EM_LIVRO REVISIONAL_VOL01_ INGLÊS PROFESSOR

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Livro do ProfessorLivro do Professor
Livro de Revisão 1
Língua Inglesa
Ensino Médio
Alexandre Batista
©Editora Positivo Ltda., 2017 
Proibida a reprodução total ou parcial desta obra, por qualquer meio, sem autorização da Editora.
Dados Internacionais para Catalogação na Publicação (CIP) 
(Maria Teresa A. Gonzati / CRB 9-1584 / Curitiba, PR, Brasil)
B333 Batista, Alexandre.
 Língua inglesa : livro de revisão / Alexandre Batista . – 
Curitiba : Positivo, 2017.
 v. 1 : il.
 ISBN 978-85-467-1682-1 (aluno)
 ISBN 978-85-467-1625-8 (professor)
 1. Ensino médio. 2. Língua inglesa – Estudo e ensino. 
I. Título.
CDD 373.33
Simple present
Read the following text and observe the simple present structures taken from it.
Edward is twenty years old. He goes to college in East Lansing, which is where his grandparents 
live. He has classes in the morning and sometimes in the afternoon. In the evening, Edward does 
homework and hangs out with his friends. He wants to be a doctor just like his dad.
 • Verb be: is
 • Five verbs in the 3rd person: goes, has, does, hangs, wants
 • A verb not in the 3rd person: live
Now, read the following sentences taken from the text and observe the words in bold carefully.
Edward is twenty years old. He goes to college in East Lansing, which is where his grandparents live.
 • is is the 3rd person singular form of the verb be in the simple present;
 • goes is the 3rd person singular form of the verb go in the simple present;
 • live is the affirmative form of the verb live in the simple present.
Simple present – use and form
As seen in the passage above, the simple present is used to talk about facts and habitual actions or routine. Sometimes, 
never, always, and usually, which are some examples of frequency adverbs, are often used to talk about habitual actions 
or routine.
When using the affirmative form of the simple present in the 3rd person singular (he, she, it), pay special attention to 
the spelling rules.
AFFIRMATIVE FORM
Subject pronouns Verb form Examples
I/you/we/they base form of the verb Edward’s grandparents live in East Lansing.
he/she/it most verbs are added -s
verbs ended in ss, ch, sh, x, z, o: add -es
verbs ended in a consonant + y: change y to -ies
verbs ended in a vowel + y: add -s
Edward hangs out with his friends. (hang)
He goes to college in East Lansing. (go)
She studies in the morning. (study)
It plays songs in a random order. (play)
NEGATIVE FORM
To make negative statements in the simple present, pay attention to the use of the auxiliary verbs do or does in their 
negative forms. The main verb is always used in its base form.
2 Livro de Revisão 1
Subject pronouns Auxiliary and verb form Examples
I/you/we/they do not/don’t + base form of the verb They don’t go to college in East Lansing.
he/she/it does not/doesn’t + base form of the verb He doesn’t hang out with his friends every night.
INTERROGATIVE FORM AND SHORT ANSWERS
To make questions, use the auxiliary verbs before the subject and keep the main verb in its base form.
Auxiliary verb Subject pronouns Verb form Examples
Do I/you/we/they base form of the verb Do you have classes in the morning?
Does he/she/it base form of the verb Does he have classes every day?
Questions Short answers
Do you have classes in the morning? Yes, I do./No, I don’t.
Does he have classes every day? Yes, he does./No, he doesn’t.
1. (UNCISAL) 
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.
[…]
Disponível em: <http://www.bbc.com/news/uk-politics-28580792>. 
Acesso em: 31 jul. 2014.
 Ao seguir a regra gramatical de conjugação de verbos, 
de acordo com o exemplo da manchete da reportagem, 
a frase “She ________ her dignity at any price” será 
completada da seguinte forma com o verbo “to pursue”.
a) pursuing.
b) pursuyed.
X c) pursues.
d) pursued.
e) pursue.
ATTENTION!
Verb be does not need auxiliary verbs to form negative and interrogative sentences.
Affirmative Negative Interrogative
I am/’m I am not Am I
You are/’re You are not/aren’t Are you
He/she/it is/’s He/she/it is not/isn’t Is he/she/it
We/you/they are/’re We/you/they are not/aren’t Are we/you/they
Questions Short answers
Am I late? Yes, you are./No, you aren’t.
Are you sad? Yes, I am./No, I am not.
Is she at home? Yes, she is. / No, she isn’t.
3Língua Inglesa
 A primeira frase do texto poderia ser expressa no pre-
sente, sem alterar o sentido do texto, como
X a) Mr. Day is a teacher at a school in a big city in the 
north of England.
b) Mr. Day were a teacher at a school in a big city in the 
north of England.
c) Mr. Day has a teacher at a school in a big city in the 
north of England.
d) Mr. Day had a teacher at a school in a big city in the 
north of England.
e) Mr. Day is going to be a teacher at a school in a big 
city in the north of England.
2. (UEA – AM) 
Mr. Day was a teacher at a school in a big city in 
the north of England. He usually went to France 
or Germany for a few weeks during his summer 
holidays, and he spoke French and German quite 
well.
But one year Mr. Day said to one of his friends, 
“I’m going to have a holiday in Athens. But I don’t 
speak Greek, so I’ll go to evening classes and have 
Greek lessons for a month before I go.”
He studied very hard for a month, and then 
 10 holidays began and he went to Greece.
When he came back a few weeks later, his friend 
said to him, “Did you have any trouble with your 
Greek when you were in Athens, Dick?”
“No, I didn’t have any trouble with it,” answered 
Mr. Day. “But the Greeks did!”
(L. A. Hill. Elementary Stories for Reproduction, 1977.)
1. (UNEAL)
Are you allergic to mornings?
Are you somebody who can’t wake up in the 
morning? Do you need two cups of coffee before 
you can start a new day? Do you feel awful when 
you first wake up? Scientists say it’s all because of 
our genes. How did they find this out? Researchers 
from the University of Surrey interviewed 500 
people. They asked them questions about their 
lifestyle, for example what time of day they 
preferred to do exercise and how difficult they 
found it to wake up in the morning. Scientists 
then compared their answers to the people’s DNA. 
They discovered that we all have a “clock” gene, 
also called a Period 3 gene. This gene can be 
long or short. People who have the long gene are 
usually people who are very good in the morning, 
but who get tired quite early at night. People 
who have the short gene are usually people who 
are more active at night but who have problems 
waking up early in the morning. How does it help 
us to know if we have the long or short gene? 
Scientists say that, if possible, we should try to 
change our working hours to fit our “body clock”. 
If you are a “morning person” then you could 
start work early and finish early. But if you are 
bad in the mornings, then it might be better to 
start work in the afternoon and work until late at 
night. So maybe, instead of nine to five it should 
be seven to three or twelve to eight.
(Adapted from New English File – Pre-Intermediate, p. 93)
 A frase que MELHOR resume o conteúdo do texto é
a) A grande descoberta dos cientistas da Universidade 
de Surrey.
b) Você trabalha ou estuda no período que lhe é mais 
propício?
X c) Pesquisas indicam que um gene pode determinar ser-
mos ou não mais predispostos de manhã ou à noite.
d) Cientistas descobrem como podemos ser mais ativos 
de manhã ou à noite.
e) Pesquisas alertam para problemas em genes naque-
les que trocam o dia pela noite no trabalho ou no 
estudo.
4 Livro de Revisão 1
2. (UEFS – BA) 
 The man in this cartoon
X a) misses not being able to read a real newspaper.
b) finds it easy to deal with technological gadgets.
c) is complaining about the bad quality of newspapers in 
tablets.
d) is looking forward to having a tablet so that he can read 
thenews everywhere he goes.
e) wants to exchange his laptop for a new tablet. 
Indefinite articles (a/an)
Read the following text and observe the words in bold.
Although Edward’s grandparents live in East Lansing, he doesn’t live with them. He lives in a house 
on Michigan Avenue with a friend from college. The house is big and it has an attic. Edward wants 
to use the attic as a study room, but his friend Robert insists that it should be used as a game room. 
They always have an argument about it. 
 • an indefinite article used before singular countable nouns that start with a consonant sound: a
 • an indefinite article used before singular countable nouns that start with a vowel sound: an
Indefinite articles – use and meaning
Indefinite articles (a/an) are used to modify singular countable nouns that refer to a nonspecific member of a group. 
See example:
My sister wants to adopt a dog or a cat.
Indefinite articles are also used before modified nouns. See example:
She prefers a small dog though. 
countable nouns
modified noun
ATTENTION!
When using indefinite articles, be aware of the initial sound in each countable singular noun.
an hour (the initial h is silent) a horse (the initial h is pronounced)
an app (the initial sound is /a/) a university (the initial sound is /j/)
5Língua Inglesa
1. (PUC-Campinas – SP)
 ________ one-dollar bill; ________ useful thing.
X a) A – a
b) ________ – ________
c) ________ – an
d) An – an
e) A – an
2. (UnB – DF)
 Entering ________ university should be _________ 
exciting experience for ________ young man or woman.
a) an, an, an;
X b) a, an, a;
c) a, an, an;
d) an, an, a;
e) a, a, an.
1. (UFRGS – RS)
“Gee, I love your accent”, is a typical American
response when conversing with an English citizen. It 
seems that Americans are mesmerized by the
differences in accents between America’s English and
England’s English. But does this transcend to
something more than fascination? According to
Assistant Professor of Sociology at Philadelphia
University, Katherine W. Jones, it does. Through
extensive research for her new book, Accent on
Privilege: English Identities and Anglophilia in the
U.S. (Temple University Press), Jones Shows that
Anglophilia is alive and well in the United States. She
shows how Americans treat those with English accents
better than other immigrants, bestowing privileges
on them because they are English. She also finds that
these English people are able to, and frequently do,
manipulate these privileges to their advantage. “It is
amazing how much clout an English accent has in
America”, stated Jones. “In some instances, I find
these English people willingly negotiating their 
accents, making choices about when to play them up
and down, moving between different situations using
different voices in order to assert or downplay their
Englishness – knowing that particular actions will
accrue material or psychological benefits”.
(Speak Up, n. 182)
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 Se as expressões abaixo forem precedidas do artigo 
indefinido, a forma an, como em an English  citizen, 
somente poderá ser anteposta à expressão:
a) European citizen;
b) universal scheme;
X c) 18th century coat;
d) weeping willow;
e) yuppie briefcase.
2. (UNEMAT – MT)
Living without energy
Everyone says that we must use less energy! 
But how? That is the big question. In this 
article, you can read about the house of the 
future, which uses hardly any energy at all... 
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6 Livro de Revisão 1
Most houses use energy – lots of it. We 
use energy for heating, lighting, for running 
our household appliances – TV’s, washing 
machines, fridges, and so on. In winter 
time, most houses use dozens of kilowatts of 
electricity every day, or the equivalent in gas.
The house in the photo, on the other hand, 
uses virtually nothing: most of the energy that 
it uses comes straight from the sun, the wind 
or the ground. This is an experimental house 
at the University of Nottingham, and it could 
be the kind of house that most people are 
living in fifty years from now.
During the daytime, it is rarely necessary 
to turn on an electric light, even in rooms 
without windows. Sunlight, or daylight, is 
“piped” through the house, into each room, 
through special highreflection aluminium 
tubes. You can see how well they reflect light, 
by looking at the reflections of the faces in the 
picture!
http://linguapress.com/intermediate/no-energy.htm
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 Na frase “This is an experimental house at the University 
of Nottingham” (l.14-15), observe o artigo sublinhado e 
assinale a alternativa correta.
a) Usa-se o artigo an somente com o pronome demons-
trativo This is.
b) Usa-se o artigo an somente com palavras com mais de 
uma sílaba como é o caso do adjetivo experimental.
X c) Usa-se o artigo an antes de um substantivo ou um 
adjetivo iniciado por vogal.
d) O artigo an deve ser usado somente depois de um 
substantivo ou adjetivo.
e) O artigo an nunca deve ser usado antes de vogal.
3. (UFSC) 
 Which of the alternative(s) is(are) correct? 
X 01) a uniform
X 02) a yellow car
X 04) an eye
X 08) an honest nurse
16) a heirs
32) a universities
 Somatório: 15 (01 + 02 + 04 + 08)
Subject pronouns and object pronouns
Read the following excerpt of news article and observe the words in bold.
People all over the world are feeling for Miss Colombia after Steve Harvey, the host of the 
Miss Universe 2015 pageant, mistakingly declared her the crown winner. Things got even more 
awkward when he passed the title to Miss Philippines, Pia Wurtzbach, who was forced to join 
Miss Colombia as the crown was taken away from her. […]
COX, Lauren. Miss Universe: Steve Harvey Crushes Pageant Dreams In Awkward Mix-Up. Available at: <http://
hollywoodlife.com/2015/12/20/miss-colombia-loses-miss-universe-mistake-video/>. Accessed on: 29 Dec. 2015.
 • a personal pronoun that refers to Steve Harvey: he • an object pronoun that refers to Miss Colombia: 
her
SUBJECT PRONOUNS
I first person singular
you second person singular
he/she/it third person singular
we first person plural
you second person plural
they third person plural
Subject and object pronouns – use
Subject pronouns are used to replace the subject of a sentence, which 
is a person or a thing that performs an action or is being described. They 
are often used to avoid repetition. See example:
Ryan is my neighbor and Ryan is my friend. 
 ↓
Ryan is my neighbor and he is my friend. 
7Língua Inglesa
Object pronouns are used to replace the object of a verb or a preposition. To identify the object of a sentence, it is 
necessary to identify the complement of the verb or that of the preposition. See examples: 
Steve Harvey declared her the crown winner.
He passed the crown to Miss Philippines.
Subject pronouns Object pronouns
I me
you you
he
she
it
him
her
it
we us
you you
they them
1. (IFMT)
(Disponível em: <http://www.gamebreaker.tv/entertainment/lol-entertainment/2003-the-stone-age-of-technology-comic>. 
Acesso em 16 mar. 2015).
 Na frase: “They look so human”. A palavra sublinhada se refere
X a) aos personagens do filme.
b) aos seres humanos.
c) aos pais das crianças.
d) aos vídeos e websites.
e) aos aparelhos celulares.
direct object
indirect object
direct object
ATTENTION!
Subject pronouns are used before verbs 
and object pronouns are used after verbs.
8 Livro de Revisão 1
2. (UNIOESTE – PR) 
Seven portions of fruit and vegetables 
are better for you
For many years, the nutrition message has 
been “five a day” – the recommendation that 
five portions of fruit and vegetables are enough 
to keep disease at bay and help us to live longer. 
That advice has been revised upwards. A new 
study suggests that people who get seven or more 
portions a day are healthier. Researchers from 
University College Londonstudied the dietary 
habits of 65,000 adults over a seven-year period. 
They concluded that: “A robust inverse association 
exists between fruit and vegetable consumption 
and mortality, with benefits seen in up to 7-plus 
portions daily.” In other words, if you eat more 
fruit and vegetables, chances are you live longer.
The researchers put people into five different 
groups, depending on how much fruit and veg 
they ate. They found that those who ate seven 
or more portions a day had a 42 percent lower 
risk of death than those who ate just one portion. 
They recommended that schools serve healthier 
meals and that supermarkets put more emphasis 
on prominently displaying cheaper produce. 
They warned that frozen and canned fruit was 
linked to higher mortality rates. Some experts say 
the findings of the study should be taken with 
a pinch of salt. One dietician said the findings 
ignored the fact that people who eat more fruit 
and veg are generally wealthier and thus lead 
lifestyles that will help them live longer anyway.
Adapted from: http://www.breakingnewsenglish.com/1404/140403-
fruit-and-vegetables.html
 Na frase “They found that those who ate seven or more 
portions a day…”, o pronome “they” refere-se a:
a) pessoas.
b) frutas.
c) vegetais.
d) diferentes grupos.
X e) pesquisadores.
3. (UERN) 
(Disponível em: http://www.oregonlive.com/comics-
kingdom/?feature_id=Spiderman/.)
 The word it refers back to
a) use.
X b) font.
c) resumé.
d) accomplishments.
1. (UPF – RS) 
(Retrieved from http://b-townblog.
com/2011/10/10/king-county-kicks-off-
plastic-bag-recycling-campaign-with-bus-
full-of-bags/. Access on October 1st, 2014)
9Língua Inglesa
Present progressive
Look at the cartoon below and observe the following information.
• a verb in the present participle form: faking
• an adjective: asleep
• two forms of the verb be in the simple present: ‘s, ‘re
• a subject pronoun: he
• an object pronoun: me
 In the sentence “The best way to recycle plastic bags is 
to stuff them all in a single bag, tie it up and bring them 
back to this store”, the expressions “them – it – them” 
refer, respectively, to:
X a) plastic bags / a single bag / plastic bags.
b) the best way / a single bag / plastic bags.
c) a single bag / plastic bags / a single bag.
d) this store / a single bag / plastic bags.
e) plastic bags / this store / plastic bags.
2. (UFSC)
Text 2
You’re in the middle of a 
texting conversation when 
other person suddenly stops for 
a long pause before responding. 
What does it mean? Maybe they 
got a call or got distracted by 
something else, or their thumbs 
needed a break. But it’s also 
possible they’re taking the time 
to cook up a lie.
Researchers from Brigham Young University 
asked more than 100 college students to respond 
to 30 questions each that were generated by a 
computer and texted to the participants. In half 
of their responses, the students were asked to lie. 
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The researchers found that when the students 
lied, it took them 10% longer to send the text 
message and they made more edits than usual.
When communicating with someone in person, 
most people look for behaviors that they feel are 
indicators of dishonesty, like not being able to look 
people in the eye or moving nervously. Spotting 
such signals is hard to do when someone is on 
the other end of a string of text messages. But 
the new research suggests that some patterns, 
such as the delay in texting, could become a sign 
for detecting lies in such communications. The 
researchers say their findings raise questions 
about how the validity of communications on 
social media might be interpreted on matters of 
security and personal safety.
From: Time – 100 New health discoveries – how the latest 
breakthrough can improve your health and wellness. ed. 50, Time 
Inc. Specials, 2003. p. 51.
 Choose the CORRECT alternative(s):
01) Their, in line 28, refers to research findings on 
virtual security and safety. 
02) Them, in line 17, refers to researchers.
X 04) They, in line 20, refers to most people.
08) Such signals, in line 23, refers to text messages.
X 16) It, in line 05, refers to the delay of a person’s 
response when texting a message.
 Somatório: 20 (04 + 16)
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10 Livro de Revisão 1
Present progressive – use and form
The present progressive is used to talk about actions that are happening at the moment of speaking and it is also used 
to talk about future arrangements.
When forming the present progressive, remember to use the verb be and the -ing form of the main verb. Also, it is 
important to pay attention to the spelling rules for the formation of the present participle. 
SPELLING RULES
Most verbs just take 
-ing
Verbs ending in -e, 
change -e to -ing
For verbs ending in a stressed 
syllable with a consonant-vowel-
consonant sequence, double the 
last letter and add -ing
Verbs ending in -ie, 
change -ie to -ying
play – playing
go – going
visit – visiting
dance – dancing
erase – erasing
write – writing
get – getting
stop – stopping
shop – shopping
tie – tying
lie – lying
die – dying
AFFIRMATIVE FORM
Subject pronouns Be Present participle
I am/’m faking.
He/She/It is/’s faking.
You/We/They are/’re faking.
NEGATIVE FORM
Subject pronouns Be not Present participle
I am not faking.
He/She/It is not /isn’t faking.
You/We/They are not/aren’t faking.
INTERROGATIVE FORM AND SHORT ANSWERS
Be Subject pronouns Present participle
Am I faking?
Is he/she/it faking?
Are you/we/they faking?
Questions Short answers
Are you leaving now? Yes, I am./ No, I’m not.
Is she leaving now? Yes, she is. / No, she isn’t.
ATTENTION!
Stative verbs (those that indicate mental or emotional states and use of the senses, among 
others) are not usually used in the -ing form.
11Língua Inglesa
1. (IFG – GO)
Ebola crisis
West Africa is experiencing the biggest outbreak of the Ebola virus ever known, causing thousands of 
deaths, devastating fragile healthcare systems and damaging the economies of countries, some of which are 
still recovering from civil war. Infections are thought to be doubling every few weeks. The World Health 
Organization (WHO) says there were 13,700 officially registered cases by the end of October, almost all in 
Sierra Leone, Liberia and Guinea, with about 5,000 deaths, but many go unrecorded and the true figure 
is thought to be two to three times higher. The US Centre for Disease Control (CDC) says that if nothing 
changes there could be 1.4 million cases by late January.
The WHO has been criticized for not reacting fast enough to the outbreak: it took three months to 
diagnose the first cases, and five months more before a public health emergency was declared. The 
exceptional spread of the disease was probably down to a number of factors including dysfunctional health 
systems, high population mobility across state borders, densely populated capitals and lack of trust in 
authorities after years of armed conflict meaning health advice is not heeded. Fear is also a factor. People 
are afraid to go to hospital because they think it may be the source of infection.
Healthcare in the region was fragile before Ebola. Now there is disintegration as staff become ill or stay 
away for fear of the disease. Infection control and hygiene are major issues. Soap and water are unavailable 
in some areas. Alcohol hand rubs are needed on a large scale. Isolation facilities are vital to contain Ebola, 
as are labs for testing because rapid diagnosis is very important. Both are in very short supply. In some 
places, isolation is nothing more than an area behind a curtain. People with other diseases and women in 
childbirth are at risk because hospitals are no longer functioning properly.
The Guardian, Oct. 31, 2014. Available on: <http://www.theguardian.com/world/2014/sep/25/-sp-ebola-crisisbriefing>. Access on: Nov. 25, 
2014. [Adapted]
 About the first sentence of thetext, it is correct to affirm that
a) the word “Ebola” is the subject of the sentence.
X b) all clauses are in the present continuous tense.
c) the adjective “biggest” is in the comparative form.
d) the word “ever” is an auxiliary verb.
e) the word “still” indicates consequence.
2. (IFG – GO)
Available at: <http://www.azcentral.com/thingstodo/comics/king-comics.html?feature_id=Hagar_ 
The_Horrible&feature_date=2013-11-02>. Access on: 3 Nov. 2013.
 By reading the comic strip, it is correct to affirm that Hagar has:
a) thought the doctor was kidding him.
b) mistaken the doctors prescriptions.
X d) misunderstood what the doctor said.
e) preferred to consider the doctor’s advice.
c) believed the doctor won’t call him back. 
12 Livro de Revisão 1
1. (UNIT – SE)
 The doctor is telling his patient that
a) his busy schedule helps him exercise.
b) there’s nothing wrong with his health.
c) he’ll certainly die if he does not see the doctor 
regularly.
d) he should exercise twenty-four hours every day.
X e) no matter how busy he is, he has to find time to 
exercise.
GLASBERGEN, Randy. 
Disponível em: <www.
glasbergen.com>. 
Acesso em: 13 out. 
2014.
True and false cognates
Read the cartoon below and observe the following information.
• four true cognates: industry, probably, transformed, 
session
• a false cognate: just
True and false cognates – definition
If two words, from different languages, look 
similiar or alike and mean the same, they are said 
to be true cognates. When we consider English 
and Portuguese, words like family, cancel, car, 
instrument, and photograph can be used as 
examples of true cognates. In the same way, if 
two words look similar or alike but have different 
meanings, they are said to be false cognates. 
Considering Portuguese and English, the words 
college, actually, pretend, assume, and beef are 
examples of false cognates. 
True cognates False cognates
restaurant
chocolate
adorable
vegetarian
robot
example
animal
taxi
document
antibiotic
push
tax
cigar
costume
exquisite
library
novel
resume
apology
educated
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13Língua Inglesa
1. (UNEAL)
Are you allergic to mornings?
Are you somebody who can’t wake up in the morning? Do you need two cups of coffee before you can 
start a new day? Do you feel awful when you first wake up? Scientists say it’s all because of our genes. How 
did they find this out? Researchers from the University of Surrey interviewed 500 people. They asked them 
questions about their lifestyle, for example what time of day they preferred to do exercise and how difficult 
they found it to wake up in the morning. Scientists then compared their answers to the people’s DNA. 
They discovered that we all have a “clock” gene, also called a Period 3 gene. This gene can be long or 
short. People who have the long gene are usually people who are very good in the morning, but who get 
tired quite early at night. People who have the short gene are usually people who are more active at night 
but who have problems waking up early in the morning. How does it help us to know if we have the long 
or short gene? Scientists say that, if possible, we should try to change our working hours to fit our “body 
clock”. If you are a “morning person” then you could start work early and finish early. But if you are bad in 
the mornings, then it might be better to start work in the afternoon and work until late at night. So maybe, 
instead of nine to five it should be seven to three or twelve to eight.
(Adapted from New English File – Pre-Intermediate, p. 93)
 No título do texto, há um cognato-verdadeiro (allergic = alérgico). Assinale a alternativa que apresenta um falso-cognato.
a) Vocabulary = vocabulário.
b) Exam = exame.
c) Weather = tempo.
X d) Actually = atualmente.
e) Totally = totalmente.
2. (UEMA)
Fonte: Disponível em: <http://educacaoparavivereconviver.blogspot.
com.br/2013/07/ingles-com-tirinhas-right-away.html>. Acesso em: 
20 ago. 2014.
 The alternative which is similar in meaning to the text expression: “... right away...”, in the second picture is
X a) immediately.
b) frequently.
c) partially.
d) precisely.
e) occasionally.
14 Livro de Revisão 1
1. (IFNMG) 
TEXTO 04
NinthLegion / 04 August 2014 3:48pm
Mass surveillance of individual communication by unelected, unaccountable bodies, 
some of which are not even under the control of the state, is an absolute OUTRAGE! 
It undermines freedom of speech, due process and the presumption of innocence, all 
of which are central to a functioning democracy. And it has all been done without a 
mandate from the electorate. In a final demonstration of this disgusting autocracy’s 
contempt for democratic institutions, one of its chief architects, William Hague, actually 
LIED to parliament about the extent of the legal safeguards which apply.
There has not been a more blatant attack on Western democracy and civil liberties 
since the Second World War... and most people don’t care. Furthermore, without knowing very much 
about them, the public see people like Snowden and Assange at best as shifty characters, and at worst as 
criminals whose transgressions are not only illegal but immoral. 
Want to know if we are in an Orwellian state? Has there ever been a more concrete example of where 
Ignorance is Knowledge, and where people rejoice in their bondage as freedom? That is what really scares me.
Fonte: http://www.theguardian.com/world/2014/aug/03/internet-death-privacy-google-facebook-alex-preston#start-ofcomments. Acesso em: 10 set. 
2014.
 Leia a frase retirada do TEXTO 04:
“the public see people like Snowden and Assange at best as shifty characters, and at worst as criminals whose 
transgressions are not only illegal but immoral.”
 Palavras cognatas são palavras em inglês que lembram outra em português e que possuem o mesmo significado. Por 
exemplo, “public” significa “público”. 
 Entre as palavras retiradas da frase acima, do TEXTO 04, todas são palavras cognatas, EXCETO:
a) Criminals b) Illegal X c) Characters d) Immoral
2. (IFC – SC) 
ADAMS, Scott. Disponível em http://www.dilbert.com/strips/2013-08-24/. Acesso em: 5 out. 2013. 
 A tradução correta para a palavra “actually”, que aparece no segundo quadro da tirinha, é:
a) atualmente
b) mesmo
X c) na realidade
d) realmente
e) meramente
15Língua Inglesa
Simple past
Read about Nelson Mandela and observe the words in bold.
[...]
Freedom fighter, prisoner, moral compass and South Africa’s symbol of the struggle against racial 
oppression.
That was Nelson Mandela, who emerged from prison after 27 years to lead his country out of decades 
of apartheid.
He died Thursday night at age 95.
His message of reconciliation, not vengeance, inspired the world after he negotiated a peaceful end to 
segregation and urged forgiveness for the white government that imprisoned him.
[...]
KARIMI, Faith. Nelson Mandela, anti-apartheid icon and father of modern South Africa, dies. Available at: <http://edition.cnn.com/2013/12/05/
world/africa/nelson-mandela/>. Accessed on: 2 Jan. 2016.
 • an irregular verb: was
 • six regular verbs: emerged, died, inspired, negotiated, urged, imprisoned
 • a subject pronoun: he
 • an object pronoun: him
Simple past – use and form
The simple past is used to talk about actions that started and ended at a specific time in the past. It is also used to talk 
about past facts and generalizations that are no longer true in the present.
When forming the simple past, it is important to remember that there are two types of verbs: regular and irregular.
SPELLING – REGULAR VERBS
The simple past tense of regular verbs is formed with 
-ed. For spelling rules, consider the following chart.
Spelling rule Example
Most verbs take -ed without 
any spelling changes
play – played
want – wanted
call – called
Verbs ending in -e take -d
erase – erased
dance – danced
experience – experienced
Verbs ending in a stressed 
consonant-vowel-consonant sequence double 
the last letter and add -ed
stop – stopped
shop – shopped
commit – committed
Verbs ending in -y preceded by 
a consonant change -y to -ied
try – tried
cry – cried
identify – identified
IRREGULAR VERBS
There is no regularity in the formation of the simple past 
of irregular verbs. See examples:
Base form Simple past
begin began
do did
feel felt
go went
hear heard
know knew
leave left
make made
pay paid
run ran
see saw
take took
tell told
understand understood
write wrote
16 Livro de Revisão 1
AFFIRMATIVE FORM
To form affirmative sentences in the simple past, use the simple past form of a regular or irregular verb.
Subject pronoun Verb Complement
I/You/He/She/It/We/You/They lived in England.
I/You/He/She/It/We/You/They swam in the lake.
NEGATIVE FORM
To form negative statements in the simple past, use did not (didn’t) and the base form of the verb.
Subject pronoun Verb Complement
I/You/He/She/It/We/You/They did not/didn’t live in England.
I/You/He/She/It/We/You/They did not/didn’t swim in the lake.
INTERROGATIVE FORM AND SHORT ANSWERS
For questions, use did before the subject and the base form of a verb.
Auxiliary Subject pronoun Verb Complement Short answers
Did I/you/he/she/it/we/you/they live in England? Yes, [I]* did.
Did I/you/he/she/it/we/you/they swim in the lake? No, [I]* didn’t.
*Use the proper subject pronoun.
ATTENTION!
The verb be is also an irregular verb, but it does not require the use of an auxiliary 
verb (did) to form negatives and questions in the simple past.
VERB BE – AFFIRMATIVE AND NEGATIVE FORMS
Subject pronoun Verb be Complement
I/He/She/It
was
was not/wasn’t
home this morning.
You/We/They
were
were not/weren’t
afraid of Santa Claus.
VERB BE – INTERROGATIVE FORM AND SHORT ANSWERS
Verb be Subject pronoun Complement Short answers
Was I/he/she/it/ home this morning?
Yes, [he]* was.
No, [he]* wasn’t.
Were we/you/they afraid of Santa Claus?
Yes, [we]* were.
No, [we]* weren’t.
* Use the proper subject pronoun.
17Língua Inglesa
1. (UEFS – BA) 
A climate of agreement
In the not-too-distant past, the tobacco 
industry funded scientists who raised the 
shadow of a doubt that the shadows on people’s 
lungs were cancers caused by smoking. There 
were other causes, they said. And many people 
who wanted to believe them did so, kept 
smoking, and died. Today those who don’t 
want to believe that climate change is caused 
by human activities keep saying there’s no 
consensus among scientists. Well, that’s just not 
true. It’s been proven again and again that a great 
majority of scientists have concluded there is a 
casual connection between human activity and 
global warming. Now the journal Environmental 
Research Letters has published a careful new 
study of thousands of peer-reviewed papers 
showing that when scientists take a position on 
the issue, a full 97 percent blame human causes. 
This is important because press reports that 
cite doubters representing “the other side of the 
question,” without saying how minuscule the 
proportion, have convinced the public there’s 
an even split. There are many issues on which 
scientists really do disagree, like the specific 
link, or lack of it, between global warming and 
killer tornados. But about the general cause of 
the warming itself, there’s barely any dissent at 
all.
DICKEY, Christopher. A climate of agreement. In Around the 
world in five ideas, Newsweek, Jun 3, 2013, p. 9.
 The verb form “did” (l. 6) has been used to avoid saying
a) died.
b) wanted.
c) smoked.
X d) believed.
e) suspected.
5
10
15
20
25
2. (IFG – GO) 
“The media seems to treat epidemics differently, 
depending on where they occur, and to whom. I 
think unfortunately, in the Western media, there 
are first-world diseases and third-world diseases, 
and the attention devoted to the latter depends 
on the threat they pose to us, not on a universal 
measure of human suffering. A death in Africa or 
Asia should be as tragic as a death in Europe or 
the USA, and it doesn’t seem to be. If an epidemic 
breaks out in the USA or Europe, suddenly the 
reporting is more engaged. I would like to hear 
from the people who are affected everywhere. I 
would like to feel that everyone’s voices are more 
equally heard, even if they speak a language that 
is not mine.”
CARRILHO, André. The Huffington Post. Available on: 
<http://www.huffingtonpost.com/2014/10/08/ebola-illustration-
andrecarrilho_n_5955192.html>. Access on: Nov. 22, 2014. 
[Adapted]
 Analyze the extract from the text:
“I would like to hear from the people who are 
affected everywhere. I would like to feel that 
everyone’s voices are more equally heard, even if 
they speak a language that is not mine.”
 About the extract, it is correct to affirm that
X a) the verb “affected” is a regular verb.
b) the expression “would like” indicates simple future.
c) the adverb “even” expresses opposition.
d) the possessive pronoun “mine” indicates third person.
e) the first and second clauses are in the passive voice.
18 Livro de Revisão 1
3. (UNICAMP – SP) 
(Disponível em: http://issuu.com/carimactimes2010/docs/
backstage_carimac_times_2010. Acessado em 28/10/2014.)
1. (UEA – AM) 
Mr. Day was a teacher at a school in a big city in 
the north of England. He usually went to France 
or Germany for a few weeks during his summer 
holidays, and he spoke French and German quite 
well.
But one year Mr. Day said to one of his friends, 
“I’m going to have a holiday in Athens. But I don’t 
speak Greek, so I’ll go to evening classes and have 
Greek lessons for a month before I go.”
He studied very hard for a month, and then 10 
holidays began and he went to Greece.
When he came back a few weeks later, his friend 
said to him, “Did you have any trouble with your 
Greek when you were in Athens, Dick?”
“No, I didn’t have any trouble with it,” answered 
Mr. Day. “But the Greeks did!”
(L. A. Hill. Elementary Stories for Reproduction, 1977.)
 O texto permite concluir que Mr. Day
a) falava grego melhor que francês ou alemão.
b) fez um curso noturno quando esteve em Atenas.
c) era professor de francês e alemão.
d) estudou grego durante muitos anos.
X e) não conseguiu se fazer entender pelos gregos.
2. (UEMA)
Fonte: Disponível em: <http://profjaime2.blogspot.com.
br/2007_09_01_archive.html>. Acesso em: 17 nov. 2014.
 Responda em português:
 A partir da justificativa do filho em resposta à indagação 
da mãe, como pode ser entendida a crítica existente na 
sequência dos quadrinhos?
A crítica pode estar relacionada ao fato de os adolescentes, 
representados aqui pelo menino, usarem a internet com 
frequência, mas apenas para entretenimento, e não para fins 
educacionais, como eles querem que seus pais acreditem.
 Para o menino do cartum é surpreendente que seus avós
a) já possuam contas nas redes virtuais de relacionamento.
b) tenham se conhecido nas redes virtuais de relacionamento.
c) ainda não consigam gerenciar suas relações sociais nas 
redes virtuais de relacionamento.
X d) tenham conseguido se conhecer fora das redes virtuais 
de relacionamento.
19Língua Inglesa
Comparative adjectives
Read the text below and observe the words in bold.
Edward is doing a lot better at school this year. He’s taking more difficult classes, but his grades have been consistently 
higher. He is becoming more responsible each day. If he keeps it up, he’ll be graduating a lot sooner than he thought. 
 • two comparative adjectives made from one-syllable adjectives: higher, sooner
 • two comparative adjectives made from adjectives with two or more syllables: more difficult, more responsible
 • an irregular comparative adjective: better
 • a conjunction used in comparisons: than
Comparative adjectives – use and form
Comparative adjectives are used to compare people, places, or things. Than is used when the comparison is explicit.
When forming comparatives, pay attention to the following spelling rules.
Form Spelling ruleExamples Sentence example
One-syllable adjectives Add -er small – smaller
cold – colder
Judy’s cell phone is smaller than her 
mother’s cell phone.
One-syllable adjectives ending in 
-e
 Add -r nice – nicer
simple – simpler
I want to buy a nicer bike.
Two-syllable adjectives ending in 
-y preceded by a consonant
Change -y to 
-ier
pretty – prettier
easy – easier
I think English is easier than Portuguese.
One-syllable adjectives ending 
in a stressed consonant-vowel-
consonant sequence
Double the last 
consonant and add -er
hot – hotter
big – bigger
Today is hotter than yesterday.
Two-syllable adjectives not ending 
in -y and adjectives with 3 or more 
syllables 
These adjectives are 
preceded by more
beautiful – more beautiful
convenient – more convenient
Traveling by airplane is more convenient 
than traveling by car.
good
bad
far 
These adjectives have 
irregular forms
good – better
bad – worse
far – further/farther
Sunny weather is better than rainy weather.
ATTENTION!
• To compare people, places, or things that are equal, 
use as + adjective + as. You can also modify the 
comparison with just, almost, nearly, and quite.
My house is just as large as theirs.
Today is almost as hot as yesterday.
Japan isn’t nearly as big as Brazil.
This wasn’t quite as expensive as that.
• Less can be used before long adjectives to form 
comparatives of inferiority. 
Traveling by car is less convenient than traveling by 
airplane.
He just wants to make you seem less intelligent or 
special.
20 Livro de Revisão 1
1. (UNIFOR – CE) 
 Fortaleza, como toda metrópole, está sofrendo com os inúmeros engarrafamentos provocados pela necessidade e facili-
dade na aquisição de veículos. 
 Complete o texto abaixo com os adjetivos entre parênteses usando comparações contextualizadas.
 Nowadays many people can afford to buy cars because some models are ________1 (cheap) today than years ago. In 
addition, they are much ________2 (fast) because they are able to run approximately 180 km/h. They are ________3 
(reliable) and people can exchange them to a new one ________4 (often) due to the amount of car agency’s offers and 
financial plans. Once you have a car, more dependent you become of it. Thus, ________5 (soon) you get one ________6 
(easy) your life will be.
 Assinale a alternativa correta.
X a) 1. cheaper; 2. faster; 3. more reliable; 4. more often; 5. the sooner; 6. the easier.
b) 1. more cheap; 2. fast; 3. reliabler; 4. more often; 5. the sooner; 6. the easier.
c) 1. cheaper; 2. fast; 3. more reliable; 4. oftener; 5. more soon; 6. more easy.
d) 1. cheap; 2. fast; 3. the more reliable; 4. oftener; 5. sooner; 6. easier.
e) 1. cheap; 2. faster; 3. reliabler; 4. often; 5. sooner; 6. more easy.
2. (IFSULDEMINAS – MG) 
Can eating meat be eco-friendly?
Every year we raise and eat 65 billion animals, that’s 
nine animals for every person on the globe, and it’s 
having a major impact on our planet. 
(…)
I like eating meat but I know that my food preferences, 
and those of a few billion fellow carnivores, comes at a 
cost. Nearly a third of the Earth’s ice-free land surface 
is already devoted to raising the animals we either eat 
or milk.
Roughly 30% of the crops we grow are fed to animals. The latest UN Food and Agriculture Organisation 
reports suggest livestock are responsible for 14.5% of man-made greenhouse gas emissions – the same 
amount produced by all the world’s cars, planes, boats and trains.
(…)
The problem lies in what the cows eat. Unlike most mammals, cattle can live on a diet of grass, thanks 
to the trillions of microbes that live in their many stomachs. These microbes break down the cellulose in 
grass into smaller, nutritious molecules that the cows digest, but while doing so the microbes also produce 
huge amounts of explosive methane gas which the cows burp out.
Fonte: http://www.bbc.com/news/science-environment-28858289. Acesso em 27/08/2014. Adaptado.
 O sufixo -er na palavra smaller (último parágrafo) tem a mesma função morfológica que o sufixo -er em qual das seguintes 
palavras?
a) ruler
X b) simpler
c) user
d) writer
21Língua Inglesa
1. (FASA – BA) 
The vapor trail
Tracking the conflicting claims about 
e-cigarette safety
A look at the numbers shows that vaping is 
catching on as quickly as smoking did in the 
1950s. In just two years, the percentage of smokers 
who have tried e-cigarettes, which vaporize a 
liquid solution rather than burn tobacco, jumped 
from 2% in 2010 to 30% in 2012.
Fueling that trend are claims that e-cigs are a 
healthier way for people to use nicotine and that 
they can help smokers give up cigarettes.
That seems like good news, but as with most 
data on e-cigs, which are not yet regulated by 
the Food and Drug Administration (FDA), those 
numbers may be a smokescreen. E-cigs still 
contain nicotine, the stuff that keeps smokers 
coming back for puff after puff — and according 
to the U.K. report, just 20% of people who 
used e-cigs as a cessation tool stopped smoking 
cigarettes.
And this is among people who are motivated to 
quit. It doesn’t mean that smokers who switch to 
e-cigs either because they think they are safer or 
so they can smoke where cigarettes are banned 
are more likely to stop smoking. When these 
people are included, e-cigarettes are actually less 
likely to lead to quitting. And that’s especially 
true among teens: high school students who 
smoke tend to use both.
“Some people likely do quit smoking on 
e-cigs, but more people are being deterred from 
quitting or having their quit effort undermined,” 
says Stanton Glantz of the University of 
California, San Francisco. The people who quit 
may be outnumbered by new smokers who 
start because of e-cigs and former smokers who 
light up again when their nicotine cravings are 
reignited by ads for the devices. And while e-cig 
vapor doesn’t contain all the toxic by-products 
of burning tobacco, e-cigs do emit harmful 
agents, including carcinogens.
Most experts agree that e-cigs are the lesser 
of two evils when compared with traditional 
tobacco, but they’re still a delivery system for a 
highly addictive drug – and there is still so much 
we don’t know.
PARK, Alice. The vapor trail. TIME June 16, 2014. p.12.
 “Most experts agree that e-cigs are the lesser of two evils 
when compared with traditional tobacco” (l. 40-42)
 This sentence means that most experts agree that
X a) traditional tobacco is worse than e-cigs.
b) e-cigs are as harmful as traditional cigarettes.
c) traditional tobacco is not as dangerous as e-cigs.
d) e-cigs are more damaging than traditional cigarettes.
e) e-cigs are less safe than traditional tobacco. 
2. (UNICAMP – SP) 
INCOME TAXES
(Adaptado de http://www.politicalcartoons.com/cartoon/69af1b15-
2271-45d4-be10-320535f6aa6c.html. Acessado em: 15/05/2014.)
 O personagem do cartum
a) considera tão difícil o processo de criação da fórmula 
E=mc² quanto calcular o imposto de renda.
X b) compara o processo de criação da fórmula E=mc² e o 
cálculo do imposto de renda.
c) prefere realizar tarefas que lhe cabem como cidadão 
às atividades que realiza como físico.
d) qualifica como mais fácil calcular o imposto de renda 
do que o processo de criação da fórmula E=mc².
35
40
5
10
15
20
25
30
22 Livro de Revisão 1
Future – be going to and will
Read the script below and observe the words in bold.
I’m afraid I’ll have to start right now. Today I’m going to talk about the future of money. How will people pay for things? 
Will they use credit cards? Cash? Or something else? I’m going to discuss these questions during my presentation. 
So, let’s get started.
 • a future form to talk about momentaneous decisons and predictions: ‘ll (will)
 • a future form to talk about intentions: ‘m going to (am going to)
Be going to and will – form and use
Be going to and will are used to talk about the future. While be going to is used to talk about intentions and predictions 
based on present evidence,will is used to talk about momentaneous decisions, promises, offers, and predictions based on 
one’s opinion, judgment, or knowledge of the world. The following charts display how to form sentences with be going 
to and will.
ATTENTION!
The contracted form of will not is won’t. Also, will can be reduced to ’ll in affirmatives.
GOING TO – AFFIRMATIVE AND NEGATIVE 
FORMS
Subject 
pronoun
Verb be
Going to + 
main verb
Complement
I
am/’m
am not
going to leave right now.
He/She/It
is/’s
is not/isn’t
going to leave right now.
You/We/They
are/’re
are not/aren’t
going to leave right now.
INTERROGATIVE FORM AND SHORT 
ANSWERS
Verb be
Subject 
pronoun
Going to + 
main verb
Complement
Am I going to leave right now?
Is he/she/it going to leave right now?
Are you/we/they going to leave right now?
Questions Short answers
Am I going to leave right now? Yes, you are. /No, you aren’t.
Is she going to leave right now? Yes, she is./ No, she isn’t.
Are you going to leave right now? Yes, I am. / No, I am not.
WILL – AFFIRMATIVE AND NEGATIVE 
FORMS 
Subject 
pronoun
Will Main verb
I/He/She/It/You/
We/They
will/‘ll
will not/won’t
start.
INTERROGATIVE FORM AND SHORT 
ANSWERS
Will Subject 
pronoun
Main verb Short 
answers
Will
I/he/she/it/you/
we/they
start?
Yes, [I]* will.
No, [I]* won’t.
* Replace by proper subject pronoun.
23Língua Inglesa
 (Católica – TO) O texto a seguir serve de base para as 
questões 1 e 2.
HOLDING BACK THE YEARS
Simply Red
Thinking of the fear I’ve had so long
When somebody hears
Listen to the fear that’s gone
Strangled by the wishes of pater
Hoping for the arms of mater
Get to me the sooner or later
Holding back the years
Chance for me to escape from all I’ve known
Holding back the tears
Cause nothing here has grown
I’ve wasted all my tears
Wasted all those years
And nothing had the chance to be good
Nothing ever could yeah
I’ll keep holding on
I’ll keep holding on
I’ll keep holding on
I’ll keep holding on
So tight
I’ve wasted all my tears
Wasted all of those years
And nothing had the chance to be good
Cause nothing ever could oh yeah
I’ll keep holding on
I’ll keep holding on
I’ll keep holding on
I’ll keep holding on
Holding, holding, holding
That’s all I have today
It’s all I have to say
Credits: Words Mick Hucknall Music Mick Hucknall & Neil Moss 
Other Info: This new version is on Simplified album (2005) 
Available on: http://www.simplyred.com/music-and-lyrics/
simplified/holding-back-the-years-2005/ Accessed on: 17 April, 
2015.
1. Choose the only correct alternative about the theme of 
the song.
a) The singer’s memories seem to haunt him forever.
b) Despite hurting him, the singer’s memories have been 
a good experience for him.
X c) The singer can’t escape his memories, but he will go 
on with his life.
d) His memories have turned his world upside down.
e) The singer has stopped fighting his memories.
2. In the last lines of the song the modal verb will is used to 
express
X a) a decision;
b) a prediction;
c) a plan;
d) a threat;
e) a regret.
1. (UNICAMP – SP) 
(Disponível em http://www.lifebuzz.com/funny-
texts/#!SsbFU. Acessado em 02/02/2014.)
 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. 
X 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.
24 Livro de Revisão 1
Coordinating conjunctions
Read the text below and observe the words in bold.
Edward had to study for a test last night, so he didn’t go to his friends’ party. He just went straight back home and pulled 
an all-nighter. The next day he felt very confident during the test, but his friends didn’t. They didn’t know most of the 
answers, so they had to skip or guess many questions. As a result, Edward was the only one who passed the test. 
 • a coordinating conjunction that expresses contrast: but
 • a coordinating conjunction that expresses addition: and
 • a coordinating conjunction that expresses conclusion: so
 • a coordinating conjunction that expresses choice: or 
Coordinating conjunctions – use
Coordinating conjunctions are used to connect words, phrases, or clauses. Study the following chart: 
Coordinating conjuctions Use Example
for reason Edward didn’t go to the party yesterday, for he had to study for a test.
and addition I want to eat steak and fries for lunch.
nor addition of negative ideas Edward didn’t go to the party, nor did he sleep. He studied for his test.
but contrast The alarm clock went off, but she didn’t wake up.
or choice You can study with us, or you can go to the party.
yet contrast I’m tired yet very happy to be here.
so conclusion I have classes early tomorrow morning, so I can’t stay up until late.
ATTENTION!
• When a coordinating conjunction is used to connect two items or an independent and a dependent clause, no comma is 
used. 
Miriam likes strawberries and mangoes.
Truman loved dogs but disliked cats.
• However, when a coordinating conjunction is used to connect independent clauses, a comma must be used. 
Holly lived in New York, but she was from the south of the country.
connected items
independent clause
dependent clause
independent clauseindependent clause
25Língua Inglesa
1. (UFSC) 
Text 3
 Select the CORRECT proposition(s) according to Text 3.
01) What you say and what you do are always equivalent.
02) Telling lies is all about telling the truth.
04) It is impossible to always tell the truth.
X 08) Words do not necessarily correspond to actions.
X 16) Actions are more reliable than words.
X 32) The truth is more likely to be represented by actions than by 
words.
 Somatório: 56 (08 + 16 + 32)
2. (UNIRG – TO) 
(Disponível em:< http://teachinandlearnin.blogspot.com.br/>. Acesso em: 09/05/2015).
 Com base na interpretação da tira, conclui-se que Mônica
a) está chateada com Papai Noel, pois não recebeu presente no Natal.
b) queria ganhar um novo coelho no Natal.
X c) não ganhou os presentes que pediu ao Papai Noel.
d) acredita que o Papai Noel seja seu próprio pai. 
From:<https://encrypted-tbn2.gstatic.com/ima
ges?q=tbn:AND9GcSRHKzGchGtXRXVBmxOv
DD9_QTNBgRWmBu1GUYWGuGQwZ4Ymq8g> 
Accessed on September 25th, 2014.
26 Livro de Revisão 1
1. (UEFS – BA) 
The Greenland shark
They can be as big as great white sharks, but that’s about as far as the comparison goes. Their maximum 
speed is a lethargic 1.7 miles per hour, many are almost blind, and they are happy to eat rotting carcasses. 
They may be common throughout the ocean, but you’ve probably never heard of them. Meet the Greenland 
shark. Looking like nothing so much as a chunk of weather-beaten rock, Greenland sharks (Somniosus 
microcephalus) can grow up to 7.3 metres (24 feet) long, making them one of the largest of all fish, and the 
biggest in the Arctic. But they prefer to live in deep, cold water, so humans rarely see them.
Studies in the Arctic have revealed a few snippets of information about Greenland sharks, and more 
data is now starting to come in from elsewhere. It turns out that Greenland sharks are bizarre, and may 
be crucially important for the ocean ecosystem.
Greenland sharks only come close to the surface in places where the shallow water is frigid enough 
for them – primarily in the Arctic. They are most easily seen around Greenland and Iceland. As a result, 
they were long thought of as purely polar animals, as were the closely-related Pacific sleeper shark and 
southern sleeper shark.
But they have been reported on the coasts of Canada, Portugal, France, Scotland and Scandinavia. Some 
researchers think they live in many other areas too but just haven’t been spotted in them yet. “They may 
be everywhere that’s cold enough and deep enough,” says Aaron MacNeil of the Australian Institute of 
Marine Science, in Townsville, Queensland.
The obviousway to see a Greenland shark in the wild is to dive into the deep sea. For instance, in 
2001 a remotely operated vehicle in the Gulf of Mexico captured footage of either a Greenland shark or 
a sleeper shark in over 2,600 meters (8,530 ft) of water. Two years later, a pilot and a scientist from the 
Harbor Branch Oceanographic Institution in Fort Pierce, Florida, became the first people to come face 
to face with a Greenland shark in the deep sea. The shark, which was five meters (16 ft) long, bumped 
into their submersible vessel 1,000 meters (3,280 ft) down in the Gulf of Maine. But hardly anyone dives 
that deep. So these rare encounters can’t tell us how widespread and important the Greenland sharks are.
The Greenland shark. Disponível em: <www.bbc.com/earth/20141028-the-mystery-shark-of-the-arctic>. Acesso em: 12 out. 2014.
 Considering language use in the text, it’s correct to say:
a) The comparative “as big as” (l. 1) expresses inequality.
X b) The conjunction “so” (l. 6) is introducing a result clause.
c) The expression “a few” (l. 7) is the same as very little.
d) The word “easily” (l. 11) is functioning as an adjective.
e) The preposition “over” (l. 20) is the same as less than.
5
10
15
20
27Língua Inglesa
2. (UFSM – RS) 
Food habits and their origins
All people have their likes and dislikes and their beliefs about food, and many people are conservative 
in their food habits. They tend to like what their mothers cooked for them when they were young, the 
foods that are served on festive occasions or those eaten with friends and family away from home during 
their childhood. The foods that adults ate without a second thought in childhood are seldom totally 
disagreeable to them in later life.
What one society regards as normal or even highly desirable, however, another society may consider 
revolting or totally inedible. Animal milk is commonly consumed and liked by many people in Asia, 
Africa, Europe and the Americas, but in China it is rarely taken. Lobsters, crabs and shrimps are considered 
delicacies and prized foods by many people in Europe and North America, but are revolting to many 
people in Africa and Asia, especially those who live far from the sea. The French eat horse meat; the 
English generally do not. Many people will delightedly consume the flesh of monkeys, snakes, dogs and 
rats or will eat certain insects, yet many others find these foods most unappealing. Religion may have an 
important role in forbidding the consumption of certain foods. For example, neither the Muslim nor the 
Jewish peoples consume pork, and Hindus do not eat beef and are frequently vegetarians.
Food habits differ most widely in regard to which foods of animal origin are liked, disliked, eaten or 
not eaten in a society. The foods in question comprise many of those that are rich in good-quality protein 
and that contain haem iron, both of which are important nutrients. People who do not consume these 
foods are deprived of the opportunity of obtaining these nutrients easily. On the other hand, those who 
overconsume animal flesh, some seafoods, eggs and other foods of animal origin will have undesirable 
amounts of saturated fat and cholesterol in the diet. Balanced consumption is the key.
Michael C. Lotham, 1997.
Fonte: Disponível em: http://portals.wi.wur.nl/foodnut/latham/Lathamchap4.htm. Acesso em: 15 set. 2014. (adaptado)
 O termo sublinhado em “What one society regards as normal or even highly desirable, however, another society may 
consider revolting or totally inedible” (l. 6-7) indica uma relação entre ideias DIFERENTE do termo sublinhado em
a) “Animal milk is commonly consumed and liked by many people in Asia, Africa, Europe and the Americas, but in China 
it is rarely taken” (l. 7-8).
b) “Many people will delightedly consume the flesh of monkeys, snakes, dogs and rats or will eat certain insects, yet many 
others find these foods most unappealing” (l. 11-12).
X c) “They tend to like what their mothers cooked for them when they were young [...]” (l. 2).
d) “Lobsters, crabs and shrimps are considered delicacies and prized foods by many people in Europe and North America, 
but are revolting to many people in Africa and Asia [...]” (l. 8-10).
e) “People who do not consume these foods are deprived of the opportunity of obtaining these nutrients easily. On the 
other hand, those who overconsume animal flesh, some seafoods, eggs and other foods of animal origin will have 
undesirable amounts of saturated fat and cholesterol in the diet” (l. 17-20).
5
10
15
20
28 Livro de Revisão 1
Livro de Revisão 1
Língua Inglesa
Ensino Médio
Gabaritos e comentários
2 Gabaritos e comentários – Língua Inglesa
Simple present
LEARNING CHECK
1. Alternativa c. De acordo com o exemplo da manchete da repor-
tagem “Minister Norman Baker wants end to UK animal tests” 
(Ministro Norman Baker quer o fim dos testes em animais no 
Reino Unido), a frase “She ________ her dignity at any price” 
(Ela ____ sua dignidade a qualquer preço) é completada cor-
retamente com o verbo pursues (busca). O verbo na manchete 
(want) está conjugado na terceira pessoa do singular (Minister 
Norman Baker), em sua forma afirmativa no presente simples 
(wants). Na frase a ser completada, deve-se conjugar o verbo 
pursue também na terceira pessoa (she) em sua forma afirma-
tiva, no presente simples. Como pursue termina em e, basta 
apenas adicionar o -s para conjugá-lo na terceira pessoa 
(pursues). Os verbos das demais alternativas não completam 
a sentença corretamente. Observe as traduções: 
a) pursuing – “buscando”.
b) pursuyed – o verbo pursue (buscar) no passado é pursued 
(buscou), não pursuyed.
d) pursued – “buscou”.
e) pursue – “buscam”.
2. Alternativa a. Para passar a frase “Mr. Day was a teacher at 
a school in a big city in the north of England” (O Sr. Day era 
professor em uma escola em uma grande cidade do norte da 
Inglaterra) para o presente simples, deve-se identificar o verbo 
principal da frase original (was) e conjugá-lo no presente sim-
ples. A forma verbal was corresponde ao passado afirmativo 
do verbo be para a terceira e primeira pessoas. No presente 
simples, a forma do verbo be para a terceira pessoa é is. 
Portanto, no presente, teríamos a seguinte frase: “Mr. Day is a 
teacher at a school in the big city in the north of England” (O 
Sr. Day é professor em uma escola em uma grande cidade do 
norte da Inglaterra). Veja a tradução das demais opções:
b) “O Sr. Day eram um professor em uma escola em uma 
grande cidade do norte da Inglaterra.” (passado, plural do 
verbo ser)
c) “O Sr. Day tem um professor em uma escola em uma 
grande cidade do norte da Inglaterra.” (presente, verbo ter)
d) “O Sr. Day tinha um professor em uma escola em uma 
grande cidade do norte da Inglaterra.” (passado, verbo ter)
e) “O Sr. Day será um professor em uma escola em uma grande 
cidade do norte da Inglaterra.” (futuro, verbo ser)
ACING IT
1. Alternativa c. O trecho “They discovered that we all have a 
‘clock’ gene, also called a Period 3 gene. This gene can be 
long or short. People who have the long gene are usually people 
who are very good in the morning, but who get tired quite early 
at night. People who have the short gene are usually people 
who are more active at night but who have problems waking up 
early in the morning” (Eles descobriram que todos nós temos 
um gene ‘relógio’, também chamado de gene do Período 3. 
Esse gene pode ser longo ou curto. As pessoas que têm o gene 
longo geralmente são pessoas que são muito boas na parte da 
manhã, mas que se cansam muito cedo à noite. As pessoas 
que têm o gene curto são geralmente pessoas que são mais 
ativas à noite, mas que têm problemas para acordar cedo pela 
manhã) mostra que a frase “Pesquisas indicam que um gene 
pode determinar sermos ou não mais predispostos de manhã 
ou à noite” (alternativa c) resume melhor o conteúdo do texto. 
As demais alternativas são incorretas, pois não mostram a 
ideia principal do texto.a) O texto menciona que pesquisadores da Universidade de 
Surrey fizeram uma descoberta. O trecho “They [the scientists] 
discovered that we all have a ‘clock’ gene, also called a Period 
3 gene” (Eles [os cientistas] descobriram que nós todos temos 
um gene “relógio”, também conhecido por gene Período 3) 
mostra isso. Porém, esse não é o tema central do texto, ser-
vindo apenas como informação que introduz o tema principal.
b) O texto trata da descoberta de um gene que controla nosso 
relógio biológico, e aponta que os cientistas recomendam 
que, se possível, as atividades de cada um sejam adaptadas 
a ele. O trecho “Scientists say that, if possible, we should 
try to change our working hours to fit our ‘body clock’” (Os 
cientistas dizem que, se possível, devemos tentar mudar 
nossas horas de trabalho para combinar com nosso “reló-
gio biológico”) mostra isso. Porém, esse não é o tema cen-
tral do texto, apenas uma informação que o detalha.
d) O texto mostra a descoberta de cientistas sobre as pessoas 
que são mais ativas em determinado período do dia devido 
à presença de um gene, sem explicitar como podemos nos 
tornar mais ativos. O trecho que justifica a resposta da 
questão mostra isso.
e) Essa informação não é apresentada no texto. 
2. Alternativa a. O personagem do cartum “sente falta de não poder 
ler um jornal de verdade”. A fala “I’m looking for a laptop that 
turns into a tablet that turns into an old-fashioned printed 
newspaper” (Eu estou procurando um laptop que se transforme 
em um tablet que se transforme em um jornal impresso à moda 
antiga) justifica a resposta da questão. As demais alternativas não 
correspondem às informações apresentadas no cartum. Observe 
as traduções:
b) “acha fácil lidar com aparelhos tecnológicos.”
c) “está reclamando sobre a má qualidade dos jornais nos 
tablets.”
d) “está ansioso para ter um tablet para que ele possa ler as 
notícias em todos os lugares que vai.”
e) “quer trocar seu laptop por um tablet novo.”
3Livro de Revisão 1
Indefinite articles (a/an)
LEARNING CHECK
1. Alternativa a. Os artigos indefinidos a/an são usados antes de 
substantivos contáveis no singular quando estes designam 
um membro não específico de um grupo. A é usado antes 
de substantivos que começam com som de consoante e an 
é usado antes de substantivos que começam com som de 
vogal. Na questão apresentada, embora “o” seja uma vogal, 
ela é pronunciada como a semivogal /w/ em one. Portanto, 
antes de one-dollar bill, usa-se a. Embora u seja uma vogal, 
sua pronúncia na palavra useful soa como a pronúncia /y/, que 
é considerada uma semivogal. Nesse caso, o artigo indefinido 
a ser usado é a. Considerando essas informações, a alternativa 
que completa a questão é a letra a (a one-dollar bill; a useful 
thing) traduzida por “uma nota de um dólar; uma coisa útil”.
2. Alternativa b. A é usado antes de substantivos que começam 
com som de consoante ou semivogal como /y/ e /w/. An é 
usado antes de substantivos que começam com som de vogal. 
Sendo assim, a será usado antes de university e de young (som 
inicial de /y/), an será usado antes de exciting (som inicial de /i/).
ACING IT
1. Alternativa c. Lembre-se de que o artigo indefinido an precede 
substantivos contáveis no singular iniciados por som de vogal. 
É preciso estar atento, portanto, para o som inicial das palavras 
listadas. Na alternativa a, european inicia com a vogal e, no 
entanto, a pronúncia inicial é da semivogal /y/. Na alternativa b, 
o substantivo universal também apresenta o som inicial de /y/. 
A alternativa c é a única que apresenta um substantivo com 
som inicial de vogal (eighteenth) sendo, portanto, a alternativa 
correta. As demais opções apresentam substantivos com som 
inicial de semivogal /w/ em weeping e de semivogal /y/ em 
yuppie. 
2. Alternativa c. Na frase “Essa é uma casa experimental na 
Universidade de Nottingham”, o artigo an é usado porque é 
seguido do substantivo adjetivado experimental house. O adje-
tivo experimental inicia com som de vogal. Como já visto ante-
riormente, o artigo indefinido an é usado antes de substantivos 
(ou substantivos adjetivados) quando esses são iniciados por 
som de vogal. As demais alternativas não explicam corretamente 
o uso do artigo em questão.
3. Somatório: 15 (01 + 02 + 04 + 08)
 Os artigos indefinidos a/an são usados antes de substantivos 
contáveis no singular quando estes designam um membro 
não específico de um grupo. A é usado antes palavras que 
começam com som de consoante e an é usado antes de 
palavras que começam com som de vogal. Algumas palavras 
começam com vogais que soam como semivogais, como /y/ e 
/w/. Caso isso ocorra, o artigo indefinido a ser usado é a. Isso 
acontece nas alternativas 01 e 02, que devem ser marcadas. 
A alternativa 04 também deve ser marcada, pois an é usado 
antes de eye, que começa com um som vocálico /ai/. No caso 
da alternativa 08, também correta, honest tem o h mudo e é 
pronunciado com som inicial vocálico, exigindo portanto, o uso 
do artigo indefinido an. As alternativas 16 e 32 não devem ser 
marcadas, pois não se usa artigo indefinido antes de substan-
tivos no plural. 
Subject pronouns and 
object pronouns
LEARNING CHECK
1. Alternativa a. As crianças representadas no cartum refletem 
sobre o fato de que os personagens do filme, lançado em 
2003, não conhecem as mídias e tecnologias que existem hoje 
em dia e que, ainda assim, essas pessoas se parecem tanto 
com os “humanos”, isto é, com as pessoas que vivenciaram 
essas tecnologias como elas. A tradução das falas das crian-
ças, “Esse filme saiu em 2003.” / “Isso significa que ninguém 
nesse filme tinha ouvido falar de Facebook, Youtube, iPhones, 
Twitter ou Instagram.” / “Eles parecem tão humanos.” / “Eles 
eram como nós em muitos sentidos”, mostra que o pronome 
they (eles) se refere aos personagens do filme.
2. Alternativa e. Na frase “Eles descobriram que aqueles que 
comiam sete ou mais porções por dia...”, o pronome “eles” 
refere-se a “pesquisadores”. O trecho “The researchers put 
people into five different groups, depending on how much 
fruit and veg they ate. They found that those who ate seven or 
more portions a day...” (Os pesquisadores organizaram as pes-
soas em cinco grupos diferentes, dependendo da quantidade 
de frutas e vegetais que elas comiam. Eles descobriram que 
aquelas que comiam sete ou mais porções por dia...) mos-
tra isso, excluindo as demais alternativas, pois o pronome em 
questão não se refere aos vocábulos nelas listados.
3. Alternativa b. A palavra “ela” refere-se à “fonte”. O texto “Use 
a large font on your resumé. It makes your accomplishments 
look bigger.” (Use uma fonte grande em seu currículo. Ela faz 
suas realizações parecerem maiores.) justifica a resposta. As 
demais alternativas não correspondem ao que o pronome se 
refere no texto. Observe as traduções:
a) “uso”. c) “currículo”. d) “realizações”.
ACING IT
1. Alternativa a. Na sentença “A melhor maneira de reciclar 
sacos plásticos é colocá-los todos em um único saco, amarrá-
-lo e trazê-los de volta a esta loja”, as expressões “los – lo 
– los” referem-se, respectivamente, a “sacos plásticos / um 
único saco / sacos plásticos”. A resposta da questão exclui as 
demais alternativas, pois elas não correspondem às expres-
sões destacadas. Observe as traduções:
4 Gabaritos e comentários – Língua Inglesa
b) “a melhor maneira / um único saco / sacos plásticos”.
c) “um único saco / sacos plásticos / um único saco”.
d) “esta loja / um único saco / sacos plásticos”.
e) “sacos plásticos / esta loja / sacos plásticos”.
2. Somatório: 20 (04 + 16)
 A questão pede que sejam selecionadas as proposições corre-
tas, de acordo com as informações apresentadas no texto.
 A proposição 01, “Deles, na linha 28, refere-se às descobertas 
da pesquisa sobre segurança e proteção virtuais”, é incorreta. O 
trecho “The researchers say their findings raise questions about 
how the validity of communications on social media might be 
interpreted onmatters of security and personal safety” (Os pes-
quisadores dizem que as descobertas deles levantam questões 
sobre como a validade das comunicações nas mídias sociais 
pode ser interpretada quanto à segurança e à proteção pessoal) 
mostra que o pronome se refere aos pesquisadores.
 A proposição 02, “Eles, na linha 17, refere-se a pesquisado-
res”, é incorreta. O trecho “The researchers found that when 
the students lied, it took them 10% longer to send the text 
message and they made more edits than usual” (Os pesquisa-
dores descobriram que, quando os estudantes mentiam, eles 
levavam 10% mais tempo para enviar a mensagem de texto 
e faziam mais correções do que o habitual) mostra que o pro-
nome se refere aos estudantes.
 A proposição 04, “Elas, na linha 20, refere-se à maioria das 
pessoas”, é correta. O trecho “When communicating with 
someone in person, most people look for behaviors that they 
feel are indicators of dishonesty, like not being able to look 
people in the eye or moving nervously” (Ao se comunicar com 
alguém pessoalmente, a maioria das pessoas procura com-
portamentos que elas acreditam ser indicadores de desones-
tidade, como alguém não ser capaz de olhar as pessoas nos 
olhos ou se mexer ansiosamente) mostra isso.
 A proposição 08, “Tais sinais, na linha 23, referem-se a men-
sagens de texto”, é incorreta. O trecho “When communicating 
with someone in person, most people look for behaviors that 
they feel are indicators of dishonesty, like not being able to look 
people in the eye or moving nervously. Spotting such signals is 
hard to do when someone is on the other end of a string of text 
messages” (Ao se comunicar com alguém pessoalmente, a 
maioria das pessoas procura comportamentos que elas acre-
ditam ser indicadores de desonestidade, como alguém não ser 
capaz de olhar as pessoas nos olhos ou se mexer ansiosa-
mente. Identificar tais sinais é difícil quando alguém está do 
outro lado de uma conversa via mensagens de texto) mostra 
que a expressão se refere aos comportamentos que indicam 
desonestidade.
 A proposição 16, “Isso, na linha 05, refere-se à demora na 
resposta de uma pessoa escrevendo uma mensagem de 
texto”, é correta. O trecho “You’re in the middle of a texting 
 conversation when the other person suddenly stops for a long 
pause before responding. What does it mean?” (Você está no 
meio de uma conversa por mensagens de texto quando a outra 
pessoa para de repente e faz uma longa pausa antes de res-
ponder. O que isso significa?) confirma a proposição.
Present progressive
LEARNING CHECK
1. Alternativa b. Sobre a primeira sentença do texto, é correto 
afirmar que “todas as orações estão no tempo presente con-
tínuo”. O trecho “West Africa is experiencing the biggest 
outbreak of the Ebola virus ever known, causing thousands of 
deaths, devastating fragile healthcare systems and damaging 
the economies of countries, some of which are still recovering 
from civil war” (A África Ocidental está passando pelo maior 
surto do vírus ebola já conhecido, causando milhares de mor-
tes, devastando os frágeis sistemas de saúde e prejudicando 
as economias dos países, alguns dos quais ainda estão se 
recuperando de guerra civil) justifica a resposta da questão. 
O presente contínuo é formado pelo verbo to be (ser/estar) e 
verbo principal (-ing). As demais alternativas não correspon-
dem às informações apresentadas na primeira sentença do 
texto. Observe as traduções e explicações:
a) “a palavra ‘ebola’ é o sujeito da sentença”. O sujeito da 
sentença é West Africa (A África Ocidental).
c) “o adjetivo ‘maior’ está na forma comparativa”. Esse adje-
tivo está na forma superlativa, pois compara esse surto a 
todos os outros. Em inglês, a forma comparativa (bigger) é 
usada para comparar coisas, pessoas ou lugares.
d) “a palavra ‘já’ é um verbo auxiliar”. Essa palavra é um 
advérbio de tempo.
e) “a palavra ‘ainda’ indica consequência”. Essa palavra indica 
continuidade, tempo.
2. Alternativa d. O médico de Hagar diz a ele: “Hagar, se você não 
mudar seu estilo de vida, eu não serei seu médico por muito 
mais tempo!!” (Hagar, if you don’t change your lifestyle, I won’t 
be your doctor much longer!!). Ao chegar em casa, a esposa 
pergunta o que o médico havia dito (What did Dr. Zook say?), 
e Hagar responde “Ele está pensando em abandonar a medi-
cina!” (He’s thinking of getting out of the medical profession!). 
Portanto, ao ler a história em quadrinhos, é correto afirmar que 
Hagar “entendeu errado o que o médico disse”. A resposta da 
questão exclui as demais alternativas, já que elas não corres-
pondem ao que acontece na história. Veja as traduções:
a) “achou que o médico estava brincando com ele”. 
b) “confundiu as receitas do médico”. 
c) “acreditou que o médico não vai chamá-lo de volta”. 
e) “preferiu considerar o conselho do médico”.
5Livro de Revisão 1
ACING IT
1. Alternativa e. O médico está dizendo a seu paciente que “não 
importa o quão ocupado ele seja, ele tem de encontrar tempo 
para se exercitar”. A fala “What fits your busy schedule better, 
exercising one hour a day or being dead 24 hours a day?” (O 
que se encaixa melhor na sua agenda, se exercitar uma hora 
por dia ou estar morto 24 horas por dia?) justifica a resposta 
da questão. As demais alternativas não correspondem às infor-
mações no cartum. Observe as traduções:
a) “sua agenda lotada o ajuda a se exercitar”.
b) “não há nada de errado com a saúde dele”.
c) “ele certamente irá morrer se não for ao médico 
regularmente”.
d) “ele deveria se exercitar 24 horas todos os dias”.
True and false cognates
LEARNING CHECK
1. Alternativa d. Cognatos verdadeiros são palavras que apresentam 
escrita e significado semelhante em diferentes línguas, enquanto 
falsos cognatos são palavras que apresentam escrita semelhante, 
mas significados diferentes. A palavra actually (na verdade) é um 
exemplo clássico de falso cognato, justificando a resposta correta. 
As palavras vocabulary, exam e totally, por sua vez, são cognatos 
verdadeiros. A palavra weather não pode ser classificada como 
verdadeiro ou falso cognato, pois sua escrita não se assemelha à 
de qualquer palavra em língua portuguesa. 
2. Alternativa a. A expressão right away (logo), no segundo qua-
drinho, apresenta o mesmo significado de “imediatamente”. O 
trecho “I came to the lake to enjoy myself, and right away my 
beach ball disappears!” (Eu vim para o lago para me divertir, e 
logo minha bola de praia desaparece!) justifica a resposta. As 
demais alternativas não apresentam o mesmo significado da 
expressão em questão. Observe as traduções:
b) “frequentemente”.
c) “parcialmente”.
d) “precisamente”.
e) “ocasionalmente”.
ACING IT
1. Alternativa c. A tradução da frase “the public see people like 
Snowden and Assange at best as shifty characters, and at 
worst as criminals whose transgressions are not only illegal 
but immoral” (o público vê pessoas como Snowden e Assange, 
na melhor das hipóteses, como figuras suspeitas e, na pior 
das hipóteses, como criminosos cujas transgressões não são 
apenas ilegais, mas imorais) mostra que todas as palavras 
sublinhadas são cognatas, exceto characters (figuras).
2. Alternativa c. O rapaz representado no primeiro quadro diz 
“Eu sou Mordac, o obstáculo para os serviços de informação, 
e eu sou imortal”. No segundo quadro, o homem responde 
“Na realidade, em alguns anos sua função será distribuída 
entre as organizações existentes ou terceirizada”. Portanto, 
a tradução correta para a palavra actually é “na realidade”. 
Essa palavra é um exemplo de falso cognato. As demais 
alternativas não correspondem ao significado correto da 
palavra em questão.
Simple past
LEARNING CHECK
1. Alternativa d. A forma verbal did (l. 6) foi utilizada para evi-
tar dizer “acreditavam”. O trecho “In the not-too-distant past, 
the tobacco industry funded scientists who raised the shadow 
of a doubt that the shadows on people’s lungs were cancers 
caused by smoking. There were other causes, theysaid. And 
many people who wanted to believe them did so, kept smoking, 
and died” (Em um passado não muito distante, a indústria do 
tabaco financiava cientistas que levantavam uma sombra de 
dúvida de que as sombras nos pulmões das pessoas eram 
cânceres causados pelo tabagismo. Havia outras causas, eles 
diziam. E muitas pessoas que queriam acreditar neles o fize-
ram, continuaram fumando, e morreram)” justifica a resposta 
da questão. As demais alternativas não correspondem ao verbo 
que foi substituído pelo auxiliar did. Observe as traduções:
a) “morreram”.
b) “queriam”.
c) “fumaram”.
e) “suspeitaram”.
2. Alternativa a. Ao analisar o trecho “Eu gostaria de saber das 
pessoas que são afetadas em todos os lugares. Eu gostaria 
de sentir que as vozes de todos são ouvidas mais igualmente, 
mesmo que eles falem uma língua que não é minha”, é correto 
afirmar que “o verbo ‘afetadas’ é regular”. Na língua inglesa, 
os verbos regulares, quando conjugados no passado simples e 
particípio passado, são acrescidos de -d, -ed ou -ied (depen-
dendo de sua terminação). O passado do verbo affect é for-
mado pelo acréscimo de -ed (affected). As demais alternativas 
não correspondem às informações apresentadas no trecho. 
Observe as traduções e explicações:
b) “a expressão ‘gostaria’ indica futuro simples”. A expressão 
would like (gostaria) expressa um desejo no presente.
c) “o advérbio ‘mesmo’ expressa oposição”. Esse advérbio é 
usado para enfatizar uma ideia ou mostrar que algo é sur-
preendente, inesperado, incomum.
d) “o pronome possessivo ‘minha’ indica terceira pessoa”. 
Esse pronome refere-se à primeira pessoa.
e) “a primeira e segunda orações estão na voz passiva”. Essas 
orações estão na voz ativa.
6 Gabaritos e comentários – Língua Inglesa
3. Alternativa d. O menino, indignado, diz ao avô “Nada de 
E-Harmony? Nada de Facebook? Como você e a vovó conse-
guiram se conhecer?” – isso mostra que ele acha surpreen-
dente que seus avós “tenham conseguido se conhecer fora 
das redes virtuais de relacionamento”. As demais alternativas 
não correspondem ao que é dito no cartum.
ACING IT
1. Alternativa e. Ao voltar da Grécia, um amigo pergunta ao Sr. 
Day se ele teve algum problema em falar grego quando estava 
em Atenas (Did you have any trouble with your Greek when you 
were in Athens, Dick?). O trecho “‘No, I didn’t have any trouble 
with it,’ answered Mr. Day. ‘But the Greeks did!’” (“Não, eu não 
tive problema algum com isso”, respondeu o Sr. Day. “Mas os 
gregos tiveram!”) mostra a resposta do Sr. Day – o que justifica 
a resposta da questão. Observe por que as demais alternativas 
são incorretas:
a) O trecho “He usually went to France or Germany for a few 
weeks during his summer holidays, and he spoke French 
and German quite well” (Ele normalmente ia para a França 
ou Alemanha por algumas semanas durante as férias de 
verão, e falava francês e alemão bastante bem) mostra que 
o Sr. Day falava bem francês e alemão, enquanto o trecho 
que justifica a resposta da questão indica que seu grego 
não era tão bom.
b) O trecho “But I don’t speak Greek, so I’ll go to evening 
 classes and have Greek lessons for a month before I go” 
(Mas eu não falo grego, então vou fazer aulas noturnas de 
grego por um mês antes de ir) mostra que o Sr. Day fez um 
curso noturno antes de ir para Atenas.
c) O trecho “Mr. Day was a teacher at a school in a big city 
in the north of England” (O Sr. Day era professor em uma 
escola em uma grande cidade do norte da Inglaterra) mos-
tra que o Sr. Day era professor, mas o texto não diz de quê.
d) O trecho que explica essa alternativa mostra que o Sr. Day 
não estudou grego durante muitos anos, somente durante 
um mês.
2. A mãe pergunta ao filho: “What did you do yesterday?” (O 
que você fez ontem?), e o filho responde que estudou inglês 
on-line. A mãe, então, mostra a ele uma prova com várias 
questões erradas, indagando ironicamente “Did you study?” 
(Estudou, é?) e afirmando “You didn’t study English!” (Você não 
estudou inglês!). Como desculpa, o filho responde “The PC failed 
yesterday” (O computador não estava funcionando ontem), e 
pode-se observar o logotipo da rede social Orkut na tela do 
computador, o que demonstra que o jovem estava usando o 
recurso tecnológico apenas para entretenimento. Portanto, é 
possível afirmar que a crítica está no fato de que muitos ado-
lescentes usam a desculpa de ficar na internet o tempo todo 
por conta dos estudos, o que não é verdade, de acordo com o 
cartum.
Comparative adjectives
LEARNING CHECK
1. Alternativa a. O trecho “Hoje em dia, muitas pessoas podem 
se dar ao luxo de comprar carros porque alguns modelos são 
_____1 hoje do que anos atrás. Além disso, eles são muito 
____2 porque são capazes de alcançar cerca de 180 km/h. 
Eles são ____3, e as pessoas podem trocá-los por um novo 
____4 devido à quantidade de ofertas e planos financeiros 
das concessionárias. Uma vez que você tem um carro, você se 
torna mais dependente dele. Assim, ____5 você arrumar um, 
____6 será a sua vida” é preenchido corretamente pelos com-
parativos “1. mais baratos; 2. mais rápidos; 3. mais confiáveis; 
4. mais frequentemente; 5. quanto mais cedo; 6. mais fácil”. 
As demais alternativas não preenchem corretamente o trecho. 
Observe as traduções e por que são incorretas:
b) 1. O comparativo de cheap (baratos) é cheaper, não more 
cheap, pois more (mais) é usado com adjetivos com mais 
de duas sílabas; 2. “rápido”; 3. a palavra reliabler não 
existe, pois o comparativo correto é more reliable; 4. “mais 
frequentemente”; 5. “quanto mais cedo”; 6. “mais fácil”.
c) 1. “mais baratos”; 2. “rápido”; 3. “mais confiável”; 4. a 
palavra oftener não existe, o comparativo correto é more 
often; 5. o comparativo de soon (cedo) é sooner, não more 
soon, pois more (mais) é usado com adjetivos com mais de 
duas sílabas; 6. o comparativo de easy (fácil) é easier, não 
more easy, pois se trata de um adjetivo formado por uma 
sílaba.
d) 1. “baratos”; 2. “rápido”; 3. o comparativo de reliable (con-
fiável) é more reliable, sem o the, pois esse artigo é usado 
no superlativo junto de most, significando “o mais” (the 
most reliable, por exemplo); 4. a palavra oftener não existe, 
pois o comparativo correto é more often; 5. “mais cedo”; 
6. “mais fácil”.
e) 1. “baratos”; 2. “mais rápido”; 3. a palavra reliabler não 
existe, pois o comparativo correto é more reliable; 4. “fre-
quentemente”; 5. “mais cedo”; 6. o comparativo de easy 
(fácil) é easier, não more easy, pois more (mais) é usado 
com adjetivos com mais de duas sílabas.
2. Alternativa b. O sufixo -er na palavra smaller (menores) tem 
a mesma função morfológica que o sufixo -er na palavra 
simpler (mais simples). Nessas duas palavras, o sufixo -er 
forma o comparativo, sendo acrescido aos adjetivos que apre-
sentam uma ou duas sílabas. O trecho “These microbes break 
down the cellulose in grass into smaller, nutritious molecules 
that the cows digest” (Esses micróbios quebram a celulose da 
grama em moléculas nutritivas menores, que as vacas dige-
rem) mostra isso. Nas demais alternativas, o sufixo é usado 
para transformar um verbo em substantivo que indica o que a 
pessoa faz. Observe as traduções:
a) “governante” c) “usuário” d) “escritor”
7Livro de Revisão 1
ACING IT
1. Alternativa a. A sentença “A maioria dos especialistas con-
corda que os cigarros eletrônicos são o menor de dois males, 
quando comparados com o tabaco tradicional” (l. 40-42) sig-
nifica que a maioria dos especialistas concorda que “o tabaco 
tradicional é pior do que os cigarros eletrônicos”. As demais 
alternativas não apresentam o mesmo significado da sentença 
em questão. Observe as traduções:
b) “os cigarros eletrônicos são tão prejudiciais quanto os 
cigarros tradicionais”.
c) “o tabaco tradicional não é tão perigoso quanto os cigarros 
eletrônicos”.
d) “os cigarros eletrônicos são mais prejudiciais do que os 
cigarros tradicionais”.
e) “os cigarros eletrônicos são menos seguros do que o 
tabaco tradicional”.2. Alternativa b. No cartum, intitulado “imposto de renda”, o per-
sonagem diz “E=MC² foi mais fácil!” – o que mostra que ele 
“compara o processo de criação da fórmula E=mc² e o cálculo 
do imposto de renda”, excluindo as demais alternativas, pois 
elas não correspondem à ideia expressa no cartum. 
Future – be going to and 
will
LEARNING CHECK
1. Alternativa c. A única alternativa correta sobre o tema da 
canção é a que afirma que “o cantor não consegue fugir das 
memórias dele, mas vai continuar com sua vida”. O trecho 
“Thinking of the fear I’ve had so long / When somebody hears 
/ Listen to the fear that’s gone / Strangled by the wishes of 
pater / Hoping for the arms of mater / Get to me the sooner or 
later / Holding back the years / Chance for me to escape from 
all I’ve known / Holding back the tears / Cause nothing here 
has grown / I’ve wasted all my tears / Wasted all those years 
/ And nothing had the chance to be good / Nothing ever could 
yeah / I’ll keep holding on” (Pensando no medo que eu tenho 
há tanto tempo / Quando alguém ouve / Escuta o medo que 
se foi / Estrangulado pelos desejos do pai / Esperando pelos 
braços da mãe / Chegue a mim mais cedo ou mais tarde / 
Segurando os anos / Minha chance de escapar de tudo o que 
conheço / Segurando as lágrimas / Porque nada aqui cresceu 
/ Eu desperdicei todas as minhas lágrimas / Desperdicei todos 
esses anos / E nada teve a chance de ser bom / Nada jamais 
poderia, sim / Vou continuar aguentando firme) justifica a res-
posta da questão, excluindo as demais alternativas, pois elas 
não correspondem ao tema da canção. Observe as traduções: 
a) “as memórias do cantor parecem assombrá-lo para 
sempre”.
b) “apesar de machucá-lo, as memórias do cantor foram uma 
boa experiência para ele”.
d) “suas memórias viraram o mundo dele de cabeça para 
baixo”.
e) “o cantor parou de lutar contra suas memórias”.
2. Alternativa a. Nas últimas linhas da canção, o verbo modal will 
é usado para expressar “uma decisão”. O trecho “I’ve wasted 
all my tears / Wasted all of those years / And nothing had the 
chance to be good / Cause nothing ever could oh yeah / I’ll 
keep holding on” (Eu desperdicei todas as minhas lágrimas / 
Desperdicei todos esses anos / E nada teve a oportunidade de 
ser bom / Porque nada jamais poderia ah sim / Eu vou continuar 
aguentando firme) justifica a resposta da questão, excluindo as 
demais alternativas, que não expressam corretamente o uso 
do verbo modal em questão. Observe as traduções:
b) “uma previsão”;
c) “um plano”;
d) “uma ameaça”;
e) “um arrependimento”.
ACING IT 
1. Alternativa c. A mãe pergunta ao filho “O que significa IDK, LY 
e TTYL?”, e ele responde com os significados das abreviações 
mencionadas por ela: “Eu não sei (I don’t know), te amo (Love 
you), falo com você mais tarde (Talk to you later)”. Porém, sem 
entender que ele estava respondendo à pergunta, a mãe diz 
“OK, vou perguntar para sua irmã” – o que justifica a resposta 
da questão e exclui as demais alternativas.
Coordinating conjunctions
LEARNING CHECK
1. Somatório: 56 (08 + 16 + 32)
 A questão pede que sejam selecionadas as proposições corre-
tas, de acordo com as informações apresentadas no texto.
 A proposição 01, “O que você diz e o que você faz são sem-
pre equivalentes”, é incorreta. A tradução do texto, “Palavras 
podem mentir, mas ações vão sempre dizer a verdade”, mostra 
que nem sempre o que se diz é igual ao que se faz.
 A proposição 02, “Contar mentiras tem tudo a ver com dizer a 
verdade”, é incorreta. O texto apenas afirma que as palavras 
podem mentir, mas que as ações falam sempre a verdade.
 A proposição 04, “É impossível dizer sempre a verdade”, é 
incorreta. O texto apenas aborda a diferença que pode haver 
entre palavras e ações, sem indicar a impossibilidade de dizer 
a verdade.
 A proposição 08, “Palavras não correspondem necessaria-
mente às ações”, é correta. A tradução do texto mostra isso.
8 Gabaritos e comentários – Língua Inglesa
 A proposição 16, “Ações são mais confiáveis do que palavras”, 
é correta. A tradução do texto mostra isso.
 A proposição 32, “A verdade é mais provavelmente represen-
tada por ações do que por palavras”, é correta. A tradução do 
texto mostra isso.
2. Alternativa c. O Papai Noel pede a Mônica que lhe diga por que 
não acredita nele (Why don’t you believe in me?), e Mônica 
responde dizendo: “Por que eu deveria? Eu pedi uma boneca 
e ganhei um coelho de pelúcia! Depois eu pedi um jogo de chá 
e ganhei outro coelho!” (Why should I? I asked for a doll, and 
got a plush rabbit! Then I asked for a tea set and got another 
rabbit!). Portanto, é possível afirmar que Mônica “não ganhou os 
presentes que pediu ao Papai Noel”. As demais alternativas não 
correspondem às informações apresentadas na tira. 
ACING IT
1. Alternativa b. Considerando o uso da língua no texto, é cor-
reto dizer que “a conjunção ‘então’ (l. 6) está introduzindo uma 
oração conclusiva”. Esse tipo de oração exprime conclusão ou 
consequência referente à oração anterior. O trecho “But they 
prefer to live in deep, cold water, so humans rarely see them” 
(Mas eles preferem viver em águas profundas e frias, por isso 
os seres humanos raramente os avistam) justifica a resposta 
da questão. Observe as traduções das demais alternativas e 
por que são incorretas:
a) “O comparativo ‘tão grandes quanto’ (l. 1) expressa desi-
gualdade”. Esse comparativo expressa igualdade. O trecho 
“They can be as big as great white sharks, but that’s about 
as far as the comparison goes” (Eles podem ser tão gran-
des quanto os grandes tubarões brancos, mas a compara-
ção para por aí) mostra isso.
c) “A expressão ‘alguns’ (l. 7) é o mesmo que ‘muito pouco’”. 
A expressão “alguns” não indica um número insuficiente 
como acontece com a expressão “muito pouco”. O tre-
cho “Studies in the Arctic have revealed a few snippets 
of information about Greenland sharks, and more data is 
now starting to come in from elsewhere” (Estudos no Ártico 
revelaram algumas informações sobre os tubarões da 
Groenlândia, e agora mais dados estão começando a vir 
de outros lugares) mostra que algumas informações foram 
reveladas, mas não define esse número como insuficiente.
d) “A palavra ‘facilmente’ (l. 11) está funcionando como 
um adjetivo”. Essa palavra é um advérbio, pois está 
modificando um verbo. O trecho “They are most easily seen 
around Greenland and Iceland” (Eles são mais facilmente 
vistos ao redor da Groenlândia e da Islândia) mostra isso.
e) “A preposição ‘mais’ (l. 20) é o mesmo que ‘menos de’”. 
Essas expressões apresentam significados opostos. O tre-
cho “For instance, in 2001 a remotely operated vehicle in 
the Gulf of Mexico captured footage of either a Greenland 
shark or a sleeper shark in over 2,600 meters (8,530 ft) 
of water” (Por exemplo, em 2001, um veículo operado 
remotamente no Golfo do México capturou imagens de 
um tubarão da Groenlândia ou de um tubarão-dorminhoco 
a mais de 2.600 metros (8.530 pés) de profundidade) 
mostra isso.
2. Alternativa c. O termo sublinhado em “O que uma sociedade 
considera normal ou mesmo altamente desejável, no entanto, 
outra sociedade pode considerar nojento ou totalmente 
intragável” (l. 6-7) indica uma relação entre ideias diferente 
daquela do termo sublinhado em “Elas tendem a gostar do 
que suas mães preparavam para elas quando eram jovens”. 
Enquanto no primeiro trecho o termo sublinhado indica oposi-
ção entre ideias, o termo sublinhado no segundo trecho indica 
tempo. Observe a tradução das demais alternativas, cujos 
termos sublinhados indicam a mesma relação entre ideias do 
termo sublinhado no primeiro trecho (oposição de ideias):
a) “Leite animal é comumente consumido e apreciado por 
muitas pessoas na Ásia, África, Europa e nas Américas, 
mas na China ele raramente é consumido” (l. 7-8).
b) “Muitas pessoas consomem com prazer carne de maca-
cos, cobras, cães e ratos ou comem certos insetos, porém 
muitas outras pessoas consideram esses alimentos extre-
mamente desagradáveis”(l. 11-12).
d) “Lagostas, caranguejos e camarões são considerados igua-
rias e alimentos apreciados por muitas pessoas na Europa 
e América do Norte, mas são nojentos para muitas pessoas 
na África e Ásia [...]” (l. 8-10).
e) “Pessoas que não consomem esses alimentos são privadas 
da oportunidade de obter esses nutrientes facilmente. Por 
outro lado, aquelas que exageram no consumo de carne 
animal, alguns frutos do mar, ovos e outros alimentos de 
origem animal terão quantidades indesejáveis de gordura 
saturada e colesterol na dieta” (l. 17-20).
Livro de Revisão 1
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Livro de Revisão 1
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