Colégio Naval 2020 Língua Inglesa-1

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INGLÊS
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READING COMPREHENSION; NOUNS (COUNTA-
BLE AND UNCOUNTABLE); PRONOUNS (SUB-
JECT, OBJECT, DEMONSTRATIVE, POSSESSIVE 
ADJECTIVE AND POSSESSIVE PRONOUNS ); 
ARTICLES (DEFINITE AND INDEFINITE); AD-
JECTIVES (COMPARATIVE AND SUPERLATIVE); 
ADVERBS (MANNER, MODIFIER AND FREQUEN-
CY); PREPOSITIONS (TIME AND PLACE); VERB 
TENSES (INFINITIVE, IMPERATIVE, SIMPLE 
PRESENT, PRESENT CONTINUOUS, IMMEDIATE 
FUTURE, SIMPLE PAST, PAST CONTINUOUS 
AND PRESENT PERFECT ) - AFFIRMATIVE, NE-
GATIVE, INTERROGATIVE FORMS AND SHORT 
ANSWERS; THERE TO BE; CAN; QUANTIFIERS; 
GENITIVE CASE; WORD ORDER; WH-QUES-
TIONS.
Reading Comprehension;
Interpretar textos pode ser algo trabalhoso, dependendo 
do assunto, ou da forma como é abordado. Tem as questões 
sobre o texto. Mas, quando o texto é em outra língua? Tudo 
pode ser mais assustador. 
Se o leitor manter a calma, e se embasar nas estratégias 
do Inglês Instrumental e ter certeza que ninguém é cem por 
cento leigo em nada, tudo pode ficar mais claro. 
Vejamos o que é e quais são suas estratégias de leitura:
Inglês Instrumental
Também conhecido como Inglês para Fins Específicos - 
ESP, o Inglês Instrumental fundamenta-se no treinamento ins-
trumental dessa língua. Tem como objetivo essencial propor-
cionar ao aluno, em curto prazo, a capacidade de ler e com-
preender aquilo que for de extrema importância e fundamental 
para que este possa desempenhar a atividade de leitura em 
uma área específica.
Estratégias de leitura
- Skimming: trata-se de uma estratégia onde o leitor vai 
buscar a ideia geral do texto através de uma leitura rápida, 
sem apegar-se a ideias mínimas ou específicas, para dizer 
sobre o que o texto trata.
- Scanning: através do scanning, o leitor busca ideias es-
pecíficas no texto. Isso ocorre pela leitura do texto à procura 
de um detalhe específico. Praticamos o scanning diariamente 
para encontrarmos um número na lista telefônica, selecionar 
um e-mail para ler, etc.
- Cognatos: são palavras idênticas ou parecidas entre 
duas línguas e que possuem o mesmo significado, como a 
palavra “vírus” é escrita igualmente em português e inglês, a 
única diferença é que em português a palavra recebe acentua-
ção. Porém, é preciso atentar para os chamados falsos cogna-
tos, ou seja, palavras que são escritas igual ou parecidas, mas 
com o significado diferente, como “evaluation”, que pode ser 
confundida com “evolução” onde na verdade, significa “ava-
liação”.
- Inferência contextual: o leitor lança mão da infe-
rência, ou seja, ele tenta adivinhar ou sugerir o assunto 
tratado pelo texto, e durante a leitura ele pode confirmar 
ou descartar suas hipóteses. 
- Reconhecimento de gêneros textuais: são tipo 
de textos que se caracterizam por organização, estrutura 
gramatical, vocabulário específico e contexto social em 
que ocorrem. Dependendo das marcas textuais, pode-
mos distinguir uma poesia de uma receita culinária, por 
exemplo.
- Informação não-verbal: é toda informação dada 
através de figuras, gráficos, tabelas, mapas, etc. A infor-
mação não-verbal deve ser considerada como parte da 
informação ou ideia que o texto deseja transmitir.
- Palavras-chave: são fundamentais para a com-
preensão do texto, pois se trata de palavras relacionadas 
à área e ao assunto abordado pelo texto. São de fácil 
compreensão, pois, geralmente, aparecem repetidamen-
te no texto e é possível obter sua ideia através do con-
texto. 
- Grupos nominais: formados por um núcleo (subs-
tantivo) e um ou mais modificadores (adjetivos ou subs-
tantivos). Na língua inglesa o modificador aparece antes 
do núcleo, diferente da língua portuguesa.
- Afixos: são prefixos e/ou sufixos adicionados a uma 
raiz, que modifica o significado da palavra. Assim, conhe-
cendo o significado de cada afixo pode-se compreender 
mais facilmente uma palavra composta por um prefixo ou 
sufixo.
- Conhecimento prévio: para compreender um tex-
to, o leitor depende do conhecimento que ele já tem e 
está armazenado em sua memória. É a partir desse co-
nhecimento que o leitor terá o entendimento do assunto 
tratado no texto e assimilará novas informações. Trata-se 
de um recurso essencial para o leitor formular hipóteses 
e inferências a respeito do significado do texto.
O leitor tem, portanto, um papel ativo no processo de 
leitura e compreensão de textos, pois é ele que estabe-
lecerá as relações entre aquele conteúdo do texto e os 
conhecimentos de mundo que ele carrega consigo. Ou 
mesmo, será ele que poderá agregar mais profundidade 
ao conteúdo do texto a partir de sua capacidade de bus-
car mais conhecimentos acerca dos assuntos que o texto 
traz e sugere.
Não se esqueça que saber interpretar textos em in-
glês é muito importante para ter melhor acesso aos con-
teúdos escritos fora do país, ou para fazer provas de ves-
tibular ou concursos. 
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QUESTÕES
01. (Colégio Pedro II - Professor – Inglês - Colégio 
Pedro II – 2019)
TEXT 6
“Probably the best-known and most often cited dimen-
sion of the WE (World Englishes) paradigm is the model of 
concentric circles: the ‘norm-providing’ inner circle, where 
English is spoken as a native language (ENL), the ‘norm-de-
veloping’ outer circle, where it is a second language (ESL), 
and the ‘norm-dependent’ expanding circle, where it is a 
foreign language (EFL). Although only ‘tentatively labelled’ 
(Kachru, 1985, p.12) in earlier versions, it has been claimed 
more recently that ‘the circles model is valid in the senses of 
earlier historical and political contexts, the dynamic diachro-
nic advance of English around the world, and the functions 
and standards to which its users relate English in its many 
current global incarnations’ (Kachru and Nelson, 1996, p. 
78).”
PENNYCOOK, A. Global Englishes and Transcultural 
Flows. New York: Routledge, 2007, p. 21.
According to the text, it is possible to say that the “cir-
cles model” established by Kachru
A) represents a standardization of the English langua-
ge.
B) helps to explain the historicity of the English lan-
guage.
C) establishes the current standards of the English 
language.
D) contributes to the expansion of English as a foreign 
language.
02. (Colégio Pedro II - Professor – Inglês - Colégio 
Pedro II – 2019)
TEXT 5
“In other words, there are those among us who argue 
that the future of English is dependent on the likelihood or 
otherwise of the U.S. continuing to play its hegemonic role 
in world affairs. Since that possibility seems uncertain to 
many, especially in view of the much-talked-of ascendancy 
of emergent economies, many are of the opinion that En-
glish will soon lose much of its current glitter and cease to 
be what it is today, namely a world language. And there are 
those amongst us who further speculate that, in fifty or a 
hundred years’ time, we will all have acquired fluency in, 
say, Mandarin, or, if we haven’t, will be longing to learn it. 
[…] Consider the following argument: a language such as 
English can only be claimed to have attained an internatio-
nal status to the very extent it has ceased to be national, 
i.e., the exclusive property of this or that nation in particular 
(Widdowson). In other words, the U.K. or the U.S.A. or who-
soever cannot have it both ways. If they do concede that 
English is today a world language, then it only behooves 
them to also recognize that it is not their exclusive property, 
as painful as this might indeed turn out to be. In other words, 
it is part of the price they have to pay for seeing their lan-
guage elevated to the status of a world language. Now, the 
key word here is “elevated”. It is precisely in the process 
of getting elevated to a world status that English or what I 
insist on referring to as the “World English” goes through a 
process of metamorphosis.”
RAJAGOPALAN, K.The identity of “World English”. 
New Challenges in Language and Literature. Belo Horizon-
te: FALE/UFMG, 2009, p. 99-100.
The author’s main purpose in this paragraph is to
A) talk about the growing role of some countries in the 
spread of English in world affairs.
B) explain the process of changing which occurs when 
a language becomes international.
C) raise questions about the consequences posed to a 
language when it becomes international.
D) alert to the imminent rise of emergent countries and 
the replacement of English as a world language.
03. (Prefeitura de Cuiabá - MT - Professor de Ensi-
no Fundamental - Letras/ Inglês - SELECON – 2019)
Texto III
Warnock (2009) stated that the first reason to teach 
writing online is that the environment can be purely textual. 
Students are in a rich, guided learning environment in whi-
ch they express themselves to a varied audience with their 
written words. The electronic communication tools allow 
students to write to the teacher and to each other in ways 
that will open up teaching and learning opportunities for 
everyone involved. Besides, writing teachers have a unique 
opportunity because writing-centered online courses allow 
instructors and students to interact in ways beyond content 
delivery. They allow students to build a community through 
electronic means. For students whose options are limited, 
these electronic communities can build the social and pro-
fessional connections that constitute some of education’s 
real value (Warnock, 2009).
Moreover, Melor (2007) pointed out that social interac-
tion technologies have great benefits for lifelong education 
environments. The social interaction can help enhancing 
the skills such as the ability to search, to evaluate, to in-
teract meaningfully with tools, and so on. Education activi-
ties can usually take place in the classroom which teacher 
and students will face to face, but now, it can be carried 
out through the social network technologies including dis-
cussion and assessment. According to Kamarul Kabilan, 
Norlida Ahmad and Zainol Abidin (2010), using Facebook 
affects learner motivation and strengthens students’ social 
networking practices. What is more, according to Munoz 
and Towner (2009), Facebook also increases the level of 
web-based interaction among both teacher-student and stu-
dent-student. Facebook assists the teachers to connect with 
their students outside of the classroom and discuss about 
the assignments, classroom events and useful links.
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Hence, social networking services like Facebook can be chosen as the platform to teach ESL writing. Social networking 
services can contribute to strengthen relationships among teachers as well as between teachers and students. Besides, 
they can be used for teachers and students to share the ideas, to find the solutions and to hold an online forum when ne-
cessary. Using social networking services have more options than when using communication tools which only have single 
function, such as instant messaging or e-mail. The people can share interests, post, upload variety kinds of media to social 
networking services so that their friends could find useful information (Wikipedia, 2010).
(Adapted from: YUNUS, M. D.; SALEHI, H.; CHENZI, C. English Language Teaching; Vol. 5, No. 8; 2012.)
Das opções a seguir, aquela que se configura como o melhor título para o Texto III é:
A) Advantages of Integrating SNSs into ESL Writing Classroom
B) Using Communication Tools Which Only Have Single Function
C) Facebook Assists the Teachers to Connect with Their Students
D) Using Social Networking Services to Communicate with Colleagues
04. (Prefeitura de Cabo de Santo Agostinho - PE - Professor II – Inglês - IBFC – 2019)
Leia a tira em quadrinhos e analise as afirmativas abaixo.
I. No primeiro quadrinho Hagar consultou o velho sábio para saber sobre o segredo da felicidade.
II. No segundo quadrinho as palavras that e me se referem, respectivamente, ao “velho sábio” e a “Hagar”.
III. As palavras do velho sábio no último quadrinho são de que é melhor dar que receber.
Assinale a alternativa correta.
A) Apenas as afirmativas I e III estão corretas
B) Apenas as afirmativas II e III estão corretas
C) As afirmativas I, II e III estão corretas
D) Apenas a afirmativa I está correta
05. (Prefeitura de Cabo de Santo Agostinho - PE - Professor II – Inglês - IBFC – 2019)
THE ARAL: A DYING SEA
The Aral Sea was once the fourth biggest landlocked sea in the world – 66,100 square kilometers of surface. With 
abundant fishing resources, the Sea provided a healthy life for thousands of people. 
The Aral receives its waters from two rivers – the Amu Dar’ya and the Syr Dar’ya. In 1918, the Soviet government de-
cided to divert the two rivers and use their water to irrigate cotton plantations. These diversions dramatically reduced the 
volume of the Aral.
As a result, the concentration of salt has doubled and important changes have taken place: fishing industry and other 
enterprises have ceased: salt concentration in the soil has reduced the area available for agriculture and pastures; unem-
ployment has risen dramatically; quality of drinking water has been declining because of increasing salinity, and bacteriolo-
gical contamination; the health of the people, animal and plant life have suffered as well.
In the past few decades, the Aral Sea volume has decreased by 75 percent. This is a drastic change and it is human 
induced. During natural cycles, changes occur slowly, over hundreds of years.
The United Nations Environment Program has recently created the International Fund for Saving the Aral Sea. Even if 
all steps are taken, a substantial recovery might be achieved only with 20 years.
(From: https://www.unenvironment.org/) 
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De acordo com o texto: The diversion of the rivers has reduced the volume of the Aral..., assinale a alternativa 
correta.
A) by 60 percent
B) by 70 percent
C) by 75 percent
D) by 66,100 kilometers
GABARITO
01. B / 02. C / 03. A / 04. A / 05. C
Nouns (Countable and uncountable)
Regular and irregular plural of nouns: To form the plural of the nouns is very easy, but you must practice and 
observe some rules.
Regular plural of nouns
- Regra Geral: forma-se o plural dos substantivos geralmente acrescentando-se “s” ao singular.
Ex.: Motherboard – motherboards
Printer – printers
Keyboard – keyboards
- Os substantivos terminados em y precedido de vogal seguem a regra geral: acrescentam s ao singular.
 Ex.: Boy – boys Toy – toys
Key – keys
- Substantivos terminados em s, x, z, o, ch e sh, acrescenta-se es.
Ex.: boss – bosses tax – taxes bush – bushes
- Substantivos terminados em y, precedidos de consoante, trocam o y pelo i e acrescenta-se es. Consoante + y 
= ies
Ex.: fly – flies try – tries curry – curries
Irregular plurals of nouns
There are many types of irregular plural, but these are the most common:
- Substantivos terminados em fe trocam o f pelo v e acrescenta-se es. 
Ex.: knife – knives
life – lives
wife – wives
- Substantivos terminados em f trocam o f pelo v; então, acrescenta-se es.
Ex.: half – halves wolf – wolves loaf – loaves
- Substantivos terminados em o, acrescenta-se es. 
Ex.: potato – potatoes tomato – tomatoes volcano – volcanoes
 
- Substantivos que mudam a vogal e a palavra.
Ex.: foot – feet child – children person – people tooth – teeth mouse – mice
Countable and Uncountable nouns
Contáveis são os substantivos que podemos enumerar e contar, ou seja, que podem possuir tanta forma singular 
quanto plural. Eles são chamados de countable nouns em inglês.
Por exemplo, podemos contar orange. Podemos dizer one orange, two oranges, three oranges, etc.
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Incontáveissão os substantivos que não possuem forma no plural. Eles são chamados de uncountable nouns, 
de non-countable nouns em inglês. Podem ser precedidos por alguma unidade de medida ou quantificador. Em ge-
ral, eles indicam substâncias, líquidos, pós, conceitos, etc., que não podemos dividir em elementos separados. Por 
exemplo, não podemos contar “water”. Podemos contar “bottles of water” ou “liters of water”, mas não podemos 
contar “water” em sua forma líquida.
Alguns exemplos de substantivos incontáveis são: music, art, love, happiness, advice, information, news, furnitu-
re, luggage, rice, sugar, butter, water, milk, coffee, electricity, gas, power, money, etc.
Veja outros de countable e uncountable nouns:
QUESTÕES
01. (Pref. de Teresina - PI - Professor de Educação Básica - Língua Inglesa - NUCEPE – 2019)
The plural form of brother-in-law, foot and candy is
A) brothers-in-laws, feet ,candys.
B) brothers-in-law, feet, candies.
C) brother-in-laws, feet, candies.
D) brothers-in-law, foots, candies.
E) brother-ins-law, foots, candys.
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02. (SEDF - Professor Substituto – Inglês - Quadrix 
– 2018)
Based on the text, judge the following items.
The final “s” in “ideas” (line 2) and “brains” (line 8) is 
pronounced in the same way.
( ) Certo
( ) Errado
03. I normally have two long ________ a year.
A) holiday 
B) holidays 
C) holidaies 
D) holidayes
04. They have four ________, all girls.
A) childs 
B) childes 
C) childen 
D) children
05. You must remember to brush your _____ after 
eating.
A) tooths 
B) toothes
C) teeth 
D) teeths
GABARITO
01. B / 02. Certo / 03. B / 04. D / 05. C
Pronouns (subject, object, demonstrative, posses-
sive adjective and possessive pronouns )
O estudo dos pronomes é algo simples e comum. Em 
inglês existe apenas uma especificidade, que pode causar 
um pouco de estranheza, que é o pronome “it”, o qual não 
utilizamos na língua portuguesa; mas, com a prática, você 
vai conseguir entender e aprender bem rápido. 
Subject Pronouns
I (eu) I am a singer.
YOU (você, tu, vocês) You are a student.
HE (ele) He is a teacher.
SHE (ela) She is a nurse.
IT (ele, ela) It is a dog/ It is a table.
WE (nós) We are friends.
THEY (eles) They are good dancers.
O pronome pessoal (subject pronoun) é usado apenas 
no lugar do sujeito (subject), como mostra o exemplo abai-
xo:
Mary is intelligent = She is intelligent.
 
Uso do pronome “it”
- To refer an object, thing, animal, natural phenomenon.
Example: The dress is ugly. It is ugly. 
The pen is red. It is red.
The dog is strong. It is strong.
Attention
a) If you talk about a pet use HE or SHE
Dick is the name of my little dog. He’s very intelligent!
b) If you talk about a baby/children that you don’t know 
if is a girl or a boy.
The baby is in tears. It is in tears. The child is happy. It 
is happy.
Object Pronous
São usados como objeto da frase. Aparecem sempre 
depois do verbo.
ME
YOU
HIM
HER
IT
US
YOU
THEM
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Exemplos:
They told me the news.
She loves him so much.
Demonstrative Pronouns
Os pronomes demonstrativos são utilizados para de-
monstrar alguém ou alguma coisa que está perto ou longe 
da pessoa que fala ou de quem se fala, ou seja, indica po-
sição em relação às pessoas do discurso.
Veja quais são em inglês:
Singular Plural Singular Plural
THIS THESE THAT THOSE
Este/
esta/
isto
Estes/
estas
Aquele/
aquela/
aquilo
Aqueles/
aquelas
Usa-se o demonstrativo THIS/THESE para indicar se-
res que estão perto de quem fala. Observe o emprego dos 
pronomes demonstrativos nas frases abaixo: 
This method will work.
These methods will work.
O pronome demonstrativo THAT/THOSE é usado para 
indicar seres que estão distantes da pessoa que fala. Ob-
serve:
That computer technology is one of the most fundamen-
tal disciplines of engineering.
Those computers technology are the most fundamental 
disciplines of engineering.
Possessive Adjectives and Possessive Pronouns
Em inglês há, também, dois tipos de pronomes posses-
sivos, os Possessive Adjectives e os Possessive Pro-
nouns.
Possessive adjectives Possessive pronouns
My Mine
Your Yours
His His
Her Hers
Its Its
Our Ours
Your Yours
Their Theirs
Possessive Adjectives são usados antes de substan-
tivos, precedidos ou não de adjetivos.
Exemplos:
Our house is close.
I want to know your name.
Possessive Pronouns são usados para substituir a 
construção possessive adjective + substantivo, evitando 
assim a repetição.
Exemplo:
My house is yellow and hers is white.
Theirs is the most beautiful car in the town.
QUESTÕES
01. (Prefeitura de Fraiburgo - SC - Professor - Lín-
gua Inglesa - FEPESE – 2019)
The Disappearing Honeybee
Honeybees do more than just make honey. They fly 
around and pollinate flowers, plants, and trees. Our fruits, 
nuts, and vegetables rely.....................these pollinators. 
One third.....................America’s food supply is pollina-
ted.....................the honeybee.
Have you seen or heard a honeybee lately? Bees are 
mysteriously disappearing in many parts of the world. Most 
people don’t know about this problem. It is called “colony 
collapse disorder” (CCD). Some North American beekee-
pers lost 80% of their hives from 2006-2008. Bees in Italy 
and Australia are disappearing too.
The disappearance of the honeybee is a serious pro-
blem. Can you imagine never eating another blueberry? 
What about almonds and cherries? Without honeybees food 
prices will skyrocket. The poorest people always suffer the 
worst when there is a lack of food.
This problem affects other foods besides fresh produce. 
Imagine losing your favourite ice cream! Haagen Daaz is a 
famous ice cream company. Many of their flavours rely on 
the hard working honeybee. In 2008, Haagen Daaz began 
raising money for CCD. They also funded a garden at the 
University of California called The Haven. This garden helps 
raise awareness about the disappearing honeybee and tea-
ches visitors how to plant for pollinators.
Donating money to research is the most important thing 
humans can do to save the honeybee. Some scientists bla-
me CCD on climate change. Others think pesticides are kil-
ling the bees. Commercial bee migration may also cause 
CCD. Beekeepers transport their hives from place to place 
in order to pollinate plants year round.
https://www.englishclub.com/reading/environment/ho-
neybee.htm
Analyze the sentences according to structure and 
grammar use.
1. The underlined words in the following sentence: “ The 
poorest people always suffer the worst when there is a lack 
of food.”, are examples of adjectives in the comparative of 
superiority degree.
2. In the sentence:” Imagine losing your favourite ice 
cream!”, the underlined word is a noun.
3. The words in bold in the text: ‘they’ and ‘our’ are pro-
nouns.
4. The word ‘hives’ has the following definition: a contai-
ner for housing honeybees.
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Choose the alternative which contains all the correct af-
firmatives:
A) Only 3 is correct.
B) Only 4 is correct.
C) Only 1 and 2 are correct.
D) Only 2 and 3 are correct.
E) Only 2 and 4 are correct.
02. (IF-PA - Professor - Letras – Habilitação em Por-
tuguês e Inglês - FADESP – 2018)
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 
2016
So what happens to “learning” if we add the word “mobi-
le” to it? The increasing and rapidly developing use of mobile 
technology by English language learners is an unquestiona-
ble aspect of today’s classroom. However, the attitude EFL 
teachers develop towards the use of mobile devices as an aid 
for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers 
include the ability to bridge formal and informal learning, 
whichfor language learners may be realized through su-
pplementary out-of-classroom practice, translation support 
when communicating with target language speakers and the 
capture of difficulties and discoveries which can be instantly 
shared as well as being brought back into the classroom. 
Mobile learning can deliver, supplement and extend formal 
language learning; or it can be the primary way for learners 
to explore a target language informally and direct their own 
development through immediacy of encounter and challenge 
within a social setting. We still miss sufficient explicit connec-
tion between these two modes of learning, one of which is 
mainly formal and the other informal. Consequently, there are 
missed opportunities in terms of mutual benefit: formal edu-
cation remains somewhat detached from rapid socio-techno-
logical change, and informal learning is frequently sidelined 
or ignored when it could be used as a resource and a way 
to discover more about evolving personal and social motiva-
tions for learning.
One example of how mobile devices can bridge formal 
and informal learning is through instantmessaging applica-
tions. Both synchronous and asynchronous activities can be 
developed for language practice outside the classroom. For 
example, in a discussion group on Whatsapp, students can 
discuss short videos, practice vocabulary with picture colla-
ges, share recent news, create captions and punch lines for 
memes, and take turns to create a multimodal story. Teachers 
can also create applications specifically to practice new voca-
bulary and grammar to support classroom learning.
Digital and mobile media are changing and extending 
language use to new environments as well as creating oppor-
tunities to learn in different ways. Mobile technology enables 
us to get physically closer to social contexts of language use 
which will ultimately influence the ways that language is used 
and learned. Therefore, let us incorporate mobile learning into 
our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-
-mobile-going-further/)
In “Consequently, there are missed opportunities in ter-
ms of mutual benefit: formal education remains somewhat 
detached from rapid socio-technological change, and infor-
mal learning is frequently sidelined or ignored when it could 
be used as a resource and a way to discover more about 
evolving personal and social motivations for learning.”, the 
pronoun it (paragraph 2, line 10) refers to:
A) formal education
B) informal learning
C) mutual benefit
D) change
E) resource
03. (CRA-PR - Analista Sistema - Quadrix – 2019)
Based on the text, judge the item below.
“them” (line 22) refers to “applications” (line 21).
( ) Certo
( ) Errado
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04. (CRM-PR - Técnico em Tecnologia da Informa-
ção - Quadrix – 2018)
Based on the text, judge the following item.
“They” in “They’re all” (line 4) refers to “two superhe-
roes” (line 1).
( ) Certo
( ) Errado
05. (SEDF - Professor Substituto – Inglês - Quadrix 
– 2018)
Based on the text, judge the following item.
The singular form of “These” (line 3) is either This or 
That.
( ) Certo
( ) Errado
GABARITO
01. E / 02. B / 03. Certo / 04. Errado / 05. Errado
Articles (definite and indefinite)
Definite Article
THE = o, a, os, as
Usos
- Antes de substantivos tomados em sentido restrito.
THE coffee produced in Brazil is of very high quality.
I hate THE music they’re playing.
- Antes de nomes de países no plural ou que conte-
nham as palavras Kingdom, Republic, Union, Emirates.
THE United States
THE Netherlands
THE United Kingdom
THE Dominican Republic
- Antes de adjetivos ou advérbios no grau superlativo.
John is THE tallest boy in the family.
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- Antes de acidentes geográficos (rios, mares, oceanos, 
cadeias de montanhas, desertos e ilhas no plural), mesmo 
que o elemento geográfico tenha sido omitido.
THE Nile (River)
THE Sahara (Desert)
- Antes de nomes de famílias no plural.
THE Smiths have just moved here.
- Antes de adjetivos substantivados.
You should respect THE old.
- Antes de numerais ordinais.
He is THE eleventh on the list.
- Antes de nomes de hotéis, restaurantes, teatros, cine-
mas, museus.
THE Hilton (Hotel)
- Antes de nacionalidades.
THE Dutch
- Antes de nomes de instrumentos musicais.
She plays THE piano very well.
- Antes de substantivos seguidos de preposição.
THE Battle of Trafalgar
Omissões
- Antes de substantivos tomados em sentido genérico.
Roses are my favorite flowers.
- Antes de nomes próprios no singular.
She lives in South America.
- Antes de possessivos.
My house is more comfortable than theirs.
- Antes de nomes de idiomas, não seguidos da palavra 
language.
She speaks French and English. (Mas: She speaks 
THE French language.)
- Antes de nomes de estações do ano.
Summer is hot, but winter is cold.
Casos especiais
- Não se usa o artigo THE antes das palavras church, 
school, prison, market, bed, hospital, home, university, 
college, market, quando esses elementos forem usados 
para seu primeiro propósito.
She went to church. (para rezar)
She went to THE church. (talvez para falar com alguém)
- Sempre se usa o artigo THE antes de office, cathe-
dral, cinema, movies e theater.
Let’s go to THE theater.
They went to THE movies last night.
Indefinite Article
A / AN = um, uma
1. A
- Antes de palavras iniciadas por consoantes.
A boy, A girl, A woman
- Antes de palavras iniciadas por vogais, com som con-
sonantal.
A uniform, A university, A European
2. AN
- Antes de palavras iniciadas por vogais.
AN egg, AN orange, AN umbrella
- Antes de palavras iniciadas por H mudo (não pronun-
ciado).
AN hour, AN honor, AN heir
B. Usos
- Para se dar ideia de representação de um grupo, an-
tes de substantivos.
A chicken lays eggs. (Todas as galinhas põem ovos.)
- Antes de nomes próprios no singular, significando “um 
tal de”.
A Mr. Smith phoned yesterday.
- No modelo:
WHAT + A / AN = adj. + subst.
What A nice woman!
- Em algumas expressões de medida e frequência.
A dozen
A hundred
Twice A year
- Em certas expressões.
It’s A pity, It’s A shame, It’s AN honor...
- Antes de profissão ou atividades.
James is A lawyer.
Her sister is A physician.
C. Omissão
- Antes de substantivos contáveis no plural.
Lions are wild animals.
- Antes de substantivos incontáveis.
Water is good for our health.
* Em alguns casos, podemos usar SOME antes dos 
substantivos.
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Prepositions (time and place)
As preposições são muito utilizadas na estrutura das frases. Em inglês não poderia ser diferente. As preposições 
expressam lugar ou posição, direção, tempo, maneira (modo), e agente (ou instrumento).
The keyboard is on the desk - (lugar ou posição).
Raphael ran toward the hotel - (direção).
The plane arrived at eleven o’clock - (tempo).
David travels by train - (maneira ou modo).
The computer was broken by him - (agente).
PREPOSIÇÕES
AT
Horas The airplane will arrive at five o’clock.
Datas We have a big party at Christmas.
Lugares He is at the drugstore.
Cidades pequenas She lives at Barcelos.
Períodos do dia She works at night.
(noon, night, midnight, dawn)
Endereços completos Fabrizio lives at 107 Boulevard Street.
IN
Períodos do dia Marcus works in the morning.(exceto noon, night, 
midnight e dawn) 
Meses The case will arrive in March.
Estações do ano It’s very hot in summer.
Anos David graduaded in 2008.
Séculos Manaus was created in 18th century.
Expressões do tempo The computer will be working in few days.
Expressões de lugar (dentro) The memory is in the CPU.
Estados, Cidades grandes, Países, 
Continentes
August lives in São Paulo.
There are many developed countries in Europe.ON
“sobre” Our bags are on the reception desk.
Dias da semana He has class on Friday.
Datas He has class on Friday.
Transportes coletivos There are a lot of people on that plane.
Nomes de ruas ou avenidas The CETAM is on Djalma Street.
“floor” Gabriel lives on the 8th floor.
 
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Prepositions of Place
QUESTÕES
01. (Prefeitura de Fraiburgo - SC - Professor - Língua Inglesa - FEPESE – 2019)
The Disappearing Honeybee
•	 Honeybees do more than just make honey. They fly around and pollinate flowers, plants, and trees. Our 
fruits, nuts, and vegetables rely.....................these pollinators. One third.....................America’s food supply is polli-
nated.....................the honeybee.
Have you seen or heard a honeybee lately? Bees are mysteriously disappearing in many parts of the world. Most 
people don’t know about this problem. It is called “colony collapse disorder” (CCD). Some North American beekeepers 
lost 80% of their hives from 2006-2008. Bees in Italy and Australia are disappearing too.
The disappearance of the honeybee is a serious problem. Can you imagine never eating another blueberry? What 
about almonds and cherries? Without honeybees food prices will skyrocket. The poorest people always suffer the 
worst when there is a lack of food.
This problem affects other foods besides fresh produce. Imagine losing your favourite ice cream! Haagen Daaz is 
a famous ice cream company. Many of their flavours rely on the hard working honeybee. In 2008, Haagen Daaz began 
raising money for CCD. They also funded a garden at the University of California called The Haven. This garden helps 
raise awareness about the disappearing honeybee and teaches visitors how to plant for pollinators.
Donating money to research is the most important thing humans can do to save the honeybee. Some scientists 
blame CCD on climate change. Others think pesticides are killing the bees. Commercial bee migration may also cause 
CCD. Beekeepers transport their hives from place to place in order to pollinate plants year round.
https://www.englishclub.com/reading/environment/honeybee.htm
Choose the alternative that presents the correct prepositions that are missing in the first paragraph.
A) on • of • by
B) in • off • by
C) at • from • about
D) on • from • by
E) at • of • due to
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02. (Prefeitura de Sapucaia do Sul - RS - Professor – Área II – Língua Inglesa - FUNDATEC – 2019)
In lines 02, 03, 20 and 27 the correct sequence of particles to fill in the blanks is:
A) on – on – to – to
B) on – at – for – to
C) on – at – for – for
D) in – at – for – for
E) in – on – for – to
03. (SCGás – Advogado - IESES – 2019)
Complete the sentences with in, at or on and choose the correct alternative.
She lives _____ the countryside.
Mark is _____ university.
Don´t drop litter ____ the ground.
I arrived ____ the USA last week.
A) in - at - on - on
B) in - at - on - in
C) on - on - in - in
D) at - in - in - in
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04. (Pref. de Teresina - PI - Professor de Educação 
Básica - Língua Inglesa - NUCEPE – 2019)
Smiling Can Actually Make People Happier, Study 
Finds
Researchers of a new study find that the simple act 
(1)______ smiling can actually make a person happier. Evi-
dently, nearly 50 years of data shows facial expressions can 
affect an individual’s emotions or feelings.
Emotional Debate 
For over 100 years, psychologists have been debating 
whether facial expressions can affect emotions. The argu-
ment became even more pronounced (2)______ 2016 after 
17 teams of scientists failed to replicate a popular experi-
ment that would supposedly show that smiling can actually 
make people happier. 
While there are some studies that do not show a re-
lationship (3)______facial expressions and emotional fee-
lings, the researchers of the new study believe that they 
can’t focus on the data from just one. As such, they scoured 
data from 138 studies, which tested over 11,000 participants 
(4)_____ all over the world. 
“But we can’t focus on the results of any one study. 
Psychologists have been testing this idea since the early 
1970s, so we wanted to look at all the evidence,” said lead 
researcher Nicholas Coles, PhD. 
Facial Expressions Affect People’s Emotions 
Based on the team’s meta-analysis, facial expressions 
do, in fact, have a small impact on emotions. For instance, 
a person who smiles will feel happier, a person who scowls 
will feel angrier, and a person who frowns will feel sadder. 
While the effects aren’t very powerful or long-lasting, it is 
significant enough to show a correlation. 
According to researchers, their findings bring us closer 
to understanding how human emotions work and how the 
mind and body work together to shape how we experience 
emotions. That said, they do note that they are not saying 
that people can just smile their way to happiness, especially 
when it comes to mental health conditions such as depres-
sion. 
The study is published in Psychological Bulletin. 
Source: https://www.techtimes.com/arti-
cles/241396/20190413/smiling-can-actually-make-peo-
plehappier-study-finds.htm(adapted)Access: April 13th, 
2019 
The alternative that has suitable prepositions to comple-
te the brackets, respectively:
A) on, out, behind, in.
B) of, in , between, from.
C) of, beside, on , of.
D) on, at, from, between.
E) in, of, between, at.
05. (Pref. de Teresina - PI - Professor de Educação 
Básica - Língua Inglesa - NUCEPE – 2019)
Choose the best alternative to complete the blanks:
Anne was born ___July 2nd, ___the morning ___Ger-
many.
A) on / in / in.
B) in / in / in.
C) on / in / on.
D) on / in / at.
E) at / on / on.
GABARITO
01. A / 02. C / 03. B / 04. B / 05. A
Verb tenses
Infinitive
A forma infinitiva do inglês é to + verbo
Usos:
- após numerais ordinais
He was the first to answer the prohne.
- com too e enough
This house is too expensive for me to buy.
He had bought food enough to feed a city!
- após o verbo want
I want you to translate the message.
- após os verbos make, let e have (sem to)
This makes me feel happy.
Let me know if you need any information.
- após o verbo help (com ou sem to)
She helped him (to) choose a new car.
Observações:
Certos verbos admitem o gerund ou infinitive sem al-
teração de sentido.
It started raining. / It started to rain.
He began to clean the house. / He began cleaning 
the house.
2. O verbo STOP admite tanto o gerund quanto o infini-
tive com alteração de sentido.
He stopped smoking.
(= Ele parou de fumar.)
He stopped to smoke.
(= Ele parou para fumar.)
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Imperative
O imperativo, é usado para dar ordens, instruções, fa-
zer pedidos e até mesmo aconselhar alguém. É uma forma 
verbal utilizada diariamente e que muita gente acaba não 
conhecendo.
A forma afirmativa sempre inicia com o verbo.
Exemplos:
Eat the salad. – Coma a salada.
Sit down! – Sente-se
Help me! – Me ajude!
Tell me what you want. – Me diga o que você quer.
Be careful! – Tome cuidado!
Turn the TV down. – Desligue a televisão.
Complete all the sentences. – Complete todas as sen-
tenças.
Be quiet, please! – Fique quieto, por favor!
Frases na forma negativa sempre acrescentamos o 
Don’t antes do verbo.
Exemplos:
Don’t be late! – Não se atrase!
Don’t yell in the church! – Não grite na igreja!
Don’t be scared. – Não se assuste.
Don’t worry! – Não se preocupe!
Don’t drink and drive. – Não beba e dirija.
Simple Present
O Simple Present é a forma verbal simples do presente. 
O você precisa fazer para usar o Simple Present é saber os 
verbos na sua forma mais simples. Por exemplo “to go” que 
significa ir, é usado em “I go”para dizer eu corro.
Exemplos de Simple Present:
I run – Eu corro
You run – Você corre/Vocês correm
We run – Nós corremos
They run – Eles correm
Regras do Simple Present
As únicas alterações que acontecem nos verbos se li-
mitam aos pronomes he, she e it. De modo geral, quando 
vamos usar o Simple Present para nos referirmos a ele, ela 
e indefinido, a maioria dos verbos recebe um “s” no final:
He runs – Ele corre
She runs – Ela corre
It runs – Ele/ela corre
Para verbos que têm algumas terminações específicas 
com “o”, “s”, “ss”, “sh”, “ch” “x” ou “z”, deve-se acrescentar 
“es” no final:
He goes – Ele vai
She does – Ela faz
It watches – Ele/ela assiste
Quando o verbo termina com consoantes e “y” no final. 
Por exemplo, os verbos study, try e cry e têm consoantes 
antes do “y”. Nesses casos, você deve tirar o “y” e acres-
centar “ies” no lugar. Veja o exemplo:
He studies – Ele estuda
She tries – Ela tenta
It cries – Ele/ela chora
Com verbos que também terminam com “y” e têm uma 
vogal antes, permanece a regra geral da maioria dos ver-
bos: acrescentar apenas o “s” ao final da palavra.
He enjoys – Ele gosta
She stays – Ela fica
It plays – Ele/ela brinca
Formas afirmativa, negativa e interrogativa
Present Continuous
- Usamos o Present Continuous para ações ou acon-
tecimentos ocorrendo no momento da fala com as expres-
sões now, at present, at this moment, right now e outras.
Exemplo:
She is running at the park now.
- Usamos também para ações temporárias.
Exemplos:
He is sleeping on a sofá these days because his bed is 
broken.
- Futuro próximo.
Exemplo:
The train leaves at 9 pm.
 
 Observações:
- Alguns verbos não são normalmente usados nos tem-
pos contínuos. Devemos usá-los, preferencialmente, nas 
formas simples: see, hear, smell, notice, realize, want, 
wish, recognize, refuse, understand, know, like, love, 
hate, forget, belong, seem, suppose, appear, have (= ter, 
possuir), think (= acreditar).
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- Verbos monossilábicos terminados em uma só consoante, precedida de uma só vogal, dobram a consoante final 
antes do acréscimo de –ing.
Exemplos:
Run → running
swim → swimming
- Verbos dissilábicos terminados em uma só consoante, precedida de uma só vogal, dobram a consoante final somen-
te se o acento tônico incidir na segunda sílaba.
Exemplos:
prefer → preferring
admit → admitting
listen → listening
enter → entering
- Verbos terminados em –e perdem o –e antes do acréscimo de –ing, mas os terminados em –ee apenas acrescen-
tam –ing.
Exemplos:
make → making
dance → dancing
agree → agreeing
flee → fleeing
- Verbos terminados em –y recebem –ing, sem perder o –y.
Exemplos:
study → studying
say → saying
- Verbos terminados em –ie, quando do acréscimo de –ing, perdem o –ie e recebem –ying.
Exemplos:
lie → lying
die → dying
Porém, os terminados em –ye não sofrem alterações.
dye → dyeing
Formas afirmativa, negativa e interrogativa
Immediate Future
O simple future é um das formas usadas para expressar ações futuras. Em geral vem acompanhado de palavras que 
indicam futuro, como: tomorrow, next. Geralmente, usamos a palavra “will”. Posteriormente, você verá que também pode-
mos utilizar “be going to” para formar o futuro e a diferença de utilização entre eles.
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Example:
Affirmative: What will you study? 
Negative: I will study English.
Interrogative: I won’t study English.
Note: we use the auxiliary verb WILL + verbs in infinitive 
(without “to” ).
Forma contraída
I will study - I’ll study
You will travel - You’ll travel
He will / She will eat - He’ll / She’ll eat
It will happen - It’ll happen
We will work - We’ll work
You will dance - You’ll dance
They will do - They’ll do
Simple Past
With most verbs, the simple past is created simply by 
adding “ED”. That form belongs for all to the people, not 
varying in the 3rd person.
Simple past is used to indicate an accomplished action 
and totally finished in the past, corresponding in Portugue-
se, the perfect preterite as imperfect preterite.
Ex.: Santos Dumont lived in France. He created the 14 
Bis.
Regra geral Acrescenta-se “ed” Play – played
Verbos 
terminados em 
“e”
Acrescenta-se “d” Like – liked
Verbos 
terminados em 
y precedido de 
consoante 
Mudam o y para i e 
acrescentam “ed” Study – studied
Example:
To work
I worked
You worked
He worked
She worked
It worked
We worked
They worked
Simple past – negative and interrogative form
Usos:
- ações definidas no passa do com yesterday, ...ago, 
last night (week,month etc) e expressõesque indiquem 
ações completamente terminadas no passado.
Exemplos:
Peter flew to London last night.
Cabral discovered Brazil in 1500.
- ações habituais no passado com as mesmas expres-
sões e advérbios que indicam ações habituais no presente.
Exemplos:
They visited rarely visited their grandparents. 
She often got up at 6.
 
- após as if e as though (= como se) e após o verbo 
wish.
Exemplos:
She behaves as if she knew him. 
I wish I had more time to study.
 
- No caso do verbo BE, todas as pessoas terão a mes-
ma forma (were).
Exemplos:
She acts as though she were a queen. 
I wish I were younger.
 
- após if only (= se ao menos)
Exemplos:
If only I knew the truth.
If only he understood me.
 
OBSERVAÇÕES
1. As regras de “dobra” de consoantes existentes para o 
acréscimo de -ing aplicam-se quando acrescentarmos -ed.
stop → stopped
prefer → preferred
2. Verbos terminados em -y perdem o -y e recebem o 
acréscimo de -ed quando o -y aparecer depois de umacon-
soante. Caso contrário, o -y permanece.
rely → relied
play → played
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Past Continuous 
Usos:
- ação que estava ocorrendo no passado quando outra 
ação passada começou.
Exemplos:
They were having a bath when the phone rang.
She was watching TV when Stanley arrived.
- ação ou acontecimento que continuou por algum tem-
po no passado.
Exemplos:
This time last year I was living in London.
I saw you last night. You were waiting for a bus.
Present Perfect
Usos:
- ação indefinida no passado, sem marca de tempo. 
Isso o diferencia do Simple Past.
We have finished our homework.
Jane has traveled to London.
They have accepted the job offer.
- com os advérbios EVER, NEVER, ALREADY, YET, 
JUST, SO FAR, LATELY, RECENTLY e expressões como 
ONCE, TWICE, MANY TIMES, FEW TIMES etc.
Have you EVER seen a camel?
She has NEVER been to Greece.
The students have ALREADY written their composi-
tions.
The bell hasn’t rung YET.
Our cousins have JUST arrived.
We have read five chapters SO FAR.
She has traveled a lot LATELY.
Have you seen any good films RECENTLY?
I have flown on an airplane MANY TIMES.
- com SINCE (= desde) e FOR (= há, faz)
She has lived in New York SINCE 2013.
She has lived in New York FOR 7 years.
QUESTÕES
01. (Prefeitura de Cabo de Santo Agostinho - PE - 
Professor II – Inglês - IBFC – 2019)
O tempo verbal utilizado para descrever fatos que 
aconteceram em tempo não determinado chama-se 
_____. Assinale a alternativa que preencha correta-
mente a lacuna.
A) Past continuous
B) Past simple
C) Present simple
D) Present perfect
02. (Prefeitura de São José do Cedro - SC - Pro-
fessor –Inglês - AMEOSC – 2019)
Did you _____________ that Pilates was born in pri-
son and inspired by cats?
Identify the best alternative that completes the con-
text.
A) Knew.
B) Know.
C) Told them.
D) Brought.
03. (AMEOSC - 2019 - Prefeitura de São Miguel do 
Oeste - SC - Professor - Língua Inglês)
Observe the paragraph below.
Over the past few years, a bunch of similar books 
______ to fill the yawning gaps left in recorded history 
regarding women’s contributions recently.
Identify the best alternative that completes the con-
text.
A) Has attempted.
B) Had attempted.
C) Have attempted.
D) Are attempted.
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04. (CRA-PR - Analista Sistema I - Quadrix – 2019)
Based on the text, judge the item below.
The infinitive form of “taught” (line 2) is think.
( ) Certo
( ) Errado
05. (Pref. de Teresina - PI - Professor de Educação 
Básica - Língua Inglesa – NUCEPE – 2019)
Planet’s ocean-plastics problem detailed in 60-year 
data set
Researchers find evidence of rising plastic pollution in an 
accidental source: log books for planktonmonitoring instru-
ments. Matthew Warren 
Scientists have uncovered the first strong evidence that 
the amount of plastic polluting the oceans has risen vastly 
in recent decades — by analysing 60 years of log books for 
plankton-tracking vessels. 
Data recorded by instruments known as continuous 
plankton recorders (CPRs) — which ships have collectively 
towed millions of kilometres across the Atlantic Ocean — 
show that the trackers have become entangled in large plas-
tic objects, such as bags and fishing lines, roughly three times 
more often since 2000 than in preceding decades.
This is the first time that researchers have demonstra-
ted the rise in ocean plastics using a single, longterm data 
set, says Erik van Sebille, an oceanographer at Utrecht Uni-
versity in the Netherlands. “I’m excited that this has been 
finally done,” he says. The analysis was published on 16 
April in Nature Communications. 
 Although the findings are unsurprising, long-term data 
on ocean plastics had been scant: previous studies looked 
mainly at the ingestion of plastic by sea creatures over shor-
ter timescales, the researchers say.
Fishing for data
CPRs are torpedo-like devices that have been used 
since 1931 to survey plankton populations, by filtering the 
organisms from the water using bands of silk. Today, volun-
teer ships such as ferries and container ships tow a fleet of 
CPRs around the world’s oceans. 
(…)Each time a ship tows a CPR, the crew fills in a log 
book and notes any problems with the device. So Ostle and 
her colleagues looked through all tow logs from the North 
Atlantic between 1957 and 2016, to determine whether plas-
tic entanglements have become more common.
Evidence analysis
(…)Van Sebille says that because the study focused on 
large plastic items, it doesn’t reveal much about the quan-
tity of microplastics — fragments fewer than 5 millimetres 
long — in the oceans. These tiny contaminants come from 
sources such as disposable plastic packaging, rather than 
from fishing gear.
Nevertheless, he adds, the study demonstrates that fi-
sheries play a major part in plastic pollution, and will provide 
useful baseline data for tracking whether policy changes af-
fect the levels of plastic in the oceans. “As fisheries become 
more professional, especially in the North Sea, hopefully we 
might see a decrease,” he says.
Source: https://www.nature.com/articles/d41586-019-
01252-0 (adapted).
Access: April 20th, 2019 
The alternative in which “play” has the same meaning 
as in the sentence:“Nevertheless, he adds, the study de-
monstrates that fisheries play a major part in plastic pollu-
tion, and…” is:
A) The children play at the playground.
B) They play the violin very well.
C) He plays an important role in my life.
D) She plays soccer on weekends.
E) The play starts at 8 p.m.
GABARITO
01. D / 02. B / 03. C / 04. Errado / 05. C
Adjectives (comparative and superlative)
Em Inglês utilizamos adjetivos para comparar duas coi-
sas ou mais. Eles podem ser classificados em dois graus: 
comparativo e superlativo.
O grau comparativo é usado para comparar duas coi-
sas. Já o superlativo, usamos para dizer que uma coisa se 
destaca num grupo de três ou mais.
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Exemplos:
As cold as = tão frio quanto
Not so (as) cold as = não tão frio quanto
Less cold than = menos frio que
The least cold = o menos frio
As expensive as = tão caro quanto
Not so (as) expensive as = não tão caro quanto
Less expensive than = menos caro que
The least expensive = o menos caro
Observações:
1. Usamos os sufixos –er ou –est com adjetivos / advér-
bios de uma só sílaba.
Exemplos:
taller than = mais alto que / the tallest = o mais alto
bigger than = maior que / the biggest = o maior
2. Usamos os sufixos –er ou –est com adjetivos de 
duas sílabas.
Exemplos:
happier than = mais feliz que
cleverer than = mais esperto que
the happiest = o mais feliz
the cleverest = o mais esperto
3. Usamos os prefixos more e most com adjetivos de 
mais de duas sílabas.
Exemplos:
More comfortable than = mais confortável que
More careful than = mais cuidadoso que
The most comfortable = o mais confortável
The most careful = o mais cuidadoso
4. Usamos os prefixos more e most com advérbios 
de duas sílabas.
Exemplos:
More afraid than = mais amedrontado que
More asleep than = mais adormecido que
The most afraid = o mais amedrontado
The most asleep = o mais adormecido
5. Usamos os prefixos more e most com qualquer 
adjetivo terminado em –ed, –ing, –ful, –re, –ous.
Exemplos:
tired – more tired than – the most tired (cansado)
charming – more charming than – the most char-
ming (charmoso)
hopeful – more hopeful than – the most hopeful (es-
perançoso)
sincere – more sincere than – the most sincere (sin-
cero)
famous – more famous than – the most famous (fa-
moso)
Variações ortográficas
- Adjetivos monossilábicos terminados em uma só 
consoante, precedida de uma só vogal dobram a con-
soante final antes de receberem –er ou –est.
Exemplos:
fat – fatter than – the fattest (gordo)
thin – thinner than – the thinnest (magro)
- Adjetivos terminados em Y, precedido de vogal, tro-
cam o Y por I antes do acréscimo de –er ou –est:
Exemplos:
angry – angrier than – the angriest (zangado)
happy – happier than – the happiest (feliz)
Exceção
shy - shyer than - the shyest (tímido)
- Adjetivos terminados em E recebem apenas –r ou 
–st.
Exemplos:
nice – nicer than – the nicest (bonito, simpático)
brave – braver than – the bravest (corajoso)
Formas irregulares
Alguns adjetivos e advérbios têm formas irregulares no 
comparativo e superlativo de superioridade.
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good (bom / boa) better than - the bestwell (bem)
bad (ruim / mau) - the worstbadly (mal)
little (pouco) less than - the least
Alguns adjetivos e advérbios têm mais de uma forma 
no comparativo e superlativo de superioridade.
far (longe)
farther than – the farthest (distância)
further (than) – the furthest (distância / adicional)
old (velho)
older than – the oldest
elder – the eldest (só para elementos da mesma fa-
mília)
late (tarde)
the latest (o mais recente)
the last (o último da série)
QUESTÕES
01. (Prefeitura de Blumenau - SC - Professor - In-
glês – Matutino - FURB – 2019)
What is the sequence that presents the correct example 
assessment items with their grammatical focus listed below? 
Grammatical focus: A superlative B past simple C gerunds 
and infinitives D relative pronouns E present simple passive 
F second conditional
Example assessment items: 1) Complete the sen-
tences with the correct word(s). I .......... there for six years 
before moving to Budapest. 2) Complete the descriptions 
with who or which. This is a kind of cheese .......... is made 
from goat’s milk not cow’s milk. 3) Rewrite the sentences 
using the correct form of the verbs in brackets. Whe-
re (you/fly) if (you/be) a bird? 4) Complete the sentences 
with the correct form of the verbs in brackets. Coffee 
(grow) in Brazil. It (export) to many countries in the world. 5) 
Complete the sentences with ... +ing or to + ... . I decided 
(send) a letter to my friend. 6) Complete the sentences 
with an appropriate adjective. Shanghai is the .......... city 
in the world.
Mark the alternative that presents the correct sequence:
A) B – D – F – E – C – A.
B) F – E –C – A – D – B.
C) A – C – B – E – D – F.
D) C – A – F – B – D – E.
E) B – E – D –C – F – A.
02. (Prefeitura de São Miguel do Oeste - SC - Pro-
fessor - Língua Inglesa - AMEOSC – 2019)
Analyze the sentences below:
I. She can read music much more quickly then I can;
II. Until 2005, the film had made the most money that 
any British film had ever made;
III. A lot of people behaved badly at the party, but she 
behaved worst of all.
Indicate the correct alternative according to the compa-
rative form.
A) The items I and II, only.
B) The items II and III, only.
C) The item III, only.
D) The items I, II, and III.
03. (Prefeitura de Salvador - BA - Professor Língua 
Estrangeira – Inglês - FGV - 2019)
TEXT III
(Source: https://pt.wikipedia.org/wiki/Green_Book)
Here are six reviews on Green Book:
1. The screenplay essentially turns Shirley into a black 
man who thematically shapeshifts into whoever will make 
the story appealing to white audiences - and that’s inexcu-
sable.
Lawrence Ware New York Times
2. Green Book is effective and affecting while being ca-
reful to avoid overdosing its audience on material that some 
might deem too shocking or upsetting.
James Berardinelli ReelViews
3. In a world that seems to get uglier every day, this 
movie’s gentle heart and mere humanity feel like a salve.
Leah Greenblatt Entertainment Weekly
4. A bizarre fish-out-of-water comedy masquerading as 
a serious awards-season contender by pretending to ad-
dress the deep wound of racial inequality while demonstra-
ting its profound inability, intellectually and dramatically, to 
do that.
Kevin Maher Times (UK)
5. Sometimes life is stranger than art, sometimes art 
imitates life, and sometimes life imitates art. If life starts imi-
tating hopeful art - that’s uplifting. That’s the goal of art, as I 
see it. “Green Book” uplifts.
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Mark Jackson Epoch Times
6. There’s not much here you haven’t seen before, and 
very little that can’t be described as crude, obvious and bor-
derline offensive, even as it tries to be uplifting and affirma-
tive.
A.O. Scott New York Times
(Source: https://www.rottentomatoes.com/m/green_
book/reviews/) 
In the sentence “to get uglier every day” (#3), “uglier” is 
to “more beautiful” as
A) faster is to quicker.
B) lighter is to darker.
C) tougher is to harder.
D) sadder is to more unhappy.
E) freer is to more independent.
04. (CRM-PR - Analista de Tecnologia da Informa-
ção - Quadrix – 2018)
Based on the text, judge the following item.
“bad” in “reception was sometimes bad” (line 9) is not 
the contrary of better.
( ) Certo
( ) Errado
05. (SEDUC-CE - Professor - Língua Inglesa - UE-
CE-CEV – 2018)
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Extracted from: https://education.cuportland.edu/blog/
classroom-resources eaching-strategiesfor-english-tea-
chers/
Read the following sentences:
I. “This can be a very valuable teaching strategy for 
both the teacher and the student, …” (lines 25-27). II. “In 
addition, teachers can observe how different students 
learn and what strategies might work better in the futu-
re (lines. 31- 34). III. “…they will find more interesting 
than a general lecture on a chapter in a book” (ls. 43-45). 
Considering the sentences above, it is correct to say that 
there are examples of comparative forms of adjectives in
A) I, II and III.
B) II and III.
C) I and II.
D) I and III.
GABARITO
01. A / 02. B / 03. B / 04. Certo / 05. B
Adverbs (manner, modifier and frequency)
- Advérbios de frequência (OFTEN, GENERALLY, SO-
METIMES, NEVER, SELDOM, ALWAYS...) são colocados, 
de preferência, ANTES do verbo principal ou APÓS o verbo 
auxiliar ou o verbo to be.
They USUALLY watch TV in the evenings. 
She is ALWAYS late. 
These curtains have NEVER been cleaned.
 
Expressões adverbiais de freqüência são colocadas no 
final ou no início de uma oração.
They watch TV EVERY EVENING.
ONCE A WEEK they go swimming.
- Advérbios de probabilidade (POSSIBLY, PROBABLY, 
CERTAINLY...) são colocados antes do verbo principal mas 
após be ou um verbo auxiliar.
He PROBABLY knows her phone number.
He is CERTAINLY at home now.
 
PERHAPS e MAYBE aparecem normalmente no come-
ço de uma oração.
PERHAPS I’ll see her later.
MAYBE you’re right.
- Advérbios de tempo (TODAY, TOMORROW, NOW, 
SOON, LATELY...) são colocados no final ou no início de 
uma oração.
He bought a new camera YESTERDAY.
ON MONDAY I’m going to London.
- Advérbios de modo (SLOWLY, QUICKLY, GENTLY, 
SOFTLY, WELL...) aparecem normalmente no final da ora-
ção. Alguns advérbios podem também aparecer no início de 
uma oração se quisermos enfatizá-los.
She entered the room SLOWLY.
SLOWLY she entered the room.
- Grande parte dos advérbios de modo é formada 
pelo acréscimo de LY ao adjetivo.
serious seriousLY
careful carefulLY
quiet quietLY
heavy heaviLY
bad badLY
Porém, nem todas as palavras terminadas em LY são 
advérbios.
lonely solitário (adjetivo)
lovely encantador (adjetivo)
silly tolo (adjetivo)
elderly idoso (adjetivo)
- Advérbios de lugar (HERE, THERE, EVERYWHE-
RE...) são usados no início ou no final de orações.
You’ll find what you want HERE.
THERE comes the bus.
- MODO, LUGAR, TEMPO
A posição normal dos advérbios em uma oração é:
He did his job CAREFULLY AT HOME YESTERDAY.
 
 MODO LUGAR TEMPO
- LUGAR, MODO, TEMPO
Com verbos de movimento, a posição normal é:
She traveled TO LONDON BY PLANE LAST WEEK. 
 
 LUGAR MODO TEMPO
QUESTÕES
01. (Pref. de Teresina - PI - Professor de Educa-
ção Básica - Língua Inglesa - NUCEPE – 2019)
The alternative that contains only adverbs of frequen-
cy is
A) always – often – usually – rarely.
B) frequently – sometimes – early -.
C) badly – often – never – actually.
D) really – seldom – hardly ever.
E) occasional – fast –there – finally
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02. (SEDF - Professor – Inglês – Quadrix – 2017)
Based on the text, judge the following items.
“rarely” (line 20) means seldom.
( ) Certo
( ) Errado
03. (SEDF - Professor – Inglês – Quadrix – 2017)
Based on the text, judge the following items.
The adverb “often” as in “these food fads are often ba-
sed” (line 18) is more commonly placed before the verb to 
be.
( ) Certo
( ) Errado
04. (SEDF - Professor – Inglês - Quadrix – 2017)
Based on the text, judge the following items.
“all day” (line 8) has the same meaning as every day.
( ) Certo
( ) Errado
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05. (TCE-PR - Analista de Controle - Tecnologia da 
Informação - CESPE – 2016)
In text 8A5BBB, the word “often” ( .27) can be correctly 
replaced by
A) intermittently.
B) sometimes.
C) seldom.
D) hardly ever.
E) frequently.
GABARITO
01. A / 02. Certo / 03. Errado / 04. Errado / 05. E
There to be
Para a formação do verbo haver, em inglês, faz-se 
necessário a junção de there e o verbo to be. Veja alguns 
exemplos práticos, a seguir.
SINGULAR PLURAL
Present There is Present There are
Past There was Past There were
Tradução Há Tradução Havia
Examples:
There is a bad operation in the computer.
There are two basic types of monitors.
Before there was the public internet.
QUESTÕES
01. (Prefeitura de Salvador - BA - Professor Língua 
Estrangeira – Inglês - FGV – 2019)
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to 
be developed and schools have an important role in the pro-
cess. If we agree that language is discourse, and that it is in 
discourse that we construct our meanings, then we may per-
ceive the foreign language classrooms in our schools as an 
ideal space for discussing the procedures for ascribing mea-
nings to the world. In a foreign language we learn different 
interpretive procedures,different ways to understand the 
world. If our foreign language teaching happens in a critical 
literacy perspective, then we also learn that such different 
ways to interpret reality are legitimized and valued accor-
ding to socially and historically constructed criteria that can 
be collectively reproduced and accepted or questioned and 
changed. Hence our view of the EFL classroom, at least in 
Brazil, as an ideal space for the development of citizenship: 
the EFL classrooms can adopt a critical discursive view of 
reality that helps students see claims to truth as arbitrary, 
and power as a transitory force which, although being al-
ways present, is also in permanent change, in a movement 
that constantly allows for radical transformation. The EFL 
classroom can thus raise students’ perception of their role 
in the transformation of society, once it might provide them 
with a space where they are able to challenge their own 
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views, to question where different perspectives (including 
those allegedly present in the texts) come from and where 
they lead to. By questioning their assumptions and those 
perceived in the texts, and in doing so also broadening their 
views, we claim students will be able to see themselves as 
critical subjects, capable of acting upon the world.
[…] 
We believe that there is nothing wrong with using the 
mother tongue in the foreign language classroom, since 
strictly speaking, the mother tongue is also foreign - it’s 
not “mine”, but “my mother’s”: it was therefore foreign as I 
first learned it and while I was learning to use its interpreti-
ve procedures. When using critical literacy in the teaching 
of foreign languages we assume that a great part of the 
discussions proposed in the FL class may happen in the 
mother tongue. Such discussions will bring meaning to the 
classroom, moving away from the notion that only simple 
ideas can be dealt with in the FL lesson because of the stu-
dents’ lack of proficiency to produce deeper meanings and 
thoughts in the FL. Since the stress involved in trying to un-
derstand a foreign language is eased, students will be able 
to bring their “real” world to their English lessons and, by so 
doing, discussions in the mother tongue will help students 
learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, 
F. C. Critical Literacy in The English Language Classroom. 
DELTA, vol. 28, no 1, São Paulo, p. 69-84, 2012. Retrieved 
from http://www.scielo.br/pdf/delta/v28n1a04.pdf). 
Another way of wording “there is nothing wrong” is:
A) there is no one wrong.
B) there is something wrong.
C) there isn’t anything wrong.
D) there isn’t anybody wrong.
E) there are some things wrong.
02. (CEMIG - MG - Analista de Gestão Administrati-
va JR - FUMARC – 2018)
READ THE FOLLOWING TEXT AND CHOOSE THE 
OPTION WHICH BEST COMPLETES EACH QUESTION 
ACCORDING TO IT:
 Technology has created more jobs than it has des-
troyed
 
 The battle between men and machines goes back centu-
ries. Are they taking our jobs? Or are they easing our wor-
kload? A study by economists at the consultancy Deloitte 
seeks to shed new light on the relationship between jobs 
and the rise of technology by searching through census data 
for England and Wales going back to 1871. 
 Their conclusion is that, rather than destroying jobs, te-
chnology has been a “great job-creating machine”. Findings 
by Deloitte such as rise in bar staff since the 1950s or a 
surge in the number of hairdressers this century suggest to 
the authors that technology has increased spending power, 
therefore creating new demand and new jobs. Their study 
argues that the debate has been twisted towards the job-
-destroying effects of technological change, which are more 
easily observed than its creative aspects. 
 Going back over past figures paints a more balanced 
picture, say authors Ian Stewart and Alex Cole. “The domi-
nant trend is of contracting employment in agriculture and 
manufacturing being more than balanced by rapid growth in 
the caring, creative, technology and business services sec-
tors,” they write. “Machines will take on more repetitive and 
laborious tasks, but they seem no closer to eliminating the 
need for human labor than at any time in the last 150 years.”
 According to the study, hard, dangerous and dull jobs 
have declined. In some sectors, technology has quite clearly 
cost jobs, but they question whether they are really jobs we 
would want to hold on to. Technology directly substitutes hu-
man muscle power and, in so doing, raises productivity and 
shrinks employment. “In the UK the first sector to feel this 
effect on any scale was agriculture,” says the study.
 The study also found out that ‘caring’ jobs have increa-
sed. The report cites a “profound shift”, with labor switching 
from its historic role, as a source of raw power, to the care, 
education and provision of services to others. Technologi-
cal progress has cut the prices of essentials, such as food, 
and the price of bigger household items such as TVs and 
kitchen appliances, notes Stewart. That leaves more mo-
ney to spend on leisure, and creates new demand and new 
jobs, which may explain the big rise in bar staff, he adds. 
“_______ the decline in the traditional pub, census data 
shows that the number of people employed in bars rose fou-
rfold between 1951 and 2011,” the report says.
 The Deloitte economists believe that rising incomes 
have allowed consumers to spend more on personal servi-
ces, such as grooming. That in turn has driven employment 
of hairdressers. So, while in 1871 there was one hairdresser 
or barber for every 1,793 citizens of England and Wales; 
today there is one for every 287 people.
 (Adapted from: https://goo.gl/7V5vuw. Access: 
02/02/2018.)
What is one of the consequences of technological pro-
gress pointed by the study?
A) It creates new demand and new jobs.
B) It has made food more expensive.
C) There are less jobs and careers.
D) There is no money to spend on leisure.
Gabarito
01. C / 02. A / 03. A
Can
O verbo can geralmente significa poder e/ou conse-
guir e é usado para indicar várias situações:
- Possibilidade
- Capacidade/habilidade
- Permissão
- Pedido
Capacidade, habilidade
She can speak five languages. (present)
She could play tennis when she was younger. (past)
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She will be able to translate the text. (future)
Permissão
You can use my car.
She can sit anywhere.
O verbo can é sempre acompanhado do verbo principal no infinitivo sem o to. Ele pode ser usado para construir frases 
afirmativas, negativas e interrogativas.
QUESTÕES
01. (Prefeitura de Maricá - RJ - Docente I - Língua Estrangeira – Inglês - COSEAC - 2018)
TEXT 1 below, retrieved and adapted from https://chroniclingamerica. loc.gov/lccn/sn83035487/1851-06-21/ed-1/seq-
4/ on July 9th, 2018.
Women’s rights convention – Sojourner Truth
One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated 
slave. It is impossible to transfer it to paper or convey any adequate idea of the effect it produced upon the audience. Those 
only can appreciate it who saw her powerful form, her whole-souled, earnest gesture, and listened to her strong and truthful 
tones. She came forward to the platform and addressing the President said with great simplicity:
“May I say a few words?” Receiving an affirmative answer, she proceeded: I want to say a few words about this matter. 
I am a woman’s rights. I have as much muscle as any man and can do as much work as any man. I have plowed and rea-
ped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being 
equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strongas any man that is now. As 
for intellect, all I can say is, if a woman has a pint, and a man a quart -- why can’t she have her little pint full? You need not 
be afraid to give us our rights for fear we will take too much; -- for we can’t take more than our pint will hold. The poor men 
seem to be all in confusion, and don’t know what to do. Why children, if you have woman’s rights, give it to her and you will 
feel better. You will have your own rights, and they won’t be so much trouble. I can’t read, but I can hear. I have heard the 
bible and have learned that Eve caused man to sin. Well, if a woman upset the world, do give her a chance to set it right 
side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When La-
zarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and 
Lazarus came forth. And how came Jesus into the world? Through God who created him and the woman who bore him. 
Man, where was your part? But the women are coming up blessed be God and a few of the men are coming up with them. 
But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.
eference: Robinson, M. (1851, June 21). Women’s rights convention: Sojourner Truth. Anti-slavery Bugle, vol. 6 no. 
41, Page 160.
Question must be answered by looking at the following sentence from Text 1:
I have plowed and reaped and husked and chopped and mowed, and can any man do more than that?
When Sojourner chooses to use “can” in “and can any man do more than that?”, she does it because:
A) she wants to question men’s ability to do more than she does.
B) she’s asking for permission to continue doing what she does.
C) it’s an informal situation and “could” would be too formal.
D) she’s talking about what she did in the past.
E) she knows men will never do what she does.
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02. (Pref. de Teresina - PI - Professor de Educação 
Básica - Língua Inglesa - NUCEPE – 2019)
What is Alzheimer’s disease?
There are many types and causes of dementia, but Al-
zheimer’s disease is the most common form, accounting for 
between 60 and 70 per cent of all cases. 
Common early symptoms of Alzheimer’s include shor-
t-term memory loss, apathy and depressed mood, but the-
se symptoms are often just seen as being a part of normal 
ageing, making early diagnosis difficult. 
Doctors diagnose Alzheimer’s on the basis of medical 
examination, patient history and cognitive tests, and can 
use imaging to rule out other forms of dementia. However, 
a definitive diagnosis of Alzheimer’s is only possible after 
death, when examination of brain tissue can reveal whether 
a person had the deposits of amyloid and tau proteins that 
are characteristic of the condition. 
Source http://advances.sciencemag.org/content/5/1/
eaau3333(adapted) Journal reference: Science Advances, 
DOI: 10.1126/sciadv.aau3333 
This article was updated on 30 January 2019 to add 
more detail and comment. Access: April 20th, 2019
Which is the option that shows a verb with the same idea 
of can in the sentence “…brain tissue can reveal whether 
a person had the deposits of amyloid and tau proteins…”?
A) You ought to drive more carefully.
B) I have to be back at 10 o’clock.
C) The girls could play tennis when they were younger.
D) Sheyla is able to do that in less than an hour.
E) The boy doesn’t have to call a taxi.
03. (UNICAMP - Profissional da Tecnologia, Infor-
mação e Comunicação - VUNESP – 2019)
What is a Content Management System (CMS)?
July 19, 2018
 A content management system, often abbreviated as 
CMS, is software that helps users create, manage, and mo-
dify content on a website without the need for specialized 
technical knowledge. In simpler language, a content ma-
nagement system is a tool that helps you build a website 
without needing to write all the code from scratch (or even 
know how to code at all).
 Instead of building your own system for creating web 
pages, storing images, and other functions, the content ma-
nagement system handles all that basic infrastructure stuff 
for you so that you can focus on more forward-facing parts 
of your website. Beyond websites, you can also find content 
management systems for other functions – such as docu-
ment management.
 The content management system is not just a backend 
management interface, though. It also makes all of the con-
tent that you create show up for your visitors exactly like you 
want it to.
(https://kinsta.com/knowledgebase/content-manage-
ment-system. Adaptado) 
No trecho do segundo parágrafo – you can also find 
content management systems –, o termo em destaque pode 
ser substituído, sem alteração de sentido, por
A) have to.
B) must.
C) may.
D) ought to.
E) used to.
GABARITO
01. A / 02. D / 03. C
Word order
A estrutura básica das frases em inglês é semelhante 
à nossa, no português. Ela segue um esquema que cha-
mamos SVO, ou seja Sujeito-Verbo-Objeto. O mesmo vale 
para frases negativas, em que simplesmente se adiciona ao 
verbo auxiliar a forma negativa not a essa estrutura afirmati-
va. Do mesmo jeito que, no português, usamos um advérbio 
de negação, como “não”.
Formar uma frase interrogativa em inglês também não 
é complicado, embora os componentes da frase mudem um 
pouco de posição em relação ao português. O mesmo vale 
para frases exclamativas.
Para formar frases afirmativas, o inglês usa o mesmo 
esquema Sujeito-Verbo-Objeto que usamos no português. 
Já para frases negativas devemos apenas adicionar o not 
a essa estrutura afirmativa — exatamente como fazemos 
em nosso idioma — mas também inserir um verbo auxiliar 
em inglês.
Já para interrogações e exclamações, os componentes 
das frases em inglês mudam um pouco, em relação aos do 
português.
Tradução literal não tem como funcionar porque cada 
língua é parte de uma cultura e as culturas são completa-
mente diferentes.
Fica fácil não cometer mais este erro se você lembrar 
que as frases em Inglês sempre precisam ter um sujeito 
(considerando somente a frase central). As únicas que co-
meçam direto do verbo são as imperativas como tell me, 
stand up e ask her.
Entender a estrutura de um idioma é muito mais impor-
tante do que tentar traduzir tudo ao pé-da-letra. 
Sujeito
O sujeito, que sempre ocupa a primeira posição na fra-
se, contrário ao que ocorre na língua portuguesa, nunca é 
omitido. O sujeito pode ser representado por um ou vários 
substantivos ou por pronomes pessoais. 
 Verbo
 Como se pode observar nos exemplos anteriores, o 
verbo ou a locução verbal (sublinhados) ocupa a segunda 
posição na estrutura frasal inglesa. 
Na poesia, na música ou no inglês falado coloquial, po-
de-se encontrar exemplos em que esta regra não é obser-
vada. 
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Entretanto, em linguagem técnico-científica, como no 
inglês computacional, o formato S+V+C é usado rigorosa-
mente. 
Complementos
 Os complementos são palavras ou frases inteiras que 
detalham ou completam as informações estabelecidas pelo 
sujeito e o verbo, que são os únicos termos essenciais da 
oração.
Analisemos estas frases: “A secretária chegou”, “O ôni-
bus saiu”, “O avião caiu”. Sintaticamente, já temos os dois 
elementos indispensáveis: O sujeito que determina quem 
está envolvido na execução de uma determinada ação e o 
verbo que responde pelo ato executado. 
QUESTÕES
01. (Prefeitura de São Miguel do Oeste - SC - Pro-
fessor - Língua Inglesa - AMEOSC – 2019)
We’re all looking forward to have a few days’ holiday 
together.
In the context above, there is mistake related to:
A) An adverbial phrase.
B) An infinitive form.
C) A determiner.
D) Gerund use.
02. (Pref. de Teresina - PI - Professor de Educação 
Básica - Língua Inglesa - NUCEPE - 2019)
In the cartoon, the underlinedword is
A) an adjective.
B) a conjunction.
C) a verb.
D) an adverb.
E) a noun.
03. (EBC – Ansalista – CESPE/2011) In the senten-
ce:
“Seeing the large crowd, John stopped his car.”, “Seeing 
the large crowd” is an adverbial clause.
( ) Certo ( ) Errado
04. (EBC – Ansalista – CESPE/2011) In the sentence:
“They elected Prof. Palmer the head of that department 
for the second time.”, “the head of that department” is a di-
rect object.
( ) Certo ( ) Errado
05. (EBC – Ansalista – CESPE/2011)
Translation exists because men speak different langua-
ges. This truism is, in fact, founded on a situation, which 
can be regarded as enigmatic and posing problems of ex-
treme difficulty. Why should human beings speak thousands 
of different, mutually incomprehensible tongues? Why does 
homo sapiens, whose digestive tract has evolved and func-
tions in precisely the same complicated ways the world over, 
whose biochemical fabric and genetic potential are, ortho-
dox science assures us, essentially common, the delicate 
runnels of whose cortex are wholly akin in all peoples and 
at every stage of social evolution – why does this unified, 
though individually unique mammalian species not use 
common language?
We do not speak one language, nor half a dozen, nor 
twenty or thirty. Four to five thousand languages are thought 
to be in current use. This figure is almost certainly on the low 
side. It seems reasonable to assert that the human species 
developed and made use of at least twice the number we 
can record today. A genuine philosophy of language must 
grapple whit the phenomenon and rationale of the human 
‘invention’ and retention of anywhere between five and ten 
thousand distinct tongues. However difficult and generali-
zing the detour, a study of translation ought to put forward 
some view of the evolutionary, psychic needs or opportu-
nities, which have made translation necessary. To speak 
seriously of translation one must first consider the possible 
meanings of Babel, their inherence in language and mind.
George Steiner. After Babel: aspects of language and 
translation. 2ª ed.
Oxford University Press, 1992, p. 51-4 (adapt ed).
In line 4, the verbal form “functions” has as its subject 
“homo sapiens”.
( ) Certo ( ) Errado
Gabarito
01. B / 02. D / 03. Certo / 04. Errado / 05. Errado
WH-questions
Os Interrogativos (Question Words) são usados para 
se obter informações específicas. As perguntas elaboradas 
com eles são chamadas wh-questions, pois todos os inter-
rogativos, com exceção apenas de how (como), começam 
com as letras wh. 
Há perguntas em inglês iniciadas por pronomes inter-
rogativos para se obter informações do tipo: “quem, o que, 
como, quando, onde”.
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WHAT = (o) que, qual
Funciona como sujeito ou objeto da oração.
What makes you happy? (sujeito)
 verbo objeto
 principal
What did you say? (objeto) 
 auxiliar sujeito verbo
 principal
WHO = quem
Funciona como sujeito ou objeto da oração.
Who arrived late yesterday? (sujeito) 
 verbo principal
Who does she love? (objeto) 
 auxiliar sujeito verbo
 principal
WHOM = quem
Funciona só como objeto de oração ou é usado após 
preposições.
Whom did you talk to yesterday? (objeto) 
 verbo sujeito verbo
 auxiliar principal
To whom did you talk?
 
WHICH = que, qual, quais - Indica escolha ou opção.
Which shirt do you prefer: the blue one or the red one?
Which of those ladies is your mother?
WHERE = onde
Where are you going tonight?
WHY = por que
Why don’t you come to the movies with us?
WHEN = quando
“When were you born?” “In 1970.”
HOW = como
“How is his sister?” “Fine.”
WHOSE = de quem
“Whose dictionary is this?” “John’s.”
Formas compostas de WHAT e HOW
- WHAT
WHAT + to be + like? = como é...?
“What is your boyfriend like?”
“He’s tall and slim.”
WHAT about...? = Que tal, o que você acha de...?
What about having lunch now?
WHAT do you call...? = como se chama...? qual é o 
nome...?
What do you call this device?
- WHAT ... FOR? = por que, para que?
What are you doing this for?
- HOW
HOW FAR = Qual é a distância?
HOW DEEP = Qual é a profundidade?
HOW LONG = Qual é o comprimento? Quanto tempo?
HOW WIDE = Qual é a largura?
HOW TALL = Qual é a altura? (pessoas)
HOW HIGH = Qual é a altura? (coisas)
HOW OLD = Qual é a idade?
HOW MUCH = Quanto(a)?
HOW MANY = Quantos(as)?
HOW OFTEN = Com que frequência?
HOW FAST = A que velocidade?
QUESTÕES
01. (Prefeitura de Teresina - PI - Professor de Edu-
cação Básica - Língua Inglesa - NUCEPE – 2019)
Consider the following conversation.
-____did Jonathan go to New York?
-Because he went on a tour with his family.
-____did they go?
-By ship.
Taking into account the use of interrogative pronouns, 
the option below that completes the conversation is
A) When – How.
B) When – What.
C) Why – How.
D) Why – When.
E) What – How.
02. (MPE-BA - Analista de Sistemas - FESMIP-BA - 
2011)
Information Systems
Information Systems (IS) is concerned with the informa-
tion that computer systems can provide to aid a company, 
non-profit or governmental organization in defining and 
achieving its goals. It is also concerned with the processes 
that an enterprise can implement and improve using infor-
mation technology. IS professionals must understand both 
technical and organizational factors , 5 and must be able to 
help an organization determine how information and techno-
logy-enabled business processes can provide a foundation 
for superior organizational performance. They serve as a 
bridge between the technical and management communi-
ties within an organization. What information does the en-
terprise need? How is that information generated? Is it de-
livered to the people who need it? Is it presented to them 
in ways that permit them to use it readily? 10 Is the organi-
zation structured to be able to use technology effectively? 
Are the business processes of the organization well desig-
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ned? Do they use the opportunities created by information 
technology fully? Does the organization use the communi-
cation and collaboration capabilities of information technolo-
gies appropriately? Is the organization capable of adapting 
quickly enough to changing external circumstances? These 
are the important issues that businesses rely on IS people 
to 15 address. A majority of IS programs are located in busi-
ness schools; however, they may have different names such 
as management information systems, computer information 
systems, or business information systems. All IS degrees 
combine business and computing topics, but the emphasis 
between technical and organizational issues varies among 
programs. For example, 20 programs differ substantially in 
the amount of programming required. Traditionally, many 
graduates of IS programs have functioned in roles that are 
similar to the roles for which IT programs explicitly prepare 
their students. Information systems graduates continue to fill 
these roles, but the new programs in information technology 
offer an alternative path to these positions. INFORMATION 
Systems. Disponível em: . Acesso em: 03 jan. 2011. 
“How is that information generated?” (linha 8). The use 
of “How”, in this question, is in order to
A) request permission to do something.
B) get information in what way or manner.
C) expect or demand something.
D) express an opinion on something.
E) ask for something.
03. (CETESB - Analista de TI - Administração de Da-
dos - VUNESP – 2009)
The blank in - how __________ can you live? - is cor-
rectly filled with
A) long
B) far
C) come
D) high
E) many
GABARITO
01. C / 02. B / 03. A 
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