so happy to put his footprint on the moon, so far away from Earth. At that moment, I 
was so happy to have my foot back on Earth! 
(Source: Original) 
 
 
 
25. What’s Piccard’s main reason for writing this text? 
 
(A) To warn readers about the dangers of a balloon trip. 
(B) To compare the sport of ballooning with mountain climbing. 
(C) To recommend ballooning as a means of transport. 
(D) To describe the lessons that failure has taught him. 
(E) To report on succeeding at something he’d dreamt of for years. 
 
Alínea E constitui a resposta correta, jáque, de fato, a intenção de Piccard ao escrever este texto é informar o 
público em relação ao seu feito – viagem em balão ao redor do mundo. Não pretende avisar os leitores sobre os 
perigos de andar de balão (a); não pretende comparar balonismo com escalada (b); não pretende recomendar o 
balão com o meio de transporte (c); não pretende descrever as lições aprendidas com os seus erros e falhas. 
 
 
 
26. Why did the balloon fly over south China? 
 
(A) The wind took it in the wrong direction. 
(B) The pilots weren’t allowed to cross any other part. 
(C) The pilots were running out of time. 
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(D) The route made the journey shorter. 
(E) The route made the journey riskier. 
 
O balão de Piccard voou pelo sul da China porque não recebeu autorização para sobre voar qualquer outra 
região do país. Logo, não foi o vento que o levou pelo caminhoerrado (a), os pilotos não estavam ficando sem 
tempo (c), esta rota não encortou o tempo de viagem (d) nem a tornou mais arriscada (e). Resposta correta 
encontra-se naalínea B. 
 
27. Why did the pilots get out of the capsule during the flight? 
 
(A) To practice what to do in an emergency. 
(B) To watch the sunrise. 
(C) To mend something that had a fault. 
(D) To check if the safety equipment was working. 
(E) To test their courage in a dangerous situation. 
 
Os pilotos tiveram que sair da cápsula de segurança durante o vôo para reparar o sistema de combustível. Não 
foi para praticar o que fazer em uma emergência (a); não foi para assistir o nascer do sol (b); não foi para 
verificar se o equipamento de segurança estava funcionando (d); não foi para testar a sua coragem em situações 
de perigo (e). Como constatámos, foi para consertar algo que estava com um defeito – resposta certa traduzida 
pelaalínea C. 
 
28. What was the newspaper headline after the balloon landed? 
 
(A) Balloon pilot flies alone around the world. 
(B) Non-stop from North Africa to China. 
(C) Magnificent record flight for Piccard and Jones. 
(D) New record – 10,000 km in a week. 
(E) Balloon pilot suffers a serious fall upon returning. 
 
Qual foi a manchete do jornal depois que o balão aterrizou? Magnífico recorde de vôo para Piccard e Jonesalínea 
C. Não poderia ser: piloto de balão voa sozinho ao redor do mundo (a); sem parar da África do Norte até à China 
(b); novo recorde – 10.000 km em uma semana (d); piloto de balão sofre uma queda grave em seu regresso (e). 
 
29. Choose the alternative according to the right use of adverbs. 
 
(A) The meat is cooked very bad. 
(B) It is terrible hot today. 
(C) He is driving unusual fast. 
(D) She writes very good. 
(E) I speak German well. 
 
Regras de utilização dos advérbios de acordo com a norma culta da Língua Inglesa: (1) Advérbio + verbo 
principal: “they always arrive late”. (2) To be + advérbio: “they are always late”. (3) Verbo auxiliar + advérbio + 
verbo principal: “they will always be late”. 
“The meat is very badly cooked” estaria correto (a). “It is terribly hot today” estaria correto (b). “He is driving 
unusually fast” estaria correto (c). “She writes very well” (“ela escreve muito bem” e não “elaescreve muito 
bom”) estaria correto (d). “I speak German well” está corretíssimo –alínea E. 
 
 
30. Choose the alternative that correctly completes the sentences below: 
 
She left Serrinha _______ 1968 and went ______ Salvador. She will get married _______ 
July. The wedding is _______ July 25th. 
 
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199 G A B A R I T O S 
(A) on – from – on – on. 
(B) at – for – at – in. 
(C) in – to – in – on. 
(D) since – on – in – at. 
(E) from – for – at – in. 
 
Preposição IN, no contexto de tempo, é utilizada para semanas, meses e anos: “in the following week”; “in 
March”; “in 2001”. 
Preposição IN, no contexto de espaço, é utilizada para países, estados, regiões, cidades e bairros: “in Brazil”; “in 
Pernambuco”; “in the North”; “in Brasília”; “in Ipanema”. 
Preposição ON, no contexto de tempo, é utilizada para dias (da semana ou do mês): “on Saturday”; “on April 
1st”. 
Preposição ON, no contexto de espaço, é utilizada para ruas, estradas e avenidas: “on the street”; “on the road”; 
“on 5th Avenue”. Também cabe destacar aqui dois casos particulares da Língua Inglesa: “on the farm” e “on the 
beach = at the beach”. 
 
Preposição TO indica destino, finalidade, meta, objetivo. 
Preposição FROM indica origem, ponto de partida. 
Posto isto... 
A primeira lacuna é seguida por um ano (IN). A segunda é antecedida pelo verbo TO GO e seguida por uma 
cidade (TO). A terceira é seguida por um mês (IN). A quarta e última é seguida por um dia (ON). Logo, aalínea 
Cé a única que responde corretamente à questão. 
 
2012/2013 
 
01.Complete the passage below with the correct form of the verb in parentheses. Then choose the correct alternative. 
 
Ranulf Fiennes is Britain’s best known explorer, and, at 65, the perfect example of the idea that people ___________ old like 
they used to. He ___________ an explorer since the 1960s. He ___________ 40 years ___________ the world, from polar ice 
caps to deserts. 
He ___________ many records. In 1993, for example, he and a friend tried to cross Antarctica without help. They pulled food 
supplies across the ice, ___________ 1,300 miles before they had to call for help. 
 
(A) are growing – was – spent – explored – set - covering. 
(B) aren’t growing – was - has spent – exploring – set - has covered. 
(C) grow - has been - has spent – explored - has set - covering 
(D) aren’t growing - has been - has spent – exploring - has set - covered 
(E) grow – is – spent – exploring – set - covered. 
02.Choose the answer with the verbs that appropriately complete the text below. 
 
Most bank employees these days have to wear a uniform. Women employees ______wear a uniform top and matching skirt or 
trousers in the company colour, and they ______.wear any jewellery. However, they ______ wear uniform shoes. Unlike some 
other 
financial companies they don’t have a dress-down Friday, so they ______.wear their own clothes at all. 
 
(A) can – can – mustn’t – don’t have to 
(B) must - can’t – don’t have to – mustn’t 
(C) don’t have to – have to – can’t - must 
(D) can – can’t – must – have to 
(E) can’t – mustn’t – have to – must 
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200 
200 G A B A R I T O S 
 
03.How did you like the story? 
 
(A) It’s creepy. 
(B) It’s interested. 
(C) It’s amazed. 
(D) It’s watery. 
(E) It’s heart-broken. 
 
04. How many glasses of water do you drink a day? 
 
(A) Too little (incontável) 
(B) Not much (incontável) 
(C) Not many 
(D) A little (incontável) 
(E) Too much (incontável) 
 
05. Choose the alternative that correctly completes the dialogue below: 
 
You don’t look very _______. Are you ill? No, just a bit tired. Did you like the party last night? Yes, it was quite ______ . 
 
(A) good - well 
(B) better - worse ( adjetivos comparativos) 
(C) worse - well 
(D) gooder - better 
(E) well - good 
 
06.Choose the alternative that correctly completes the sentences below: 
 
What time _______________? Sorry. I don’t know ___________ 
 
(A) do the bus leaves - when is it. 
(B) does the bus leaves - when it is. 
(C) did the bus left - when it was. 
(D) did the bus leave - when did it. 
(E) does the bus leave - when it is. 
 
07. Choose the alternative that correctly completes all examples below: 
 
___ a bus; ___ the first floor; ___ a ship. 
 
(A) on 
(B) in 
(C) at 
(D) to 
(E) for 
GABARITO COMENTADO 
 
01. Complete the passage below with the correct form of the verb. Then choose the correct alternative. 
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201 
201 G A B A R I T O S 
 
Ranulf Fiennes is Britain’s best-known explorer and, at 65, the perfect example of the idea that people _______ old like they 
used to. He _______ an explorer since the 1960s. He _______ 40 years _______ the world, from polar ice caps to deserts. He 
_______ many records. In 1993, for example, he and a friend tried to cross Antarctica without help. They pulled food supplies 
across the ice, _______ 1,300 miles before they had to call for help. 
 
Ranulf Fiennes é o mais conhecido explorador da Grã-Bretanha e, aos 65, o exemplo perfeito da ideia que as pessoas não estão 
envelhecendo como costumavam. Ele é (tem sido) um explorador desde a década de 1960. Ele passou (tem passado) 40 anos 
explorando o mundo, desde calotas polares até desertos. Ele estabeleceu (tem estabelecido) muitos recordes. Em 1993, por 
exemplo, ele e um amigo tentaram atravessar a Antártica sem ajuda. Eles arrastaram os seus suprimentos /comida através do 
gelo, cobrindo 1.300 milhas antes de terem que pedir ajuda/assistência. 
 
(A) are growing – was – spent – explored – set – covering 
(B) aren’t growing – was – has spent – exploring – set – has covered 
(C) grow – has been – has spent – explored – has set – covering 
(D) aren’t growing – has been – has spent – exploring – has set – covered 
(E) grow – is – spent – exploring – set – covered 
 
Por quê D e não B? Logo na segunda lacuna do texto encontramos uma frase que está no Presente Perfeito (Present Perfect) 
que, conforme sabemos, deve ser utilizado para tempos indefinidos, ao contrário do Passado Simples (Simple Past) que deve 
ser utilizado para tempos definidos. Exemplo: he was an explorer in 1995 (tempo definido: 1995) VS he has been an explorer 
(tempo indefinido: sem tempo) OR he has been an explorer since the 1960s (tempo indefinido: desde a década de 1960) OR he 
has been an explorer for more than 50 years (tempo indefinido: por mais de 50 anos) OR he has been an explorer 
lately/recently (tempo indefinido: ultimamente/recentemente). 
 
02. Choose the answer with the verbs that appropriately complete the text below. 
 
Most bank employees these days have to wear a uniform. Women employees _______ wear a 
uniform top and matching skirt or trousers in the company color/colour, and they _______ wear 
any jewelry/jewellery. However, they _______ wear uniform shoes. Unlike some other financial 
companies they don’t have a dress-down Friday, so they _______ wear their own clothes at all. 
A maioria dos funcionários bancários, atualmente, tem que usar uniforme. As funcionárias (mulheres) têm que usar um top 
(camisa, camiseta ou blusa) com saia ou calças condizentes, nas cores da companhia, e elas não podem usar quaisquer jóias. 
Contudo, elas não têm que usar sapatos de uniforme. Ao contrário de outras companhias financeiras, elas não têm uma sexta-
feira informal, por isso não podem (têm que) usar as suas próprias roupas de jeito nenhum. 
(A) can – can – mustn’t – don’t have to 
(B) must – can’t – don’t have to – mustn’t 
(C) don’t have to – have to – can’t – must 
(D) can – can’t – must – have to 
(E) can’t – mustn’t – have to – must 
 
Por quê B e não A ou D? Antes de mais, é essencial saber que: (a) have to = must (ter que: obrigação); (b)can = to be able to 
(poder = ser capaz de: capacidade, habilidade). Na primeira lacuna, a noção implícita no texto é a de obrigação (as 
funcionárias têm que usar uniforme), logo must é a única opção possível. Ainda assim, se a dúvida permanecesse, a segunda 
lacuna tem um sentido negativo, pelo que a opção A estaria automaticamente elimanada. Ficamos, então, com as opções B ou 
D. A terceira lacuna está inserida numa frase que começa com a palavra however (contudo, no entanto, porém), que sempre 
inicia orações adversativas (contrárias ao que foi anteriormente exposto). Logo, a opção B seria a única capaz de responder 
cabalmente a esta questão. 
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202 
202 G A B A R I T O S 
 
03. How did they like the story? 
 
O que você achou da história/estória? 
 
(A) It’s creepy. 
(B) It’s interested. 
(C) It’s amazed. 
(D) It’s watery. 
(E) It’s heart-broken. 
 
Para responder a esta questão é necessário saber a diferença entre DID YOU LIKE? e HOW DID YOU LIKE? A primeira traduz-
se como: você gostou? A segunda traduz-se como: o que você achou? Portanto, para a primeira sempre teremos respostas do 
tipo: yes, I did OR no, I didn’t. Para a segunda sempre seremos solicitados a emitir a nossa opinião. Assim sendo, devemos 
dizer o que pensamos sobre a história/estória. Analisemos, então, cada uma das alíneas. (a) É assustadora/repugnante. (b) É 
interessado/interessada. It’s interesting seria uma reposta correta. (c) É espantado/maravilhado. It’s amazing seria uma 
resposta correta. (d) É aguado/aquoso (adjetivo que não classifica histórias/estórias). (e) É inconsolável (adjetivo que não 
classifica histórias/estórias). It’s heartbreaking seria uma resposta correta. 
 
04. How many glasses of water do you drink a day? 
 
Quantos copos de água você bebe por dia? 
 
(A) Too little 
(B) Not much 
(C) Not many 
(D) A little 
(E) Too much 
 
Nesta questão teremos que saber distinguir entre nomes contáveis e incontáveis. Ao mesmo tempo, é fundamental saber quais 
são os quantitativos da língua Inglesa (contáveis: many, few; incontáveis: much, little). O substantivo “água” é incontável em 
Inglês, pelo que dizemos much water (muita água) e little water (pouca água) ou a little water (um pouco de água). Já a 
expressão glasses of water (copos de água) é contável, pelo que dizemos many glasses of water (muitos copos de água) e few 
glasses of water (poucos copos de água). Olhemos para cada uma das alíneas. (a) Pouca demais ou pouquíssima. Too few 
(poucos demais ou pouquíssimos) seria uma resposta correta. (b) Não muita. (c) Não muitos. (d) Um pouco. A few (uns 
poucos, poucos) seria uma resposta correta. (e) Demasiada ou demasiado. Too many (demasiados) seria uma resposta correta. 
 
05. Choose the alternative that correctly completes the dialogue below: 
 
You don’t look very _______. Are you ill? 
No, just a bit tired. 
Did you like the party last night? 
Yes, it was quite _______. 
Você não parece muito bem. Está doente? 
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203 
203 G A B A R I T O S 
Não, só um pouco cansado. 
Você gostou da festa ontem à noite? 
Sim, foi bastante boa. 
 
(A) good – well 
(B) better – worse 
(C) worse – well 
(D) gooder – better 
(E) well – good 
 
Nesta questão abordamos os adjetivos da língua Inglesa. Primeiramente é necessário saber que, em Inglês, os adjetivos são 
invariáveis: she is beautiful (ela é bonita), he is beautiful (ele é bonito), they are beautiful (elas são bonitas, eles são bonitos). 
Logo, o adjetivo beautiful signifca bonita, bonito, bonitas ou bonitos. Ao mesmo tempo, também se torna necessário conhecer 
os graus comparativo e superlativo dos ditos adjetivos. Para esta questão em particular, apenas o grau comparativo seria 
suficiente. Analisemos cada uma das alíneas. (a) Bom, boa, bons, boas – bem. (b) Melhor (do que) – pior (do que). (c) Pior (do 
que) – bem. (d) Gooder não existe em Inglês – melhor (do que). (e) Bem – boa, bom, boas, bons. 
 
06. Choose the alternative that correctly completes the sentence below: 
 
What time _______? 
Sorry. I don’t know _______. 
A que horas sai/parte o ônibus? 
Desculpe. Eu não sei quando é. 
 
(A) do the bus leaves – when is it. 
(B) does the bus leaves – when it is. 
(C) did the bus left – when it was. 
(D) did the bus leave – when did it. 
(E) does the bus leave – when it is. 
 
Nesta questão é essencial conhecer um dos pilares básicos da língua Inglesa: saber como fazer orações afirmativas, negativas, 
interrogativas afirmativas e interrogativas negativas. REGRA: todos os verbos regulares e irregulares precisam de verbo auxil iar 
(to do) para formar negativas e interrogativas, exceto o verbo ser/estar (to be). Peguemos, a título de exemplo, na frase “você 
é brasileiro”. Afirmativa: you are Brazilian. Negativa: you are not Brazilan. Interrogativa afirmtiva: are you Brazilian? 
Interrogativa negativa: are you not Brazilian? Olhemos, agora, para a frase “eles moram no Brasil”. Afirmativa: they live in 
Brazil. Negativa: they don’t live in Brazil. Interrogativa afirmativa: do they live in Brazil? Interrogativa negativa: don’t they live in 
Brazil? Outro exemplo: “ela trabalha nos EUA”. Afirmativa: she works in the USA. Negativa: she doesn’t work in the USA? 
Interrogativa afirmativa: does she work in the USA? Interrogativa negativa: doesn’t she work in the USA? Passemos a analisar a 
questão 29. O ônibus sai/parte às 10 da manhã: the bus (it) leaves at 10:00 a.m. (afirmativa); the bus doesn’t leave at 10:00 
a.m. (negativa); what time does the bus leave? 
(interrogativa afirmativa). Eu não sei quando é (a que horas parte/sai o ônibus): I don’t know when it is. Já se perguntassemos 
“quando é?”: when is it? Logo, a única alínea correta é a E. 
 
07. Choose the alternative that correctly completes all examples below: 
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204 G A B A R I T O S 
 
_______ a bus; _______ the first floor; _______ a ship. 
 
Em um ônibus; no primeiro andar; em uma embarcação (navio ou nave espacial) 
 
(A) on 
(B) in 
(C) at 
(D) to 
(E) for 
 
As preposições são, normalmente, a matéria na qual os alunos apresentam mais dificuldades, uma vez que as regras aplicadas 
para a sua utilização na língua Inglesa sempre têm exceções. De forma geral, podemos definir cada uma das cinco preposições 
assim: 
 
AT – faz referência a espaço ou tempo determinados/específicos. 
IN – dentro do espaço ou do tempo. 
ON – em cima/sobre o espaço ou o tempo. 
TO – indica destino, finalidade, meta ou objetivo (para). 
FOR – indica causa, motivo ou razão (por, pelo, pela, pelos, pelas) 
 
Na questão 07, temos que saber que todos os meios de transporte para os quais temos que subir (ônibus, trem, bicicleta, 
bonde, avião e cavalo, entre outros) utilizam a preposição ON. Já se estivermos no carro, dizemos IN the car. Para traduzirmos 
a expressão “no primeiro piso/andar” sempre teremos que utilizar a preposição ON. Logo, a alínea A é a única que responde 
corretamente a esta questão. 
 
2011/2012 
 
31. Choose the option that correctly completes the sentence: 
 
As they _________ down the street they _________ Amelia. 
 
(A) walked – saw 
(B) were walking – saw 
(C) walked – were seeing 
(D) was walking – was seeing 
(E) were walking – were seeing 
32. Choose the alternative that correctly shows the comparative form of the adjectives below: 
 
Good – bad – ill – far – old 
 
(A) best – worse – worst – further – elder 
(B) best – worst – worse – farthest – eldest 
(C) better – worse – worse – further – elder 
(D) better – the worst – worse – the farther – older 
(E) The best – the worst – the worse – farther – older. 
 
33. Choose the correct alternative: 
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205205 G A B A R I T O S 
 
(A) I like not the test. 
(B) Do not be impolite. 
(C) It is important to do not do it. 
(D) You do not must worry about that. 
(E) Remind her to not to go there again. 
 
34. Choose the option that correctly completes the sentences: 
 
Open the books ___ page 20. There is a mistake ___ line 10. Next week, ___ September 15th, ___ the morning, there will be a 
test. 
 
(A) on – on – at – on 
(B) at – in – on – in 
(C) to – at – on – in 
(D) in – to – at – on 
(E) to – in – on – in 
 
35. Choose the answer with the verbs that appropriately complete the sentences below. 
 
The children ______________ play outside today because of the rain. 
As a result, they _________________ stay home and watch TV. If it doesn’t rain tomorrow, they _________________ be able 
to ride their bikes in the street. 
 
(A) must – can’t – will 
(B) will – must – should 
(C) won’t – can’t – must 
(D) can’t – should – will 
(E) won’t – can’t – should 
 
Answer questions 36 and 37 according to the text below. 
Henry James is one of America’s greatest novelists, and the author of The Turn of the Screw, a well-known short ghost story, 
published in 1898. It is a story that many people have made into films and operas. One of the best operas is one written by 
Benjamin Britten in the mid twentieth century. The book is about a governess who looks after two children in a house which 
has no near neighbours. The story is both haunting and frightening. The children, Flora and Miles, are charming to their 
teacher, but when she starts to see the figures of a man and woman in the gardens, she begins to believe that supernatural 
forces possess them, and will lead to their destruction. The reader and the listener sometimes wonder if the governess is mad, 
because both author and composer cleverly leave a lot of room for the reader’s / listeners’ own terrible thoughts and ideas. 
Ghost stories and music have a similar effect on us. The best ghost stories try to get into our minds, and music has the power 
to go past our conscious thought and appeal directly to our feelings and emotions. So the terrifying production that opened last 
night at Covent Garden Opera House is successful for two reasons: first because it has a great author and composer, and 
second because your imagination takes over from your sensible mind. 
 
 
36. Decide if the following statements are True or False according to the text and choose the correct alternative. 
 
I. The story takes place in a haunted castle. 
II. Henry James and Benjamin Britten worked together in The Turn of the Screw. 
III. The story first appeared in a book. 
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206 
206 G A B A R I T O S 
 
(A) F – F – T 
(B) T – T – F 
(C) T – F – T 
(D) F – T – F 
(E) T – T – T 
 
37. How are ghost stories and music similar? 
 
(A) Both of them are scary. 
(B) Both of them make us cry. 
(C) Both of them are part of an opera. 
(D) Both of them are written by the same person. 
(E) Both of them appeal to our feelings and emotions 
 
38. Which alternative best completes the sentence below? (* means noarticle) 
 
_______ good book is ________ best medicine for ________ loneliness. 
 
(A) - the – a 
(B) The - a - * 
(C) A - the - * 
(D) The – * – a 
(E) - the – the 
 
39. Write “T” if the sentence is grammatically correct, and “F” if it is grammatically incorrect. Then choose the alternative with 
the correct sequence. 
 
1. ( ) Many people are dying in Haiti. 
2. ( ) Much of the children are sick and hungry. 
3. ( ) There are only a few food to eat. 
4. ( ) Not much fresh water is left. 
5. ( ) They need lot money to rebuild the country. 
 
(A) T – F – F – T – F 
(B) T – T – F – F – T 
(C) T – T – F – T – F 
(D) F – F – F – F – T 
(E) F – T – T – F – T 
 
40. Complete the text with the missing words, then choose the correct alternative. 
 
________ best friend´s name is Kathy. ________ is ____________ theUnited States. _________ husband Jack lives with 
_________ in abeautiful house _________ Berkeley, California. Kathy comes_________Brazil every two years. 
a) My – She – in – Your – him – in – to 
b) My – She – from – Her – her – in – to 
c) My – She – in – your – her – at – from 
d) Your – She – in – His – her – in – from 
e) Your – He – from – Your – her – at – from 
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207 
207 G A B A R I T O S 
 
GABARITO COMENTADO 
 
31. ALTERNATIVA (B) 
 
O uso de PAST CONTINUOUS (uma ação longa e continuada que estava ocorrendo no passado e foi interrompida por uma 
ação curta, também ocorrida no passado) . 
A frase no PAST CONTINUOUS é construída da seguinte forma: 
She were going to Rio when she went to São Paulo. 
 1ª parte 2ªparte 
1ª parte - noun or pronoun +to be + (main verb +ing) 
2ªparte - noun or pronoun +main verb + ED or irregulars’ list } 
Apesar de não apresentar WHEN na sentença, ao lê-la é possível perceber que estava ocorrendo uma ação contínua completa 
no passado enquanto outra ação, mais curta, também completa no passado, ocorreu. 
 
32. ALTERNATIVA (C) 
 
a) Observe que todas as palavras em questão apresentam seus comparativos e superlativos na forma irregular. BEST e 
WORST não são formas comparativas e sim formas superlativas irregulares de GOOD e BAD/ILL. 
b) Observe que todas as palavras em questão apresentam seus comparativos e superlativos na forma irregular. BEST, 
WORST, FARTHEST e ELDEST não são formas comparativas e sim formas superlativas irregulares de GOOD , BAD/ILL, 
FAR e OLD. Observe também que no caso de FAR, podemos utilizar tanto farther quanto further para formas corretas. 
c) CORRETA. Observe que todas as palavras em questão apresentam seus comparativos e superlativos na 
forma irregular. Observe também que no caso de FAR, podemos utilizar tanto farther quanto further 
para formas corretas. 
d) Observe que todas as palavras em questão apresentam seus comparativos e superlativos na forma irregular. THE 
WORST não é forma comparativa e sim forma superlativa irregulare de BAD/ILL. Observe também que no caso de 
FAR, podemos utilizar tanto farther quanto further para formas corretas. 
e) Observe que todas as palavras em questão apresentam seus comparativos e superlativos na forma irregular. THE 
BEST, THE WORST não são formas comparativas e sim formas superlativas irregulares de GOOD, BAD/ILL. Observe 
também que no caso de FAR, podemos utilizar tanto farther quanto further para formas corretas. 
 
33. ALTERNATIVA (B) 
 
a) Em uma frase no presente simples, para se formular a negativa é necessário utilizar o auxiliar DO. A frase correta 
ficaria então “I dont’t like the test.” 
b) Correta. “Do not be impolite” é a forma abreviada de “Don’t be impolite”, que é uma forma usal de dizer 
“não seja indelicado”. 
c) Formas infinitivas não podem ir para a negativa, logo, não seria possível escrever to do not do. A frase correta seria: 
“It is important to do it” ou “It is important not to do it”. 
d) Diante de verbos modais não se colocam verbos auxiliares pois o verbo modal já é um tipo de verbo auxiliar. A frase 
correta seria: “You must not worry about that”. 
e) Formas infinitivas não podem ir para a negativa, logo, não seria possível escrever “to not to go”. A frase correta seria: 
“Remind her not to go there again”. 
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208 
208 G A B A R I T O S 
 
34. ALTERNATIVA (B) 
 
a) 1ª LACUNA - ON é utilizado com o sentido de em cima/acima. Quando nos referimos a designação de local, como 
quando damos orientações a alguém de como chegar em algum lugar, não utilizamos ON e sim AT. 
2ª LACUNA – Quando estamos falando que algo esta constante de outro algo, ou seja, dentro de outro algo, usamos 
a preposição IN e não a preposição ON. 
3ª LACUNA – Apesar de meses doano virem precedidos de preposição IN, o mês do ano, quando seguido de data 
específica, vem precedido pela preposição ON e não a preposição IN ou AT. 
4ª LACUNA - por se tratar de momento do dia (momentos do dia são precedidos da preposição IN, com exceção da 
palavra night) deverá ser preenchida com a preposição IN. 
b) Correta. 
c) 1ª LACUNA – TO = para, no sentido de ir para alguma lugar; relacionado ao ato de se locomover para chegar em 
algum lugar. Quando nos referimos a designação de local, como quando damos orientações a alguém de como chegar 
em algum lugar, não utilizamos TO e sim AT. 
2ª LACUNA – Quando estamos falando que algo esta constante de outro algo, ou seja, dentro de outro algo, usamos 
a preposição IN e não a preposição AT. 
d) 1ª LACUNA - IN é utilizado com o sentido de “dentro”. Quando nos referimos a designação de local, como quando 
damos orientações a alguém de como chegar em algum lugar, não utilizamos IN e sim AT. 
2ª LACUNA – TO = para, no sentido de ir para alguma lugar; relacionado ao ato de se locomover para chegar em 
algum lugar. Quando estamos falando que algo esta constante de outro algo, ou seja, dentro de outro algo, usamos a 
preposição IN e não a preposição TO. 
3ª LACUNA – Apesar de meses do ano virem precedidos de preposição IN, o mês do ano, quando seguido de data 
específica, vem precedido pela preposição ON e não a preposição IN ou AT. 
4ª LACUNA - por se tratar de momento do dia (momentos do dia são precedidos da preposição IN, com exceção da 
palavra night) deverá ser preenchida com a preposição IN. 
e) 1ª LACUNA – TO = para, no sentido de ir para alguma lugar; relacionado ao ato de se locomover para chegar em 
algum lugar. Quando nos referimos a designação de local, como quando damos orientações a alguém de como chegar 
em algum lugar, não utilizamos TO e sim AT. 
 
Dica de Resolução Rápida: 
Lembramos que em questões de preposição o aluno, para agilizar a prova, deve procurar primeiramente as lacunas que teria 
certeza de como preencher e de posse dessa informação eliminar as alternativas incorretas. 
No caso da frase em questão, acreditamos ser a lacuna 4 a que apresentará maior facilidade ao aluno: ____ the morning. Essa 
lacuna, por se tratar de momento do dia (momentos do dia são precedidos da preposição IN, com exceção da palavra night) 
deverá ser preenchida com a preposição IN, já eliminando as alternativas A e D e tornando desnecessário ao aluno se 
preocupar com a lacuna 03, já que todas as alternativas que sobraram apresentam a mesma preposição nesta lacuna. 
Observando as lacunas 1 e 2 verificamos que em ambas temos 2 alternativas iguais e 1 diferente, logo, podemos optar por 
escolher qualquer uma das duas pra iniciar nosso trabalho de eliminação. Pela ordem, optamos pela lacuna 1 
1ª LACUNA – TO = para, no sentido de ir para alguma lugar; relacionado ao ato de se locomover para chegar em algum lugar. 
Quando nos referimos a designação de local, como quando damos orientações a alguém de como chegar em algum lugar, não 
utilizamos TO e sim AT. 
RESULTADO: Analisando apenas as lacunas 4 e 1 é possível chegar na alternativa certa e poupar tempo ao aluno. Resposta, 
alternativa B. 
Se optássemos pela lacuna 2 
2ª LACUNA – Quando estamos falando que algo esta constante de outro algo, ou seja, dentro de outro algo, usamos a 
preposição IN e não a preposição AT. 
 
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RESULTADO: Analisando apenas as lacunas 4 e 2 é possível chegar na alternativa certa e poupar tempo ao aluno. Resposta, 
alternativa B. 
 
35. ALTERNATIVA (D) 
 
a) Se está chovendo não é possível que as crianças brinquem lá fora. Logo, o uso do modal “must”referente à 
obrigatoriedade, na afirmativa, torna a alternativa incorreta. 
b) Se está chovendo não é possível que as crianças brinquem lá fora. Logo, o uso do modal “will”referente à futuro 
passível de ocorrer, na afirmativa, torna a alternativa incorreta. 
c) Se está chovendo não é possível que as crianças brinquem lá fora, logo... WON’T é um modal perfeitamente possível 
de ser usado nesta situação. Entretanto, apesar das crianças não poderem sair, nada as impede de ficarem assistindo 
TV em casa, o que tornaria o uso do modal CAN’T (can+not = não poder) incorreto. 
d) Correta. 
e) Se está chovendo não é possível que as crianças brinquem lá fora, logo... WON’T é um modal perfeitamente possível 
de ser usado nesta situação. Entretanto, apesar das crianças não poderem sair, nada as impede de ficarem assistindo 
TV em casa, o que tornaria o uso do modal CAN’T (can+not = não poder) incorreto. 
Dica de Resolução Rápida: 
Verificando apenas a primeira e a segunda lacuna já é possível alcançar a resposta correta, sem que seja preciso verificar a 
terceira lacuna. Os segundos da terceira lacuna podem ser preciosos ao concursando ao final da prova. 
 
36. ALTERNATIVA (A) 
 
a) Correta. 
b) I – é FALSA pois o texto informa que a governanta passa a acreditar que a casa está sendo assombrada e não que a 
casa realmente é assombrada. 
II – é FALSA pois Henry James escreveu o livro, enquanto Benjamin Britten adaptou o mesmo para uma ópera. 
III – é VERDADEIRA. É possível perceber isso lendo o primeiro parágrafo e a primeira linha do segundo parágrafo. 
c) I – é FALSA pois o texto informa que a governanta passa a acreditar que a casa está sendo assombrada e não que a 
casa realmente é assombrada. 
d) II – é FALSA pois Henry James escreveu o livro, enquanto Benjamin Britten adaptou o mesmo para uma ópera. 
III – é VERDADEIRA. É possível perceber isso lendo o primeiro parágrafo e a primeira linha do segundo parágrafo. 
e) I – é FALSA pois o texto informa que a governanta passa a acreditar que a casa está sendo assombrada e não que a 
casa realmente é assombrada. 
II – é FALSA pois Henry James escreveu o livro, enquanto Benjamin Britten adaptou o mesmo para uma ópera. 
 
37. ALTERNATIVA (E) 
 
No último parágrafo do texto, nas primeiras 4 linhas o autor do texto diz exatamente qual considera ser o fator comum entre as 
músicas e as histórias de fantasmas. Para ele, é o fato de ambas apelarem para os sentimentos e emoções das pessoas. 
Alternativa correta, letra E. 
 
38. ALTERNATIVA (C) 
 
a) Diante do sujeito good book pede um artigo indefinido. Caso o concursando não tenha notado essa necessidade, 
poderá perceber o erro dessa alternativa ao colocar um artigo indefinido diante da palavra loneliness = solidão. 
Solidão é uma palavra abstrata e, por isso não leva artigo. 
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b) Ao se referir a good book, está se referindo a todo e qualquer livro que seja bom, logo não pode vir precedido de 
artigo definido (the) e sim artigo indefinido (A). Caso o concursando não note o erro nesta lacuna, a lacuna seguinte o 
ajudará a ter certeza que esta alternativa está errada, ao colocar um artigo indefinido diante de um superlativo que, 
por regra, sempre vem precedido de artigo definido. 
c) Correta. 
d) Ao se referir a good book, está se referindo a todo e qualquer livro que seja bom, logo não pode vir precedido de 
artigo definido (the) e sim artigo indefinido (A). Caso o concursando não note o erro nesta lacuna, a lacuna seguinte o 
ajudará a ter certeza que esta alternativa está errada, ao não colocar artigo diante de um superlativo que, por regra, 
sempre vem precedido de artigo definido. 
e) Diante do sujeito good book pede um artigo indefinido. Caso o concursando não tenha notado essa necessidade, 
poderá perceber o erro dessa alternativa ao colocar um artigo definido diante da palavra loneliness = solidão. Solidão 
é uma palavra abstrata e, por isso não leva artigo. 
 
39. ALTERNATIVA (A) 
 
(TRUE) Many people are dying in Haiti. 
Poeplo = plural de person. Logo, é uma palavra contável que pode ser precedida do quantifier many e exige verbo no plural. 
(FALSE)Much of the children are sick and rungry. 
Children = plural irregular da palavra child. Logo, é uma palavra contável e por isso deve vir precedida de um quantifier 
contável e não um quantifier incontável, como é o caso de MUCH. 
(FALSE) There are only a few food to eat. 
A few = algum/alguma 
Few = pouco/pouca 
A frase em questão deveria conter FEW e não A FEW, para manter o sentido desejado. 
(TRUE) Not much fresh water is left. 
Water = água – substantive incontável. Logo, está só pode vir precedido por um quantifier incontável, como está corretamente 
empregado o MUCH. Lembramos que, por ser incontável, vem com verbo no singular. 
(FALSE) The need lot money to rebuild the country. 
LoT = terreno, lote. 
Para dar o sentido de MUITO, utilize-se A LOT ou A LOT OF. 
 
 
40. ALTERNATIVA (B) 
 
a) Até a quarta lacuna seria perfeitamente possível completar como a alternativa apresenta se o texto terminasse nela. 
Os erros iniciam a partir da quinta lacuna, que se desvincula completamente do resto do texto. Para ter coerência a 
frase precisaria ser completamente modificada a partir da palavra “lives” ou que os complementos sejam modificados 
de acordo com o que consta na alternativa B. 
b) Correta. 
c) Até a quarta lacuna seria perfeitamente possível completar como a alternativa apresenta se o texto terminasse nela. 
Os erros iniciam a partir da quinta lacuna, que se desvincula completamente do resto do texto. Para ter coerência a 
frase precisaria ser completamente modificada a partir da palavra “lives” (até porque, dizer que o marido da pessoa 
com que você está falando vive com sua melhor amiga é algo que definitivamente não condiz com a ideia da questão) 
ou que os complementos sejam modificados de acordo com o que consta na alternativa B. 
d) Até a terceira lacuna seria perfeitamente possível completar como a alternativa apresenta se o texto terminasse nela. 
Os erros iniciam a partir da quarta lacuna, quando se utiliza o possessivo HIS diante de HUSBAND, sendo que no texto 
se torna evidente que o marido é de Kathy – como Kathy é mulher o possessivo correto seria Her. 
e) Kathy é mulher e o pronome correto para designar sua condição feminina é SHE e não HE – que se refere a condição 
de ser humano do sexo masculino. 
 
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2010/2011 
 
Answer questions 31 and 32 according to the texts below: 
 
ADVERTISEMENT 1 
 
FOR A HEALTHY LIFE 
 
EAT SMART is a new show on food and nutrition. Dr. Don Shubert is the host. Last week, Dr. Shubert talked about foods that 
fight disease. 
· Did you know oranges help fight cataracts? 
Nearly half of all Americans over 75 get cataracts. Cataracts cloud over the lens of the eye and can cause blindness. So drink 
your orange juice, and eat other food rich in vitamin C. 
· Eating at least seven cloves of garlic a day can lower your blood pressure! 
· A new vegetable is broccoflower. It’s a cross betweens a cauliflower and broccoli. It has lots of beta carotene. Beta 
carotene fights certain types of cancers. It also has lost of vitamin C. 
EAT SMART is on Bay City Cable, Channel 3, Tuerday at 10. 
From: Success – coommunicating in English2.Michael Walker. Add – Wesley. 1994, p.38. 
 
ADVERTISEMENT 2 
 
Low Fat Cooking Classes 
 
Eat a proper diet. You’ll live longer. You can lower the risk of heart disease, strokes, and cancer. Sign up for twelve weeks of 
low fat cookig. The classes include recipes, an audiotape, handouts, and snacks. 
WHEN: Mondays, 11 a.m. 
 Wednesdays, 7 p.m. 
WHERE: Community Center 
For more information, call 495-2231 
From: Success – Communicating in English 2.Michael Walker. Add – Wesley. 1994. p. 38. 
 
 
 
ADVERTISEMENTE 3 
COOKERY BOOK 
 
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Read Chinese Vegetable and Vegetarian Cooking and you wil never think of vegetables as dull again. Go on further and try 
some of the recipes. No special expertise is needed, the methods of preparation and cooking are explainet step bay step and no 
previous knowledge of Chinese cooking is required. 
Kenneth Lo, well known expert on Chinese food, makes it all so straightforward. The book is arranged according to method of 
cooking, so that you can quickly master stir-frying, for example, and can try the many recipes which can be made in this way 
before going on to another method. There are also sections on sauces, soups, rice, pasta, eggs, beancurd, hot and cold salads 
and sweets. 
From: Outlines. Andy Hopkins and Chris Tribble, Longman, 1989. p. 65. 
 
 
31.Choose the correct alternative about the advertisements above: 
 
a) In advertisement 3, the author teaches the reader how to write a book about Chinese food. 
b) According to advertisement 2, classes will be given once a week. 
c) Advertisement 1 presents the tips given by a doctor in a TV show. 
d) According to advertisement 1, a lot of American teenagers can’t see properly because of cataracts. 
e) According to advertisement 2, no recipes will be given during the course. 
 
32.If you read Kenneth Lo’s cookery book you. 
 
a) Will have a different opinion about vegetables. 
b) Will have to have previous knowledge of Chinese cooking. 
c) Will not be able to cook soup. 
d) Will need a translator to understand the recipes. 
e) Will become a great Chinese cook. 
 
33.Choose the alternative that correctly completes the sentence: 
 
The dog bit ____ tail. 
 
a) his 
b) it 
c) it’s 
d) her 
e) its 
 
34. Choose the alternative that correctly shows the past tense of the verbs below: 
 
See – lie – throw – put 
 
a) saw – lied – threw – put. 
b) seen – laid – thrown – putted. 
c) saw – lain - throwed – put. 
d) seen – lied – throwed – putted. 
e) seed – laid – threw – put. 
 
35.Choose the correct altenative: 
 
a) I like the flowers very much. 
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b) She listens to radio every night. 
c) He is a honest person. 
d) This car goes as fast as 160 Km na hour. 
e) The Mount Everest is the highest mountain on earth. 
 
36. Choose the best alternative to complete the question below: 
 
 Which vegetable is _____________: carrots, onions or patatoes? 
 
a) healthier 
b) most healthy 
c) the healthiest 
d) a lot healthy 
e) little healthy 
 
37. Choose the alternative that correctly completes the sentences below in the right order: 
 
I play tennis _____ Sundays ____ the morning. My husband prefers to play _____ night. 
 
a) in – on – in 
b) on – in – at 
c) at – in – on 
d) in – at – at 
e) on – at – in 
 
38. Choose the answer with the verbs that appropriately complete the sentences below: 
 
Anna ____ go to school today because she ___ walk. Her mother told her she ____ see a doctor. 
 
a) will – must – should 
b) must – can’t – will 
c) can’t – should – must 
d) won’t – can – must 
e) won’t – can’t – should 
 
 
39.Choose the alternative that shows the correct question for the answer below: 
 
Joana likes her school very much. 
 
a) Do Joana likes her school? 
b) What does Joana like? 
c) How is Joana? 
d) How does Joana like her school? 
e) Does Joana likes schools? 
 
40.Choose the alternative that correctly completes the sentences below in the right order: 
 
We don’t have _______ money, just ____ rais. Let’s take only ___ milk. 
a) many – few – a few 
b) much – a few – some 
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c) a loto of – many – few 
d) few – some – many 
e) many – few – some 
 
GABARITO COMENTADO 
 
31. ALTERNATIVA (D) 
 
a) A propaganda 3 fala sobre um livro que ensina a fazer alguns tipos de comida Chinesa, não ensina a escrever um livro 
sobre o assunto(como diz o item em questão). 
b) As aulas são 2 vezes na semana, não 1 vezapenas. 
c) Correta 
d) A propaganda fala sobre aulas para aprender a se alimentar corretamente e prevenir algumas possíveis doenças. Em 
momento algum fala sobre adolescentes e a proporção deles com a cegueira provocada por catarata. 
e) Receitas serão fornecidas durante o curso e o item em questão dizia o oposto. 
 
 
32. ALTERNATIVA (A) 
 
a) CORRETA. A propaganda diz que as pessoas nunca irão pensar novamente que legumes e vegetais são “monótonos”, 
logo, terão uma visão diferentes da que tinham antes. 
b) Não é necessário ter conhecimento prévio sobre culinária Chinesa. 
c) Poderá preparar vários tipos de pratos, entre eles, sopa. 
d) Não é dito nada na propaganda que leve a crer que seria necessário um tradutor para compreender as receitas. 
e) Ele garante que as receitas são boas e variadas, mas não que a pessoa se tornará um bom cozinheiro de comidas 
Chinesas. 
 
33. ALTERNATIVA (E) 
 
a) Não pode ser usado por ser referente à pessoas ou animais de estimação. Neste caso o cachorro não está 
especificado como animal de estimação e, por isso, se enquadra na situação de animal e para todos os animais se 
utiliza o pronome IT, em suas variação apropriadas. 
b) “It” não é utilizado neste formato para pronomes possessivos. Todos os pronomes possessivos são escritos como 
“Its”. 
c) ’s deverá vir sempre junto ao sujeito possuidor do objeto. 
d) Não pode ser usado por ser referente à pessoas ou animais de estimação. Neste caso o cachorro não está 
especificado como animal de estimação e, por isso, se enquadra na situação de animal e para todos os animais se 
utiliza o pronome IT, em suas variação apropriadas. 
e) CORRETA. Adjetivo possessivo concordando com o possuidor do objeto. 
 
34. ALTERNATIVA (D) 
 
a) INCORRETA - “Eu gosto muito de flores”. No caso desta frase, as flores são representantes de um nome amplo por 
representar toda e qualquer flor, portanto, não devem vir precedidas de artigo definido (THE). 
b) INCORRETA - Não se utiliza a preposição TO (para) sozinha nesta frase. O correto seria utilizar TO THE radio. 
c) INCORRETA - Nesta frase o artigo indefinido está empregado de forma incorreta. O correto seria utilizar AN, pois o H 
é de som mudo preponderando o som da vogal seguinte O. 
d) CORRETA - Neste caso a frase está gramatical e semanticamente correta. Em nossa opinião esta é a resposta 
completamente correta. 
e) CORRETA - Esta frase, em nossa opinião, também está completamente correta, apesar de haver a repetição da 
palavra THE (cacofonia), fato que não invalida a sua correção gramatical e semântica. 
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PRESENTE PASSADO PARTICÍPIO PASSADO 
SEE SAW SEEN 
LIE LIED LIED 
THROW THREW THROWN 
PUT PUT PUT 
 
35. ALTERNATIVA (D) e (E) 
 
a) INCORRETA - “Eu gosto muito de flores”. No caso desta frase, as flores são representantes de um nome amplo por 
representar toda e qualquer flor, portanto, não devem vir precedidas de artigo definido (THE). 
b) INCORRETA - Não se utiliza a preposição TO (para) sozinha nesta frase. O correto seria utilizar TO THE radio. 
c) INCORRETA - Nesta frase o artigo indefinido está empregado de forma incorreta. O correto seria utilizar AN, pois o H 
é de som mudo preponderando o som da vogal seguinte O. 
d) CORRETA - Neste caso a frase está gramatical e semanticamente correta. Em nossa opinião esta é a resposta 
completamente correta. 
e) CORRETA - Esta frase, em nossa opinião, também está completamente correta, apesar de haver a repetição da 
palavra THE (cacofonia), fato que não invalida a sua correção gramatical e semântica. 
 
36. ALTERNATIVA (C) 
 
a) Comparativos de superioridade, não utilizado neste caso. 
b) Em adjetivos com até duas sílabas não se utiliza as palavras MOST, LEAST, MORE ou LESS. 
c) CORRETA. Superlativo que evidencia a necessidade de escolher O MAIS SAUDÁVEL de todos. 
d) “Muita saúde” não se encaixa na frase. 
e) “Pouca saúde” não se encaixa na frase. 
 
37. ALTERNATIVA (B) 
 
a) Para dias da semana sempre se utiliza preposição ON 
b) Correta 
c) Para dias da semana sempre se utiliza preposição ON 
d) Para dias da semana sempre se utiliza preposição ON 
e) Para períodos do dia sempre se utiliza preposição IN; menos no caso de night, onde se utiliza a preposição AT. 
 
38. ALTERNATIVA (E) 
 
a) Não faz sentido dizer que ela irá ( Will GO) para a escola porque ela tem que (MUST) caminhar. 
b) Não faz sentido dizer que ela tem que (MUST) ir para a escola porque ela não pode (CAN’T) caminhar. 
c) Não faz sentido dizer que ela não pode (CAN’T) ir para a escola porque ela deveria (SHOULD) caminhar. 
d) Não faz sentido dizer que ela não irá (WON’T) para a escola porque ela pode (CAN) caminhar. 
e) Correta. 
 
39. ALTERNATIVA (D) 
 
Tradução da Frase do Enuncidado: Joana gosta muito da escola dela. 
a) Não se pode usar Do para Joana. Joana = SHE = terceira pessoa do singular. Na conjugação do verbo TO DO temos 
SHE DOES. 
b) Significa: Do que a Joana gosta?. Não condiz com a resposta em questão. 
c) Significa: "Como vai Joana?". A pergunta não condiz com a resposta em questão. 
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d) Significa: "Quanto Joana gosta de sua escola?". A pergunta condiz com a resposta em questão. 
e) Com o auxiliar DOES o verbo principal permanece em sua forma base, que é o mesmo que a forma infinitiva sem o 
TO, logo, o verbo LIKES não poderia estar sendo conjugado, logo, não estaria vindo com este S no final. 
 
40. ALTERNATIVA (D) 
 
a) MANY é utilizado apenas para coisas contáveis e a palavra “Money” é incontável. 
b) Correta. 
c) A FEW é utilizado apenas para coisas contáveis e a palavra “Milk” é incontável. 
d) FEW é utilizado apenas para coisas contáveis e a palavra “Money” é incontável. 
e) MANY é utilizado apenas para coisas contáveis e a palavra “Money” é incontável. 
 
2009/2010 
 
Answer questions 31and 32 according to the text below. 
 
TEXT I 
AMERICAN INDIANS 
 
The ancestors of today’s Indians once had the whole of North America for their hunting grounds. They were descendants of 
migrants who crossed over from Asia at least before the last ice age ended, about eleven thousand years ago. A land bridge 
probably existed where Bering Strait is now. The Indians who stayed north of Mexico roamed the continent’s green forests and 
swift rivers at will. Then came the white man. Slowly, irrevocably, the Indian was driven from his land. Long, painful years of 
adjustment followed, during which attempts were made to pay the Indian for his losses, and some Indians tried to fit into the 
white man’s society. 
Both the American and Canadian governments set aside for the Indians tracts of land called reservation or reserves. There the 
Indians could pursue their traditional pattern of living without interference. At the same time the governments provided the 
reservations with roads, schools, doctors, hospital service, often farming advisers and social workers. Funds were also available 
to help some Indians obtain a college education. 
(Lands and Peoples –the world in color, New York: Grolier Incorporated, 1970, vol 6, p.17) 
 
31. According to the text, the Indians: 
 
a) were migrants. 
b) pursued the white man. 
c) crossed over from Asia. 
d) drove to Mexico to escape. 
e) were paid for their losses. 
 
32. On line 15, the word “pursue” means: 
 
a) to convince someone of something. 
b) to continue doing something. 
c) to promise. 
d) to ask. 
e) to chase or follow someone. 
33. Choose the answer that appropriately completes the sentence: 
 
“Maria wants to talk to me but I don’t want to talk to ____.” 
 
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a) she 
b) he 
c) her 
d) hers 
e) him 
 
34. Which alternative best completes the dialogue below: 
 
A. ________ do youdo? 
B. I am a student. 
A. ______ do you go to school? 
B. I am studying law _____ UFRJ. 
A. ______ do you like it? 
B. I like it very much, it is a great course. 
 
a) What – Where – at – How 
b) How – When – in – What 
c) When – Where – on – Which 
d) What – When – in – What 
e) How – What – at – When 
 
35. What is the superlative form of the following adjectives “hot – young – bad – easy”? 
 
a) The hottest – the more young – the worse – the more easy 
b) The hottest – the youngest – the worst – the easiest 
c) The more hot – the youngest – the worst – the easiest 
d) The more hot – the more young – the worst – the more easy 
e) The hottest – the youngest – the worse – the easiest 
 
36. Choose the best alternative to complete the question below: 
 
There _________ seventeen different types of penguins. They can be _________ forty centimeters to more than one meter tall. 
They all _________ in the south part of the world. In winter, they swim _________ long way to find warm weather. 
 
a) are – from – live – a 
b) be – by – lived –the 
c) was – between – will live – a 
d) were – at – live – an 
e) are – from – lived – an 
 
37. Choose the alternative that best completes the dialogue below. 
 
A. ____________ different types of penguins inhabit 
 the South Pole? 
B. I don’t know. Ten, maybe. 
A. No, fifteen. And _____________ tall can they grow? 
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B. I have no idea. One meter? 
A. That’s right. ___________ do they leave the South Pole? 
B. Probably in winter. 
A. Excellent. 
B. _________ are you asking me all these questions? 
A. Because I want to see if you did your homework! 
 
a) How much – who – When – How 
b) How many – how – Where – Which 
c) How much – when – Who – Why 
d) How many – who – When – How 
e) How many – how – When – Why 
 
38. Choose the answer with the verbs that appropriately completes the text below: 
 
“My flight to São Paulo ______ at 10 pm. I bought tickets for the theater. I _________ a musical, and after I _______ with my 
friends.” 
 
a) leaves – go to – am going to 
b) is going to leave – am going to – am going to 
c) will leave – am going to – am having 
d) is leaving – will watch – will have 
e) leaves – am going to – am having. 
 
39. Write “T” if the sentence is grammatically correct, and “F” if it is grammatically incorrect. Then choose the alternative with 
the correct sequence. 
 
1. ( ) Many animals are disappearing because of the greenhouse effect. 
2. ( ) Most of the animals in the zoo are sick. 
3. ( ) There are only a little monkeys in the zoo. 
4. ( ) Birds need few water to live. 
5. ( ) Lions eat a lot of meat. 
 
a) T – F – F – T – F 
b) F – T – T – F – T 
c) T – T – F – F – T 
d) F – F – F – F – T 
e) T – T – T – T – F 
 
40. Choose the best alternative to complete the question below: 
 
Which animal do you like _________, tigers or lions? 
 
a) most 
b) the most 
c) many 
d) more 
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e) much 
 
GABARITO COMENTADO 
 
31. Resposta Correta: E 
 
a) Eles não eram migrantes, mas sim descendentes de migrantes. 
b) Eles puderam manter o padrão de vida deles e não PERSEGUIR o homem branco. 
c) Eles eram descentes de migrantes que atravessaram a Ásia, mas ELES não o fizeram. 
d) Eles não procuraram escapar para o México, eles viviam AO NORTE do México. 
e) Correta. 
 
 
32. Resposta Correta: B 
 
Tradução da Frase da linha 11: Lá os índios poderiam seguir com o seu padrão de vida tradicional, sem interferências. 
 
a) “convencer alguém de alguma coisa”. Eles não tentaram convencer ninguém, apenas seguir com seu próprio padrão 
de vida em área reservada especificamente para eles. 
b) CORRETA. “continuar a fazer ALGO” = “seguir com” 
c) “prometer”. Eles não prometeram nada. 
d) “perguntar”. Eles não perguntaram nada. 
e) “perseguir ou seguir alguém”. Eles não fizeram isso (embora o verbo TO PURSUE também tenha esse significado) 
 
 
33. Resposta Correta: C 
 
Na frase “Maria wants to talk to me but I don’t want to talk to ____” é preciso que a lacuna em branco seja preenchida 
pelo pronome OBJETO feminino HER – já que é referente à Maria – pronome OBJETO que, POR DEFINIÇÃO, sofre ação. 
 
a) SHE = subject pronoun. PRATICA a ação, não sofre a ação. 
b) HE = subject pronoun 
No caso do HE temos dois erros: 
1 – É um pronome masculino e a lacuna é referente à Maria, que exige pronome feminino. 
2 – É um subject pronoun e por isso PRATICA a ação, não sofre a ação. 
c) HER = object pronoun. Pronome feminino que sofre a ação. 
d) HERS = possessive pronoun. Na fase não se trata de um caso de posse. 
e) HIM = object pronoun. Apesar de ser um tipo de pronome que sofre a ação, a lacuna é referente à Maria, que exige 
pronome feminino 
 
 
34. Resposta Correta: A 
 
a) Correta. 
b) HOW do you do? = “Como vai você?” / Não poderia ser respondido com “I’m a STUDENT.” = “Eu sou estudante”. 
c) WHEN do you do? = “Quando você faz?” / Além de estar GRAMATICALMENTE incompleta, não poderia ser 
respondido com “I’m a STUDENT.” = “Eu sou estudante”. 
d) WHEN do you go to school? = “Quando você vai para a escola?” / Não poderia ser respondido com “I am studying 
Law at UFRJ.” = “Eu estou esdudando Direito na UFRJ. 
e) HOW do you do? = “Como vai você?” / Não poderia ser respondido com “I’m a STUDENT.” = “Eu sou estudante”. 
 
 
35. Resposta Correta: B 
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a) Palavras com até 2 sílabas, como YOUNG e EASY, FORMAM seus superlativos com o acréscimo de artigo definido 
(THE) antes delas e A TERMINAÇÃO ”EST” ao final da palavra. Logo, o superlativo dessas palavras seria: THE 
YOUNGEST e THE EASIEST. (veja que no caso de EASY, por ser terminada em Y o Y dá lugar ao I antes de se 
acrescentar EST ao final). 
b) CORRETA. 
c) Palavras com até 2 sílabas possuem seus superlativos feitos com o acréscimo de artigo definido diante delas e EST ao 
final da palavra. Quando estas palavras VÊM no esquema de 3 letras C+V+C, a terceira letra é dobrada. Logo, na 
palavra HOT, teremos THE HOTTEST. 
d) Palavras com até 2 sílabas possuem seus superlativos feitos com o acréscimo de artigo definido diante delas e EST ao 
final da palavra. Logo, teremos para a palavra EASY o superlativo THE EASIEST. (veja que no caso de EASY, por ser 
terminada em Y o Y dá lugar ao I antes de se acrescentar EST ao final). 
Quando estas palavras vem no esquema de 3 letras C+V+C, a terceira letra é dobrada. Logo, na palavra HOT, 
teremos THE HOTTEST. 
OBS.: A regra CVC não se aplica a BAD, pois ESTA tem superlativos e comparativos irregulares. 
e) WORSE é comparativo irregular de BAD. THE WORST é o superlativo correto para BAD. 
 
 
36. Resposta Correta: A 
 
a) Correta. 
b) THERE, neste caso, REFERE-SE AOS VERBOS HAVER/EXISTIR E, portanto, deve ser ACRESCIDO com uma forma do 
verbo TO BE designativa de presente, passado ou futuro, de acordo com o sentido da frase. A forma base seria, 
então, inapropriada. 
c) “seventeen different types of penguins” = “17 tipos deferentes de pinguins” é plural. Logo não se pode usar o verbo 
to be, mesmo que no passado, no singular (WAS). 
d) Logo é possível notar a incoerência produzida pela combinação de tempos verbais da primeira sentença – passado – 
com a segunda – modal designativo de possibilidade de futuro. 
Caso o aluno não consiga perceber esta incoerência, pode-se continuar com o erro na escolha da preposição AT. Na 
frase “They can be _________ forty centimeters to more than one meter tall.” o autor do texto quer mostrar desde 
qual altura – altura mínima - o pinguím poderia até a altura máxima já encontrada e a preposição AT não se enquadra 
a este tipo de comparação. 
e) Logo é possível notar a incoerênciaproduzida pela combinação de tempos verbais da primeira sentença – presente –, 
com a segunda – modal designativo de possibilidade de futuro – e a terceira – passado. 
Caso o aluno não consiga perceber esta incoerência, pode-se continuar com o erro na escolha do artigo AN. 
Anteriormente à palavra LONG, por se iniciar com som de consoante, não se utiliza o artigo indefinido AN e sim o 
artigo indefinido A. 
 
37. Resposta Correta: E 
 
a) “types of penguins” = tipos de pinguins. Tipos de pingüins é contável e HOW MUCH é referente à coisas incontáveis. 
b) A pergunta “WHERE do they leave the South Pole?” = “Aonde eles deixam o Pólo Sul?”, além de não fazer sentido, 
jamais poderia ter como resposta “Probably in winter.” = “Provavelmente no inverno”. “No inverno”= período de 
tempo = WHEN. 
c) “types of penguins” = tipos de pinguins. Tipos de pingüins é contável e HOW MUCH é referente à coisas incontáveis. 
d) WHO = quem. WHO tall não existe como pergunta. O correto seria HOW tall = “o quão alto”. 
e) CORRETA. 
 
38. Resposta Correta: ANULADA 
 
“(…) and after I _______ with my friends.” 
Nenhuma das opções completaria de forma gramaticalmente correta tal lacuna. 
 
39. Resposta Correta: C 
 
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a) 3 Alternativas incorretas. T – F – F – T – F 
A alternativa diz que a frase “Most of the animals in the zoo are sick.” está gramaticalmente incorreta. Entretanto, não 
há nenhum erro nesta frase. A frase “Birds need few water to live” está incorreta, pois FEW é usado para coisas 
contáveis e WATER é incontável. E a última frase está gramaticalmente correta. 
b) 2 Alternativas incorretas: F – T – T – F – T 
A alternativa diz que a frase “Many animals are disappearing because of the greenhouse effect.” está gramaticalmente 
incorreta. Entretanto, não há nenhum erro nesta frase. A alternative diz que as frases “There are only a little monkeys 
in the zoo.” Está correta, mas A LITTLE é usado para coisas INCONTÁVEIS e macaco é contável. 
c) CORRETA. 
d) 2 Alternativas incorretas: F – F – F – F – T 
A alternativa diz que as frases “Many animals are disappearing because of the greenhouse effect.” e “Most of the 
animals in the zoo are sick.” estão gramaticalmente incorretas. Entretanto, não há nenhum erro nestas frases. 
e) 3 Alternativas incorretas: T – T – T – T – F 
A alternative diz que as frases “There are only a little monkeys in the zoo.” e “Birds need few water to live” estão 
corretas. Entretanto, A LITTLE é usado para coisas INCONTÁVEIS e macaco é contável; enquanto FEW é usado para 
coisas contáveis e WATER é incontável. Todas as outras frases da questão estão gramaticalmente corretas. 
 
40. Resposta Correta: D 
 
“Which animal do you like _________, tigers or lions?” = “De qual animal você gosta mais, tigres ou leões?” É uma pergunta 
comparativa. A pessoa está querendo que seja comparado o gostar de tigre (qualquer tigre) com o gostar de leão (qualquer 
leão). 
 
a) Most = forma incorreta de superlativo. A forma correta de superlativo seria THE MOST, entretanto, a pergunta em 
questão é comparativa. 
b) The most = superlativo. A pergunta é comparativa. 
c) Many = determiner. Não se aplica por falta de sentido. 
d) Correta. 
e) Much = determiner. Não se aplica por falta de sentido. 
 
2008/2009 
 
Answer questions 41 and 42 according to the text below. 
 
THANKSGIVING 
 
In 1620 one of the first British settlements in America was established in Massachusetts. These settlers, known as Pilgrims, had 
come to America to freely practise their religion. They arrived in November, when it was too late to plant crops. Although many 
people died, the Pilgrim settlement survived the winter because of help from Indians who lived nearby. The Indians taught the 
Pilgrims about corn and showed them where to fish. The next November, after the crops were harvested, the Pilgrims gave 
thanks to God at a feast to which they invited the Indians. 
Every year, Americans celebrate Thanksgiving. Families and friends get together for a big feast. The meal usually includes roast 
turkey with stuffing and gravy, a sweet sauce made from cranberries, sweet potatoes, and pumpkin pie. What a meal! It’s not 
surprising that a recent Thanksgiving tradition is to sit after dinner in front of the TV watching a professional football game. 
(FALK, R. Spotlight on the USA. New York: Oxford University Press, 1993, p. 14.) 
 
41. According to the text, the Pilgrims: 
 
a) learned how to plant with the Indians. 
b) watched TV after dinner. 
c) reached America at the right time to grow crops. 
d) and the Indians had a great feast after the first crop was harvested. 
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e) and their religion were of great importance to the Indians since they had no God. 
 
42.What does the pronoun WHICH refer to in the following sentence? 
 
“…the Pilgrims gave thanks to God at a feast to which they invited the Indians.” (lines 9-10) 
 
a) the Pilgrims. 
b) a feast. 
c) the Indians. 
d) God. 
e) the crops. 
 
43.Choose the alternative that best completes the note below. 
 
Dear Mrs. Jones, 
Please_______my daughter Jennifer for missing school yesterday. 
We_______to take the Sunday paper off the porch and when we 
________it on Monday we ________it was Sunday. 
 
 Your 
Laura Grey 
a) excused – forget – find – think 
b) excuse – forgot – found – thought 
c) will excuse – forgetting – finding – thinking 
d) will excuse – will forget – will find – will think 
e) excuse – will forget – will find – thought 
 
44.Which alternative best completes the dialogue below? 
 
A: What ____________ for Christmas? 
B: We are not sure yet. Bob thinks we __________ visit 
 his parents but I’d rather spend the holiday at home. 
A: If you stay here, you _________ come to our house 
 and celebrate it with us. 
B: That’s a great idea! I _________ talk to Bob and see 
 what he thinks. 
 
a) do you do – can – should – can 
b) are you doing – should – will – can 
c) do you do – are to – can – will 
d) are you doing – should – can – will 
e) are you doing – will – should – will 
 
45.Which alternative best completes the paragraph below? (* means no article). 
 
_____Americans celebrate ______Thanksgiving with ______ big feast. They eat _____turkey and pumpkin pie. 
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a) * – a – * 
b) The – * – a – a 
c) the – * – a 
d) The – a – a – the 
e) * – the – the 
 
46.Which alternative best completes the dialogue below? 
 
A: _________did the Pilgrims arrive in America? 
B: In 1620. 
A: And ________ did they get there? 
B: In a big ship called the Mayflower. 
A: _________ did they first settle in? 
B: In Massachusetts. 
A: __________ helped them? 
B: The Indians. 
 
a) When – when – What – Who 
b) Who – how – When – What 
c) When – how – Where – Who 
d) What – who – Where – How 
e) How – when – Who – Where 
 
47. Which alternative completes this sentence? 
 
Which holiday do you enjoy ___________: Christmas, Thanksgiving or Halloween? 
 
a) most 
b) the most 
c) much 
d) the more 
e) more 
 
48.Which alternative best completes the sentence below? 
 
__________ of the new toys cost so ___________ money that only __________ people can afford them. 
 
a) Much – a few – many 
b) Some – much – a few 
c) Some – many – a few 
d) Much – some – some 
e) Many – much – a few 
 
49.Choose the answer with the verbs that appropriately complete the sentences below. 
 
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Yesterday I _________ to my daughter’s dance recital. I had never been to a dance recital before. I _________ dancing lessons 
when I _________ a child. 
 
a) went – haven’t taken – was 
b) havegone – didn’t take – have been 
c) went – didn’t take – have been 
d) have been – have never been – was 
e) went – didn’t take – was 
 
50.Choose the answer with the verbs that appropriately complete the sentences below. 
 
Joan speaks Russian, so she _________ rely on an interpreter when she is there. However, when she’s in Japan, she 
_________ contract an interpreter because she _________ speak Japanese. 
 
a) can’t – has to – couldn’t 
b) must not – can – has to 
c) shouldn’t – can’t – can 
d) doesn’t have to – must – can’t 
e) couldn’t – must – doesn’t have to 
 
GABARITO COMENTADO 
 
41. Resposta: Letra D 
 
a) Incorreta – Os índios não ensinaram os peregrinos a plantar, ensinaram sobre milho e a pescar. 
b) Incorreta – Quem assiste TV após o jantar são as pessoas da atualidade, como forma de tradição após o jantar de 
Ação de Graças. 
c) Incorreta – Eles chegaram em Novembro, quando já era muito tarde para o plantio. 
d) Correta 
e) Nada se fala sobre a troca cultural religiosa entre Índios e Peregrinos no texto 
 
42. Resposta: Letra B 
 
 “… os Peregrinos agradeceram a Deus em um banquete no qual convidaram os Índios.” 
De acordo com a compreensão do texto, torna-se evidente que o “no qual” é referente ao banquete. Logo, a palavra 
correspondente ao banquete é a alternativa correta. 
 
Banquete = feast = Alternativa B 
 
43. Resposta: Letra B 
 
a) Incorreta – O bilhete é um pedido de desculpas, logo, a palavra excuse (= desculpa/desculpe) não poder vir no 
passado “excused”, pois significaria “desculpado”. 
b) Correta 
c) Incorreta - O bilhete é um pedido de desculpas. Complete a frase com will excuse daria o sentido de 
ordem/obrigação. Desviando assim o objetivo do bilhete. 
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d) Incorreta - O bilhete é um pedido de desculpas. Complete a frase com will excuse daria o sentido de 
ordem/obrigação. Desviando assim o objetivo do bilhete. 
e) Incorreta – A segunda frase do pedido de desculpas é um relato do que ocorreu para que a filha perdesse a aula 
naquele dia. Logo, fala de algo que ocorreu no passado, impossibilitando que os verbos sejam utilizados no futuro. 
 
44. Resposta: Letra D 
 
a) Incorreta. Para que a resposta seja feita com o verbo TO BE, como é o caso da resposta dada pela pessoa B, a 
pergunta deve conter o verbo TO BE. Além disto, esta pergunta refere-se a um conceito de ação futura, o que 
impossibilitaria o emprego do verbo TO DO no presente. 
b) Incorreta – “are you doing – sould” estão corretas, entretanto o will não se emprega nessa situação. A está fazendo 
um convite à B, logo, se utilizarmos WILL parecerá que B é obrigado a fazer algo. O ideal seria a utilização de CAN. 
c) Incorreta. Para que a resposta seja feita com o verbo TO BE, como é o caso da resposta dada pela pessoa B, a 
pergunta deve conter o verbo TO BE. Além disto, esta pergunta refere-se a um conceito de ação futura, o que 
impossibilitaria o emprego do verbo TO DO no presente 
d) Correta 
e) Incorreta – “are you doing” está correta, entretanto o will não se emprega nessa situação. B está comentando sobre 
uma algo que BOB acredita que deveriam fazer juntos, mas não necessariamente que farão. Tanto que no início na 
mesma sentença B afirma não saber o que será feito. O ideal seria a utilização de SHOULD. 
 
45. Resposta: Letra A 
 
a) Correta 
b) Incorreta – não se utilize artigo definido antes de nomes que simbolizem generalizade. Neste caso, AMERICANS está 
simbolizando o povo americano, mas nenhum americano especificamente. 
c) Incorreta – não se utiliza artigo diante do nome de feriados comemorativos, como NATAL, ANO NOVO, etc 
d) Incorreta – não se utilize artigo definite antes de nomes que simbolizem generalizade. Neste caso, AMERICANS está 
simbolizando o povo americano, mas nenhum americano especificamente. 
e) Incorreto – não se usa artigo definido quando se deseja falar de coisas não específicas. No caso do banquete, casa 
americano faz o seu, logo, deveria ser utilizado artigo indefinido. Para se utilizar o artigo definido seria necessário que 
fosse apenas um único banquete, específico, para todos os americanos. 
 
46. Resposta: Letra C 
 
a) Para a resposta “In a big ship called the Mayflower”, a pergunta correta seria HOW e não WHEN. WHEN = quando ; 
HOW = como. “Em um grande navio chamado Flor de Maio” é como ele foi e não quando. 
b) Para a resposta “In 1620”, a pergunta correta seria WHEN e não WHO. WHEN = quando ; WHO = Quem. “Em 1620” 
é QUANDO eles chegaram na América e não QUEM eles chegaram na America. Para a resposta “In Massachusetts”, 
a pergunta correta seria WHERE e não WHEN. WHEN = quando ; WHERE = aonde. “Em Massachusetts” é ONDE eles 
primeiro se acomodaram e não QUANDO eles primeiro se acomodaram. 
c) Correta 
d) Para a resposta “In 1620”, a pergunta correta seria WHEN e não WHAT. WHEN = quando ; WHO = O que. “Em 1620” 
é QUANDO eles chegaram na América e não O QUE eles chegaram na America. 
e) Para a resposta “In 1620”, a pergunta correta seria WHEN e não HOW. WHEN = quando ; HOW = como. “Em 1620” é 
QUANDO eles chegaram na América e não COMO eles chegaram na America 
 
47. Resposta: Letra A 
 
Resolução: Esta questão coloca um problema de interpretação: 
1) Comparativo: “Which holiday do you enjoy more/better?” 
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2) Superlativo: “Which holiday do you enjoy most/best?” 
Conclusão: A questão é suscetível de ser anulada, visto que tanto a alínea A como a alínea B estão corretas. 
a) Correta 
b) Na questão não cabe, porque é exclusivamente utilizada para fazer afirmações (the most beautiful / expensive / etc...) 
c) Na questão ele está fazendo um tipo comparação, querendo saber qual dos feriados em questão é o que a pessoa 
mão gosta. (???) 
d) Em comparações onde se utilizar “more”, não é possível utilizar o artigo definido (THE) na frente. 
e) Correta 
 
48. Resposta: Anulada 
 
a) NEW TOYS é contável, logo não é possível se utilizar a palavra MUCH nesta situação. 
b) Correta, assim como a alternativa E. 
c) MONEY é uma palavra considerada incontável, logo não seria possível utilizar quantifier MANY, pois ele é usado 
apenas com coisas contáveis. 
d) NEW TOYS é contável, logo não é possível se utilizar a palavra MUCH nesta situação, afinal, este quantifier é usado 
apenas com substantivos incontáveis. 
e) Correta, assim como a B. 
 
43. Resposta: Letra E 
 
a) YESTERDEY é designativo de passado, logo toda a sentence deve estar no passado. HAVEN`T TAKEN é um tempo 
verbal incorreto, pois o tempo verbal é presente. 
b) YESTERDEY é designativo de passado, logo toda a sentence deve estar no passado. HAVE GONE é um tempo verbal 
incorreto, pois o tempo verbal é presente. 
c) YESTERDEY é designativo de passado, logo toda a sentence deve estar no passado. HAVE BEEN é um tempo verbal 
incorreto, pois o tempo verbal é presente. 
d) YESTERDEY é designativo de passado, logo toda a sentence deve estar no passado. HAVE BEEN é um tempo verbal 
incorreto, pois o tempo verbal é presente. 
e) Correta 
 
50. Resposta: Letra D 
 
a) CAN`T é um modal referente a permissão (poder/não poder). Por estar na negativa, informa que Joan NÃO PODE 
“contar com um intérprete” quando está na Rússia pois ele já fala Russo. Entretanto, essa proibição é incorreta já o 
fato dele falar Russo não o proíbe de ter um intérprete. 
b) MUST NOT é um modal referente a necessidade/ obrigação (dever/não dever). Por estar na negativa, informa que 
Joan NÃO DEVE “contar com um intérprete” quando está na Rússia pois ele já fala Russo. Entretanto, essa proibição 
é incorreta já o fato dele falar Russo não o impossibilita de ter um intérprete caso ele assim o queira. 
c) SOULDN`T é um modal referente a recomendação (deveria/não deveria). Por estar na negativa, informa que Joan 
NÃO DEVERIA “contar