Ingles I

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INGLESA
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VERB “TO BE”
O verbo to be equivale aos verbos “ser” e “estar” em português.
Usa-se o verbo to be:
•	 Para	identificar	e	descrever	pessoas	e	objetos.
 Exemplos:
– I am from Brazil. – They are John and Liz. – This chair is big.
• Nas expressões de tempo, idade e lugar.
 Exemplos:
– It is hot today. – Mike is seven years old. – We are in Los Angeles.
• Para informar as horas.
 Exemplos:
– It’s eleven-oh-five. – It’s half past nine. – It’s seven o’clock.
VERB TO BE
Simple Present Simple Past
S
in
g
u
la
r
Affirmative Negative Interrogative Affirmative Negative Interrogative
I am. I am not. Am I? I was. I was not. Was I?
He is. He is not. Is he? He was. He was not. Was he?
She is. She is not. Is she? She was. She was not. Was she?
It is. It is not. Is it? It was. It was not. Was it?
P
lu
ra
l
We are. We are not. Are we? We were. We were not. Were we?
You are.* You are not. Are you? You were.* You were not. Were you?
They are. They are not. Are they? They were. They were not. Were they?
*O pronome you	é,	de	acordo	com	o	contexto,	uma	forma	singular	ou	uma	forma	plural,	podendo	significar	“você”	ou	“vocês”.	
Como,	nos	dois	casos,	a	forma	do	verbo	to be	que	o	acompanha	é	are, no Simple Present, e were, no Simple Past,	colocamos	
you	como	fazendo	parte	do	plural	na	explicação	gramatical.
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“To be, or not to be – that is the question”
SHAKESPEARE, W. Hamlet, Prince of Denmark.	Available	at:	http://www.dominiopublico.gov.br/download/
texto/gu001524.pdf.	Accessed	on:	Sep.	8,	2017.	[Fragment]
Essa	 é	 uma	 das	mais	 famosas	 frases	 da	 literatura	 universal	 criada	 por	William	 Shakespeare	 
(1564-1616)	na	peça	Hamlet.	É	a	história	dramática	de	um	príncipe	que	encontra	o	fantasma	de	seu	pai	
que	grita	por	vingança	contra	seu	próprio	assassinato,	pelas	mãos	de	seu	irmão.	O	jovem,	mergulhado	em	
profunda	tristeza,	planeja	o	revide.	Shakespeare	com	maestria	nos	coloca	diante	das	reflexões	do	príncipe,	
seu	drama	de	consciência,	sua	angústia	por	ser	responsável	por	seus	atos	livres:	vingar	ou	não	seu	pai!
É	interessante	notar	como	a	arte	antecipou	o	movimento	filosófico	existencialista	em	mais	de	2	séculos	com	filósofos	
como	Heidegger,	Sartre	e	Merleau-Ponty.
PEDROSO,	E.	Available	at:	https://www.paulus.com.br/portal/colunista/edson-pedroso/ 
ser-ou-nao-ser-eis-a-questao.html.	Accessed	on:	Sep.	8,	2017.	[Fragment]
Contractions
O verbo to be	é	com	frequência	utilizado	em	sua	forma	
contraída,	tanto	no	presente	quanto	no	passado.	Para	formar	
a	 contração,	 basta	 juntar	 duas	 palavras,	 substituindo	 a	
primeira vogal da segunda palavra por um apóstrofo (’). 
Observe	como	se	dá	essa	formação	comparando	o	quadro	
da	página	anterior	com	o	seguinte:
Simple Present
Affirmative Negative
S
in
g
u
la
r
I’m I’m not / 1
He’s He’s not / He isn’t
She’s She’s not / She isn’t
It’s It’s not / It isn’t
P
lu
ra
l
We’re We’re not / We aren’t
You’re You’re not / You aren’t
They’re They’re not / They aren’t
Simple Past
Affirmative2 Negative
S
in
g
u
la
r
I wasn’t
He wasn’t
She wasn’t
It wasn’t
P
lu
ra
l
We weren’t
You weren’t
They weren’t
1 Não	há	forma	contraída	para	am + not.
2	Não	há	forma	contraída	para	o	affirmative no Simple Past.
Exemplos:
– My father works in a hospital. He’s a doctor. 
– They aren’t teachers. They’re lawyers. 
– The movie I watched wasn’t very good. 
Other forms of the verb to be
Como	ocorre	com	qualquer	outro	verbo,	podemos	utilizar	
o verbo to be em outros tempos verbais. Algumas das 
formas	são:
will be (Future Will), would be (Conditional), 
have / has been (Present Perfect), can be, should be 
(Modal Verbs), etc.
THERE TO BE
Para	expressar	a	existência	de	algo	em	inglês,	utilizamos	
a forma there to be, que	significa	“haver”	ou	“existir”	em	
português.	Podemos	utilizá-la	em	todos	os	tempos	verbais.	
Veja	algumas	formas:
Affirmative
Simple 
Present
Simple 
Past
Future
Will
Singular There is There was
There will be
Plural There are There were
Negative
Simple 
Present
Simple 
Past
Future
Will
Singular There is not
(There isn’t) 
There was not
(There wasn’t) 
There will 
not be
(There won’t 
be)Plural There are not
(There aren’t)
There were not
(There weren’t)
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03. (Unifor-CE)	Nas	orações	a	seguir,	o	’	(apóstrofo)	significa:	
I’m a student. 
There’s a spider on the wall; 
I don’t study Spanish. 
I’ll love you forever. 
A)	 A	adição	de	uma	letra.				
B)	 A	omissão	de	uma	letra	somente.				
C)	 A	adição	de	uma	letra	e	a	omissão	de	outra.				
D)	 A	adição	de	duas	letras.				
E)	 A	omissão	de	uma	ou	mais	letras.			
04.	 (Unesp)	Observe	o	cartum.
1. 1. 
2. 
3. 
4. 
5. 
6. 
I was having a really good
dream.
I don’t want to be late for
work.
Reasons to sleep
through your alarm
Reasons not to sleep
through your alarm
Still so sleepy!
It’s not even daylight yet.
I’ve just got comfortable.
It’s cold out there but warm
in bed.
Disponível	em:	www.systemcomic.com	(Adaptação).
A	 alternativa	 que	 completa	 corretamente	 a	 lacuna	 do	
número	4	do	cartum,	sem	prejuízo	de	sentido,	é:
A) It’s too hot in here.
B) I don’t want to be tired all day.
C) Otherwise, I’ll miss the bus.
D) I’m quite hungry.
E) Breakfast smells good.
05. (UFU-MG–2020)	 Scientists	 have	 developed	what	 they	
call	 living	 concrete	 by	 using	 sand,	 gel	 and	 bacteria.	
Researchers	 said	 this	 building	material	 has	 structural	
load-bearing	 function,	 is	capable	of	self-healing	and	 is	
more	environmentally	friendly	than	concrete	–	which	is	
the	second	most-consumed	material	on	Earth	after	water.	
The team from the University of Colorado Boulder believe 
their	work	paves	the	way	for	future	building	structures	
that	 could	 “heal	 their	 own	 cracks,	 suck	 up	 dangerous	
toxins	from	the	air	or	even	glow	on	command”.
Disponível	em:	https://www.sciencefocus.com.	 
Acesso	em:	1	fev.	2020.
Based	on	the	text,	we	can	state	that
A)	 the	technology	described	is	being	produced	in	large	scale.
B)	 the	new	concrete	will	probably	not	be	environmentally	
safe.
C)	 a	new	type	of	concrete	could	be	able	to	regenerate	itself.
D)	 the	bacteria	used	 in	 the	hydrogel	used	may	cause	
diseases.
Exemplos:
– There is a teacher in the class.
– There was a student here yesterday.
– There were people studying in the class yesterday.
– There will be a man waiting for me at the airport 
tomorrow.
– There are many soccer players at the stadium now.
CHECK IT OUT
Em	português,	é	comum	utilizarmos	o	verbo	ter 
com	sentido	de	existência	no	discurso	oral.	Porém,	
em	inglês,	não	é	correto	utilizar	have	(ter)	com	esse	
sentido. Para isso, temos there to be.
Exemplo:
– Have a car here. (incorreto)
– There is a car here. (correto)
THE PRONOUN “IT”
O pronome it	ocupa	a	posição	de	sujeito	na	 frase	que,	 
em	português,	não	teria	sujeito.	No	inglês,	a	presença	do	
sujeito	é	obrigatória.
Exemplos:
– It is ten o’clock. (São	dez	horas.)
– It is hot in here. (Está quente aqui.)
– It is raining a lot today. (Está	chovendo	muito	hoje.)
– It doesn’t snow in Brazil. (Não	neva	no	Brasil.)
LEARN BY DOING I
01.	 (PUCPR)	Complete	with	the	correct	form	of	the	verb:
A long time ago London 	an	important	city,	but	
it different from London today.
There not many big buildings.
There a lot of small boats on the river. 
A) is, is, are, are 
B) was, is, are, are 
C) was, was, were, were 
D) was, is, were, were 
E) had been, is, were, are
02.	 (EPCAR-MG)	Choose	the	option	which	contains	the	correct	
negative	for	“atheists	are	prone	to	discrimination”.
Atheists 	prone	to	discrimination.
A)her to take a basket of organically-grown fruit and 
mineral water to her grandmother’s house.
– But mother, won’t this be stealing work from the 
people who have struggled for years to earn the right to 
carry all packages between various people in the woods?
Red Riding Hood’s mother assured her that she had 
called the union secretary and had been given a special 
compassionate mission exemption form.
– But mother, aren’t you oppressing me by ordering 
me to do this? 
Red Riding Hood’s mother pointed out that it was 
impossible for women to oppress each other, since all 
women were equally oppressed until all women were free.
On her way to grandma’s house, Red Riding Hood 
passed a woodchopper and wandered off the path in 
order to examine some flowers. She was startled to find 
herself standing before a wolf, who asked her what was 
in her basket.
– I am taking my grandmother some healthy snacks in 
a gesture of solidarity. Now, if you’ll excuse me, I would 
prefer to be on my way.
Red Riding Hood returned to the main path and 
proceeded towards her grandmother’s house. But 
the wolf knew of a quicker route to grandma’s house. 
He burst into the house and ate grandma, a course of 
action affirmative of his nature as a predator. He put on 
grandma’s nightclothes and awaited.
Red Riding Hood entered the cottage and said:
– Goodness! grandma, what big eyes you have!
– You forget that I am optically challenged.
– And grandma, what an enormous nose you have!
– Naturally, I could have had it surgically fixed, but I 
didn’t give in to such societal pressures, my child.
5
10
15
20
25
30
35
– And grandma, what very big, sharp teeth you have!
The wolf could not take any more of this, grabbed Little 
Red Riding Hood and opened his jaws so wide that she 
could see her poor grandmother in his belly.
At the same time, the woodchopper burst into the 
cottage, brandishing an axe.
– Hands off!, cried the woodchopper.
– And what do you think you’re doing?, cried Little 
Red Riding Hood. If I let you help me now, I would be 
expressing a lack of confidence in my own abilities.
– Get your hands off that endangered species! This is 
a police raid! screamed the woodchopper.
– Thank goodness you got here in time, said the Wolf. 
I thought I was a goner.
Available at: guy-sports.com. 
01. (UERJ) Little Red Riding Hood’s mother mentions 
“a special compassionate mission exemption form” 
(l. 10-11).
This form includes a permission to perform the following 
action: 
A) Pick the flowers 
B) Cross the forest 
C) Carry the basket 
D) Prepare the snacks 
02. (UERJ) The classic fairy tale finishes with the woodchopper 
killing another character. However, this does not happen 
in this modern version. In the end of this version, the 
woodchopper carries out the act of 
A) saving the wolf.
B) arresting the girl.
C) calling the police.
D) hiding the grandmother.
03. (UERJ) This modern version of the fairy tale “Little 
Red Riding Hood” addresses different social issues. 
One of these issues is 
A) religious tolerance.
B) animal protection.
C) linguistic prejudice.
D) racial discrimination.
04. (UERJ) A fairy tale consists of both narrative and 
descriptive sequences. The lines of the story that present 
predominantly descriptive sequences are
A) 17 to 24. 
B) 25 to 31. 
C) 32 to 37.
D) 38 to 46.
40
45
50
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ENEM EXERCISES
01. (Enem)
Hunger Games Review: Family Film Guide
Parent Concerns: There is definitely violence in this 
film. The central Hunger Games may not be as bloody 
and brutal as author Suzanne Collins describes in the 
novel, but there’s a visceral reaction to seeing the 
kid-on-kid violence rather than conjuring it in your own 
imagination. The tributes kill each other in a host of ways, 
from spear, knife and arrow wounds to hand-to-hand 
battles that leave teens with their heads smashed in or 
necks snapped. The editing is quick and the shots never 
linger on anything overly graphic, but there is blood and 
twenty-two adolescents, aged 12-18, die in the annual 
blood sport pageant. Immature teens, even if they’ve 
read the books, may not be ready to handle to the film 
just yet. A good rule of thumb: if they’re not old enough 
to be reaped into the Hunger Games, they’re probably 
not mature enough to see it.
ANGULO-CHEN, S. 
Disponível em: htt://news.moviefone.com. 
Acesso em: 28 jun. 2012.
Produções literárias e cinematográficas estão, muitas 
vezes, articuladas. No caso do filme Hunger Games, 
a autora da resenha chama a atenção para a questão da 
violência, que é mais
A) detalhada do que a autora do livro gostaria que fosse.
B) brutal do que os pais permitiriam para seus filhos.
C) amena do que os adolescentes imaginavam.
D) superficial do que o público poderia esperar.
E) impactante do que a representada no livro.
02. (Enem)
Are Twitter and Facebook Affecting How We 
Think?
Is constant use of electronic gadgets reshaping our 
brains and making our thinking shallower?
By Neil Tweedie
How many times do you click on your email icon in 
a day? Or look at Facebook, or Twitter? And how many 
times when reading on the Internet do you click on a link 
navigating away from the text that was the original object 
of your enquiry? The web, it seems, is like an electronic 
sweet shop, forever tempting us in different directions. 
But does this mental promiscuity, this tendency to flit 
around online, make us, well, thicker?
Nicholas Carr, the American science writer, has mined this 
theme for his new book, The shallows, in which he argues that 
new media are not just changing our habits but our brains. 
It turns out that the mature human brain is not an 
immutable seat of personality and intellect but a 
changeable thing, subject to “neuroplasticity”. When 
our activities alter, so does the architecture of our brain. 
“I’m not thinking the way I used to think” writes Carr. 
“I feel it most strongly when I’m reading.”
Disponível em: www.telegraph.co.uk. 
Acesso em: 27 fev. 2012.
Neil Tweedie levanta vários questionamentos sobre a 
utilização de diferentes recursos tecnológicos disponíveis 
hoje em dia. A partir desses questionamentos e dos 
argumentos do escritor norte-americano Nicholas Carr, 
o texto sugere que
A) o ato de clicar em ícones e manusear aparelhos 
prejudica o comportamento.
B) o mundo virtual pode ser nocivo aos jovens, por ser 
muito promíscuo.
C) a Internet contribui para o amadurecimento intelectual 
dos usuários.
D) o uso intenso de recursos tecnológicos pode afetar 
nosso cérebro.
E) as redes sociais virtuais ajudam a melhorar nossa 
forma de pensar.
03. (Enem) Cyberbullying is harassment through electronic 
means such as telephone text messages, social media 
such as Facebook and Twitter or online blogs and bulletin 
boards. In normal bullying, students are given a daily 
break from the torment as bully and victim each go to 
their separate homes. But for victims of cyberbullying, 
there is no reprieve, as the abuse enters into their private 
lives. In the US, there are at least 44 states that have 
anti-bullying laws on the books. While only six of them 
use the actual word “cyberbullying”, 31 others have laws 
that specifically mention “electronic harassment”.
Prosecution in the UK is a little more difficult. While 
all schools are required to have anti-bullying policies in 
place, cyberbullying itself is not named as a criminal 
offence. Offenders in the UK would have to be charged 
under various other laws, including the Protection from 
Harassment Act of 2003. This makes prosecution much 
more difficult.
Authorities agree that in order to stop cyberbullying, 
there has to be parental involvement. Parents need to 
be vigilant about their children’s access to technology. 
They should monitor their children’s use of social media, 
especially children underthe age of 14. Bullies are not 
going to simply disappear, but parents can go a long way 
in protecting their children from being bullied.
GO! ENGLISH, ano II, n. 14. [Excerpt]
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De acordo com o texto, nos Estados Unidos, alguns estados têm leis específicas para assédio via meios eletrônicos. Já no Reino 
Unido, a instauração de processos contra praticantes de cyberbullying é mais difícil porque
A) as vítimas precisam recorrer a outras leis existentes, pois o cyberbullying não é considerado crime.
B) as leis que regulamentam o uso da Internet e dos meios eletrônicos de comunicação são inexistentes.
C) os pais das vítimas não têm interesse em denunciar os agressores de seus filhos às autoridades competentes.
D) os estudantes com idade inferior a 18 anos não podem sofrer acusações de prática de cyberbullying ou bullying.
E) as leis como a de Proteção contra Atos de Assédio de 2003 estabelecem que o cyberbullying não é crime.
04. (Enem)
GLASBERGEN, R. Today’s cartoon. Disponível em: http://www.glasbergen.com. Acesso em: 23 jul. 2010.
Na fase escolar, é prática comum que os professores passem atividades extraclasse e marquem uma data para que as mesmas 
sejam entregues para correção. No caso da cena da charge, a professora ouve uma estudante apresentando argumentos para
A) discutir sobre o conteúdo do seu trabalho já entregue. 
B) elogiar o tema proposto para o relatório solicitado.
C) sugerir temas para novas pesquisas e relatórios.
D) reclamar do curto prazo para entrega do trabalho.
E) convencer de que fez o relatório solicitado.
SEÇÃO FUVEST / UNICAMP / UNESP
HAVING FUN
E
d
it
o
ri
a 
d
e 
ar
te
This comes from the 
ancient belief that if 
you were bitten by a 
dog, the best way to 
prevent infection was 
to place a hair of the 
dog that bit you on 
the wound.
“The hair of the dog (that bit you)”
31Bernoulli Sistema de Ensino
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ANSWER KEY
Learn by doing I Right ______ Wrong ______
•	•	 01. E
Learn by doing II Right ______ Wrong ______
•	•	 01. C •	•	 02. B •	•	 03. C •	•	 04. C
Learn by doing III Right ______ Wrong ______
•	•	 01. B •	•	 02. B •	•	 03. C •	•	 04. E
Proposed Exercises Right ______ Wrong _____
•	•	 01. D
•	•	 02. C
•	•	 03. C
•	•	 04. A
•	•	 05. E
•	•	 06. E
•	•	 07. D
•	•	 08. A
•	•	 09. C
•	•	 10. D
Text I Right ______ Wrong ______
•	•	 01. Há duas as motivações para a inserção dos e-sports nos Jogos Olímpicos: 1) o interesse dos jovens por essa modalidade esportiva 
("recognizing the growing interest in e-sports, the organizing committee of the 2024 Summer Olympics in Paris said: 'The youth 
are interested, let’s meet them.'"); 2) os e-sports são muito lucrativos ("the global e-sports economy will reach almost $ 1 billion 
in 2018") e geram muito dinheiro com patrocínio e transmissão ("The IOC generates more than 90 per cent of its revenue from 
broadcast and sponsorship. Partnering with e-sports, where revenue is generated mostly through sponsorship but where more 
money is coming from broadcasting, could be complementary and attractive").
•	•	 02. O autor do texto é um atleta olímpico respeitado e exatamente por isso ele é contra a inclusão dos e-sports nos Jogos Olímpicos. 
O primeiro motivo é o próprio conceito de esporte: ele tem um componente físico, é competitivo e institucionalizado. De acordo 
com o autor, apesar de os e-sports apresentarem as duas últimas características, não exigem esforço físico, ou seja, eles não se 
alinham a um dos princípios do Comitê Olímpico Internacional, que é incentivar uma sociedade mais ativa por meio da prática de 
esportes. O segundo argumento do autor para se posicionar contra os e-sports nos Jogos Olímpicos refere-se ao fato de que a 
maioria dos jogadores é do sexo masculino e as jogadoras são marginalizadas. A questão da igualdade de gênero, um dos valores 
centrais do movimento olímpico, ainda é muito criticada.
Text II Right ______ Wrong ______
•	•	 01. A
•	•	 02. C
Text III Right ______ Wrong ______
•	•	 01. A
•	•	 02. C
•	•	 03. C
•	•	 04. B
•	•	 05. D
Text IV Right ______ Wrong _____
•	•	 01. C
Text V Right ______ Wrong ______
•	•	 01. C •	•	 02. A •	•	 03. B •	•	 04. C
Enem Exercises Right ______ Wrong ______
•	•	 01. E
•	•	 02. D
•	•	 03. A
•	•	 04. E
My progress
My total score was: __________ out of __________ . ______ %______ %
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PRONOUNS
Pronomes são palavras que utilizamos para substituir substantivos em frases a fim de evitar repetições desnecessárias do 
mesmo termo. Podem ocupar diferentes posições nas frases, pois substituem nomes de diferentes categorias. Basicamente, 
os pronomes podem ser: 
• personal (pessoais) – subject (quando exercem a função de sujeito) ou object (quando exercem a função de objeto); 
• possessive (possessivos) – possessive adjectives ou possessive pronouns;
• reflexive (reflexivos);
• demonstrative (demonstrativos).
Subject 
pronouns
Object pronouns
Possessive 
adjectives (PA) 
Possessive
pronouns (PP) 
Reflexive pronouns
I Me My Mine Myself
You You Your Yours Yourself
He Him His His Himself
She Her Her Hers Herself
It It Its Its Itself
We Us Our Ours Ourselves
You You Your Yours Yourselves
They Them Their Theirs Themselves
Personal Pronouns
CHECK IT OUT
Como o pronome you serve tanto para o 
singular quanto para o plural, falantes da Língua 
Inglesa comumente utilizam you guys para se 
referir a mais de uma pessoa. Dessa forma, há 
uma diferenciação bastante clara entre o uso de 
you singular e o de you plural.
Exemplo:
– Where have you been? (singular)
– Where have you guys been? (plural)
Os pronomes pessoais substituem substantivos próprios e 
comuns em frases. Eles podem substituir tanto o sujeito (subject 
pronouns) quanto o objeto (object pronouns) de uma frase.
Exemplos: 
– My mother is very funny. She loves to tell jokes. (subject)
– Paul and I are going to get married soon. We love each 
other very much. (subject)
– If you see George, please give this book to him. (object)
– I can’t see Patrick and Alice. I’ll look for them. (object) 
– They must be up to no good. (subject)
Pronouns and Wh-words
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Possessive Adjectives and 
Possessive Pronouns
Os adjetivos possessivos têm função de adjetivo, pois 
modificam o substantivo que os acompanha, indicando 
posse. São sempre acompanhados de substantivos.
Não há variação em número nem em gênero: usamos 
os mesmos adjetivos possessivos para substantivos no 
singular e no plural, masculinos e femininos. Veja os 
exemplos a seguir:
Exemplos:
– Your friends are great!
– Your motorcycle isn’t parked here.
– His clothes are ironed.
– His brother is 12.
– Her books were lent to John.
– Her job is hard.
Já os pronomes possessivos não são acompanhados do 
substantivo. Na verdade, eles o substituem. Também não 
há variação de gênero e número.
Exemplos:
– The notebook is ours.
– The notebooks are ours.
– The bike is hers.
– The bikes are hers.
OBSERVAÇÃO
A cada Personal Pronoun correspondem um possessive 
adjective e um possessive pronoun:
Exemplos:
I → my → mine 
He → his → his 
She → her → hers
We → our → ours
Os pronomes possessivos podem ser usados com a 
preposição of.
Exemplos:
– John is a friend of mine. 
– Carl introduced us to some colleagues of his.
LEARN BY DOING I
01. (UFU-MG–2020) On Tuesday, Merriam-Webster selected its 
word of the year, not some viral neologism like post-truth 
or selfie, but a word that has been around since the Middle 
Ages: the pronoun they.
Pronouns are tools that people typically use withall 
the thought one gives to using doorknobs. Students are 
taught in early language lessons that every sentence 
needs a subject and are given a short list of usual 
suspects: words like he, she, you and they. The latter, 
they are told, is used to refer to more than one person. 
Yet that’s not always the case. Merriam-Webster chose 
the singular form, one that has been gaining currency 
and causing controversy.
There are two reasons that singular they is on the 
upswing. One is that it’s a convenient way to refer to an 
unknown person in a gender-neutral way, versus using 
cumbersome constructions like “he or she.” In recent 
years, it has been far easier to find this generic they in 
mass media because using it makes life easier for readers 
and writers alike.
STEINMETZ, Katy. Disponível em: https://time.com. 
Acesso em: 8 fev. 2020.
Com base no texto, é incorreto afirmar que
A) they foi considerada a palavra do ano por um 
dicionário de inglês.
B) o uso do pronome they se mantém inalterado em 
inglês.
C) he e she podem ser substituídos por they em certos 
contextos.
D) they é usado como estratégia para neutralizar o 
gênero em inglês.
02. (EsPCEx-SP) In the sentence “...shopping centers make 
good meeting places because they are safe...”, the word 
“they” refers to 
A) fans. 
B) shopping centers. 
C) rolezeiros. 
D) kids. 
E) neighborhoods. 
03. (EsPCEx-SP) In the sentence “Foxconn recently released 
a statement defending its corporate practices...”, the word 
“its” refers to
A) statement. 
B) Foxconn. 
C) health care. 
D) practices. 
E) employees.
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04. (EN-RJ) Which is the correct way to complete the following 
excerpt?
The legacy of Hartlepool
He thought that if he had the courage to visit the 
Long Gallery, the portraits of ancestors would 
come to life in frames. would point 
 fingers and say: “We did duty. We 
spent the money as was meant to be spent […].”
TORDAY, Paul. The legacy of Hartlepool Hall. London: 
Weidenfeld & Nicolson, 2012.
A) him – its – We – ours – ours – he
B) him – theirs – They – their – ours – it
C) her – their – We – ours – our – he
D) his – their – They – their – our – it
E) his – its – They – theirs – our – it
LEARN BY DOING II
Instrução: Leia o texto para responder à questão 01.
Leave out all the rest
(Linkin Park) Soundtrack of Twilight
I dreamed I was missing
You were so scared
But no one would listen
‘Cause no one else cared
After my dreaming
I woke with this fear
What am I leaving
When I’m done here
[…]
(Chorus)
When my time comes
Forget the wrong that I’ve done
Help me leave behind some
Reasons to be missed
[…]
Don’t be afraid
I’ve taken my beating
I’ve shared what I made
[…]
Pretending
Someone else can come and save me from myself
I can’t be who you are
01. (AFA-SP) Observe the reflexive pronoun in italics (myself) 
and then read the following sentences.
I. Just help yourself, won’t you?
II. I hope the children behave themselves.
III. The chef himself welcomes the customers to the 
restaurant.
Considering the letters A (reflexive), B (emphatic) and 
C (idiomatic), match the sentences to the letters and 
choose the correct alternative.
A) I (A) – II (A) – III (C)
B) I (C) – II (C) – III (B)
C) I (B) – II (A) – III (B)
D) I (A) – II (B) – III (A)
02. (UFSJ-MG) In the sentence “The decision was approved 
by 10–0 with one abstention, and it will give same-sex 
couples in stable partnerships the same financial 
and social rights enjoyed by those in opposite-sex 
relationships”, the word “those” could be substituted by 
A) social rights.
B) financial rights.
C) people.
D) rights.
Reflexive Pronouns
Utilizamos os pronomes reflexivos quando o sujeito da 
ação verbal e o objeto da oração são os mesmos.
Reflexive pronouns
Myself
Yourself
Himself
Herself
Itself
Ourselves
Yourselves
Themselves
Exemplos:
– Be careful with that knife or you will cut yourself.
– She burned herself.
Podemos também usar os reflexive pronouns para dar 
ênfase à pessoa ou à coisa mencionada na frase.
Exemplos:
– I will do the work myself.
– The car itself was undamaged.
Demonstrative Adjectives and 
Demonstrative Pronouns
This – That (singular)
These – Those (plural)
This – este, esta
These – estes, estas
That – aquele, aquela
Those – aqueles, aquelas
Exemplos:
– This is a car and that is a truck.
– These are my friends and those are Sara’s.
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LEARN BY DOING III
Instrução: Leia o texto a seguir para responder à questão 01. 
 G
re
g 
an
d 
M
or
t 
W
al
ke
r
Avaliable at: http://www.comicstriparchive.com/Beetle_Bailey/ (Adapted).
01. (UPE) No 2º quadrinho, qual expressão interrogativa completa corretamente a pergunta? 
A) How far 
B) How about 
C) How much 
D) How long 
E) How often 
WH-WORDS
As Wh-words são utilizadas para construir orações interrogativas. Elas geralmente ocupam a posição inicial dessas orações 
e requerem respostas mais completas e específicas, não podendo ser respostas como “sim” e “não”.
Exemplos:
– What’s your name?
– Where are you going?
– Why do you want to take this class?
– How much do you earn a month?
Quando what, which, who e whose forem sujeito numa oração interrogativa, o verbo auxiliar não será usado.
Exemplos:
– Who made this pie?
– Who wants to get a piece of pie?
– Which one interests you?
– What is good in the club?
Wh-words Translation Examples
What o que, qual What do you want?
Who quem Who are you?
Where onde Where did you go yesterday?
When quando When is your birthday?
Whose de quem Whose car is this?
Which qual Which color do you prefer, blue or red?
How como How are you?
How + Adjective
qual a distância
que altura
qual a idade
quanto tempo
qual a largura
How far is your house from here?
How high is this building?
How old are you?
How long will you stay in Rio?
How wide is this river?
What time quantas horas What time is it?
Why por que Why are you sad?
How much quanto(a) (coisas incontáveis) How much money do you have?
How many quantos(as) (coisas contáveis) How many students are there in this class?
How often qual a frequência How often do you go to the cinema?
What else o que mais What else do you want to drink?
What kind of que tipo de What kind of music do you prefer?
What colour que cor What colour is your car?
Is
to
ck
ph
ot
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COHESIVE ELEMENTS
Subordinating conjunctions
Condition and hypothesis ideas
Conjunction Translation
if
whether se
unless a menos que
otherwise caso contrário
still ainda que, todavia
as long as contanto que
provided that de forma que
Exemplos:
– If you study hard, you will be successful.
– Unless you study hard, you won’t be successful.
Manner idea
Conjunction Translation
as (when, while) enquanto
as (because) porque, como
as if
como, como se
as though
as well da mesma forma
Exemplos:
– He behaves as if he were your father.
– She acts as though she had no money.
Emphasis idea
Conjunction Translation
really
na verdade, de fato, certamente
in fact
as a matter of fact
actually
indeed
certainly
Exemplo:
– “Did you talk to your teacher?” “I did, indeed”.
Comparison idea
Conjunction Translation
as... as tão... quanto
so... as tão... quanto
such as tal como
Exemplo:
– She is as beautiful as Joan.
PHRASAL VERBS
TO CARRY, CARRIED, CARRIED – TRANSPORTAR
• Carry away = ser levado / carregar
– The wounded soldiers were carried away.
– He was carried away by his emotion.
• Carry on = continuar
– Carry on with your work, please!
• Carry out = colocar em prática / finalizar
– Carry out your plan because it’s very good.
– The mission was carried out successfully.
TO RUN, RAN, RUN –CORRER
• Run across = encontrar por acaso
– I ran across Carol at school the other day.
• Run after = perseguir
– They had to run after him for many blocks.
• Run away = fugir
– They ran away as soon as they saw the police.
• Run into = encontrar por acaso
– I ran into my aunt at the mall last weekend.
• Run out of = ficar sem, falta de
– We ran out of gas before getting into town.
• Run over = atropelar
– The poor fellow was run over by an old car.
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PROPOSED EXERCISES
01. (EN-RJ) In the excerpt “But if libraries are going to survive the digital age, they need to be more about helping patrons filter 
vast quantities of digital information rather than access to analog materials” the pronoun “they” refers to 
A) libraries. 
B) the digital age. 
C) patrons. 
D) quantities of digital information. 
E) analog materials.
02. (Fatec-SP) O pronome them em “Players scour the streets for converts, training them into a work force to feed” refere-se a 
A) players. 
B) streets. 
C) converts. 
D) forces. 
E) New Yorkers.
03. (PUC-SP) Na frase “Women now become doctors at nearly the same rate as men, but they become physicians, not surgeons.”, 
o pronome they refere-se a
A) doctors.
B) physicians.
C) surgeons.
D) men.
E) women.
04. (UERJ) Reflexive pronouns have two distinct uses: basic and emphatic. The reflexive pronoun used emphatically is found in:
A) “The oppressed resign themselves to their doom.”
B) “They tacitly adjust themselves to oppression”
C) “The enforcement of the law itself”
D) “Our end is a community at peace with itself.”
05. (PUCPR) Lucy hates John and John hates Lucy. Lucy and John hate .
A) themselves
B) itself
C) each other
D) herself
E) himself
06. (PUC RS)
Available at: http:www.chase300.com/userpages/calvinhobtes.
Fill in the gaps with the suitable pronouns:
A) my – she – her – his
B) my – it – our – its
C) his – it – his – her
D) his – he – his – its
E) its – he – our – our
VAGG
YNC2
JØJ5
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https://youtu.be/7pVkNP-vGDM
https://youtu.be/znanPz_Wbkc
https://youtu.be/8ViSoVML-pI
07. (EN-RJ) Which question word best completes the following paragraph?
So if smoking is so bad for you, is it so hard to quit? Stopping smoking is difficult for several reasons: 
nicotine is highly addictive, rewarding psychological aspects of smoking and genetic predisposition.
Avaliable at: http://www.spine-health.com/wellness/stop-smoking (Adapted).
A) what
B) when
C) who
D) whose
E) why
08. (Unesp) people in Brasília? 
A) How many ... are there 
B) How much ... are there 
C) What many ... was there 
D) What many ... were there 
E) How many million ... was there
09. (EPCAR-MG) Mark the correct question to the following answer:
“The government aims to transfer 30% of farmland to black South Africans by 2014.” 
A) Who transferred 30% of farmland? 
B) Why did the government transfer 30% of farmland? 
C) What does the government want to do? 
D) Where does the government purchase part of the farmland? 
10. (PUCPR) Fill in the following blanks, choosing the best alternative:
I. knows how to speak decent French to talk to the tourists?
II. The ticket costs $ 8. are you going to pay?
III. can I take the subway to the Guggenhein Museum?
IV. of those buildings is the hospital?
V. will your sister travel to London? 
A) I – Who; II – How; III – Where; IV – Which; V – When 
B) I – Whose; II – Who; III – How; IV – What; V – Why 
C) I – Which; II – Why; III – When; IV – How; V – Whose 
D) I – Whom; II – What; III – Which; IV – Where; V – How
E) I – How; II – When; III – What; IV – Why; V – Where
 
TEXT I
 C
al
vi
n 
&
 H
ob
be
s,
 B
ill
 W
at
te
rs
on
Available at: images1.fanpop.com.
CHDU
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https://youtu.be/x__Fo5Dz-rk
01. (UERJ) Consider the visual representation of the tiger in 
the comic strip. The effect of closeness between the tiger 
and the viewer is obtained in the following panel: 
A) 5 
B) 6 
C) 7 
D) 8 
02. (UERJ) In the speech balloon of panel 1, the word “that” 
appears twice. The second “that” fulfils the following 
cohesive function: 
A) Showing emphasis in speech 
B) Referring back to the quotation 
C) Pointing to the book in the picture 
D) Linking main and subordinate clauses 
03. (UERJ) “And I should know”. (panel 4)
Modal verbs can be used to refer to a speaker’s attitude. 
The modal “should” indicates that Calvin believes his 
knowledge of the bad quality of the TV show would be 
characterized as
A) desirable.
B) probable.
C) surprising.
D) mandatory.
04. (UERJ) By establishing links between different parts of a 
text, one might guess the meaning of an unknown word. 
Based on Calvin’s evaluation of the show he is watching, 
the meaning of the word “tripe”, in panel 8, is: 
A) Fun 
B) Trash 
C) Pastime 
D) Program
TEXT II
We raise girls to cater to the fragile egos of men. 
We teach girls do shrink themselves, to make themselves 
smaller. We tell girls “You can have ambition, but not 
too much”. “You should aim to be successful, but not 
too successful, otherwise you will threaten the man”. 
[…] We teach girls shame – “Close your legs, cover 
yourself!” We make them feel as though by being born 
female, they’re already guilty of something. And so, girls 
grow up to be women who cannot see they have desire. 
They grow up to be women who silence themselves. They 
grow up to be women who cannot say what they truly 
think. And they grow up – and this is the worst thing we do 
to girls – to be women who turn pretense into an art form.
ADICHIE, Chimamanda. We should all be feminists. 
Available at: https://www.youtube.com/watch?v=hg3umXU_
qWc&t=797s. Accessed on: May 5, 2018 (Adapted)
01. (Unicamp-SP) O texto anterior reproduz trechos de uma 
palestra proferida pela escritora nigeriana Chimamanda 
Adichie em 2009. Segundo a autora, o fato de serem 
criadas para agradar aos homens faz com que as mulheres
A) valorizem sua sexualidade ao longo de suas vidas.
B) cresçam vendo a dissimulação como algo normal.
C) sejam ameaçadas, caso se tornem bem-sucedidas.
D) tenham suas vozes silenciadas pelos homens. 
TEXT III
It’s probable you’ve already replied to a couple of 
emails today, sent some chat messages and maybe 
performed a quick Internet search. As the day wears on 
you will doubtless spend even more time browsing online, 
uploading images, playing music and streaming video.
Each of these activities you perform online comes 
with a small cost — a few grams of carbon dioxide are 
emitted due to the energy needed to run your devices and 
power the wireless networks you access. Less obvious, 
but perhaps even more energy intensive, are the data 
centres and vast servers needed to support the Internet 
and store the content we access over it.
Although the energy needed for a single Internet 
search or email is small, approximately 4.1 billion people, 
or 53.6% of the global population, now use the Internet. 
Those scraps of energy, and the associated greenhouse 
gases emitted with each online activity, can add up.
If we were to rather crudely divide the 1.7 billion tonnes 
of greenhouse gas emissions estimated to be produced 
in the manufacture and running of digital technologies 
between all Internet users around the world, it means 
each of us is responsible for 400 g of carbon dioxide a year.
But things are not that simple – this figure can vary 
depending where in the world you are. Internet users in 
some parts of the globe will have a disproportionately 
large footprint. One study estimated that 10 years ago, 
the average Australian Internet user was responsiblefor 
the equivalent of 81 kg of carbon dioxide being emitted 
into the atmosphere. Improvements in energy efficiency, 
economies of scale and use of renewable energy will 
doubtless have reduced this, but it is clear that people 
in developed nations still account for the majority of the 
Internet’s carbon footprint.
GRIFFITHS, Sarah. Disponível em: www.bbc.com. 
Acesso em: 5 mar. 2020 (Adaptação).
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01. (FCMSC-SP–2021) The text is mainly about
A) the alarming environmental impact of the Internet use.
B) the impact of the Internet on the business environment.
C) the primary sources of greenhouse gas emissions.
D) the carbon dioxide pollution effects on health.
E) the most effective ways to reduce our carbon 
footprint.
02. (FCMSC-SP–2021) According to the context, the Internet 
is posing a threat to the
A) greenhouse gases.
B) environment.
C) data centres.
D) digital technologies.
E) wireless networks.
03. (FCMSC-SP–2021) The excerpt from the first paragraph 
“As the day wears on” has the same meaning as:
A) day in day out
B) as soon as the day breaks
C) on a day-to-day basis
D) as the day goes on
E) by the end of the day
04. (FCMSC-SP–2021) In the excerpt from the third paragraph 
“Although the energy needed for a single Internet search”, 
the underlined word indicates
A) time.
B) consequence.
C) purpose.
D) comparison.
E) contrast.
05. (FCMSC-SP–2021) No trecho do quinto parágrafo “this 
figure can vary”, o termo figure refere-se, no texto, a
A) 1.7 billion tonnes.
B) digital technologies.
C) Internet users.
D) 400 g of carbon dioxide.
E) greenhouse gas emissions.
TEXT IV
“Fan” is abbreviated form of “fanatic”, 
which has roots in Lat in word 
fanaticus, which simply meant “belonging to the temple, 
a devotee”. But these words quickly assumed negative 
connotations, to the point of becoming references to 
excessive religious belief and to any mistaken enthusiasm.
Based on such connotations, news reports frequently 
characterize fans as psychopaths frustrated 
fantasies of intimate relationships with stars or unsatisfied 
desires to achieve stardom take violent and antisocial forms. 
5
10
Whether viewed as a religious fanatic, a psychopathic 
killer, a neurotic fantasist, or a lust-crazed groupie, the 
fan remains a “fanatic” with interests alien to the realm of 
“normal” cultural experience and a mentality dangerously 
out of touch with reality.
To understand the logic behind this discursive 
construction of fans, we must reconsider what we mean 
by taste. Concepts of “good taste,” appropriate conduct, 
or aesthetic merit are not natural or universal; rather, 
they are rooted in social experience and reflect particular 
class interests. Taste becomes one of the important 
means by which social distinctions are maintained and 
class identities are forged. Those who “naturally” possess 
appropriate tastes “deserve” a privileged position, while 
the tastes of others are seen as underdeveloped. Taste 
distinctions determine desirable and undesirable ways of 
relating to cultural objects, strategies of interpretation 
and styles of consumption.
The stereotypical conception of the fan reflects anxieties 
about the violation of dominant cultural hierarchies. 
The fans’ transgression of bourgeois taste disrupts 
dominant cultural hierarchies, insuring that their 
preferences be seen as abnormal and threatening by 
those who have an interest in the maintenance of these 
standards (even by those who may share similar tastes 
but express them in different ways).
JENKINS, Henry. 
Textual poachers: television fans and participatory culture. 
New York / London: Routledge, 1992. p. 12-16 (Adapted).
01. (UFRGS-RS) Select the alternative which correctly fills in 
the gaps in lines 1 and 2, in the order they appear.
A) the – the – a
B) the – its – a
C) the – it’s – the
D) an – it’s – the
E) an – its – the
02. (UFRGS-RS) According to the text,
A) the word “fan” is just short for “fanatic” and both 
forms mean basically the same as their Latin root did.
B) though the word “fanatic” refers only to religious 
excesses, “fan” has a broader meaning, being 
associated to forms of antisocial behavior and 
abnormal taste.
C) despite the bad connotations of the word “fanatic”, 
fans are generally perceived as people of good taste 
who hold privileged positions in society.
D) the words “fanatic” and “fan” evolved from quite 
negative references to forms of religious worship to 
a fairly democratic view on cultural tastes and styles 
of consumption.
E) the word “fan” is often used in prejudicious and 
stereotypical references to people who display 
excessive enthusiasm in stating their cultural tastes.
15
20
25
30
35
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• ALSO – também (antes do verbo principal ou depois do 
verbo to be, em orações afirmativas ou interrogativas) 
• EITHER – também (no final de orações negativas) 
• TOO – também (no final de orações afirmativas ou 
interrogativas) 
• AS WELL – também (no final de orações afirmativas 
ou interrogativas) 
Exemplos: 
– Tom studies French. His sister also studies French. 
– I’m from Brazil. My parents are also from Brazil. 
– I’m not a dentist. You aren’t a dentist either. 
– I did the exercise. My classmates did it as well. 
– Did Lucy do the homework, too?
ENEM EXERCISES
01. (Enem)
ABOOLS, M. Disponível em: http://blog.eclecticmemes.com. 
Acesso em: 1 jan. 2015.
A sigla “AV”, usada no texto, representa o alvo da crítica 
sobre a elevação do custo de um(a)
A) enquete sobre profissões em baixa.
B) referendo realizado pelo governo.
C) tratamento médico inovador.
D) software de última geração.
E) novo sistema eleitoral.
03. (UFRGS-RS) Consider the following statements:
I. Fans are fanatic people who often display antisocial 
behavior due to excessive enthusiasm.
II. The characterization of fans as “fanatic” mirrors social 
hierarchies based on the notion of taste.
III. Fans have an important social role because they 
challenge artistic standards by transgressing 
bourgeois taste.
Which are correct, according to the text?
A) Only I.
B) Only II.
C) Only III.
D) Only II and III.
E) I, II and III.
04. (UFRGS-RS) Select the alternative which could replace 
“assumed” (l. 4) without significant change in meaning.
A) took on
B) became
C) earned
D) got into
E) formed
05. (UFRGS-RS) Consider the following clauses:
I. One must reconsider what one means by taste.
II. We must reconsider what is meant by taste.
III. We may reconsider what taste means.
Which could replace, without significant changes in 
meaning, the clause “we must reconsider what we mean 
by taste” (l. 17-18)?
A) Only I.
B) Only II.
C) Only I and II.
D) Only II and III.
E) I, II and III.
06. (UFRGS-RS) Select the alternative which could replace 
“rather” (l. 19) without significant change in meaning.
A) instead
B) indeed
C) but
D) although
E) however
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02. (Enem)
Steve Jobs: a life remembered, 1955-2011
Readersdigest.ca takes a look back at Steve Jobs, 
and his contribution to our digital world.
CEO. Tech-Guru. Artist. There are few corporate figures as famous and well-regarded as former-Apple CEO Steve Jobs. His list 
of achievements is staggering, and his contribution to modern technology, digital media, and indeed the world as a whole, cannot 
be downplayed.
With his passing on October 5, 2011, readersdigest.ca looks back at some of his greatest achievements, and pays our 
respects to a digital pioneer who helped pave the way for a generation of technology, and possibilities, few could have imagined.
Disponível em: www.readersdigest.ca. 
Acesso em: 25 fev. 2012.
Informações sobre pessoas famosas são recorrentes na mídia,divulgadas de forma impressa ou virtualmente. Em relação a 
Steve Jobs, esse texto propõe
A) expor as maiores conquistas da sua empresa.
B) descrever suas criações na área da tecnologia.
C) enaltecer sua contribuição para o mundo digital.
D) lamentar sua ausência na criação de novas tecnologias.
E) discutir o impacto de seu trabalho para a geração digital.
03. 
What kind of music is that?
One of the first things needed when you begin the study of any subject is a little introduction to the “lingo”. Since music 
is such a huge subject, some of the words used to talk about it are the terms that divide it up into smaller subjects, the way 
science is divided into Biology, Physics, and so on.
SCHMIDT-JONES, C. Available at: http://cnx.org/content/m11421/latest/. 
Accessed on: Feb. 8, 2011. [Excerpt]
Conceituar e definir, embora consideradas necessidades para a construção do conhecimento, são tarefas bastante difíceis. Para 
que se defina de forma completa algo tão abrangente como a música, é necessário compreender tudo aquilo que ela engloba. 
Tendo isso em vista, no trecho “little introduction to the ‘lingo’”, a palavra lingo nos remete
A) a questões científicas e biológicas às quais se relaciona a música.
B) à forma como foi introduzida a música em variados contextos mundiais.
C) aos temas das canções populares e eruditas, e como estes se diferenciam.
D) à linguagem de uma determinada canção, que engloba ritmo, letra e melodia.
E) à terminologia musical, que auxilia na compreensão do tema.
SEÇÃO FUVEST / UNICAMP / UNESP
ANSWER KEY
Learn by doing I Right ______ Wrong ______
• • 01. B • • 02. B • • 03. B • • 04. D
My progress
Pronouns and Wh-words
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Learn by doing II Right ______ Wrong ______
• • 01. B
• • 02. C
Learn by doing III Right ______ Wrong ______
• • 01. D
Proposed Exercises Right ______ Wrong ______
• • 01. A
• • 02. C
• • 03. E
• • 04. C
• • 05. C
• • 06. B
• • 07. E
• • 08. A
• • 09. C
• • 10. A
Text I Right ______ Wrong ______
• • 01. C
• • 02. B
• • 03. A
• • 04. B
Text II Right ______ Wrong ______
• • 01. B
Text III Right ______ Wrong ______
• • 01. A
• • 02. B
• • 03. D
• • 04. E
• • 05. D
Text IV Right ______ Wrong ______
• • 01. E
• • 02. E
• • 03. D
• • 04. A
• • 05. C
• • 06. A
Enem Exercises Right ______ Wrong ______
• • 01. E
• • 02. C
• • 03. E My total score was: __________ out of __________ . ______ %______ %
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A 3ª pessoa do singular
Regra geral: Acrescenta-se -s à forma base do verbo.
Exemplos:
– Peter plays soccer everyday.
– My dog barks every night.
– Sue takes dance classes twice a week.
• Aos verbos terminados em -s, -sh, -ch, -o e -x
acrescenta-se -es.
Exemplos:
to kiss – She kisses
to wash – She washes
to teach – He teaches
to go – He goes
to mix – She mixes
to access – He accesses
• Quando o verbo termina em -y precedido de consoante, 
retira-se o y e acrescenta-se -ies.
Exemplos:
to study – He studies
to try – She tries
to cry – He cries
SIMPLE PRESENT
O Simple Present é o tempo verbal que utilizamos quando fazemos referência a ações habituais ou cotidianas. Observe a 
tabela com alguns verbos:
Verbs Translation
to come vir
to cry chorar
to dance dançar
to drink beber
to fix consertar
to go ir
to kiss beijar
to like gostar de
to live morar, viver
to play jogar, tocar, brincar
to read ler
Verbs Translation
to say dizer
to sing cantar
to speak falar
to stay ficar, permanecer
to study estudar
to try tentar
to walk caminhar
to want querer
to wash lavar
to watch assistir
to write escrever
O Simple Present é formado pela base form do verbo (infinitivo sem to). As únicas mudanças ocorrem na 3ª pessoa do singular.
Exemplos: 
– They like beer. – We swim three times a week. – He lives in Brazil. – I speak English every day.
Forma interrogativa 
Quando não for a 3ª pessoa do singular, coloca-se o auxiliar do 
antes do sujeito. Para a 3ª pessoa do singular, coloca-se does 
antes do sujeito, e o verbo principal sempre volta à forma base.
Exemplos: 
Affirm.: – They live in London.
– She speaks French.
Int.: – Do they live in London?
– Does she speak French?
Forma negativa 
Quando não for 3ª pessoa do singular, coloca-se do not / 
don’t imediatamente após o sujeito. Para a 3ª pessoa do singular, 
coloca-se does not / doesn’t imediatamente após o sujeito, 
e o verbo principal sempre volta para a forma base.
Exemplos: 
Affirm.: – We drink water.
– Carol dances very well.
Int.:
– We do not drink water. =
– We don’t drink water.
– Carol does not dance very well. =
– Carol doesn’t dance very well.
MÓDULO
04
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Observe o quadro a seguir:
to walk to stay to fly to watch
Affirmative
I, you, we, they walk stay fly watch
he, she, it walks stays flies watches
Interrogative
I, you, we, they Do ___ walk? Do ___ stay? Do ___ fly? Do ___ watch?
he, she, it Does ___ walk? Does ___ stay? Does ___ fly? Does ___ watch?
Negative
I, you, we, they do not walk do not stay do not fly do not watch
he, she, it does not walk does not stay does not fly does not watch
 lz
f 
/ 
S
hu
tt
er
st
oc
k
 To walk. 
Para fazer referência a hábitos e rotina, é muito comum 
encontrarmos advérbios de frequência associados ao uso 
desse tempo verbal.
Exemplos: 
– Peter always visits his mother.
 
 ADVERB VERB
– I usually have breakfast with my family.
 
 ADVERB VERB
Frequency adverbs Translation
often / frequently frequentemente
generally geralmente
usually usualmente
seldom / rarely raramente
never nunca
always sempre
Geralmente, esses advérbios são posicionados antes de 
action verbs e após o verbo to be.
Exemplo: 
– I am always late for school.
CHECK IT OUT
O verbo do, além de usado como auxiliar para formar 
a negativa e a interrogativa, pode aparecer também 
acompanhando outro verbo em orações afirmativas. 
Nesse caso, ele é usado para enfatizar o verbo seguinte, 
por isso é chamado de “do enfático”.
Exemplos:
– I don’t like cakes very much, but I do love 
chocolate cake.
– A: Can I buy stamps here? 
 B: Well, we do sell them, but we don’t have any 
at the moment.
LEARN BY DOING I
01. (UEMA) Change the following sentence to the Simple 
Present tense: 
Cazuza sang “Pro dia nascer feliz”.
A) Cazuza sings “Pro dia nascer feliz”. 
B) Cazuza will sing “Pro dia nascer feliz”. 
C) Cazuza has sung “Pro dia nascer feliz”. 
D) Cazuza is singing “Pro dia nascer feliz”. 
E) Cazuza would sing “Pro dia nascer feliz”.
02. (Fatec-SP) Escolha a alternativa que complete 
corretamente a frase a seguir:
“My wife hardly ever I night dresses. 
In fact, she II III them”.
A) I – uses; II – gets used; III – to wear
B) I – used; II – is used to; III – wore
C) I – wears; II – is not used to; III – wearing
D) I – wore; II – uses to; III – wear
E) I – has worn; II – is used to; III – using
Instrução: Leia o texto a seguir para responder à questão 03.
Minister Norman Baker wants 
end to UK animal tests
By Brian Wheeler
Political reporter
The minister in charge of regulating animal experiments 
in the UK has said he wants to see an end to all testing.
[…]
Available at: http://www.bbc.com/news/ 
uk-politics-28580792. Accessed on: July 31, 2014.
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03. (Uncisal) Ao seguir a regra gramatical de conjugação 
de verbos, de acordo com o exemplo da manchete da 
reportagem anterior, a frase “She her dignity 
at any price” será completada da seguinte forma com o 
verbo to pursue:
A) pursuing
B)pursuyed
C) pursues
D) pursued
E) pursue
Outros exemplos:
– They are buying a new house.
– I am leaving school.
– Alice is reading a book.
 Pr
es
sm
as
te
r 
/ 
S
hu
tt
er
st
oc
k
To read.
Para se fazer uma pergunta no Present Continuous Tense, 
basta colocar o verbo to be (na sua forma de presente) antes 
do sujeito.
Exemplos: 
–	 Affirm.:	She is dreaming.
– Inter.: Is she dreaming?
Para fazer uma negação, basta colocar not após o verbo to be.
Exemplos: 
–	 Affirm.:	They are opening the door.
– Neg.: They are not opening the door.
– Neg. Cont.: They aren’t opening the door.
to walk to come to fly to stop
Affirmative
I am walking am coming am flying am stopping
he, she, it is walking is coming is flying is stopping
you, we, they are walking are coming are flying are stopping
Interrogative
I Am ___ walking? Am ___ coming? Am ___ flying? Am ___ stopping?
he, she, it Is ___ walking? Is ___ coming? Is ___ flying? Is ___ stopping?
you, we, they Are ___ walking? Are ___ coming? Are ___ flying? Are ___ stopping?
Negative
I am not walking am not coming am not flying am not stopping
he, she, it is not walking is not coming is not flying is not stopping
you, we, they are not walking are not coming are not flying are not stopping
PRESENT CONTINUOUS
O Present Continuous é utilizado para descrever uma ação 
que se passa no momento em que é descrita ou, ainda, uma 
ação que possui um aspecto temporário. Veja a seguir sua 
estrutura básica:
Structure
She is playing the guitar.
 verb to be + main verb 
(-ing) + complement
They are studying English.
 verb to be + main verb 
(-ing) + complement
Exemplos:
– It is raining a lot right now. (descrição simultânea 
ao fato)
– I usually go to college in the morning, but, as I’m on 
vacation, I’m staying at home. (ação com aspecto 
temporário)
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Gerund
A forma verbal acrescida de -ing é chamada gerúndio 
(gerund). Essa é uma forma nominal do verbo que indica 
processo. Para se formar o gerúndio de alguns verbos, além 
de lançar mão da regra geral (verb + -ing), é necessário 
fazer algumas adaptações. Veja a seguir.
• Para verbos terminados em -e, elimina-se o -e e 
acrescenta-se -ing.
Exemplos:
– to love: loving
– to live: living
– to care: caring
– to dance: dancing
– to come: coming
OBSERVAÇÃO
Há exceções. Veja:
– to die: dying
– to lie: lying
• Para verbos terminados em “CVC” (consoante-vogal- 
-consoante), em que essa sequência seja a sílaba 
tônica do verbo, dobra-se a última consoante e, 
então, acrescenta-se -ing.
Exemplos:
– to cut: cutting
– to rob: robbing
– to permit: permitting
– to prefer: preferring
– to shop: shopping
Pa
th
D
oc
 /
 S
hu
tt
er
st
oc
k
To lie. To stop.
C
lo
ve
r 
A
ut
re
y 
/ 
C
re
at
iv
e 
C
om
m
on
s
To fly.
D
on
 D
eB
ol
d 
/ 
C
re
at
iv
e 
C
om
m
on
s
Usos
• Para formar os continuous tenses.
Exemplo:
– The kids are playing on the backyard.
• Após verbos de percepção.
Exemplos:
– He saw me doing that.
– He heard me playing the piano.
• Depois de preposição ou de verbos que exigem o 
gerúndio.
Exemplos:
– He is tired of studying. (of = preposição)
– She enjoys working with us. (enjoy = verbo 
que exige gerúndio)
• Quando tem função adjetiva. 
Exemplos:
– This is a very interesting book.
– That is an exciting story.
• Quando funciona como substantivo. 
Exemplo:
– Walking is good for health.
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LEARN BY DOING II
01. (UECE) In “The New York Public Library is adding 
45 children’s librarians to support story time and other 
programs...” the two verb forms are, respectively, 
A) Simple Present and Simple Present. 
B) Simple Present and Present Participle. 
C) Present Perfect and Present Continuous. 
D) Present Continuous and infinitive.
02. (Famema-SP–2021) 
Available at: https://www.wehatetowaste.com/.
A imagem faz parte de uma campanha sobre
A) o impacto do consumo excessivo de calorias na saúde.
B) a arrecadação de alimentos entre americanos.
C) a importância de uma alimentação saudável.
D) o desperdício de alimentos.
E) o consumo de alimentos orgânicos.
Exemplos:
– In addition to visiting the zoo, we went to the park.
– Besides going to the zoo, we went to the park.
– The price is too high; moreover, the house isn’t in 
a good and suitable position.
– She is nice and popular.
Time and consequence ideas
Conjunction Translation
until (till) até que
whenever sempre que
as soon as tão logo
as enquanto
since desde que
when quando
while enquanto
once uma vez
twice duas vezes
yet ainda
in the meantime enquanto isso
now agora
after após
before antes de
already já
Exemplos:
– I will love you till the end of time.
– Call me as soon as you arrive in Paris.
–	 She	hasn’t	finished	the	exercises	yet.
– As they were entering the bank, the police 
saw them.
Purpose idea
Conjunction Translation
so that
para que, a fim deso as to
in order to
Exemplo:
– The questions are kept secret, so as to prevent 
cheating.
COHESIVE ELEMENTS
Subordinating conjunctions
Addition idea
Conjunction Translation
besides
além disso, além do mais
in addition
both... and tanto... quanto
moreover
além disso
furthermore
not only... but also não só... mas também
likewise da mesma maneira
and e
as well as tanto quanto, bem como
too também
also também
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PHRASAL VERBS
TO DROP, DROPPED, DROPPED – CAIR, DIMINUIR
• Drop in / by (on) = visitar
– I dropped in on George on my way from school.
• Drop off = diminuir / adormecer
– The demand for laptop computer is dropping off.
– I dropped off at the wheel and crashed the car.
• Drop out = abandonar
– Massa dropped out of the race after two laps.
TO GIVE, GAVE, GIVEN – DAR
• Give away = revelar / distribuir (de graça)
– Don’t give your secrets away.
– They usually give away gifts at Christmas.
• Give back = devolver
– Please, give me back my book as soon as 
possible.
• Give in = render-se
– The soldiers had to give in all at once to the police.
• Give up = desistir / parar
– He must not give up now.
 – You must give up smoking, my dear fellow!
• Give way = recuar
– Don’t give way now. You have to be resistant.
• Give oneself up = entregar-se
– The gunman gave himself up to the police.
PROPOSED EXERCISES
01. (FCM-PB) Choose the item which best completes the 
following sentence: 
An update of these guidelines (World Health 
Organization – on the use of antiretroviral drugs 
for treating and preventing HIV infection), which 
 being released this week, aims to improve uptake 
and compliance with PEP simplifying how clinicians 
prescribe the regimen and recommending drugs 
with fewer side effects.
A) is; by; by 
B) isn’t; by; for 
C) are; for; to 
D) has; no; stop 
E) is; no; in 
02. (UNIFESP) No trecho “Bad health not only impacts on 
the individual but also on the rest of the community”, 
a expressão not only... but also indica uma ideia de
A) negação.
B) comparação.
C) alternativa.
D) inclusão.
E) contraste.
03. (IFPE) The sentence “They work in restaurants or shops” 
in the third person of singular must be:
A) He work in restaurants or shops.
B) He works in restaurants or shops.
C) He workers in restaurants or shops.
D) He do work in restaurant or shop.
E) He is work in restaurants or shops.
04. (UECE) The underlined verbs in “What I am mourning 
is perhaps not worth saving, but I regret its loss 
nevertheless” are
A) Simple Present and Present Perfect.
B) Present Perfect and Simple Present.
C) Present Continuous and Simple Present.
D) Present Participle and Present Continuous.
05. (Unicamp-SP) A imagem a seguirreproduz uma troca de 
mensagens eletrônicas entre uma mãe e seu filho.
Available at: http://www.lifebuzz.com/funny-texts/#!SsbFU. 
Accessed on: Feb. 2, 2014.
Depreende-se dessa troca de mensagens que
A) a mãe ficou satisfeita com a resposta dada pelo filho 
à pergunta que ela lhe fez. 
B) o filho não entendeu a pergunta feita a ele por sua mãe. 
C) a mãe não foi capaz de interpretar adequadamente 
a resposta do seu filho. 
D) o filho se dispôs a responder à pergunta feita pela 
mãe mais tarde.
06. (EsPCEx-SP) In the sentence “Besides what we need to 
know for our own jobs, we must have practical skills”, 
the word “besides” can be replaced by
A) however.
B) in addition to.
C) to the exclusion of.
D) though.
E) as a result of.
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07. (ACAFE-SC) The Paris agreement will enter into force 
once countries representing at least 55% of global 
emissions have formally joined it.
What does the conjunction in bold mean?
A) From the moment when...
B) At once.
C) Once and for all.
D) One single time.
08. (FAMERP-SP–2021) 
Available at: https://group.bnpparibas/.
This campaign is mainly
A) promising better skills, talents and creativity for females.
B) promoting conditions to prevent women harassment.
C) raising awareness about gender equality.
D) fighting for more flexible working conditions for women.
E) calling for collective action to fight discrimination at work.
TEXT I
01. (FUVEST-SP) 
Worrying: a literary and cultural history
Francis O’Gorman. Bloomsbury; 173 pages.
When he is not teaching Victorian literature at the 
University of Leeds or writing books, Francis O’Gorman 
admits to doing a lot of unnecessary brooding. Worrying: 
a literary and cultural history is his affectionate tribute 
to low-level fretting – what the author calls “the hidden 
histories of ordinary pain” – in everyone’s life.
Humanity’s sense of anxiety has deep roots. 
Contemporary angst is inextricably tied up with living 
in an advanced, hypermodern society, and yet, when 
worrying takes hold, it often does so in ways that appear 
altogether premodern, even pre-Enlightenment.
If there is a message in the book, it addresses the 
ever-expanding cottage industry around happiness 
and well-being. The latest edition of the American 
Psychiatric Association’s “Diagnostic and Statistical 
Manual of Mental Disorder, DSM-5”,has broadened 
psychiatry’s reach into everyday life, medicalising and 
stigmatising an ever greater number of quirks and foibles. 
Against this backdrop, Mr O’Gorman’s celebration of the 
wonderful eccentricity of human nature is both refreshing 
and necessary.
He believes that “being a modern worrier is just…the 
moth-eaten sign of being human” and playfully suggests 
that people should refine Descartes’s famous dictum to: 
“I worry, therefore I am.”
THE ECONOMIST, August 1st-7th, 2015 (Adapted).
Levando-se em conta que o texto é parte de uma resenha 
de um livro, responda, em português, às seguintes 
perguntas:
A) Qual é o objetivo do autor do livro?
B) De que forma o propósito do livro de O’Gorman se 
opõe ao que é proposto pela Associação Americana 
de Psiquiatria?
C) Qual é a sugestão do autor do livro para modificar a 
famosa frase de René Descartes “Penso, logo existo”?
TEXT II
This is how UN scientists are preparing for the 
end of capitalism
Capitalism as we know it is over. So suggests a new 
report commissioned by a group of scientists appointed 
by the UN secretary general. The main reason? We’re 
transitioning rapidly to a radically different global 
economy, due to our increasingly unsustainable 
exploitation of the planet’s environmental resources and 
the shift to less efficient energy sources.
Climate change and species extinctions are accelerating 
even as societies are experiencing rising inequality, 
unemployment, slow economic growth, rising debt 
levels, and impotent governments. Contrary to the way 
policymakers usually think about these problems, these 
are not really separate crises at all.
These crises are part of the same fundamental 
transition. The new era is characterized by inefficient 
fossil fuel production and escalating costs of climate 
change. Conventional capitalist economic thinking can 
no longer explain, predict or solve the workings of the 
global economy in this new age.
Energy shift
Those are the implications of a new background 
paper prepared by a team of Finnish biophysicists who 
were asked to provide research that would feed into the 
drafting of the UN Global Sustainable Development Report 
(GSDR), which will be released in 2019.
For the “first time in human history”, the paper says, 
capitalist economies are “shifting to energy sources 
that are less energy efficient.” Producing usable energy 
(“exergy”) to keep powering “both basic and non-basic 
human activities” in industrial civilisation “will require 
more, not less, effort”.
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At the same time, our hunger for energy is driving what 
the paper refers to as “sink costs.” The greater our energy 
and material use, the more waste we generate, and so 
the greater the environmental costs. Though they can be 
ignored for a while, eventually those environmental costs 
translate directly into economic costs as it becomes more 
and more difficult to ignore their impacts on our societies.
Overall, the amount of energy we can extract, 
compared to the energy we are using to extract it, is 
decreasing across the spectrum – unconventional oils, 
nuclear and renewables return less energy in generation 
than conventional oils, whose production has peaked – 
and societies need to abandon fossil fuels because of their 
impact on the climate.
Whether or not this system still comprises a form of 
capitalism is ultimately a semantic question. It depends 
on how you define capitalism.
Economic activity is driven by meaning – maintaining 
equal possibilities for the good life while lowering 
emissions dramatically – rather than profit, and the 
meaning is politically, collectively constructed. Well, this 
is the best conceivable case in terms of modern state and 
market institutions. It can’t happen without considerable 
reframing of economic-political thinking, in short words: 
rethinking capitalism as it is nowadays.
Disponível em: https://www.independent.co.uk/news/
long_reads/capitalism-un-scientists-preparing-end-fossil-fuels-
warning-demise-a8523856.html. Acesso em: 12 mar. 2019.
(Adaptação)
01. (UEG-GO) Considerando as ideias apresentadas no texto, 
constata-se que
A) o capitalismo, nos últimos anos, tem sido um sistema 
econômico que tem contribuído de forma relevante 
para o contínuo desenvolvimento social do planeta.
B) o uso das matérias-primas, exploradas principalmente 
pelas empresas multinacionais, tem sido equilibrado, 
causando menores impactos ambientais.
C) mudanças no clima e extinção de espécies no planeta 
apontam para a busca de meios alternativos para a 
contenção de desperdício de matéria-prima.
D) o relatório apresentado confirma que o uso de 
energias alternativas é a melhor forma de se gerar 
energia sem causar impactos negativos ao meio 
ambiente.
E) há uma notória mudança política e social que está 
redefinindo o papel do capitalismo para aumentar o 
crescimento econômico dos países emergentes. 
02. (UEG-GO) Considerando os aspectos semânticos 
presentes no texto, verifica-se que a construção 
A) feed into the drafting, em Língua Portuguesa, pode 
ser compreendida como “auxiliar na elaboração”.
B) production has peaked, em português, pode ser 
compreendida como “a produção tem aumentado”.
C) slow economic growth pode ser compreendida em 
português como “crescimento econômico regular”.
D) across the spectrum, em Língua Portuguesa, pode ser 
compreendida como “em todos os aspectos”.
E) sink costs pode ser compreendida,em Língua 
Portuguesa, como “custos operacionais”.
03. (UEG-GO) Considerando os aspectos linguísticos e 
estruturais presentes no texto, constata-se que
A) a sentença “It depends on how you define capitalism”, 
na forma interrogativa seria “Does it depends on how 
do you define capitalism?”
B) em “Though they can be ignored”, o vocábulo though 
pode ser substituído pelo termo through sem alterar 
o sentido na sentença.
C) na sentença “societies are experiencing rising 
inequality”, os termos experiencing e rising são verbos 
e estão na função de gerúndio.
D) a sentença “societies need to abandon fossil fuels”, 
na forma negativa seria “societies don’t need to 
abandon fossil fuels”.
E) na sentença “unconventional oils, nuclear and 
renewables”, os termos unconventional e renewables 
são advérbios de modo.
TEXT III
Old light
I heard a tale that the sun god was said to live in a 
whale and that’s why light seems to come out of its eyes 
and why rainbows form in the mist of the gray whale’s 
breath. It’s true, light comes, but it is an old light, seeing. 
They look. The way they lift themselves from the sea: 
they are shining, water falling from them as they rise, 
exhale, inhale and return below the surface of the water.
The gray whales themselves are an intelligence we 
haven’t yet grasped, life-covered with several hundred 
pounds of barnacles and small-eyed. If we could see them 
 the brief timescale of the planet, they would look 
like shape-shifters. If we thought of time by something 
other than our own notions, million-fold years ago, before 
our own knowledge of evolution, we’d see these whales 
 they walked on land. Even now, existing within 
their immense bones, there is body evidence, a hand, 
human; vestigial hipbones; and remnants of legs they 
no longer need. They lived land when we lived 
in water. When we look at them we see our own future.
And when they come up again for air and the water 
falls from them back into the seawater, it is a shine of 
beauty in a world of desert, dunes in the background. 
As their hind legs have disappeared into them, out of our 
sight, and their hands have become hidden, the compass 
set into their brains, you’d think you might be able to be one 
with them, as with a cousin, but it’s a cousin lost in time. 
It makes us so small in the firmament. It makes us 
remember something we can’t quite name, only feel.
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Looking at these whales in the shallow water, thinking 
of the great turn of evolution and change on Earth, 
we wonder if one day we will return to the seawater, 
along with these long-enduring, longest-living mammals 
on Earth.
HOGAN, Linda. Sightings: the gray whales’ mysterious 
journey. Washington, D.C.: National Geographic, 
2002. p. 29-30 (Adapted).
01. (UFRGS-RS) Assinale a alternativa que preenche, 
correta e respectivamente, as lacunas das linhas 11, 
15 e 18.
A) across – how – on
B) on – like – above
C) over – like – above
D) over – as – on
E) across – as – over
02. (UFRGS-RS) Assinale com V (verdadeiro) ou F (falso) as 
afirmações a seguir, acerca do texto:
( ) As baleias, de acordo com indícios morfológicos, 
já apresentaram características que, hoje, são 
consideradas humanas.
( ) O atual habitat das baleias cinzentas revela que não 
há um único caminho para a evolução.
( ) A observação das baleias cinzentas leva a autora a 
centenas de milhas da costa, onde as baleias, ao 
emergirem, adquirem um esplendor ímpar.
( ) A autora, ao observar a emergência das baleias 
cinzentas, compara a visão que tem diante de si à 
imagem de um deserto coberto de dunas.
A sequência correta para o preenchimento dos parênteses, 
de cima para baixo, é:
A) F – F – V – F
B) V – V – F – F
C) F – V – F – V
D) V – F – V – F
E) F – F – F – V
03. (UFRGS-RS) A alternativa que apresenta o sinônimo mais 
adequado para a palavra grasped (l. 9), como empregada 
no texto, é
A) rescued.
B) appreciated.
C) cherished.
D) relinquished.
E) adopted.
04. (UFRGS-RS) Considere os segmentos retirados do texto 
e as respectivas propostas de reescrita:
I. If we could see them (l. 10) – Could we see them.
II. the water falls from them back into the seawater 
(l. 20-21) – the water falls from their back into the 
seawater.
III. we wonder if one day we will return to the 
seawater (l. 31) – we wonder whether one day we 
will return to the seawater.
30
Quais estão corretas?
A) Apenas I.
B) Apenas II.
C) Apenas III.
D) Apenas I e III.
E) I, II e III.
05. (UFRGS-RS) Considere as afirmações sobre o significado 
da expressão shape-shifters (l. 12), no contexto em que 
se encontra:
I. A capacidade das baleias de serem animais que vivem 
no mar, mas que necessitam emergir para respirar.
II. A transformação das baleias ao longo do processo 
evolutivo.
III. O conhecimento do homem sobre a evolução das 
baleias cinzentas permite percebê-las sob nova 
perspectiva.
Quais estão corretas?
A) Apenas I.
B) Apenas II.
C) Apenas III.
D) Apenas I e II.
E) I, II e III.
06. (UFRGS-RS) Considere as propostas de reescrita 
do segmento “As their hind legs have disappeared 
into them [...], the compass set into their brains” 
(l. 23-25).
I. While their hind legs were disappearing into them 
[...], the compass set into their brains.
II. Because their hind legs have disappeared into them 
[...], a compass set into their brains.
III. In the same way that their hind legs have disappeared 
into them [...], the compass set into their brains.
Quais poderiam substituir o segmento anterior, sem 
prejuízo do sentido literal e da correção gramatical?
A) Apenas I.
B) Apenas II.
C) Apenas III.
D) Apenas II e III.
E) I, II e III.
07. (UFRGS-RS) A tradução mais adequada para a expressão 
you’d think you might be able to (l. 25), como empregada 
no texto, é
A) você gostaria de pensar que seria possível.
B) você deveria pensar na capacidade.
C) você poderia pensar em.
D) você desejaria poder.
E) você pensaria que poderia.
53Bernoulli Sistema de Ensino
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ANSWER KEY
Learn by doing I Right ______ Wrong ______
•	•	 01. A •	•	 02. C •	•	 03. C
Learn by doing II Right ______ Wrong ______
•	•	 01. D •	•	 02. D
Proposed Exercises Right ______ Wrong _____
•	•	 01. A
•	•	 02. D
•	•	 03. B
•	•	 04. C
•	•	 05. C
•	•	 06. B
•	•	 07. A
•	•	 08. C
Text I Right ______ Wrong ______
01. 
•	•	 A) O objetivo do autor é abordar a expansão crescente 
da indústria de conforto em torno da felicidade e do 
bem-estar.
•	•	 B) A Associação Americana de Psiquiatria expandiu 
o alcance da psiquiatria na vida cotidiana, 
medicalizando e estigmatizando um número cada 
vez maior de excentricidades e pequenas falhas. 
O’Gorman se opõe a essa visão, defendendo que a 
excentricidade do ser humano é maravilhosa.
•	•	 C) O autor do livro sugere modificar a frase para 
“Preocupo-me, logo existo”. O objetivo é destacar 
que a preocupação é uma característica inerente do 
ser humano. 
Text II Right ______ Wrong ______
•	•	 01. C •	•	 02. A •	•	 03. D
Text III Right ______ Wrong ______
•	•	 01. D
•	•	 02. B
•	•	 03. B
•	•	 04. D
•	•	 05. B
•	•	 06. A
•	•	 07. E
Enem Exercises Right ______ Wrong ______
•	•	 01. A •	•	 02. B
My progress
My total score was: __________ out of __________ . ______ %______ %
ENEM EXERCISES
01. (Enem–2020)
Disponível em: www.csuchico.edu. 
Acesso em: 11 dez. 2017.
Nesse pôster de divulgação de uma campanha que aborda 
a diversidade e a inclusão, a interação dos elementos 
verbais e não verbais faz referência ao ato de
A) estereotipar povos de certas culturas.
B) discriminar hábitos de grupos minoritários.
C) banir imigrantes de determinadas origens.
D) julgar padrões de beleza de diversas etnias.
E) desvalorizar costumes de algumas sociedades.
02. (Enem) 
Our currency 
Australiawas the first country in the world to have 
a complete system of bank notes made from plastic 
(polymer). These notes provide much greater security 
against counterfeiting. They also last four times as long 
as conventional paper (fibrous) notes. 
The innovative technology with which Australian bank 
notes are produced – developed entirely in Australia – 
offers artists brilliant scope for the creation of images that 
reflect the history and natural environment of Australia. 
At the same time, the polymer notes are cleaner than 
paper notes and easily recyclable. Australia’s currency 
comprises coins of 5, 10, 20 and 50 cent and one and 
two dollar denominations; and notes of 5, 10, 20, 50 and 
100 dollar denominations. 
AUSTRALIA GOVERNMENT. About Australia. 
Available at: www.newzealand.com. 
Accessed on: Dec. 7, 2011. 
O governo da Austrália, por meio de seu Departamento 
de Assuntos Estrangeiros, divulga inovações tecnológicas 
desse país. Associando as informações apresentadas na 
busca pelo tema, percebe-se que o texto se refere 
A) à educação ambiental na Austrália. 
B) ao sistema monetário australiano. 
C) aos expoentes da arte australiana. 
D) à situação econômica da Austrália.
E) ao controle bancário australiano.
SEÇÃO FUVEST / UNICAMP / 
UNESP
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B) didn’t
C) aren’t
D)	 can’t
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READING TECHNIQUE
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Assumption:	É	a	estratégia	que	pode	ser	usada	para	predizer	o	conteúdo	do	texto	antes	mesmo	de	 lê-lo.	Para	 isso,	 
é	preciso	estar	atento	ao	título,	às	ilustrações	(se	houver)	e	à	diagramação	do	texto.
Skimming: to skim	=	ler	rapidamente,	observando	os	pontos	mais	importantes,	como:
A) Palavras repetidas
B)	 Palavras	cognatas
C)	 Palavras	cristalinas
D) Palavras nebulosas
Scanning: to scan = examinar.
Ao	usarmos	essa	técnica,	devemos,	de	maneira	geral,	localizar	informações	específicas	no	texto,	como	nomes	próprios,	
datas,	números,	etc.	Essa	técnica	pode	nos	ajudar	a	compreender melhor textos em inglês.
Palavras cognatas
São	palavras	cuja	raiz	é	a	mesma	em	duas	ou	mais	línguas	e	tem	o	mesmo	sentido	em	todas	elas.
Exemplos:
function = inglês
Funktion	=	alemão
função	=	português
technical = inglês
Technische	=	alemão
técnico	=	português
Essas	palavras	são	de	extrema	utilidade	para	compreendermos	textos	em	língua	inglesa,	visto	que	inúmeros	vocábulos	desse	
idioma	têm	origem	latina,	o	que	faz	com	que	eles	se	pareçam	com	o	português;	entretanto,	é	necessário	ficar	atento	para	não	fazer	
analogias	entre	palavras	que,	embora	se	assemelhem	na	grafia,	possuem	significados	diferentes	em	seus	respectivos	idiomas	–	 
os	chamados	“falsos	cognatos”.
False Cognates
actual = real atual = present, current
actually = na verdade atualmente = at present
content	=	conteúdo contente	= happy
exit =	saída êxito = success
fabric =	tecido fábrica	=	factory
inhabited = habitada inabitada = uninhabited
large = grande largo = wide
lunch	=	almoço lanche	= snack
lyrics =	letra	de	música lírico	= lyric, lyrical
parents = pais parentes = relatives
pretend = fingir pretender = intend
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Palavras cristalinas
São	 palavras	 cujo	 significado	 já	 conhecemos;	muitas	
vezes	são	de	uso	comum,	o	que	incorpora	seu	significado	
ao nosso repertório ou mesmo ao nosso idioma.
Exemplos: love; show; expert; know-how; shampoo; 
feedback.
Palavras nebulosas
São	palavras	cujo	significado	não	se	sabe,	mas	se	pode	
vir	a	deduzi-lo	por	meio	do	contexto	do	parágrafo.
Assim	como	no	português,	existem,	no	 inglês,	
algumas	peculiaridades	com	relação	ao	vocabulário	
que	merecem	atenção.	Veja	alguns	exemplos:
• EITHER – qualquer um (entre dois)
• ANY – qualquer um (entre vários)
• NEITHER – nenhum (entre dois)
• NONE – nenhum (entre vários)
Exemplos:
 – A: Which of these two books would 
you like to read? B: Either of them.
 – Please, give me any of these cards.
 – They offered me two books but I wanted 
neither.
 – Lucy gave me a lot of presents but I wanted 
none.
• AS –	como	(na	função	de)
• LIKE –	como	(semelhante	a;	como	se	fosse)
• HOW –	como	(de	que	maneira)
Exemplos:
 – Mr. Tom is working as a teacher. (Neste 
caso,	observe	que	Mr.	Tom	é	um	professor;	
essa	é	sua	profissão.)
 – That man works like a slave. (Neste	caso,	
observe	 que	 aquele	 homem	 não	 é	 um	
escravo,	mas	trabalha	tanto	quanto	um.)
 – How could you get such a low grade?
Reading strategy
• Uso do conhecimento anterior →	 a	 reconstrução	 de	
textos	é	sempre	influenciada	pelo	conhecimento	anterior,	
tanto	 da	 língua	materna	 como	 da	 língua	 estrangeira.	 
A	 experiência	 de	 vida	 do	 aluno	 também	 exerce	 grande	
influência	na	compreensão	de	textos.
• Uso da informação não verbal →	 consiste	 em	 fazer	
uso	 de	 toda	 informação	 não	 verbal,	 como	 ilustrações,	
gráficos,	tabelas	e	dicas	tipográficas	(negrito,	itálico,	aspas,	
sublinhado)	para	ajudar	na	reconstrução	de	textos.
• Uso da informação verbal →	consiste	em	reconstruir	o	
texto,	fazendo	uso	de	todos	os	elementos	verbais	oferecidos	
pelo autor.
• Uso de palavras cognatas →	um	dos	recursos	que	temos	
para	desenvolver	vocabulário	e	facilitar	a	reconstrução	de	
textos.	Os	falsos	cognatos	são	em	número	muito	menor	
do que os verdadeiros.
Estrutura das frases em inglês
Subject	+	Verb	+	Objects	and	/	or	Other	Complements
A estrutura das frases em inglês é muito mais simples 
do	que	em	português.	Inversões	e	omissões	de	sujeito	são	
permitidas	no	português,	inclusive	enriquecem	a	linguagem.	
Já	em	 inglês,	a	ordem	das	palavras	é	praticamente	 fixa.	
Poucas	 inversões	 são	 permitidas	 e	 o	 sujeito	 deve	 estar	
sempre	 presente	 na	 frase.	Quando	 ele	 não	 existir,	 It ou 
There	ocupam	o	seu	espaço.
Ao ler em inglês, deve-se ter em mente que:
•		Todas	as	orações	têm	um	verbo.
•			O	sujeito,	em	inglês,	é	explícito	e	formado	por	substantivos,	
pronomes	ou	estruturas	nominais	(um	conjunto	formado	de	
substantivo	+	palavras	que	possam	modificá-lo).
•			Normalmente,	as	frases	têm	objetos	(diretos	ou	indiretos)	
e	/	ou	outros	complementos,	como	adjuntos	adverbiais	de	
tempo,	lugar,	modo,	etc.
•			Da	mesma	forma	que	o	sujeito,	tanto	os	adjuntos	adverbiais	
quanto	os	objetos	podem	ser	formados	por	substantivos,	
pronomes ou estruturas nominais.
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LEARN BY DOING II
01.	 (Unicamp-SP)
Disponível	em:	http://www.hagardunor.net.
A	tirinha	ironiza	uma	suposta	característica	dos	ingleses:
A)	 O	apreço	pela	história	das	invasões	bárbaras.
B)	 A	admiração	pela	família	real.
C)	 O	valor	que	atribuem	aos	seus	jardins.
D)	 O	cuidado	com	a	preservação	de	seus	edifícios	históricos.	
Instrução:	Leia	o	texto	a	seguir	para	responder	à	questão	02.
02. (UERJ)	Besides	being	funny,	comics	often	expresses	criticism.	The	comic	strip	criticizes	men’s	incapacity	to	take	the	following	action:
A)	 Fight	what	baffles	them.
B) Confront what fools them.
C) Resist what alienates them.
D)	 Avoid	what	confuses	them.
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COHESIVE ELEMENTS
As	 conjunções	 e	 os	 conectores	 são	 termos	 que	 ligam	
orações	 e	 palavras,	 estabelecendo	 uma	 relação	 de	
coordenação	ou	de	subordinação	entre	elas.	Tais	termos	são	
também	conhecidos	por	linking words.
Coordinating conjunctions
Coordinating conjunctions ligam	duas	palavras	ou	orações	
independentes	dentro	de	um	período.
Conjunction Translation
and e
but mas
nor nem
or ou
so então
yet no entanto
for pois
Exemplos:
– John and Mary are here and are ready to work.
– The game was difficult, but we won.
– You can go or stay.
Correlative conjunctions
As correlative conjunctions são	sempre	usadas	em	pares,	
mas	nunca	vêm	uma	logo	após	a	outra.	Elas	são	utilizadas	
para	estabelecer	alguma	relação	entre	dois	elementos	de	
uma frase.
Alternative idea
As	conjunções	a	seguir	expressam	 ideia	de	alternância	
de	fatos	ou	escolha.
Conjunction Translation
either ... or ... 
ou ... ou (afirmativa)
nem ... nem (negativa)
neither ... nor... nem ... nem ...
both ... and ... tanto ... quanto ...
not only ... but also ... não	só	...	mas	também	...
whether ... or ... se ... ou ...
Exemplos:
– Both John and Lucy went to the grocery store 
yesterday.
– I can neither speak nor read Chinese.
– I am not only glad but also surprised.
– We don’t know whether she is a good professor 
or not.
Sequencers
Sequencers	são	expressões	usadas	para	mostrar	a	ordem	
de	acontecimento	de	fatos	que	se	narra.	
First, First of all, To begin with,
Second, Then, Then,
Third, Next, Later,
Last, Finally, In the end,
Exemplo:
– First, we will go to England; then we will travel to 
Italy. After that, we will visit Spain and finally we will 
go back to Brazil. 
Observe	 os	 seguintes	 quadros	 contendo	 os	 principais	
sequencers.
Beginning idea
to begin / start with
first of all
first / at first
initiallyExemplo:
– First of all, let me thank you for your gift.
Continuing idea
then
next
after that
afterwards
later
Exemplo:
– First, the teacher explained the lesson. Then, the 
students did an exercise. 
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Illustrating
for	instance
for example
such	as
that is
Exemplo:
– I need to prepare for my travel to England. At first, 
I would like to take English classes, for example. Later, ...
Ending idea
finally
at last
in	conclusion
to sum up
thus
in the end
last
therefore
Exemplo:
– Last year my parents and I went to Paris. We did many 
things during the first day of our trip. First, we visited 
the Tuileries Garden and the Louvre Museum. Then, we 
walked along Champs-Elysées. We were amazed by the 
wonderful buildings we saw. No need to say we took the 
time to do some shopping. After that, we had lunch 
at a charming restaurant near the Arc de Triomphe. 
Finally, we went back to the hotel and rested: the next 
day would be just as hectic!
PHRASAL VERBS
TO KEEP, KEPT, KEPT	–	MANTER,	GUARDAR
• Keep away = manter-se afastado
– Intelligent people keep away from drugs.
• Keep off = afastar-se
– Keep off! Otherwise I’ll shoot you!
• Keep on = continuar
– Keep straight on until you get to the library.
• Keep up = manter
– He is a very good worker. If he keeps up the good 
work, he’ll be promoted.
TO MAKE, MADE, MADE	–	FAZER
• Make off = escapar, fugir
– The burglars were able to make off across the 
back garden.
• Make out = entender / beijar
 – I can’t make you out!
 – They made out at the party last night.
• Make up = inventar / fazer as pazes / maquiar-se
– That little girl likes to make up stories. Don’t 
believe her.
– They had had a quarrel but now they have made 
it up.
– Please, don’t make up, my love. I like your natural 
beauty!
• Make up for = compensar
– I’m sure that this will make up for your concerns.
• Make up one’s mind = decidir
– She has made up her mind to go to the USA.
• Make fun of = zombar, fazer piada de
– The other children were always making fun of 
John because he was fat.
• Make sure = certificar-se, assegurar
– He made sure they were all listening before 
starting to speak.
PREPOSITIONS
As	 preposições	 são	 usadas	 em	 vários	 contextos	 e	
expressam	relações	de	lugar,	tempo,	meio,	condição,	modo	
e	finalidade.	Vários	usos	são	idiomáticos,	sendo	aplicados	em	
diferentes	contextos.	Veja	alguns	exemplos	de	preposições	
de tempo e lugar:
1. Above – por	sobre,	sobre,	mais	de,	superior	a,	acima
Exemplos:
– The bird was flying above the trees.
– She looked at the stars above.
– Please write down the exercise above.
2. Across – através de, do outro lado
Exemplos:
– She walked across the road.
– His mother hurried across the street to meet him.
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3. After – depois de, após, atrás de
Exemplos:
– I went to work after breakfast. 
– He died on March 2nd and was buried the day 
after.
– The dog was running after the cat.
4. Among, amongst – entre (mais de dois elementos), 
perto de, por
Exemplo:
– We were talking among the trees.
5. Around – ao redor de, perto de, por
Exemplos:
– He turned around and shouted at me.
– We walked around the city.
6. At –	no,	na,	em,	para,	com,	a,	de,	às
Exemplos:
– They will come at 5 o‘clock.
– He wants to spend more time at home.
7. Before – diante, antes de, em frente de
Exemplos:
– Think carefully before you choose.
– She wanted to meet him once before.
8. Behind – atrás, detrás de, depois de
Exemplos:
– I stayed behind to take care of the people.
– The man behind us was calling you.
9. Below – abaixo de, abaixo
Exemplos:
– The land is 500 meters below the ocean level.
– There’s no hell below us.
10. Between – entre (dois elementos)
Exemplo:
– The land is between Boston and Washington DC.
11. During – durante
Exemplo:
– Many creatures live underground during the day.
12. From – de, do, da, desde
Exemplos:
– He will have to borrow money from you.
– She is from São Paulo.
13. In –	em,	dentro	de,	no	meio	de,	a,	de,	com,	para
Exemplos:
– She is in Los Angeles.
– They met in 1995.
– Come in and sit down.
– The job is great in a career like that.
14. lnside – em, dentro de, para dentro, do lado de 
dentro
Exemplos:
– What’s inside the book?
– The bike is inside the garage.
15. Near – próximo	de,	junto	a,	acerca	de
Exemplo:
– The chair is near the elevator. 
16. On – em,	sobre,	em	cima	de,	a	respeito	de	
Exemplo:
– They spend money on health projects.
17. Outside – fora de, lado de fora
Exemplo:
– He is outside the state.
18. Out – fora
Exemplo:
– He got out of home.
19. Over – sobre,	por	sobre,	acima	de,	mais	de	
Exemplos:
– The sky is over our bodies.
– He got over 40 million votes.
– A bridge over the river.
20. Since – desde
Exemplo:
– I’ve been abroad since 2008.
21. Through – através	de,	durante,	por,	por	causa	de,	
devido a
Exemplo:
– The pretty woman is walking through the street.
– He lost the order through production delays.
22. Till (until) – até 
Exemplo:
– I’ll love you till the end of time.
23. To – para, até, por, de
Exemplos:
– Say yes to life.
– It’s ten to six.
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PROPOSED EXERCISES
01.	 (Unicamp-SP)	Observe	a	tirinha	a	seguir:
854917632854917632
I hate this.
Why does
the teacher always
make us line up
in alphabetical
order?
Disponível	em:	http://www.iowamath.org/resources/cartoons.
Na	Língua	Portuguesa,	a	ordem	dos	algarismos	de	acordo	
com	o	comentário	do	“5”	seria
A)	 1	2	3	4	5	6	7	8	9.
B)	 5	2	9	8	4	6	7	3	1.
C)	 2	3	6	7	1	9	4	5	8.
D)	 1	3	7	6	4	8	9	2	5.
02.	 (UnirG-TO)	Leia	a	mensagem	a	seguir	e	responda:
Restaurant
Free parking
at rear
Disponível	em:	http://www.examenglish.com/PET/	pet.	 
Acesso	em:	4	out.	2015.
Onde as pessoas que frequentam esse restaurante podem 
estacionar	seus	carros	gratuitamente?
A) Na frente do restaurante.
B) Ao lado do restaurante.
C) Atrás do restaurante.
D) Todas as alternativas anteriores.
03. (UnirG-TO)	Responda	à	seguinte	pergunta	de	acordo	com	
a mensagem a seguir:
No table service.
Please choose a table
number before
ordering your food at
the bar.
Pay for your food
when you order.
Disponível	em:	http://www.examenglish.com/PET/pet.	 
Acesso	em:	4	out.	2015.
O	 que	 as	 pessoas	 devem	 fazer,	 primeiramente,	 ao	
chegarem	ao	restaurante:
A)	 Escolher	uma	mesa.
B)	 Escolher	a	comida	no	bar.
C)	 Pagar	pela	comida.
D)	 Selecionar	o	número	referente	à	comida	escolhida.
Instrução:	 Examine	 a	 tira	 e	 o	 texto	 para	 responder	 às	
questões 04 e 05.
 
A study from Brigham Young University reported 
that teenagers sleep seven 
hours,	compared	to	nine	hours	of	sleep,	perform	better	
academically.	This	study	contradicts	federal	guidelines,	
stating	teenagers	should	sleep	as	much	as	they	need	to.
THESTATECOLUMN.COM. 
Disponível	em:	http://lolalollipop.com	 
(Adaptação).
04.	 (Unesp)	According	to	the	cartoon,	Lola
A) has already slept for seven hours.
B)	 will	sleep	until	7	am.
C) is planning to go to bed at midnight.
D) used to sleep for nine hours.
E) went to sleep at 10 pm.
05.	 (Unesp)	Lola	thinks	that
A) she is a genius.
B) it is wise to go to bed no later than midnight.
C)	 the	less	she	sleeps,	the	more	intelligent	she’ll	become.
D) she’ll please her mother if she gets better grades.
E) her mom wants her to sleep for at least nine hours.
Frente A Módulo 01
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06.	 (Mackenzie-SP)	
G
ar
fie
ld
,	
Ji
m
	D
av
is
Disponível	em:	http://garfield.com.
According	to	the	cartoon,	Garfield	
A)	 has	just	come	back	from	a	long	walk.
B) intends to run on the table.
C)	 has	no	more	room	to	walk	on	the	table.
D) feels sad, for he needs a new table.
E) pretends to be tired for having run on thetable.
07.	 (EBMSP)
Imagine a world in which medicine was
oriented toward healing rather than
disease, where doctors believed in the
natural healing capacity of human beings
and emphasized prevention above
treatment. In such a world, doctors and
patients would be partners working
toward the same ends.
Andrew Weil
PICTURE QUOTES .com
Disponível	em:	https://quotefancy.com/quotes.	 
Acesso	em:	10	out.	2016	(Adaptação).
Dr.	Andrew	Weil	é	considerado	o	pioneiro	na	divulgação	
da	Medicina	 Integrativa.	 Com	 base	 nessa	 citação	 do	
Dr.	Andrew	Weil,	é	inadequado	afirmar	que	a	Medicina	
Integrativa
A)	 enfatiza	 o	 potencial	 inato	 da	 recuperação	 do	
organismo.
B)	 prega	o	deslocamento	do	foco	da	cura	para	uma	maior	
concentração	na	doença.
C)	 destaca	a	importância	da	parceria	entre	o	paciente	e	
o	médico	no	processo	de	cura.
D)	 realça	a	importância	de	procedimentos	preventivos	
para	a	maximização	da	saúde.
E)	 enfatiza	 a	 importância	 de	 médico	 e	 paciente	
compartilharem	as	tomadas	de	decisão.
08. (EBMSP)
Disponível	em:	www.martybucella.com.	 
Acesso	em:	10	out.	2016.	
Nesse	cartum,	o	médico	
A)	 constata	 que	 o	 plano	 de	 saúde	 do	 paciente	 está	
vencido.	
B)	 não	pode	examinar	o	paciente,	pois	ele	não	tem	plano	
de	saúde.	
C)	 sugere	ao	paciente	o	uso	da	Internet	para	diagnosticar	
sua	doença.	
D)	 é	contra	o	procedimento	de	auto-medicação	através	
de	consultas	na	rede.	
E)	 diz	que	só	poderá	receitar	a	medicação	para	o	paciente	
após	o	exame	clínico.
TEXT I
Disponível	em:	https://gocomics.com.
Basic Review and Reading Technique
13Bernoulli Sistema de Ensino
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01. (FCMSC-SP–2021)	A	partir	da	análise	da	tirinha,	pode-se	
afirmar que
A)	 existem	 soluções	 simples	 para	 proteger	 o	meio	
ambiente.
B)	 a	fabricação	de	carros	híbridos	ainda	é	muito	lenta.
C)	 a	maioria	das	pessoas	não	se	 importa	com	o	meio	
ambiente.
D)	 muitos	adultos	não	prestam	atenção	no	que	leem.
E) é inviável preservar o meio ambiente sem a 
globalização.
02. (FCMSC-SP–2021)	In	the	excerpt	from	the	first	panel	“but 
they’re	kinda	slow”,	the	underlined	word	can	be	replaced,	
without	changing	in	meaning,	by
A) moreover.
B) however.
C)	 actually.
D) therefore.
E) otherwise.
03. (FCMSC-SP–2021)	The	 excerpt	 from	 the	 second	panel	
“I’d	get	one	if	they	had	a	special	lane”	indicates	a
A) moral obligation.
B)	 great	expectation.
C)	 wise	recommendation.
D) good suggestion.
E)	 hypothetical	situation.
TEXT II
38%
of teen
girls
who have a child
by age 18
obtain a high school
diploma by age 22
Disponível	em:	http://neahealthyfutures.org/the-importance-
of-teen-pregnancy-prevention/.	Acesso	em:	4	out.	2016.
01. (Unicamp-SP)	Depreende-se	das	informações	da	figura	que
A)	 38%	das	jovens	engravidam	antes	dos	18	anos.
B)	 38%	das	jovens	concluem	o	Ensino	Médio	aos	22	anos.
C)	 a	gravidez	na	adolescência	interfere	na	vida	escolar	
das	jovens.
D)	 a	gravidez	após	os	18	anos	interfere	na	vida	escolar	
das	jovens.
TEXT III
A	 study	 carried	 out	 by	 Lauren	 Sherman	 of	 the	
University	of	California	and	her	colleagues	investigated	
how	use	of	the	“like”	button	in	social	media	affects	the	
brains	of	teenagers	lying	in	body	scanners.
Thirty-two	teens	who	had	Instagram	accounts	were	
asked	 to	 lie	 down	 in	 a	 functional	magnetic	 resonance	
imaging	 (fMRI)	 scanner.	 This	 let	Dr.	Sherman	monitor	
their	brain	activity	while	they	were	perusing	both	their	
own Instagram photos and photos that they were told 
had been added by other teenagers in the experiment. 
In	reality,	Dr.	Sherman	had	collected	all	the	other	photos,	
which	included	neutral	images	of	food	and	friends	as	well	
as	many	depicting	risky	behaviours	like	drinking,	smoking	
and	drug	use,	from	other	peoples’	Instagram	accounts.	
The	 researchers	 told	 participants	 they	 were	 viewing	
photographs that 50 other teenagers had already seen 
and	endorsed	with	a	“like”	in	the	laboratory.
The	participants	were	more	likely	themselves	to	“like”	
photos	already	depicted	as	having	been	“liked”	a	lot	than	
they	were	photos	depicted	with	fewer	previous	“likes”.	
When	she	looked	at	the	fMRI	results,	Dr.	Sherman	found	
that	activity	in	the	nucleus accumbens, a hub of reward 
circuitry	in	the	brain,	increased	with	the	number	of	“likes”	
that a photo had.
THE	ECONOMIST, June 13, 2016 (Adapted).
01.	 (FUVEST-SP)	Segundo	o	texto,	como	resultado	parcial	da	
pesquisa, observou-se que 
A)	 fotos	com	imagens	neutras	provocaram	menor	impacto	
do	que	as	que	retratavam	comportamento	perigoso.
B)	 os	participantes	mostraram	tendência	a	“curtir”	uma	
imagem	que	já	havia	recebido	número	considerável	
de	“curtidas”.
C)	 os	 adolescentes	 demonstraram	 certo	 desconforto	
quando	solicitados	a	avaliar	fotos	produzidas	por	eles	
próprios.
D)	 as	tarefas	propostas	aos	participantes	apresentaram	
limitações,	por	terem	foco	exclusivo	na	rede	Instagram.
E)	 a	metodologia	 adotada	 no	 experimento	 confirmou	
conclusões	de	estudos	anteriores	sobre	redes	sociais.
Frente A Módulo 01
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02.	 (FUVEST-SP)	Conforme	o	texto,	a	região	do	cérebro	que	
se mostrou mais ativa, quando da análise dos resultados 
da	ressonância,	corresponde	a	um	sistema	de
A)	 memória	recente.
B) defesa.
C)	 recompensa.
D)	 repetição.
E)	 inibição.
TEXT IV
01. (Unicamp-SP)
Should Twitter entertain millions 
with public arguments? 
Comedian	 Janey	 Godley’s	 tweets	 of	 a	 couple’s	 
train-bound	 row	 raise	questions	of	how	 to	protect	our	
privacy	in	public	places.
Couple on train before its even moved have fallen out over 
"her inability to accept the truth" this will be fun #traintales 
@VirginTrains
Follow
10:30 AM – 22 Jun 2012
3 1
JaneyGodley
 @JaneyGodley
!
!
She just told him "I can accept the truth you are incapable of 
speaking it NOW WHO the HELL is TIA and why did she email 
you?" #traintales
10:33 AM – 22 Jun 2012
1 1
JaneyGodley
 @JaneyGodley
Follow
 
If the troubles of the two travellers had made it on to 
a	newspaper	first	rather	than	a	comedian’s	Twitter	feed,	
would	we	be	so	 relaxed	about	 loss	of	privacy?	 I	 think	
perhaps	not.	Social	media	has	done	so	much	for	freedom	
of	expression,	it	would	be	cruel	if	it	actually	leads	to	less	
social	freedom	for	fear	of	having	our	every	misstep,	angry	
word	or	misbehaviour	broadcast	there	for	all	to	see.
BANKS, David. Should Twitter entertain millions 
with	public	rows?	The Guardian. Available at: 
https://www.theguardian.com/commentisfree/ 
2012/jul/13/twitter-millions-public-rows.	 
Accessed	on:	July	10,	2017	(Adapted).
No	artigo	de	opinião	anterior,	o	autor
A)	 critica	a	perda	da	liberdade	de	expressão	provocada	
pelo	abuso	nas	mídias	sociais	por	certos	usuários.
B)	 aponta	um	dilema	ético	suscitado	pelo	uso	das	mídias	
sociais,	envolvendo	dois	tipos	de	liberdade.
C)	 diz	que	a	invasão	de	privacidade	por	parte	de	jornais	
é	mais	aceita	do	que	aquela	praticada	pelo	Twitter.
D)	 argumenta	que	a	liberdade	dos	cidadãos	é	um	valor	
mais	importante	do	que	o	direito	à	privacidade.
AX9D
ENEM EXERCISES
01. (Enem–2020)
GOAL
GOAL	has	worked	to	improve	access	to	food	for	highly	
vulnerable	and	food-insecure	households	in	many	districts	
of	 Zimbabwe.	We	 identify	 such	 households,	 supply	
them	with	monthly	 food	 rations,	and	conduct	monthly	
post-distribution	monitoring.	GOAL	works	 in	 the	 same	
districts,	to	improve	access	to	food	for	the	most	vulnerable	
primary	school	children	during	the	peak	hungry	months.	
The	 emphasis	 is	 on	 orphans	 and	 vulnerable	 children.	
GOAL	provides	short-term	food	security	support	to	other	
vulnerable	 households	 by	 increasing	 the	 availability	
of	grain,	and	by	helping	enhance	their	ability	to	meet	
basic	needs.
Disponível	em:	www.goal.ie.	Acesso	em:	5	dez.	2012	 
(Adaptação).
Tendo	como	público-alvo	crianças	órfãs	e	em	situações	de	
vulnerabilidade,	a	organização	não	governamental	GOAL	
tem	atuado	no	Zimbábuepara
A)	 incentivar	a	agricultura	orgânica.
B)	 intermediar	processos	de	adoção.
C)	 contribuir	para	a	redução	da	fome.
D)	 melhorar	as	condições	de	habitação.
E)	 qualificar	professores	da	escola	básica.
02. (Enem)
On the meaning of being Chinese
Ethnically	speaking,	I	feel	I	am	complicated	to	classify,	
but	 who	 isn’t,	 right?	 To	me,	 being	 Chinese-Brazilian	
in	America	means	a	history	of	 living	 in	 three	opposite	
cultures,	and	sometimes	feeling	that	I	did	not	belong	in	
neither,	a	constant	struggle	that	immigrants,	and	national	
citizens,	face	when	their	appearance	is	foreign	to	natives	
in	the	country.	Jokingly,	I	say	that	I	am	Asian	in	America,	
Brazilian	in	China,	and	a	gringa	in	Brazil.	Nevertheless,	 
I	 believe	 that	 dealing	 with	 these	 hard	 to	 reconcile	
extremes	 have	 somehow	 helped	me	 to	 become	more	
comfortable	with	my	identity.
LI,	Beleza.	Disponível	em:	www.aiisf.org.	 
Acesso	em:	28	mar.	2014.
Nesse	fragmento,	Beleza	Li	resume	sua	experiência	de	
vida	ao	descrever	a	complexidade	em
A)	 viver	como	imigrante	em	um	país	asiático.
B)	 definir	quem	ela	é	no	que	concerne	à	etnia.
C)	 compreender	as	culturas	que	a	constituem.
D)	 lidar	com	brincadeiras	sobre	sua	aparência.
E)	 lutar	contra	a	discriminação	nos	Estados	Unidos.
Basic Review and Reading Technique
15Bernoulli Sistema de Ensino
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https://youtu.be/g_NK_PlkVEQ
03. (Enem)
Getting every child to school
Right	now	67	million	children	are	missing	out	on	their	
right	to	an	education.	They	can’t	go	to	school	because	
they	have	to	work	to	survive,	because	they	are	girls	or	
even	because	there	are	no	schools	where	they	live.
Where	will	these	children	be	when	they	grow	up	without	
the	chance	to	learn?
We’re	working	to	make	sure	every	child	goes	to	school.	
We’re	helping	build	schools,	train	teachers,	advocating	
girl’s	education	and	reaching	children	who	have	to	work	
or	are	caught	up	in	emergencies	with	learning.
You	can	help	uphold	every	child’s	right	to	an	education.	
Make	a	donation	today	to	not	only	give	children	the	chance	
to	go	to	school,	but	also	save	their	lives	and	protect	their	
childhoods.
Disponível	em:	www.supportunicef.org.	 
Acesso	em:	20	maio	2013	(Adaptação).
Essa	 campanha	 pretende	 contribuir	 para	 diminuir	 a	
desigualdade	social,	uma	vez	que
A)	 denuncia	o	trabalho	de	menores.
B)	 aponta	motivos	para	a	evasão	escolar.
C)	 divulga	o	número	de	crianças	fora	da	escola.
D)	 defende	a	reforma	de	políticas	educacionais.
E)	 pede	 ajuda	 para	 garantir	 às	 crianças	 o	 direito	 à	
educação.
04. (Enem) 
The art of happiness
Nearly every time you see him, he’s laughing or 
at	 least	 smiling.	 And	 he	makes	 everyone	 else	 around	
him	feel	like	smiling.	He’s	the	Dalai	Lama,	the	spiritual	
and	 temporal	 leader	 of	 Tibet,	 a	 Nobel	 Prize	 winner,	
and	 an	 increasingly	 popular	 speaker	 and	 statesman. 
Why is he so popular? Even after spending only a few 
minutes	in	his	presence	you	can’t	help	feeling	happier.	
If	you	ask	him	if	he’s	happy,	even	though	he’s	suffered	
the	 loss	 of	 his	 country,	 the	Dalai	 Lama	will	 give	 you	
an	 unconditional	 yes.	What’s	more,	 he’ll	 tell	 you	 that	
happiness is the purpose of life, and that “the very motion 
of our life is towards happiness”. How to get there has 
always been the question. He’s tried to answer it before, 
but	he’s	never	had	the	help	of	a	psychiatrist	to	get	the	
message	across	in	a	context	we	can	easily	understand.
LAMA,	D.;	CUTLER,	H. The art of happiness: 
a	handbook	for	living.	Putnam	Books,	1998.
Pelo	título	e	pela	sinopse	do	livro	de	Lama	e	Cutler,	constata-se 
que o tema da obra é
A)	 o	sucesso	dos	autores	no	Tibet.
B)	 a	busca	da	felicidade	no	cotidiano.
C)	 o	Prêmio	Nobel	recebido	por	Lama.
D)	 a	liderança	de	Dalai	Lama	no	Tibet.
E)	 a	discussão	de	Lama	e	seu	psiquiatra. 
SEÇÃO FUVEST / UNICAMP / 
UNESP
ANSWER KEY
Learn by doing I Right ______ Wrong ______
•	•	 01. C
•	•	 02. C
•	•	 03. E
•	•	 04. B
•	•	 05. C
Learn by doing II Right ______ Wrong ______
•	•	 01. C
•	•	 02. C
Proposed Exercises Right ______ Wrong _____
•	•	 01. B
•	•	 02. C
•	•	 03. A
•	•	 04. E
•	•	 05. C
•	•	 06. C
•	•	 07.	B
•	•	 08.	C
Text I Right ______ Wrong ______
•	•	 01. A
•	•	 02. B
•	•	 03. E
Text II Right ______ Wrong ______
•	•	 01. C
Text III Right ______ Wrong ______
•	•	 01. B
•	•	 02. C
Text IV Right ______ Wrong ______
•	•	 01. B
Enem Exercises Right ______ Wrong ______
•	•	 01. C
•	•	 02. B
•	•	 03. E
•	•	 04. B
My progress
My total score was: __________ out of __________ . ______ %______ %
Frente A Módulo 01
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Articles, Nouns and Genitive Case
MÓDULO
02
FRENTE
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17Bernoulli Sistema de Ensino
INGLESA
LÍNGUA
ARTICLES
Artigos são palavras que precedem os substantivos para 
determiná-los ou indeterminá-los. Como em português, 
há dois tipos de artigos em inglês: definite (definidos) 
e indefinite (indefinidos). O artigo definido the (o, a, os, 
as), de modo geral, indica seres determinados, conhecidos 
da pessoa que fala ou escreve. Os artigos indefinidos 
a / an (um, uma) indicam os seres de modo vago, impreciso.
Definite article – “the”
O artigo definido the pode ser usado tanto no singular quanto 
no plural. Ele corresponde a o, a, os e as em português.
Exemplos:
– The cell phone my father gave me is awesome!
– Did you shut the doors before leaving? 
Usos de the
• Antes de superlativos.
 Exemplos:
– Some people say Monday is the worst day of 
the week. 
– The Dark Knight was the most successful movie 
last year. 
•	 Para	se	referir	a	pontos	geográficos	do	globo.
 Exemplos:
– The Equator 
– The North Pole
• Quando o objeto ao qual o artigo se refere já tiver 
sido mencionado.
 Exemplos:
– Tracy has got two children: a girl and a boy. 
The girl’s nine and the boy’s five. 
– A thief broke into our property yesterday. 
We still don’t know who the thief is.
• Antes de substantivos quando se sabe que só existe 
um único tipo desse substantivo. 
 Exemplos:
– The rain
– The sun
– The world
– The Earth
Entretanto, se você quiser descrever uma instância particular 
de um desses substantivos, deve-se usar a ou an.
 Exemplos:
– I could hear the rain. It was a cold rain.
– What are your expectations for the future? 
I guess I have a promising future ahead of me. 
• Antes de nomes de oceanos, mares, rios, grupos de 
ilhas, classes de pessoas, cadeias de montanhas, 
desertos, regiões e instrumentos musicais.
 Exemplos:
– The Atlantic
– The Alps
– The Azore
– The Sahara
– The Amazon
– The guitar
– The French Riviera
– The city of Miami
– The poor
• Antes de nomes compostos de países quando eles 
contêm palavras como: State, Kingdom, Republic, 
Union, United.
 Exemplos:
– The United States 
– The United Kingdom
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Não se usa artigo
• Antes de substantivos quando se fala em termos gerais.
 Exemplos:
– lnflation is rising.
– People tend to judge others by their own beliefs.
• Ao se falar sobre esportes.
 Exemplos:
– My brother plays soccer.
– Tennis is very good.
• Antes de substantivos incontáveis quando se fala 
sobre eles.
 Exemplos:
– Coffee is delicious.
– lnformation is important to any organization.
• Antes de nomes de países, exceto os compostos que 
contêm as palavras state, kingdom, republic, etc.
 Exemplo:
– ltaly won the World Cup in 2006.
OBSERVAÇÃO
– The Netherlands; the Philippines; the Gambia.
• Antes de adjetivos possessivos ou adjetivos 
demonstrativos.
 Exemplos:
– These papers are hers.
– My teacher is there.
• Antes de estações do ano, feriados e dias da semana.
 Exemplo:
– I take English classes on Tuesdays.
Indefinite articles – “a / an”
A e an referem-se a algo não conhecido, especificamente 
para a pessoa com a qual se está falando.Esses artigos 
são usados antes de substantivos que introduzem alguma 
coisa ou pessoa ainda não mencionadas no discurso. 
Os artigos indefinidos da Língua Inglesa correspondem a um 
e uma em português. Sendo assim, é importante ressaltar 
que não há artigos indefinidos com forma de plural. 
O que ocorre é simplesmente a ausência de artigo quando, 
na frase, houver referência a mais de um objeto.
 Exemplos:
– I’m starving! I just ate an apple in the morning.
– I watched a very good movie last weekend. 
– I needed Ø mangoes to prepare the dessert.
Ø = No article
OBSERVAÇÃO
A palavra one, quando pertencente a um grupo adjetivo, 
é antecedida pelo artigo a.
– He has got a one-hundred dollar bill.
Sons consonantais e sons vocálicos 
O que define o uso de a ou an é o som inicial da palavra que 
o artigo indefinido precede. Em geral, se a palavra começar 
com um som consonantal, usa-se a. Por exemplo: a book. 
Se começar com um som vocálico, usa-se an. Por exemplo: 
an apple, an exercise. No entanto, certas palavras, apesar de 
iniciadas por vogais, possuem um som inicial que é realizado 
como um som consonantal. Do mesmo modo, há também 
certas palavras que, apesar de iniciadas por consoantes, 
apresentam som inicial de vogal.
Compare:
– a house, a hand, a head MAS an hour, an honor 
(devido ao h- mudo).
– an uncle, an umbrella MAS a university, a European 
girl, a uniform, a ewe (ew-, u- e eu- são pronunciados 
como you no início de palavras).
– an orange, an opera, an office MAS a one-story house.
OBSERVAÇÃO
Apesar de as letras Y e W parecerem soar como vogais, 
emprega-se a (e não an).
– a woman, a year, a word
CHECK IT OUT
Quando dizemos “um ator famoso” ou “um 
professor inteligente” em inglês, devemos lembrar 
que o adjetivo virá sempre antes do substantivo, 
e isso influencia no uso dos artigos indefinidos 
a / an, já que eles dependem do som vocálico ou 
consonantal da palavra à frente, que, no caso, 
será o adjetivo. 
Observe:
an actor —> a famous actor
a teacher —> an intelligent teacher
a university —> an excellent university
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Articles, Nouns and Genitive Case
LEARN BY DOING I
01. (EN-RJ) Which sequence best completes the following quotation?
“ Ebola outbreak in West Africa is already global threat to public health and it’s 
vital that UK remains at forefront of responding to epidemic.” Michael Fallon, 
Defense Secretary, 2014.
Available at: http://www.royalnavy.mod.uk (Adapted).
A) An / a / the / – / the / an 
B) – / the / – / the / – / an 
C) The / the / the / – / the / the 
D) An / – / – / the / – / –
E) The / a / – / the / the / the 
NOUNS 
General overview
Substantivos são palavras que se referem a pessoas, 
coisas ou ideias abstratas.
Em inglês, há vários tipos de substantivos, tais como: 
• common nouns (comuns): ball, horse, cheese, water;
• proper nouns (próprios): Brazil, Robert, Tommy Hilfiger, 
Paris; 
• countable nouns (contáveis): ball, horse, pen, computer;
• uncountable nouns (incontáveis): cheese, water, love, 
money; 
• collective nouns (coletivos): audience, school, bunch, crew;
• compound nouns (compostos): toothbrush, blackboard, 
underground, full moon;
• gerunds (gerúndios): walking, collecting, traveling, 
shopping.
Gender
Os substantivos em inglês, em geral, possuem a mesma 
forma, tanto para o masculino quanto para o feminino.
Exemplos:
Dancer – (dançarino / dançarina)
Doctor – (doutor / doutora)
Child – (criança)
Enemy – (inimigo / inimiga)
Engineer – (engenheiro / engenheira)
Friend – (amigo / amiga)
Guest – (convidado / convidada)
Lawyer – (advogado / advogada)
Neighbor – (vizinho / vizinha)
Reader – (leitor / leitora)
Singer – (cantor / cantora)
Student – (aluno / aluna)
Teacher – (professor / professora)
Writer – (escritor / escritora)Dancers.
Ek
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Po
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sk
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/ 
S
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Porém, existem alguns substantivos que possuem forma 
diferenciada para o feminino, acrescentando-se o sufixo -ess:
Masculino Feminino
actor – (ator)* actress – (atriz)
author – (autor)* authoress – (autora)
baron – (barão) baroness – (baronesa)
count – (conde) countess – (condessa) 
god – (deus) goddess – (deusa) 
heir – (herdeiro) heiress – (herdeira)
host – (anfitrião) hostess – (anfitriã) 
murderer – (assassino) murderess – (assassina)
priest – (sacerdote) priestess – (sacerdotisa)
prince – (príncipe) princess – (princesa)
poet – (poeta) poetess – (poetisa)
steward – (comissário) stewardess – (comissária)
tiger – (tigre) tigress – (tigresa) 
waiter – (garçom) waitress – (garçonete)
* Actor e author também servem, respectivamente, para 
“atriz” e “autora”.
 M
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 Waiter.
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Outros são formados usando-se palavras diferentes:
Masculino Feminino
bachelor – (solteiro) spinster – (solteira) 
boy – (garoto) girl – (garota) 
bridegroom – (noivo) bride – (noiva) 
brother – (irmão) sister – (irmã)
bull – (touro) cow – (vaca)
cock – (galo) hen – (galinha) 
dog – (cachorro) bitch – (cadela) 
father – (pai) mother – (mãe)
fox – (raposa macho) vixen – (raposa fêmea)
friar – (frade) nun – (freira) 
hero – (herói) heroine – (heroína) 
horse – (cavalo) mare – (égua) 
king – (rei) queen – (rainha)
man – (homem) woman – (mulher) 
nephew – (sobrinho) niece – (sobrinha) 
sir – (senhor) lady – (senhora) 
son – (filho) daughter – (filha) 
uncle – (tio) aunt – (tia) 
wizard – (bruxo) witch – (bruxa)
Nos substantivos compostos, troca-se apenas o elemento 
que contém a ideia de gênero:
Masculino Feminino
boyfriend – (namorado) girlfriend – (namorada)
grandfather – (avô) grandmother – (avó)
grandson – (neto) granddaughter – (neta)
father-in-law – (sogro) mother-in-law – (sogra) 
brother-in-law – (cunhado) sister-in-law – (cunhada) 
son-in-law – (genro) daughter-in-law – (nora)
 M
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B
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s 
Im
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/ 
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Singular and Plural Forms
Regra geral: Forma-se plural, na maioria dos substantivos 
em inglês, acrescentando “s” ao singular.
Exemplos:
Actor – actors 
Chair – chairs 
Coat – coats
Eye – eyes
Meeting – meetings
Notebook – notebooks
Piano – Pianos
Substantivos terminados em -ch, -o, -sh, -ss, -x e -z: 
acrescenta-se -es.
Exemplos:
Watch – watches
Tomato – tomatoes
Brush – brushes
Kiss – kisses
Box – boxes
Substantivos terminados em -y precedidos de consoante: 
elimina-se -y, coloca-se -i em seu lugar e, em seguida, 
acrescenta-se o sufixo -es.
Exemplos:
country – countries
dictionary – dictionaries
Substantivos terminados em -y precedido por vogal: 
acrescenta-se -s, seguindo a regra geral.
Exemplos:
Toy – toys
Ashtray – ashtrays
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Chairs.
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Articles, Nouns and Genitive Case
Alguns substantivos terminados em -f ou -fe fazem o plural 
com -ves.
Exemplos:
Knife – knives Calf – calves
Life – lives Elf – elves
Shelf – shelves Half – halves
Thief – thieves Leaf – leaves
Wife – wives Loaf – loaves
Wolf – wolves Self – selves
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OBSERVAÇÃO
• Outros substantivos terminados em -f e -fe fazem o 
plural com “s”, seguindo a regra geral.
Exemplos:
Chief – chiefs
Handkerchief – handkerchiefs
Roof – roofs
Exceções:
• Substantivos hoof (casco), dwarf (anão), scarf (cachecol) 
e wharf (cais) fazem plural com -s ou -ves.
• Letras e numerais fazem o plural com 's (às vezes, 
apenas com s). 
Exemplos:
In the 70’s / In the 1970s (Nos anos 70) 
The3 R’s (Reduce, Reuse, Recycle)
NGOs (non-governmental organizations)
Alguns substantivos têm uma forma própria no plural, que 
chamamos de plural irregular.
Exemplos:
Child – children
Die – dice
Foot – feet
Goose – geese
Louse – lice
Man – men
Mouse – mice
Ox – oxen
Tooth – teeth
Woman – women
Halves.
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Dice.
Plural de origem grega e latina:
A)	 Os	substantivos	com	final	-on (grego) fazem o plural 
substituindo-se essa terminação por -a. 
 Exemplos:
 Criterion – criteria
 Phenomenon – phenomena
 Exceções:
 Demon – demons
 Electron – electrons
 Neutron – neutrons
 Proton – protons
B)	 Os	substantivos	com	final	-is (grego) fazem o plural 
substituindo-se essa terminação por -es. 
 Exemplos:
 Analysis – analyses
 Basis – bases
 Crisis – crises
 Hypothesis – hypotheses
 Exceção:
 Metropolis – metropolises
C)	 Os	substantivos	com	o	final	-um (latino) fazem o plural 
substituindo-se essa terminação por -a. 
 Exemplos:
 Bacterium – bacteria
 Curriculum – curricula
 Erratum – errata
 Medium – media
 Exceções:
 Album – albums
 Forum – forums
 Museum – museums
D) Os	substantivos	com	o	final	-us (latino) fazem o plural 
substituindo-se essa terminação por -i. 
 Exemplos:
 Bacillus – bacilli
 Fungus – fungi
 Exceções:
 Bus – buses
 Bonus – bonuses
 Chorus – choruses
 Circus – circuses
 Virus – viruses
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Alguns substantivos possuem a mesma forma para o singular e para o plural. 
Exemplos:
Sheep ovelha, ovelhas Fish peixe, peixes Species espécie, espécies Series série, séries
Deer veado, veados Fruit fruta, frutas Means meio, meios
Os substantivos que indicam objetos, instrumentos e vestimentas que consistem em duas partes, ou seja, formam-se aos pares, 
são sempre usados no plural.
Exemplos:
Binoculars Pajamas Pliers Scissors
Glasses Pants Scales Trousers
OBSERVAÇÃO
• O substantivo news (notícia) e outros terminados em -ics (politics, physics, etc.), apesar de parecerem estar no plural, 
fazem a concordância no singular.
• Os substantivos coletivos cattle (gado) e police (polícia) são usados com o verbo no plural.
• O substantivo people, que pode ser traduzido para “povo” ou “pessoas”, é usado geralmente com o verbo no plural. 
Quando se refere a “povo”, tem o plural peoples.
• Os substantivos fish e fruit também possuem, respectivamente, o plural fishes e fruits; porém, essas formas são 
menos usadas.
Uncountable nouns
Esses substantivos não podem ser contados, tendo a mesma forma para o singular e para o plural.
Exemplos:
Advice Bread Coffee Experience Hair / hairs Luck Music Salt Water
Air Butter Equipment Fear Information Milk News Sugar Work
Baggage Cheese Evidence Furniture Jewelry Money Rain Time
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Ba
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 P
úb
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Binoculars.
Money.
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Is
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Bread.
Is
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Coffee.
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Em certas ocasiões, palavras que geralmente têm função de 
substantivo podem funcionar como adjetivos. Isso acontece 
quando um substantivo é usado para definir outro substantivo.
Exemplos: 
– I love eating cheese pizza! 
– Dog food has become more and more expensive lately.
ADJ. SUBS.
ADJ. SUBS.
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Articles, Nouns and Genitive Case
Substantivos comuns, terminados em -s, recebem apenas 
o apóstrofo (’).
 Exemplos:
– The boss’ office
– The princess’ diary
Substantivos próprios não terminados em -s recebem ’s.
 Exemplos:
– Peter’s book
– John’s flat 
Substantivos próprios terminados em -s podem receber ’s 
ou somente apóstrofo (’).
 Exemplos:
– James’s book ou James’ book
– Louis’s car ou Louis’ car
Substantivos próprios terminados em -s recebem somente o 
apóstrofo (’) se forem nome histórico ou clássico.
 Exemplos:
– Jesus’ love
– Hercules’ power
Plural
Substantivos que possuem plural regular, ou seja, terminado 
em -s, recebem apenas apóstrofo (’).
 Exemplos:
– The boys’ cars
– The parents’ approval
Substantivos que tenham plural irregular, ou seja, não 
terminado em -s, recebem ’s.
 Exemplos:
– The women’s cars
– The children’s toys
Outros casos
Coloca-se ’s no último possuidor se há dois ou mais possuidores 
para o mesmo item possuído.
 Exemplo:
– John and Mark’s house
Coloca-se ’s em todos os possuidores se cada um possuir 
sua própria coisa.
 Exemplo:
– Lucy’s and John’s houses
Coloca-se ’s para indicar local de moradia ou trabalho.
 Exemplos:
– He was at Bruno’s. 
– She went to the doctor’s. 
LEARN BY DOING II
01. (UFRGS-RS) Select the alternative which presents only 
nouns in their plural forms.
A) mathematics – analysis – previous 
B) decades – analysis – places 
C) humanities – phenomena – approaches 
D) places – success – approaches 
E) aesthetics – mathematics – media
02. (AFA-SP) Mark the option which shows the appropriate 
plural form for the word “phenomenon”:
A) Phenomenae
B) Phenomena
C) Phenomenons
D) Phenomenos
03. (Cesgranrio) The word that doesn’t have an irregular 
plural form like “tooth – teeth” is
A) ox.
B) foot.
C) cloth.
D) goose.
E) mouse.
04. (Unioeste-PR) Mark the noun that does not have the same 
plural form as in “residents”: 
A) Criminals 
B) Forces 
C) Women 
D) Slums 
E) Dealers
GENITIVE CASE
É uma forma da Língua Inglesa usada para indicar posse. 
O genitive case é apresentado pelo apóstrofo + s (’s) 
ou apenas pelo apóstrofo (’). Em alguns casos, ele é 
apresentado pela preposição of.
Regra geral
Possuidor com ’s + coisa possuída
 Exemplo:
– Mark’s car
Singular
Substantivos comuns, não terminados em -s, recebem ’s.
 Exemplos:
– The teacher’s notebook
– The child’s toy
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LEARN BY DOING III
01. (UFRGS-RS) The use of ‘S is the same in “anyone’s 
partying spirit” and in: 
A) Everyone’s invited for Carnival in Rio. 
B) The American’s luggage was checked carefully. 
C) My friend Jeremy’s arrived. 
D) Nobody’s pleased with the situation. 
E) The Mexican tourist’s coming tomorrow. 
02. (EPCAR-MG) Mark the option which shows the same 
meaning as in “a person’s body size or weight”.
A) A person and body size or weight.
B) The body size or weight of a person.
C) Body size and person’s weight.
D) The body’s size or weight of a person.
03. (URCA-CE) An example of genitive case cannot be found in:
A) Never mind that many of the million-plus residents 
of Rio de Janeiro’s shantytowns still find their lives 
controlled by violent drug gangs [...].
B) Brazil will host Soccer’s World Cup in 2014 and the 
Summer Olympic Games in 2016.
C) There’s a party to throw – actually two – and the world 
will be watching.
D) If Brazil’s dreams for these games became reality, 
here’s what would have to happen [...].
E) Brazil’s post-1994 economic boom would have to 
accelerate [...].
04. (UFRGS-RS) O possessivo, usado como em “Woody 
Allen’s Sweet and lowdown”, está correto em todas as 
alternativas a seguir, exceto em: 
A) There was a two hours’ delay at the airport in London. 
B) Anthony Burgess’s A clockwork orange is a milestone 
in modern literature. 
C) In our last holidays we had to cope with our young 
relatives’ weird ideas. 
D) Elizabeth I’s interest on sea voyages brought 
development to England. 
E) Maggie and Millie’s eyebrows are so thin you can 
hardly see them. 
Coloca-se ’s em expressões de tempo.
 Exemplos:
– Today’s program
– Tomorrow’s class
Para indicar posse de objetos inanimados, normalmente 
não se usa o genitive case, usa-se a preposição of.
 Exemplo:
– The edge of the bed
COHESIVE ELEMENTS
Subordinating conjunctions
As Subordinating Conjunctions estabelecem relações entre 
uma dependent clause, que não possui sentido completo em 
si mesma, e uma independent clause, que, ao contrário, 
possui sentido completoem si mesma. Esses tipos de 
conjunções posicionam-se no início da dependent clause. 
As Subordinating Conjunctions expressam diversas ideias. 
Veja a seguir alguns exemplos.
Contrast and concession ideas
Conjunction Translation
although
though
even though
embora, mesmo que
even if ainda que
yet
but
mas, exceto
still até que, todavia
in spite of
despite of
apesar de
whereas ao passo que
however entretanto
nevertheless contudo, entretanto
on the other hand
por outro lado
on the contrary
Exemplos:
– Although he was a good man, he was arrested.
– In spite of his problems, he is an inspiration.
– I was very hungry, but I didn’t eat anything.
– She is not a funny girl; yet you can’t help loving her.
Cause idea
Conjunction Translation
for that reason
porque, por causa dissobecause of
for that motive
due to devido a
on account of
a fim de, por causa de, de forma a 
owing to
in order to
so as to
Exemplos:
– We were late owing to the rain.
– His failure was due to his lack of work.
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Consequence and result ideas
Conjunction Translation
so
portanto, por isso, então
therefore
as a result
thus
hence
then
consequently
accordingly
consequentemente
so that de modo que
Exemplos:
– Brazil is a country in development, therefore we 
must be patient for a big change.
– Fewer students will attend the schools, and they 
will thus have fewer teachers.
– I’ve never been to India. Consequently / Hence, 
I know very little about it.
PHRASAL VERBS
TO BRING, BROUGHT, BROUGHT – TRAZER
• Bring about = alcançar / causar
– They will bring about a quarrel.
– Extreme poverty in Brazil is bringing about some 
social changes.
• Bring back = trazer à memória / devolver
– Pegg brought the book back this morning.
– His story has brought back our happy childhood 
memories.
• Bring down = diminuir / destruir
– Small incomes in Brazil have brought down the 
standard of living.
– A war will bring the country down.
• Bring in = apresentar / introduzir / trazer
– The Government will bring in new measures 
very soon.
• Bring out = revelar / publicar
– This will bring out very good news.
– Penguin Books will bring out 15 new books 
next month.
• Bring up = educar / vomitar / mencionar
– Their children were brought up in the United States.
– The little kid brought up suddenly.
– We need to bring up this subject in our next 
meeting.
TO PUT, PUT, PUT – COLOCAR
• Put away = economizar / guardar
– Put away your money! You never know about 
your future.
– John told his son to put away the toys.
• Put off = adiar / apagar
– The game had to be put off due to the heavy rain.
– Put off the light!
• Put on = vestir
– Put on heavy clothes! It’s very cold outside.
• Put out = apagar (fogo)
– The firemen were able to put out the fire quickly.
• Put up = construir
– The building was put up in 2 years.
• Put down = escrever / anotar
– He’s putting a few thoughts down on paper.
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PROPOSED 
EXERCISES
01. (UNITAU-SP) Assinale a alternativa que corresponde à 
sequência na qual se inclui um uso inadequado do artigo 
em inglês: 
A) a watch; a pity; an orange 
B) an umbrella; a real effort; a year 
C) a small plane; an idea; a whale 
D) a one-man show; an university; a private investigator 
E) an egg; an uncle; a book 
02. (UNITAU-SP) Assinale a alternativa que corresponde à 
sequência que completa as lacunas a seguir:
 indian the ecologist saw started 
 horrible fire because of ordinary 
yellow bird flew over his head. 
A) a; the; a; who
B) an; the; a; whose
C) the; a; an; which
D) the; an; a; whom
E) a; an; a; which
03. (PUC RS) Nouns in English can be divided into “countable” 
or “uncountable” (e.g.: apple × water). In order to indicate 
some kind of “measurement” in the case of uncountable 
nouns, another noun is required (e.g.: “glasses” or “liters” 
of water). Accordingly, the following expression that is 
equivalent to the structure “blades of grass” is 
A) structures of steel.
B) classes of Chinese.
C) cups of coffee.
D) floors of wood.
E) letters of complaint.
04. (Mackenzie-SP) Which alternative shows the correct plural 
form of the words given? 
A) mouse – mice / goose – geese / phenomenon – 
phenomena / deer – deer 
B) mouse – mices / chick – chicken / person – persons / 
child – children 
C) mouse – mouses / goose – geeses / deer – deers / 
news – news 
D) mouse – mouses / new – newses / bus – buses / 
person – people 
E) mouse – mises / child – children / police – polices / 
news – news 
4198
VKGF
HXMI
Instrução: Leia o texto a seguir para responder à questão 05. 
At the Fourth World Conference on Women, Hillary 
Clinton stated, “It’s time for (I) to say here in Beijing, 
and for the world to hear, that it is no longer acceptable 
to discuss (II) rights as separate from human rights. 
05. (UEL-PR) Assinale a letra correspondente à alternativa 
que preenche corretamente a lacuna (II) da frase 
apresentada. 
A) woman 
B) women 
C) of woman 
D) of women 
E) women’s
06. (UFSM-RS) No fragmento “a Union”, há uma eufonia. 
O mesmo processo ocorre em
A) a community.
B) a shared destiny.
C) a link.
D) a long way.
E) a Europe.
07. (EPCAR-MG) Choose the option that has the same 
meaning of “Parents usually don’t know their child is a 
cyberbully.”
A) Parents’ child usually don’t know he is a cyberbully.
B) Parents child’s usually don’t know he is a cyberbully.
C) Child parents’ usually don’t know he is a cyberbully.
D) Child’s parents usually don’t know he is a cyberbully.
08. (UFRGS-RS) Which of the following alternatives has the 
same structure as “The fans’ transgression of bourgeois 
taste”?
A) The government’s interference with middle class 
education.
B) The students’s discussion and their argument.
C) The girl’s reading an interesting book.
D) The fan’s harsh criticizing went unnoticed.
E) The teacher’s introduced quite complex matters.
09. (UERJ) "in reality not only are the elderly very capable 
of using a range of complex modern technologies,"
The underlined expression is used in the sentence to 
introduce an idea of
A) doubt.
B) contrast.
C) addition.
D) restriction.
NOMA
OTGN
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https://youtu.be/jf2Prv1UmRA
https://youtu.be/GCfB15BP6jU
https://youtu.be/N2O0pxD8p64
https://youtu.be/B_XEi-GhsJk
10. (UERJ) But mother, aren’t you oppressing me by ordering 
me to do this?
In the previous sentence, the word “but” fulfills the 
function of
A) calling attention.
B) signalling exception.
C) suggesting expectation.
D) introducing objection.
TEXT I 
E-sports on the Olympic Games
Ever since the 2024 Summer Olympics in Paris first 
expressed interest of possibly adding electronic sports 
to the Olympic Games program, we’ve seen a growing 
interest by the International Olympic Committee (IOC) in 
e-sports – traditionally defined as any “organized video 
game competitions.” 
Recognizing the growing interest in e-sports, the 
organizing committee of the 2024 Summer Olympics in 
Paris said: “The youth are interested, let’s meet them.”
As an Olympian and former world class high jumper, 
I struggle with the notion of e-sports becoming an Olympic 
sport. I am not alone. Conversations I’ve had with other 
Olympians reveal concerns about comparing the physical 
skill and demands of traditional athletic competition with 
e-sports. Given the IOC’s advocacy role for physical 
activity, e-sports seems to be a conflict with its push for 
an active society. 
Given the growth in popularity, it’s understandable 
why the IOC would want to partner with e-sports. The 
IOC generates more than 90 per cent of its revenue from 
broadcastand sponsorship. Partnering with e-sports, 
where revenue is generated mostly through sponsorship 
but where more money is coming from broadcasting, 
could be complementary and attractive.
The marketing firm Newzoo estimated last year that 
with brand investment growing by 48 per cent, the global 
e-sports economy will reach almost $ 1 billion in 2018.
Still, the question remains, is e-sports – “organized 
video game competitions” – actually a sport?
To answer this question, perhaps we need to revisit 
the academic definition of sport. While differences may 
exist in their granular descriptions of sport, researchers 
appear to converge on three central attributes: The sport 
involves a physical component, it is competitive, and it is 
institutionalized, meaning a governing body establishes 
the rules of performance.
While e-sports can be argued to be competitive and 
institutionalized, the first criteria of physicality is where 
it falls short.
Central to the Olympic Movement and nestled within 
the criteria of accepting a new sport is gender equality. 
Interestingly, this has been an area in which e-sports has 
been heavily criticized.
A study that reviewed gender and gaming determined 
that even though there are approximately equal numbers 
of males and females who play video games, most 
professional gamers are male. Moreover, female players 
who achieve some level of success are marginalized. 
Researchers concluded the “video game culture is actively 
hostile towards women in the private as well as the 
professional spheres.”
Disponível em: theconversation.com (Adaptação).
01. (UEL-PR–2020) Identifique as motivações para a inserção 
de e-sports nos Jogos Olímpicos. Justifique sua resposta 
com trechos do texto.
02. (UEL-PR–2020) Relacione a posição social do autor com 
o seu ponto de vista sobre a inserção dos e-sports nos 
Jogos Olímpicos, explicando as razões que justificam esse 
posicionamento.
TEXT II
Tech users have long questioned whether mobile 
devices and smart speakers eavesdrop on their private 
conversations. Apple answered that question Tuesday 
with a resounding no.
In a letter to federal lawmakers, the tech giant insisted 
that iPhones do not listen to what users are saying and 
said third-party app developers don’t have access to 
audio data.
“iPhone doesn’t listen to consumers except to recognize 
the clear, unambiguous audio trigger ‘Hey Siri,’” Timothy 
Powderly, Apple’s director of Federal Government Affairs, 
wrote in the letter, which was obtained by CNN.
“The customer is not our product, and our business 
model does not depend on collecting vast amounts of 
personally identifiable information to enrich targeted 
profiles marketed to advertisers,” he added.
Disponível em: https://money.cnn.com/2018/08/08/
technology/apple-iphone-listening/index.html. 
Acesso em: 8 ago. 2018.
01. (Unicentro-PR) According to the text:
A) Eavesdrop means to secretly listen to someone’s 
conversation.
B) Apple states that third-party app developers retrieve 
the audio data.
C) iPhone usually listens to consumers whenever they 
are called.
D) The main concern for Apple is the customer.
E) The costumers have no doubt that their conversations 
are confidential.
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02. (Unicentro-PR) What’s the main message Apple wants to 
get across? 
A) To promote the Siri system as a system that stores 
personal information.
B) All the third-party app developers have access to the 
conversations somehow.
C) They don’t eavesdrop on users nor share their 
information for profit.
D) iPhones have a smart system to record all personal 
information.
E) Apple takes advantages of personal information to do 
business.
TEXT III 
What Disney princesses 
aren’t saying 
Ariel may have lost her voice temporarily, but Disney 
is in the habit of keeping its princess-type stars on the 
quiet side, at least according to a new study. Since Snow 
White was released in 1938, male characters in Disney 
princess movies speak, on average, three times more 
than female characters.
That info comes from linguists Carmen Fought and 
Karen Eisenhauer, who have been working on analyzing 
Disney movies’ dialogue. Eisenhauer, a sociolinguistics 
graduate student and Fought, a linguistics professor, 
evaluated each Disney princess movie, measuring the 
respective amounts of male and female dialogue as well 
as the type — a compliment, insult, question or apology.
So how, in a movie centered on a female princess, do 
male characters get more lines? “Every single bit part is 
assigned to a man, from the shopkeeper to guard,” they 
say. “It perpetuates that man is normal, woman is deviant 
from that, and that there’s only one way to be a woman 
(the princess) while there are all these ways to be a man.” 
More illuminating, says Eisenhauer, is what is being said 
to the princesses. According to the study, much of the 
dialogue from both male and female characters aimed 
toward the Disney women are compliments – 70% to 
80% focused on physical appearance. In contrast, the 
majority of compliments to men focused mainly on skill.
“Most linguist and discourse analysts agree that 
language is social and socialized – not just the words, but 
when and how we use them, and media contributes in a 
powerful way,” she says. So, when Disney is not writing 
lines for female characters, young viewers may learn that 
female speech is not valued.
Avaliable at: http://college.usatodav.com. 
Access on: Feb. 2, 2016 
(Adapted).
01. (PUC Minas) A new study on Disney’s princess movies 
showed that
A) female characters have less chance to speak than 
male characters.
B) what male characters say is particularly more 
important to the story.
C) most female characters look like Ariel and Snow White.
D) male characters are important when they are the 
princes.
02. (PUC Minas) What have linguists Fought and Eisenhauer 
focused their study on?
A) on the types of male and female dialogue in 
Disney’s movies.
B) on the amounts of male and female dialogue in 
Disney’s movies.
C) on the quantities and kinds of male and female 
dialogue in Disney’s movies.
D) on the issues discussed by the main characters in 
Disney’s movies.
03. (PUC Minas) What does the word "while" in “while there 
are all these ways to be a man” (paragraph 3) indicate?
A) Addition
B) Time
C) Contrast
D) Cause
04. (PUC-Minas) According to the study, the contents of the 
dialogues in the movies show that
A) there aren’t many compliments towards men.
B) women are usually praised for their beauty.
C) men are more celebrated than women.
D) there is a tendency to highlight men’s wealth.
05. (PUC-Minas) The study concludes that when Disney does 
not write lines for female characters, they are
A) contributing to young viewers’ good education.
B) diminishing media influence on children and adults.
C) considering that language is social and socialized.
D) emphasizing the unimportance of female speech.
TEXT IV 
Available at: https://www.creators.com/read/bruce-
beattie/01/11/70433. Accessed on: Mar. 13, 2018.
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01. (Unicamp-SP) Este cartum foi criado pelo norte- 
-americano Bruce Beattie, em 2011. Nele, o cartunista 
faz uso da ironia para
A) justif icar a meritocracia como princípio de 
reconhecimento de igualdade de oportunidades.
B) identificar a garantia do salário mínimo como condição 
suficiente para a proteção da classe trabalhadora.
C) abordar os efeitos da precarização do trabalho nas 
sociedades contemporâneas.
D) propor que a empregabilidade leva à recuperação da 
economia e à justiça social.
TEXT V
Little Red Riding Hood
There once was a young person named Little Red 
Riding Hood who lived on the edge of a large forest full 
of endangered fauna and rare plants. One day her mother 
asked