setor 1801
18010408
Aulas 31 e 32
TEXT COMPREHENSION
TEXT I
(UnB-DF/2004)
We all know that globalization is a reality and that
1
anyone who tries to treat the concept as a crazy new idea
has been living on another planet for the last century or
so. Like it or not, globalization is here to stay, apparently
5
regardless1 of whom it harms and whom it benefits.
Multinational companies are crossing new borders2 and
setting up in those countries which provide competitive
advantages and economic opportunities. In order to be
attractive to these conglomerates, developing countries
10 have had to improve their competitivity and become more
efficient in order to increase profits and thus foreign
interest. So what can those of us who are jumping on the
global train do to help ourselves? One option is to
increase our understanding of other cultures and create
15 opportunities for foreigners to know more about us.
Brazil is one country of interest in terms of cultural
knowledge. It is a fast-developing nation, hailed 3 by
economists as an economic miracle with regards to4 its
rapid progress since the Plano Real was implemented and
20 inflation was brought to a standstill.5 This has compelled6
multinationals and foreign investors to take more interest
in the potential business opportunities that Brazil has to
offer. Knowledge of its diverse culture and background
would be useful to foreign businesses entering Brazil.
25
People in Brazil have three main origins: the original
inhabitants — native Indians; Europeans — mainly from
Portugal; and Africans — mainly from West Africa. This
original ethnic triangle developed into a unique cultural
mix which served as a base for other cultures that came
30 and further diversified Brazilian society. Even with all this
diversity, there are, in fact, several characteristics which
give the Brazilian people a national identity and uniformity.
Exercise I
Na coluna C coloque os números correspondentes às proposições corretas e na coluna E os números referentes às
afirmações erradas, de acordo com o texto I.
1. According to Text I, judge the following items:
1 Globalization is a new idea, which has now been spread
all over the world.
2 It is impossible to get rid of the globalization process.
3 Foreign investment may be a source of economic growth
for developing countries.
4 National cultures should prevail over alien ones.
5 Progress in Brazil has now come to a standstill.
6 Brazilians’ main ancestors are Africans, Europeans and
native Indians.
7 Italians form the base of Brazilian ethnic triangle.
8 Brazilian cultural diversity prevents the formation of a
national identity.
9 It is impossible for outsiders to understand the Brazilian
culture.
C
2
3
6
10
11
12
13
VOCABULARY
2. border
3. to hail(ed)
4. with regards to
5. standstill
6. to compel(led)
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1
4
5
7
8
9
2. In Text I:
Internet:<http://www.brazil.com> (with adaptations).
1. regardless
E
independentemente de
fronteira
saudar; chamar
com referência a
parada
obrigar; forçar
14
205
“harms” (l. 5) can be correctly replaced by damages.
“setting up” (l. 7) means beginning to operate.
“this” (l. 20) refers to economists’ view of Brazil as an
economic miracle.
“unique” (l. 28) could be replaced, without change in
meaning, by single.
“further” (l. 30) is the same as longer.
C
E
10
11
12
13
14
ANGLO VESTIBULARES
c) Many nations and empires hired and paid slaves to work
for them.
d) Slaves were the labor force responsible for building many
nations and empires.
e) Many nations and empires were built thanks to the slaves
who worked endlessly.
TEXT II
(U.F. Passo Fundo-RS/2003)
A world of slavery
1
5
10
15
20
25
30
The institution of slavery1 is as old as civilization. Many
nations and empires were built by the muscles of slaves.
But what kind of people were enslaved, and why? In
ancient civilizations, slaves were usually war captives. The
victors in battle might enslave the losers rather than
killing them. Over time, people have found other reasons to
justify slavery. Slaves were usually considered somehow
different from their owners. They might belong to a
different race, religion, nationality, or ethnic background.
By focusing on such differences, slave owners2 felt they
could deny basic human rights to their slaves.
Nazi Germany enslaved millions of people in the
1940s. They sent people from many different groups to
concentration camps: communists, socialists, Jews, gypsies3,
gays, prostitutes, Soviet prisoners of war, and other
foreigners. Forced labor-slavery began in 1942. Prisoners
were worked to death in chemical and rocket4 factories.
Those too weak to work were killed.
Portuguese colonists in Brazil needed slaves for
their sugar plantations and gold and silver mines. At first,
they enslaved the Indians of Brazil. The Indians suffered
greatly under the miserable conditions and were often too
ill to work. So the Portuguese soon turned to the Africans.
By the 19th century, Brazil had some 2 million slaves
— half of the country’s entire population. Brazil had
become one of the greatest slaveholding nations in the
New World.
And despite many efforts to end slavery, it still exists
today. Some 27 million people worldwide are enslaved or
work as forced laborers. That’s more people than at any
other point in the history of the world.
2. Na oração “They might belong to a different race, religion,
nationality, or ethnic background.” (linhas 8 e 9), a palavra
might apresenta a idéia de:
a) certeza.
d) habilidade.
b) dever.
e) possibilidade.
c) capacidade.
3. Na oração “Those too weak to work were killed.” (linha 18),
a palavra those refere-se a:
a) prisoners.
d) forced labor.
b) foreigners.
e) concentration camps.
c) different groups.
4. O objetivo do texto é:
a) informar sobre a origem da escravidão na história da
humanidade.
b) citar os direitos básicos que foram negados aos escravos no decorrer da História.
c) comparar a escravidão ocorrida na Alemanha e no Brasil, enfocando seus diferentes aspectos.
d) apresentar algumas causas da escravidão no mundo,
enfocando a questão da discriminação nos diferentes
aspectos da vida humana.
e) apontar o número de pessoas escravizadas no mundo.
5. A frase do texto que indica a justificativa da vinda de escravos africanos para o Brasil é:
a) “The Indians suffered greatly under the miserable
conditions and were often too ill to work.” (linhas 21-23)
b) “Portuguese colonists in Brazil needed slaves for their sugar
plantations and gold and silver mines.” (linhas 19-20)
c) “So the Portuguese soon turned to the Africans.” (linha 23)
d) “Brazil had become one of the greatest slaveholding
nations in the New World” (linhas 25-27)
e) “By the 19th century, Brazil had some 2 million slaves —
half of the country’s entire population.” (linhas 24-25)
(Adaptado do site
http://school.discovery.com/schooladventures/slavery/world.html )
VOCABULARY
1. slavery
to enslave(ed)
escravidão
escravizar
2. owner
dono
3. gypsy
cigano
4. rocket
munição
6. De acordo com o texto, é correto afirmar que a escravidão
hoje:
a) é uma questão superada.
b) é uma situação irreversível.
c) é um problema exclusivo dos países em desenvolvimento.
d) ainda existe, mas de forma disfarçada.
e) é inevitável.
Exercise II
Baseando-se no texto II, assinale a alternativa correta.
1. A frase “Many nations and empires were built by the
muscles of slaves” (linhas 1 e 2) não poderia ser substituída por:
a) Slaves worked really hard as labor force to build nations
and empires.
b) Many nations and empires depended on slaves as their
labor force.
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7. A pergunta que não pode ser respondida com as informações contidas no texto é:
a) How old is the institution of slavery?
b) Who was enslaved?
c) Why were people enslaved?
d) Did slavery end?
e) How many people are forced laborers in Brazil?
206
ANGLO VESTIBULARES
8. Na frase “Portuguese colonists in Brazil needed slaves...”
(linha 19), a forma verbal needed poderia ser substituída por:
a) must have.
d) should have.
b) might have.
e) could have.
c) had to have.
ORIENTAÇÃO DE ESTUDO
Caderno de Exercícios — Série 14
Tarefa Mínima
9. O segmento “And despite many efforts to end slavery...”
(linha 28) poderia ser reescrito, sem alteração de significado, da seguinte maneira:
a) And thereby many efforts to end slavery…
b) And instead of many efforts to end slavery…
c) And due to many efforts to end slavery…
d) And although there have been many efforts to end
slavery…
e) And as long as there have been many efforts to end
slavery…
AULA 31
•
Faça os exercícios 1 a 5.
AULA 32
•
Faça os exercícios 6 a 8.
Tarefa Complementar
AULA 31
10. No trecho “That’s more people than at any other point...”
(linhas 30-31), a palavra any significa:
a) alguns.
d) nada.
b) qualquer.
e) ninguém.
c) nenhum lugar.
•
Faça os exercícios 9 a 12.
AULA 32
•
Faça os exercícios 13 a 15.
Aulas 33 e 34
TEXT COMPREHENSION. QUESTION-TAGS
TEXT
(UFRJ/2007)
25
A Ring Tone Meant to Fall on Deaf Ears
By PAUL VITELLO
Published: June 12, 2006
01
05
10
15
20
In that old battle of the wills1 between young people
and their keepers2, the young have found a new weapon
that could change the balance of power on the cellphone
front: a ring tone that many adults cannot hear.
In settings3 where cellphone use is forbidden — in
class, for example — it is perfect for signaling the arrival
of a text message without being detected by an elder of
the species.
The technology, which relies4 on the fact that most
adults gradually lose the ability to hear high-pitched5
sounds, was developed in Britain but has only recently
spread6 to America — by Internet, of course.
Recently, in classes at Trinity and elsewhere, some
students have begun testing the boundaries7 of their new
technology. One place was Michelle Musorofiti’s freshman8
honors9 math class at Roslyn High School on Long Island.
At Roslyn, as at most schools, cellphones must be
turned off during class. But one morning last week, a
high-pitched ring tone went off that set teeth on edge10
for anyone who could hear it. To the students’ surprise,
that group included their teacher.
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30
35
“Whose cellphone is that?” Miss Musorofiti demanded,
demonstrating that, at 28, her ears had not lost their
sensitivity to strangely annoying11, high-pitched, though
virtually inaudible tones.
“You can hear that?” one of them asked .
Adults are not supposed to be able to hear that, are
they?”, said another, according to the teacher’s account12.
She had indeed heard that, Miss Musorofiti said,
adding, “Now turn it off.”
The cellphone ring tone that she heard was the
offshoot13 of an invention called the Mosquito, developed
last year by a Welsh security company to annoy teenagers
and gratify adults, not the other way around.
It was marketed as an ultrasonic teenager repellent,
an ear-splitting14 17-kilohertz buzzer15 designed to help
shopkeepers disperse young people loitering16 in front of
their stores while leaving adults unaffected.
(www.nytimes.com/2006/06/12/technology/12ring.html)
VOCABULARY
1. will vontade
2. keeper responsável; encarregado
3. setting local; cenário
4. to rely(ied) on contar com;
5. high-pitched estridente
pitch tom; grau de intesidade
207
ANGLO VESTIBULARES
4. Identifique:
a) a expressão, encontrada no trecho compreendido entre
as linhas 1 e 12, equivalente a “adult”;
b) o termo que foi omitido, por elipse, no trecho “said
another” (linha 29).
6. to spread estender-se; espalhar-se
7. boundary limite
8. freshman calouro; aluno do 1º- ano do Ensino Médio
9. honors estudo avançado
a) An elder of the species.
10. to set teeth on edge dar aflição
b) Student.
edge beira; limite; extremidade
11. annoying irritante
12. account relato
GRAMMAR
13. offshoot ramificação; variante
QUESTION-TAGS
14. ear-splitting ensurdecedor
São perguntas colocadas ao final de uma oração para confirmar o que foi dito.
Ex.: He speaks English, doesn’t he?
1 — oração afirmativa → question-tag negativa.
oração negativa → question-tag afirmativa.
to split romper, rachar
15. buzzer campainha; alarme
16. to loiter(ed) matar o tempo; passar o tempo sem fazer
2 — usa-se sempre o verbo auxiliar correspondente ao tempo
verbal da oração.
nada
3 — o sujeito aparece em forma de pronome pessoal, exceto
quando se trata do verbo there to be (mantém-se o there).
Paul went home, didn’t he?
There wasn’t an accident, was there?
Your Notes
4 — com let’s, a question-tag é sempre shall we.
Let’s stay here, shall we?
5 — com imperativo, a question-tag é will you.
Open the door, will you?
6 — com I am, a question-tag é aren’t I.
I am a student, aren’t I?
7 — quando se trata dos indefinidos somebody (someone),
nobody (no one), anybody (anyone) e everybody
(everyone), usam-se os pronomes they, their, theirs,
themselves, embora as formas he, his, himself também
sejam corretas.
Exercise I
Baseando-se no texto, dê respostas em português.
1. Qual é a característica inovadora do dispositivo existente no
telefone enfocado no texto?
O som que ele emite é inaudível para a maioria dos
Exercise II
adultos.
1.
2. Com que propósito esse dispositivo foi originalmente
desenvolvido?
Ele foi desenvolvido como uma espécie de alarme
para dispersar jovens que ficam parados à toa na
frente de lojas.
2. There’s plenty of room,
a) aren’t there
b) hasn’t there
c) isn’t it
3. Que fato surpreendeu os alunos do colégio Roslyn?
O fato de uma professora ter conseguido ouvir tocar
?
d) isn’t there
e) hasn’t it
3. Scientists haven’t reported the new finding yet,
a) do they
d) they had
b) have they
e) haven’t they
c) did they
(soar) um celular equipado com o dispositivo de
toque inaudível aos adultos.
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Choose the question-tag that best completes each sentence.
Nobody here put their name on list,
?
a) do they
b) are they
c) doesn’t he
d) didn’t they
e) did they
208
?
ANGLO VESTIBULARES
4. Be careful,
a) are you
b) don’t you
c) shall we
?
ORIENTAÇÃO DE ESTUDO
d) will you
e) aren’t you
5. Paul’s done the work,
a) isn’t he
b) is he
c) didn’t he
d) does he
e) hasn’t he
6. Mary’s helping us,
a) hasn’t she
b) is she
c) isn’t she
d) is not Mary
e) doesn’t she
7. You’d never said that,
a) had you
b) wouldn’t you
c) would you
Caderno de Exercícios — Série 15
?
Tarefa Mínima
AULA 33
•
Faça o exercício 1.
AULA 34
?
•
Faça os exercícios 16 a 20.
Tarefa Complementar
AULA 33
•
?
d) did you
e) didn’t you
Faça os exercícios 2 a 15.
AULA 34
•
Faça os exercícios 21 a 24.
Aulas 35 e 36
TEXT COMPREHENSION. ADDITIONS TO REMARKS: TOO; EITHER; SO; NEITHER (NOR)
TEXT
25
(PUC-MG-Julho/2006)
THE ATKINS PHENOMENON
01
05
10
15
20
The inventor of the Atkins Diet, or “Nutritional Approach”1,
Robert C. Atkins, M.D, had the distinction of being named
by PEOPLE magazine as one of the world’s “25 most
intriguing people” at the end of the 20th century and of
being chosen by TIME magazine as one of the “People Who
Mattered”2 in 2002. Sadly, he was to die the following
year, at the age of 72, from a head injury after falling over
on an icy New York street. His death is surrounded in
controversy, as it has been claimed3 by several newspapers
that the dietary guru was himself obese at the time.
The WALL STREET JOURNAL even cited a report by the city
medical examiner in which it was stated that Dr. Atkins had
previously suffered from heart attack, congestive heart
failure and hypertension. His widow denied these allegations
and even demanded an apology from New York City’s
mayor, Michael Bloomberg, when he described her late
husband as “fat”. One year before his death, Dr Atkins had,
however, admitted that he had had a cardiac attack. In a
statement he maintained that this was on account4 of a viral
heart infection that was “in no way related to diet”.
Obese or not, Dr. Atkins’ heart problems were not the
best advertisement for his nutritional approach, nor was
the fact that a famous Atkins convert, former president
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30
Clinton, recently underwent heart surgery. In spite of this
adverse publicity, the Atkins Approach remains immensely
popular in the United States. Atkins, a cardiologist who
graduated from Cornell University Medical School in
1955, developed his controlled carbohydrate approach to
weight management in the early 1970s. In it, controversially,
natural fats are encouraged.
(FROM: Speak Up, January, 2005 Adapted.)
VOCABULARY
1. approach método; abordagem
2. to matter (ed) ter importância; fazer a diferença
3. to claim (ed) afirmar; alegar
4. on account of em virtude de; por causa de
Exercise I
Based on the text, choose the correct alternative.
1. Dr. Atkins became famous in the 70’s due to his:
a) efforts to cure hypertensive people.
b) graduation at the famous Cornell University.
c) researches in health nutrition.
d) studies in the field of heart diseases.
209
ANGLO VESTIBULARES
2. In his late years Dr. Atkins received prizes from:
a) some well-known magazines.
b) many famous universities.
c) New York City’s mayor.
d) the Wall Street Journal.
7. In the phrase “Dr. Atkins had, however, admitted that...”
(l. 17-18), the word however conveys an idea of:
a) condition.
b) conclusion.
c) cause.
d) contrast.
3. In the segment “... as it has been claimed...” (l. 9), the
word as indicates:
a) contrast.
c) comparison.
b) conclusion.
d) reason.
8. Before his death, Dr. Atkins had denied his heart problem
was related to:
a) his famous diet.
b) poor health.
c) a weak heart.
d) hypertension.
4. Dr. Atkins died:
a) in 2003.
b) at an early age.
c) in the 1970s.
d) at the end of the 20th century.
9. The fact that former president Clinton suffered a heart
surgery was:
a) unknown by the average public.
b) considered an unimportant matter.
c) not taken into consideration.
d) not good publicity for the diet.
5. In the sentence “His widow denied these allegations”
(l. 14), the expression these allegations refers to the
facts described by:
a) Dr. Atkins’ book.
b) a famous newspaper.
c) a medical report.
d) New York city mayor.
10. Dr. Atkins’ diet is considered controversial because it:
a) controls carbohydrate.
b) encourages natural fats.
c) manages weight.
d) remains immensely popular.
6. Dr. Atkins’ family states that he died from:
a) being obese.
c) a cardiac attack.
b) a head injury.
d) heart failure.
GRAMMAR
ADDITIONS TO REMARKS
Quando se deseja fazer um comentário concordando com a oração anterior, pode-se usar too ou so para orações afirmativas e
either ou neither (nor) para orações negativas.
1 — Oração afirmativa
Tom speaks French.
sujeito + v. auxiliar + too
ou
so + v. auxiliar + sujeito
I do too. (Eu também)
So do I.
The children can swim.
We can too. (Nós também)
So can we.
* Also também é usado em orações afirmativas e é colocado antes do verbo principal.
He also lives here.
She will also be there.
2 — Oração negativa
She hasn’t come home yet.
sujeito + v. auxiliar com not + either
ou
neither + v. auxiliar sem not + sujeito
(nor)
They haven’t either. (Eles também não)
Neither have they. (Nem eles)
(Nor)
We don’t live here.
Tom doesn’t either.
Neither does Tom.
(Nor)
Quando se deseja discordar, usa-se but para começar a outra oração.
I live here but she doesn’t.
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210
ANGLO VESTIBULARES
Atenção:
either ... or = ... ou ... ou
neither ... nor = ... nem ... nem
A concordância verbal é feita com o sujeito mais próximo do
verbo.
Either they or he is right.
6. Neither Peter nor his friends
teacher lives.
a) knows
b) don’t know
c) know
d) has known
e) known
Neither we nor she believes this is true.
7. (ITA-SP) We haven’t seen
at the dancing-party.
a) neither ... nor
b) either ... or
c) neither ... or
d) either ... nor
e) nor ... or
Exercise II
Choose the correct alternative to complete each sentence.
1. He’s working;
a) so do I
b) neither am I
c) so am I
Katherine
Alice
.
d) I had too
e) I do too
.
2. They don’t go there by bus;
a) neither do she
d) she doesn’t too
b) she doesn’t either
e) she does either
c) so does she
ORIENTAÇÃO DE ESTUDO
Caderno de Exercícios — Série 16
3. They’d never done that before;
.
a) neither had we
d) neither would we
b) so did we
e) we had either
c) we had too
Tarefa Mínima
AULA 35
.
4. She’s finished her homework;
a) so are we
d) I am too
b) so did I
e) I haven’t either
c) so have I
5. Susan cut herself with the barbecue knife;
a) so does Paul
b) Paul didn’t either
c) neither does Paul
d) so was Paul
e) Paul did too
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where the
•
Faça os exercícios 1 a 7.
AULA 36
•
Faça os exercícios 8 a 17.
.
Tarefa Complementar
AULA 36
•
211
Faça os exercícios 18 a 23.
ANGLO VESTIBULARES
Aulas 37 e 38
REVIEW EXERCISES. TEXT COMPREHENSION
2. The verb form that fills blank II (l. 10) correctly is:
a) goes.
b) has gone.
c) had went.
d) had gone.
e) were going.
Texto para as questões 1 a 9
(UFPB/2005)
WHERE’S MY CAR?
1
5
10
15
20
25
30
UNEMPLOYED TEENAGER, Christopher Townsend,
had a strange way of showing concern when his mother
went into hospital. He sold her car without her knowledge
and used the money to splash out on an extravagant
champagne holiday for himself and his girlfriend at a fivestar hotel in Paris.
Townsend, 19, received £ 6,000 for the car I he took
it to a garage near his home in Little Dibden, Wiltshire.
Although the car was registered in his mother’s name, he
convinced people in the garage that she II abroad and
advised him to sell the car.
With the £ 6,000 in his pocket, he then phoned III
girlfriend and told IV that he had arranged a surprise for
V birthday. When he explained to her that they were
going to Paris the following weekend and that he’d
booked a luxury suite in a five-star hotel, she asked him
how he could afford it. He reassured her that he had
inherited a sum of money from his grandfather who had
died a few months previously.
This was not the only lie Townsend had told his
girlfriend: in fact, he had told her a string of lies since
they first met. He assured her that he was 21 and was
working for his father.
The teenager appeared in court yesterday, charged
with theft. His mother, Mrs Hawkin, admitted to reporters
that prosecuting him had been the hardest thing she’d ever
done. She confirmed to them that her son had apologised
but that she still had no idea VI he had done it.
The young con-man is now serving six months’
community service and has been ordered to pay his mother
£ 68,70, the total amount she has spent on public transport
since she has been without her car.
3. The words that best fill blank III (l. 12), blank IV (l. 13)
and blank V (l. 14) are, respectively:
a) him; she; your
d) your; his; her
b) his; hers; your
e) his; her; her
c) her; him; his
4. The word that fills blank VI (l. 28) correctly is:
a) why.
d) which.
b) because.
e) what.
c) who.
5. In the phrase “he had told her a string of lies…” (l. 21),
the expression a string of could be replaced by all the
following, except:
a) some.
b) a few.
c) a series of.
d) a number of.
e) a little.
6. In the segment “and has been ordered to pay his mother
£ 68,70” (l. 30-31), the verb form has been ordered to
pay indicates that he:
a) may pay.
d) mustn’t pay.
b) must pay.
e) needn’t pay.
c) might paid.
7. Christopher Townsend went to court because he had:
a) decided to go to Paris for the weekend.
b) been allowed to sell his mother’s car.
c) convinced people his mother had gone abroad.
d) sold his mother’s car to pay the hospital bill.
e) been accused of robbery by his mother.
Inside out Upper intermediate (Student’s book)
to splash (ed) out (l. 4): to spend a lot of money
charged with (l. 24-25): accused of
theft (l. 25): the crime of stealing
con-man (l. 29): vigarista
8. The young man’s girlfriend:
a) knew all about his arrangements.
b) was entirely deceived by him.
c) had always been suspicious of him.
d) planned everything with him.
e) has also been punished.
1. Choose the word that best fills blank I (l. 7) in the text:
a) why
b) which
c) when
d) whose
e) how
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9. Mrs. Hawkin, Christopher’s mother:
a) got sick after she was given an extravagant party.
b) admitted having been convinced by him to sell her car.
c) felt very uneasy about having prosecuted her son.
d) used her car for community service for six months.
e) apologized for Christopher’s irresponsible attitude.
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20. (PUCCamp-SP) “Is this car Joan’s”? “Yes, I think it is
.”
a) of her
d) its
b) her
e) hers
c) of hers
(FUVEST) Questões 10 a 16
10. Substitua as palavras sublinhadas por pronomes pessoais.
a) Tom always waits for Mary and me after the lesson.
us
b) Mr. Brown tells stories to his daughter every evening.
somebody tell my mother about the
21. (UFPA) I
accident, and I noticed that the news upset her.
a) hear
d) heard
b) was hearing
e) will hear
c) had her
her
11. Complete com pronomes possessivos.
yours for a
a) I left my pen at home. May I borrow
moment?
b) My son was on time for his class, but my daughters
theirs
.
were late for
22. (Carlos Chagas-SP) There
square yesterday.
a) were
b) would be
c) has been
12. Traduza para o Inglês apenas as expressões sublinhadas:
Ela própria escolheu a cor; mas o vestido em si era feio.
She herself
itself
He fights his enemies but never wins.
14. Reescreva usando a forma correta do verbo.
had been
(to be) in bed for hours when I
Albert
called (to call) him yesterday.
you as soon as she
24. She
a) calls; will finish
b) will call; will finish
c) will call; finish
d) called; finishes
e) will call; finishes
15. Traduza para o Inglês.
Esperarei até ela chegar.
I’ll wait until she comes (arrives).
16. Complete com o tempo verbal adequado.
hasn’t swept
(not sweep) the floor yet,
The maid
is still doing
(still do) the dishes, as
because she
you can see.
she
her work.
there,
25. I couldn’t see them because when I
they
.
a) get; have already left
b) got; already left
c) had got; already left
d) got; have already left
e) got; had already left
17. (UFOP-MG) Complete the sentences with a possessive
adjective, a possessive pronoun, or a reflexive pronoun.
a) The man had a difficult time to get to his destination.
b) A lot of people don’t know how to find their way, but I
always know how to find mine .
themselves
that they
c) People usually convince
know their hometown.
d) My secretary doesn’t know how to distinguish between
her left and
her
right.
this many times. The first time she
it was last spring.
a) does; has done
d) has done; did
b) did; did
e) was going; had done
c) did; has done
26. She
here since they
to Brazil.
27. They
a) are working; came
d) have worked; have came
b) work; have come
e) worked; had come
c) have been working; came
Nas questões 18 a 44, assinale a alternativa que completa
corretamente cada oração.
18. (PUCCamp-SP) At the moment he
to be getting better.
a) seem
d) has seemed
b) is seeming
e) none of the above
c) seems
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d) was
e) are
23. (FMU-SP) The bride was very late.
in the mirror once more.
wanted to see
a) However; her
b) But; hers
c) Yet; himself
d) Nevertheless; herself
e) But; itself
13. Reescreva no Simple Present.
He fought his enemies but never won.
19. (PUCCamp-SP) Put that book in
a) his
d) its
b) it’s
e) yours
c) it
few people at the
must choose
28. (FMU-SP)
look after
a) We; our; it; ourselves
b) You; yours; them; yourself
c) We; ours; us; ourselves
d) You; your; its; yourselves
e) We; ourselves; us; itself
place.
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own property and
.
ANGLO VESTIBULARES
29. (MACK-SP) People
live near an active volcano
may erupt at any moment know that everything
they own may be destroyed.
Those who came to watch the eruption of Mount Etna in
houses
1971 may have wondered why the farmers
were in danger remained in the land.
a) whose — who — that — which
b) who — whom — which — whose
c) who — which — that — whose
d) that — where — whose — which
e) who — that — what — whom
39. (PUCCamp-SP) “Is
I would like to see
a) anybody; no
b) some; anyone
c) anyone; some
came here and
.
33. (PUCCamp-SP) Where is the present
a) that you bought it for my birthday
b) whose you bought for my birthday
c) you bought for my birthday
d) whom you bought for my birthday
e) you bought it for my birthday
?
34. (VUNESP) I have never had
classmates.
a) no
d) none
b) some
e) not any
c) any
trouble with my
35. (VUNESP) I helped him without
a) some
d) no one
b) no
e) any
c) none
interest.
36. (VUNESP)
a) Somebody
b) Anybody
c) Anyone
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will
42. (PUCCamp-SP) Charles: Here’s a list of guests
be at the party, Jane. John Stevenson...
Jane:
is he?
photograph is in all the papers.
Charles: He’s the one
Jane: Oh, I see.
a) who — who — whose d) which — what — of which
b) that — which — which e) who — what — what
c) which — that — whose
43. (PUCCamp-SP) John:
?
Mary: For my headache.
a) Where did you put the aspirins?
b) Why do you want an aspirin?
c) Where did you go?
d) What do you want?
e) How many aspirins do you want?
44. (PUCCamp-SP)
a) When; who
b) Who; when
c) What; when
were they talking to
d) Where; what
e) Who; Where
I came in?
Nas questões 45 a 49, assinale a alternativa correta.
45. (FMU-SP)
a) I teach English since 5 years ago.
b) I’m teaching English for many years.
c) I’ve taught English since 5 years.
d) I had taught English since some years.
e) I’ve been teaching English for 5 years.
said she is right.
d) Something
e) Anything
37. (PUCCamp-SP) There are
a) no
b) none
c) any
is it?
41. (STA. CASA-SP) If this is not yours,
a) who
d) what
b) whom
e) which
c) whose
son
32. (PUCCamp-SP) I can’t find the student
a) what books were lost
b) which lost his books
c) lost his books
d) whose books it was lost
e) who lost his books
attending to you, sir?” “No,
ties.”
d) somebody; something
e) any; some
to stay?
40. (UFSCar-SP) Did you tell them
a) what
d) how much
b) who
e) how many
c) where
I introduced to you
30. (UFSCar-SP) My uncle John,
yesterday, does not have
time to visit us.
a) whose — much
d) which — any
b) whom — any
e) what — much
c) that — many
31. (UFSCar-SP) The man
you know is my uncle.
a) whom — who
b) who — whose
c) who — which
d) whose — which
e) which — whose
bread, I’m so
38. (PUCCamp-SP) Please give me
hungry.
a) many
d) no
b) one
e) a piece
c) some
46. (PUCCamp-SP) Assinale a frase que tem o mesmo significado que:
The food wasn’t eaten.
a) Somebody ate the food.
b) They weren’t eat the food.
c) Eat nobody the food.
d) It wasn’t eating.
e) Nobody ate the food.
students absent today.
d) no one
e) none of the above applies
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ANGLO VESTIBULARES
47. (STA. CASA-SP) Há quanto tempo você está resfriado?
a) Have you been cold for long?
b) How long has it been cold?
c) How long have you had this cold?
d) At what time were you cold?
e) Has the weather been cold for you?
Respostas dos Exercícios de Aula
Aulas 37 e 38
1.
C
6.
B
2.
D
7.
E
3.
E
8.
B
48. (STA. CASA-SP) O que deu errado?
a) What gives wrong?
b) What went wrong?
c) Who made the mistake?
d) Who’s wrong?
e) Who gave the wrong one?
4.
A
9.
C
5.
E
49. (PUCCamp-SP) Escolha a melhor pergunta para a seguinte
resposta:
She’s got fair hair and she’s very tall.
a) What does she look?
b) How is she?
c) What does she look like?
d) What has she got?
e) What’s she wearing?
12. She herself; itself
50. (MACK-SP) Assinale a alternativa incorreta.
a) Could I lend you some money?
b) Has Mary made any cakes for the party?
c) I would like some coffee, please.
d) I don’t want some cigarettes.
e) John doesn’t want any milk.
18. C
35. E
19. D
36. A
20. E
37. A
21. D
38. C
22. A
39. C
23. D
40. C
24. E
41. C
25. E
42. A
26. D
43. B
27. C
44. B
28. A
45. E
29. C
46. E
30. B
47. C
31. B
48. B
32. E
49. C
33. C
50. D
10. a) us
b) her
11. a) yours
b) theirs
13. He fights his enemies but never wins.
14. had been; called
15. I’ll wait until she comes (arrives).
16. hasn’t swept; is still doing
17. a)
b)
c)
d)
ORIENTAÇÃO DE ESTUDO
Caderno de Exercícios — Série 17
Tarefa Mínima
AULA 37
•
Faça os exercícios 1 a 14.
AULA 38
•
Faça os exercícios 15 a 18.
Tarefa Complementar
his
mine
themselves
her; her
34. C
AULA 38
•
Faça os exercícios 19 a 35.
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ANGLO VESTIBULARES