EXTENSIVE COURSE 2 R

Where there’s a will,

there’s a way Old saying

CONTATOS TEACHER RÚBIA

(51) 99189-1883 Rúbia Fernandes

[email protected] Grupo ENGLISH by Ruby

englishbyrubia.com.br rubia.mfernandes

Corujas para Hogwarts em meu nome serão recebidas ao fi nal de cada dia!

TABLE OF CONTENTS | EXTENSIVE COURSE 2 R

TABLE OF CONTENTS EXTENSIVE COURSE 2 2020

Lesson 1 – Reading strategies II 7 Lesson 2 – Possessive case 41 Lesson 3 – Verb tenses review 49 Lesson 4 – Tag questions 63 Lesson 5 – Modal verbs II 69 Lesson 6 – Linking words II 83 Lesson 7 – Comic strips 93 Lesson 8 – False cognates and vocabulary work 105 Lesson 9 – Passive voice II 113 Lesson 10 – Poetry and Songs 123 Lesson 11 – Prepositions II 141 Lesson 12 - Focus on both, either, neither 161 Lesson 13 – Further reading practice 169 Lesson 14 – Focus on proverbs 187 Lesson 15 – Words often Confused 199 Anexo – Lista de verbos irregulares 211 Gabaritos 215

5

LESSON 1 READING STRATEGIES II

READING STRATEGIES II | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To shake

LET’S GO BACK TO READING TIPS... SHALL WE?

First of all you have to be totally up to what you’re about to do. Get connected to the text. Trust your instincts and… go get’em !!

1. When you rst look at a text, it is possible to predict several things about it. Take a close look at the whole thing – check the title, subtitle, familiar words, pictures, numbers, words in bold, the source…. Literally everything and anything. Go all in. 2. Focus on what you know. Remember that there are MANY words that are similar to Portuguese in form and meaning! 3. If there are words you don’t know, or whose meanings are unclear to you, do not worry. Remember that the other words around it and everything you know about the topic will help you guess and maybe build the meanings. 4. Look for words/data that are somehow highlighted, or perhaps are repeated throughout the text. These pieces of information might be relevant. 5. Identifying the purpose of the text is extremely helpful. Also, think about the author’s tone. Is it positive? Neutral? Negative? Ironic? 6. Do take your previous knowledge into account – it will help you understand the text. Nevertheless, when you answer the questions, STICK TO THE TEXT. 7. Identify the text’s genre. Thinking of particular characteristics of a genre can make a di erence in answering the questions about the text. 8. How about reading the rst sentence of each paragraph? This is probably a very good way to help you grasp its main topics and ideas. 9. Go to the questions and look quickly at what each one asks you to do. That will give you purpose for reading and will probably steer you towards the answers. 10. Be patient and breathe. Always. You can do this.

YOUR TIP

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Practice: You’re going to do 20 questions so that you can practice using the “tips” we’ve just reviewed. Think about the best way to answer each question.

TEXTO PARA A PRÓXIMA QUESTÃO: Maya Angelou: the ache for home lives in all of us Maya Angelou, whose 1passing at age 86 leaves us a bit orphans, said often that although she gave birth to one son, she had thousands of daughters. “I have daughters who are black and white, Asian and Spanish-speaking and native American. I have daughters who are fat and thin, pretty and plain”, she said. “I have all sorts of daughters who I just claim. And they claim me.” I wonder if Angelou ever knew really how many girls were told about her, named after her or like me, growing up in a suburban corner of England, clinging ercely to her books and even when not reading them, inhaling the 2spirit of her struggle from the titles alone: A song ung up to 3heaven, I know why the caged bird sings and Gather together in my name. 4I loved and admired Angelou, but it was the content of her writing that had most power over me, her novels and poems all languishing playfully somewhere on her rich 5spectrum between poetry and prose. Here was a woman who had been raised in the America of racial segregation. As the structural injustice of race had become more subtle and sophisticated during her 6lifetime, she called it 7byits right name. Therefore, her comment on 9/11: “Living in a state of terror was new to many white people in America, but black people have been living in a state of terror in this country for more than 400 years.” Here was a woman who was not a historical 8relic, but a living, breathing one-woman phenomenon. She gave me a language of identity that radiated as much from her very 9existence as it did from her work. The book that had the most impact on my life was All God’s children need travelling shoes – the fth instalment in her series of autobiographies – about the time she spent in Africa during the civil rights movement. Here was a woman who gave voice to the struggle of black people. In Ghana, she was part of a community of African Americans, but her travels stand out as an act of de ance against the view perpetrated by many then that Africans and people of African descent in countries like the US have nothing in common. She didn’t just live it, she wrote about it, warts and all. “If the heart of Africa remained elusive, my search for it had brought me closer to understanding myself and other human beings”, she wrote. “The ache for home lives in all of us, the safe place where we can go as we are and not be questioned.” With her 10departure, America has not just lost a talented woman and gifted raconteur. It has lost a connection to its recent past which helped it make sense of its present.

Afva Hirsch - theguardian.com

1) (UERJ/2016) I loved and admired Angelou, (ref. 4) The fragment above hints at the purpose of the text, which is an exemplar of genre known as eulogy. The purpose of this genre can be described as:

a) exalting a deed b) praising a person c) describing a woman d) appreciating an action

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TEXTO PARA A PRÓXIMA QUESTÃO: Poverty may hinder kids’ brain development, study says Reduced gray matter, lower test scores reported for poor children July 20, 2015

Poverty appears to a ect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is a ecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison. The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013. Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-o peers. To see whether this is due to some physical e ect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippo campus. “Gray matter contains most of the brain’s neuronal cells,”Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.” Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said. The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be a ected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said. This study serves as a call to action, given what’s already known about the e ects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scienti c evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively a ects brain development, and we also know that early interventions are powerfully e ective,” Luby said. “They are more e ective than interventions later in life, and they also are cost-e ective.”

www.nlm.nih.gov. Adaptado.

2) (UNIFESP/2016) Nos Estados Unidos, o valor de US$ 36,375 refere-se

a) ao salário mínimo anual em 2015. b) à renda familiar anual da maioria dos estudantes de baixa renda em escolas públicas. c) ao valor considerado necessário para a sobrevivência de uma família de quatro pessoas. d) ao valor do nível federal de pobreza anterior, que em2015 foi reduzido para e) a uma vez e meia o valor do nível federal de pobreza para uma família de quatro pessoas.

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TEXTO PARA AS PRÓXIMAS 2 QUESTÕES: A Housing Meltdown Looms in Brazil as Builders Seek Debt Relief by Julia Leite and Paula Sambo August 26, 2015

Not long ago, Brazil’s real-estate market was one of the biggest symbols of the country’s burgeoning economic might. Now, it’s fallen victim to an ever-deepening recession. PDG Realty SA, once the largest homebuilder by revenue, hired Rothschild last week to help restructure 5.8 billion reais ($1.6 billion) of debt after second-quarter net sales sank percent. Earlier this month, Rossi Residencial SA, which has 2.5 billion reais in debt, also brought in advisers to “restructure operations and review strategies.” Since 2010, the builder has lost 99 percent of its stock-market value. The real-estate industry, which is equal to about 10 percent of Brazil’s economy, is emerging as one of the latest casualties of a recession that analysts forecast will be its longest since the 1930s. To make matters worse, interest rates are the highest in almost a decade while in ation is soaring.“ There is no real estate company that survives without sales, ”Bruno Mendonça Lima de Carvalho, the head of xed income at Guide Investimentos SA, said from São Paulo. “You can’t import or export apartments. You’re relying solely on domestic activity.” PDG tried to boost revenue by lowering prices, nancing up to 20 percent of some home purchases and even o ering to buy back apartments if banks deny nancing. Still, it sold just 217 units in the second quarter on a net basis, compared with 1749 in 2014.

Negative Outlook On Friday, Moody’s Investors Service cut PDG’s rating three levels to Caa3, citing the possibility of signi cant losses for bondholders and other lenders. Secured creditors may recover less than 80 percent in a default, according to Moody’s, which kept a negative outlook on the rating. “The company is facing additional liquidity pressures from a prolonged deterioration in industry dynamics, including weak sales speed, tight nancing availability and declining real estate prices,” Moody’s said. São Paulo-based Rossi said in an e-mailed response to questions that second quarter sales improved and that the company’s main focus is to reduce debt. Gross debt fell about 30 percent in the 12 months ended in June, Rossi said. Home sales in Latin America’s biggest economy tumbled 14 percent in the rst half of 2015, according to data from the national real estate institute. Builders cut new projects by 20 percent during that span, while available nancing shrank by about a quarter.

Real’s Collapse That’s a reversal from just two years ago, when real-estate prices in places like Rio de Janeiro and Sao Paulo had surged as much as 230 percent as rising incomes, a soaring real and record-low borrowing costs ignited a wave of home buying. Brazilians nd themselves in drastically di erent circumstances today. The currency fell 0.4 percent Wednesday as of 3:25 p.m. in New York, extending its loss this year to 26 percent. The jobless rate climbed to a ve-year high of 7.5 percent last month. The central bank boosted its key rate to 14.25 percent in July, making it ever more expensive to nance the purchase of a home. “It’s a matter of demand, and demand is really weak,” Will Landers, who manages Latin American stocks at BlackRock, said from Princeton, New Jersey. “We may have reached a peak in interest rates, but they should continue to be at these levels for a while. Consumers will stay on the sidelines because debt levels are still high, and employment will get worse.”

Business Week at www.bloomberg.com/news. Adapted

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3) (FGV/2016) The evaluation of the real-estate company by Moody’s, as explained in the fth paragraph,

a) points out that its creditors will only receive 80% of what they invested this year. b) cut the company from stock exchange dealings causing losses for bondholders. c) re ects the fact that manufacturing activity in Brazil is harming other businesses. d) predicts that the company it is evaluating will close down within this calendar year. e) implies that the situation the company is in at this moment is not its own fault.

4) (FGV/2016) Rossi, one of the real-estate businesses mentioned in the article,

a) lost 30% of its net value in the last calendar year. b) states that its situation has been improving recently. c) has stopped selling in order to focus on reducing its debt. d) seems to share exactly the same problems as PDG Realty S/A. e) stopped trading its stock in the market in 2010.

TEXTO PARA AS PRÓXIMAS 5 QUESTÕES: China has created a monster it can’t control By Jeremy Warner 3 Sep 2015

When in trouble, shoot the messenger. This time-honoured approach to dealing with unwelcome news was much in evidence in China this week when nearly 200 people were rounded up and criminally charged with spreading “false” rumours about the stock market and the economy, or otherwise pro ting from their travails. One luckless nancial journalist was ritually paraded on state TV, tearfully confessing his “crimes”. Meanwhile, the head of the Chinese desk of one London-based hedge fund group was summoned to a “meeting” with regulators, and hasn’t been heard of since. Her Chinese husband says “she’s gone on holiday”. We can only hope it is not to there- indoctrination of the asbestos mines. Despite the massive progress of recent decades, old habits die hard. China was meant to have embraced free market reform, yet these latest actions suggest an altogether di erent approach. Roughly summarised, it amounts to: “Reform good, but woe betide the free market if it doesn’t do what the high command wants it to.” When the stock market was going up, the Chinese authorities were perfectly happy to tolerate what, to virtually all Western observers, looked like a dangerously speculative bubble, vaingloriously believing it to be a fair re ection of the wondrous successes of the Chinese economy. The rst rule of stock market investment – that share prices can go down as well as up – seems to have been almost wholly forgotten in the scramble for instant riches. When, inevitably, the stock market crashed, the authorities threw the kitchen sink at the problem, but they failed to halt the carnage. This was an even ruder awakening – for it demonstrated to an already disillusioned public that policy-makers were no longer in control of events. Perhaps they hadn’t noticed, but there are today more Chinese with stock trading accounts – some 90 million – than there are members of the Communist Party – “just” 80 million. In any case, powerless before the storm, the authorities have instead turned to scapegoating. Apparently more liberal, advanced economies, it ought to be said, are by no means averse to this kind of behavior either. A few years back, Italian prosecutors charged nine employees of Standard & Poor’s and Fitch Rating with market abuse for daring to downgrade Italy’s credit rating, while it is still commonplace in France to blame Anglo- Saxon speculators and their cronies in the London press for any nancial or economic setback.

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Nor are Western governments and central bankers averse to a little market manipulation when it suits them. What is “quantitative easing” other than money printing to prop up asset prices, including stocks and shares? Chinese refusal to accept the judgments of “Mr Market”, it might be argued, is just a more extreme version of the same thing. Small wonder that European o cials sometimes look longingly across at the state-directed capitalism practised in China, and pronounce it a model we might perhaps aspire to ourselves. As recent events have demonstrated, we should not. China’s stock market crash is not the work of malicious nancial journalists and short-selling hedge funds, but a signal of di cult time ahead and perhaps even of an economic road crash to come. After nearly 35 years of spectacular progress, the Chinese economy faces multiple challenges on many fronts which are not going to be solved by denying harshrealities and imprisoning journalists. The progress of recent decades belies an industrial sector which in truth has become quite seriously uncompetitive by international standards. Many of China’s factories need completely retooling to keep up with developments in robotics and other forms of mechanisation. Yet if industry is to get less labour intensive, this only further steepens the challenge of employment creation. It is reckoned that China needs to create some 20 million jobs a year just to keep pace with employment demand as the population shifts from land to town, eight million of them in high-end professions to cater for the country’s burgeoning out put of graduates. China’s modernisation has created a monster which it is struggling to feed. As the export-growth story waned, China compensated by unleashing a massive investment boom, which internal demand is now struggling to keep up with, rendering many of the country’s shiny new constructs uneconomic and overburdened with bad debts. The Chinese leadership looks to growth in consumption and service industries to plug the gap, but these new sources of demand can’t do so without further free-market reform, which in turn requires further loosening of the shackles of political control. Without growth, the Communist Party loses its political legitimacy, yet the old growth model is broken, and to achieve a new one, the authorities must cede the very power and in uence that sustains them. Rumour-mongering journalists and short-selling speculators can only be blamed for so long.

http://www.telegraph.co.uk. Adapted 5) (FGV/2016) The fourth paragraph shows that the Chinese administration

a) tried to protect investments from the ups and downs of the market. b) was interested in making Party members each day richer by investing in the market. c) was able to control some of the e ects of the market crash by using harsh measures. d) doesn’t know that there are more market investors than Party members in China. e) can’t actually control market factors in the economy of the country.

6) (FGV/2016) According to the tenth paragraph,

a) internal demand in China had to be reduced in order to prioritize exports. b) China is facing economic woes as it has been exporting less than it used to. c) Chinese industry is having a hard time to keep up with booming internal demand. d) bad debts will be reworked as more construction is developed in the country. e) more investments will be needed if the exporting boom is to rebound.

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7) (FGV/2016) The seventh paragraph begins with the statement – As recent events have demonstrated, we should not. – which points out to the opinion of the author, meaning that he

a) is extremely worried with the direction the Chinese economy is taking in recent times. b) thinks malicious journalists should be more tightly controlled even in Western countries. c) advises Western economies to take a di erent economic approach from that taken by China. d) considers hedge funds a major threat in free economies since they can manipulate markets to the extreme. e) believes that the challenges now faced by the Chinese economy are temporary and will not a ect the West.

8) (FGV/2016) The information contained in the rst two paragraphs implies that

a) freedom of the press is one of the main causes for lax market control. b) false rumours spread by the media can really a ect the markets. c) old habits in China have changed drastically over the last decades. d) the Chinese State refuses to accept the natural rules of market. e) meetings of market operators and government regulators are common in China.

9) (FGV/2016) The last paragraph leads the reader to conclude that

a) if China is to develop further, its government has to lessen its economic controls and lose some of its political power. b) the increase in internal consumption and in the service industries is the only way out for China to improve its economy. c) free-market reforms will never be achieved in China unless the government accepts a freer model for the press. d) the political power of the Communist Party is being somewhat threatened by the new type of journalism present in China. e) hedge funds and their short selling practices are likely to be controlled more carefully by the central power in China.

10. (Fac. Albert Einstein - Medicin 2017)

15 R EXTENSIVE COURSE 2 | READING STRATEGIES II

Na tirinha anterior,

a) a garota preocupada tenta convencer o colega a estudar mais para melhorar suas notas. b) o garoto tenta justi car a falta da lição de casa por causa do braço quebrado. c) o garoto e a garota não usam a palavra “place” com o mesmo signi cado. d) a garota ca consternada ao perceber que o garoto quebrou o braço e terá de mudar de lugar.

11) (ESPM/2017) In the comic strip above:

a) The mother has put rice in the soup. b) The boy has found out that his food is arti cial. c) The father is upset that the meal isn’t delicious. d) The boy refuses to eat the soup. e) The food is not well cooked.

TEXTO PARA AS PRÓXIMAS 3 QUESTÕES: Ending childhood obesity is a global challenge by Sania Nishtar and Peter Gluckman

Childhood obesity is no longer the preserve of wealthy nations. There are more overweight and obese children in the developing world, in terms of absolute numbers, and an upward trend is evident. In Africa alone, the number of overweight children under ve years of age nearly doubled from 5.4 million to 10.3 million between 1990 and 2014. Current estimates of 41 million overweight and obese children under ve globally represents only the tip of the iceberg—we do not yet have gures available for older children and adolescents. The situation is exacerbated if we factor in the number of children who are heading towards obesity but have not yet reached the standard cut-o . The increase in obesity in low- and middle-income countries across Africa and Asia—which is truly alarming— threatens to negate the increased life expectancy seen over the last decade and signi cantly contributes to rising deaths, diseases and reduced quality of life for those a ected. Obesity in children cannot be seen as a result of lifestyle choices made by the child. We now know that processes, even before birth, can determine the way children respond to the nutrition and physical activity opportunities of the modern world and so increase the risk of them becoming overweight and obese. And obesity in childhood not only impacts on a child’s health and educational attainment and exposes them to stigma and bullying, it is also likely to continue into adulthood, with the accompanying diseases such as cardiovascular disease, diabetes and some cancers.

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Urbanization and the globalization of unhealthy foods and sedentary lifestyles mean that childhood obesity is now spreading to all corners of the world and will become an increasing burden on already stretched health services. As a response to this problem, Dr. Margaret Chan, the Director-General of the World Health Organization (WHO), established the Commission on Ending Childhood Obesity (ECHO) in 2014 to identify ways to address this urgent issue. The Commission presented its nal report on January 25 2014. The report concluded that “no single intervention can halt the rise of the growing obesity epidemic.” Indeed, only a concerted whole-of-government and whole-of-society approach can hope to stem the rise in obesity. The child’s right to health can be assured by improving health over the course of the child’s life from conception and ensuring children and their parents have appropriate knowledge about nutrition, have access to a ordable healthy foods and participate in physical activity. The report includes six sets of recommendations and also outlines the required actions from governments, international agencies and civil society, including the private sector. But governments must show leadership because the sectors involved are much broader than just health. For example, there is a central place for the education sector, and hence the imperative to e ectively forge collaboration between di erent sectors. The recommendations focus on changing an environment that tends towards obesity—by encouraging and improving access to healthy diets and physical activity and ensuring a healthier life course, particularly at the critical early stages of a child’s life, including preconception and pregnancy, and the importance of treating children who are already obese. Nutrition education that is accessible to all will help families make healthier lifestyle choices. To be e ective, this needs to be delivered in appropriate and engaging ways to parents and incorporated in an informed manner into the core curriculum of schools. Regulations such as taxes on sugar-sweetened drinks, restrictions on the marketing of unhealthy foods to children, and standards for foods available in schools will all help to support individuals in making the healthy choice. There are social and economic implications for all societies and it is important to recognize that there is no magic bullet—biases that assume this is a matter that can be simply left to the individual family do not re ect the complex interplay between biology, behavior, and environment. As Chan noted, “implementing the recommendations will take political will, and courage.” Governments must take the lead in ensuring appropriate action.

Adaptado de: www.newsweek.com, 30 de janeiro 2016.

12) (ESPM/2017) It is fair to say that child obesity is a result of:

a) Implementation of policies to regulate food industry. b) Healthy lifestyle choices made by families. c) Consumption of quality food and access to health treatments. d) E cacious nutritional education of the general public. e) A combination of factors that are beyond family choices.

13) (ESPM/2017) The phrase “no single intervention can halt the rise of the growing obesity epidemic”, boldfaced in paragraph 5, means that:

a) It is too late to tackle the issue, so the consequences are now inevitable. b) Child obesity is widespread but it doesn’t represent a threat to children in developing countries. c) The commission will be able to intervene in the situation and x it. d) Only a team e ort will stand a chance against this public health threat. e) Governments are not willing to lead the way to a solution.

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14) (ESPM/2017) According to the article:

a) Child obesity no longer a ects the population in the developed countries. b) In low- and middle-income countries food is now more available then ever. c) The obese populations might have a higher life expectancy, as obesity-related illnesses will reduce the life span. d) The studies focus not only on children that are already diagnosed with obesity but also on those heading towards it. e) African countries count on a larger population of overweight adolescents.

TEXTO PARA A PRÓXIMA QUESTÃO: How a young student’s innovative idea hopes to boost response times for EMTs By Woody Brown on June 1, 2015

Drones have been at the forefront of the national conversation for years now. As the components needed to create them grow smaller and more a ordable, many companies and organizations have started exploring the potential that drones could have to improve our daily lives. Whether by delivering a product with unprecedented speed or taking photographs and video from new heights, drones have many capabilities, most of which we have yet to discover. One young man, however, has envisioned a new way to use drones that could save thousands of lives. One of the greatest obstacles facing rst responders and emergency medical technicians [EMTs] when it comes to the di cult business of saving lives is time. Think of your daily commute: people in the United States spend an average of 25.5 minutes traveling one-way to work every day. In bumper to-bumper tra c, blaring sirens and  ashing lights are often not enough to clear a fast path for an ambulance to reach someone in need. During cardiac arrest, there are, at most, a few minutes to save a person’s life. After that, the mortality rate rises steeply. With stakes this high, every second counts. Alec Momont, a graduate student in engineering at Delft University of Technology in the Netherlands, recognized this problem and saw a way to signi cantly reduce deaths that result from delayed emergency care. What if ambulances could  y? Or rather, what if we could make a drone that functioned like a stripped-down, lightweight automatic external de brillator [AED]? AEDs, which can be found in schools, sports arenas and many government buildings, are signi cantly more e ective than cardiopulmonary resuscitation [CPR] at preventing fatalities resulting from cardiac arrest. CPR can be helpful, but an AED is better, and very few people have AEDs in their cars or homes. As his master’s degree project, Momont built a prototype of this lifesaving drone. It contained an AED, a microphone and speakers. The average travel time, according to him, could be cut by 90 percent. Here’s how it works: In the event of cardiac arrest, a paramedic would respond to a call by  ying the drone at a speed of 60 mph to the scene of the emergency. The paramedic would then give instructions to someone near the victim, who would position the AED. Once in place, the AED would operate automatically. The paramedic would be able to see through the camera whether or not the pads on the AED have been correctly positioned, and how the victim responds. A dramatized video released by Momont’s university demonstrates all of this functionality. In it, a young woman calls emergency services in a panic because her father has had a heart attack. A calm-voiced EMT answers and guides her through the surprisingly simple process of nding and using the drone. Fewer than two minutes after she makes the call, her father sits up and hugs her. The ambulance drone can increase the chances of surviving cardiac arrest from eight percent to 80 percent, Momont says in the video. The drone’s ability to travel as the crow  ies frees it from infrastructural limitations that currently impede road-bound ambulances. “Using advanced production techniques such as 3D printed microstructures and carbon ber frame construction, we were able to achieve a very lightweight design,” Momont says. “The result is an integrated solution that is clear in its orientation and friendly in appearance.”

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Momont’s aim is to rapidly expand the existing framework of emergency services by constructing many of these drones over the next ve years. Expenses are low: each drone is relatively cheap to make, about $18,600. By comparison, a typical ambulance costs more than $100,000, and a ride in one usually costs more than $1,000. The ambulance drones can even  y autonomously (though legislation in many countries does not permit this yet). Several emergency service providers have already expressed interest. If the technology continues to receive nancial support from other parties in the healthcare industry, Momont’s dream could very easily become a reality. We live in a world where drones have, so far, been used mostly in armed con ict. Momont, however, has a di erent vision. In the near future that he describes, tens of thousands of needless deaths will be prevented with his ingenious invention. That is certainly welcome news, especially in the United States, which deals with skyrocketing numbers of heart-related ailments and disabilities. “Let’s use drones for a good purpose,” Momont says. “Let us use drones to save lives.”

Adapted from: http://www.verizonwireless.com/news/article/2015/05/ambulance-dronescould-save-thousands-of-lives. html. Access on: 03 Oct. 2016.

15) (UEMG/2017) The following statements are based on the information presented in the text:

I. Life-saving drones are more economically viable than ordinary ambulances. II. As ambulance drones are lightweight, they can  y autonomously. III. Drones reach an average speed of because their frame is made of carbon ber. IV. Once drones are able to travel as the crow  ies, they can escape from the tra c jams and arrive fast at the emergency scene.

The correct statements are

a) I and IV. c) I, II and III. b) II and III. d) I, II and IV.

TEXTO PARA AS PRÓXIMAS 4 QUESTÕES: The comfort food that took over the world

Every year, tens of billions of instant ramen noodles are enjoyed – a simple meal that only needs the addition of boiling water. Veronique Greenwood looks at the invention of a food revolution. By Veronique Greenwood

There was a time in my life when I ate a bowl of instant ramen every single day. When you’re a moody 13-year-old, sources of reliable satisfaction are in short supply, and when I wrote about it, I learned that I was not alone in relying on ramen to keep me a oat. Many readers wrote that it’s a comfort food for them too – easy to make, consistent, and surprisingly delicious. At the International Museum of Ramen in Osaka, hordes of people come each year to pay homage. The museum features a timeline of hundreds of Nissin products, from Chikin Ramen to Spagheny to Cheese Curry Cup. The main attraction is an enormous hall where you can design and purchase your own Cup Noodles. My favorite oddity is a sculpture depicting— embedded in stone so as to suggest future archaeology—fossils, a cell phone, and a brilliantly colored Cup Noodles open and ready to eat, its noodles already held aloft by a plastic fork. A placard gives the sculpture’s title: “Eternal.”

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Instant ramen can seem so elemental that it’s almost surprising to learn that it required inventing. But coming up with a shelf-stable, quick-cooking noodle soup was far from simple, or intuitive. The oft-told story of Momofuku Ando suggests it was di cult: the struggling Osaka businessman experimented for months in his backyard shed before launching Nissin in 1958. The catalyzing insight was  ash-frying the noodles after they had been boiled, seasoned, and dried. Frying them zaps away any remaining water, increasing their shelf life. But it also leaves the noodles threaded with a warren of empty space. The production technique also allows the noodles to be stored for up to six months without being refrigerated because the lack of water in the dried ramen prevents the spread of germs. When they’re tossed into boiling water again, the water rushes in, cooking them quickly and thoroughly in a few minutes. Ando was a colorful character, a middle-aged tinkerer who gradually became a sort of legend, as the price of instant ramen came down to more budget-friendly levels. “Ando promoted his product with a nearly religious zeal, as though he were on a crusade to feed the world – to end hunger with ramen,” wrote Karen Leibowitz in an essay about Ando for Lucky Peach. In 2000, when a Tokyo think tank put out poll for the most important Japanese innovation of the 20th Century, instant ramen won the title, leaving the Walkman, the bullet train, the digital camera, the fuel- e cient car, and the karaoke behind. (Pokemon was number eight, if you’re curious.) Traditional Japanese cuisine is in many ways the polar opposite of instant noodles. At an old-fashioned inn in Kyoto I stayed at recently, dinner was nine small dishes brought out one-by-one, beginning with a tiny collage of octopus suckers and red beans. Slippery jellies, exquisitely fresh seafood, and crisply grilled sh followed. It was delicious, and could not have been farther from the ramen of my youth. But despite this, the convenient noodles are a national symbol. They have blossomed abroad as well, with nearly 98 billion packages consumed globally in 2015, according to the World Instant Noodles Association. For years, Top Ramen, Maruchan Ramen, and Cup Noodles were almost the only varieties available in many Western markets, but that has changed. There has been an explosion in the types of noodles available in supermarkets and Asian groceries – you can get vegan instant noodles now, and there are  avors catering especially to the Mexican market. Of course, some old habits die hard. At the museum in Osaka, thousands of people queue up to plop a brick of noodles into a Styrofoam cup, choose their own broth powder and dried toppings – everything from beef cubes, peas, carrots and dried fried onions – and have the whole thing sealed up to eat later. While no one would mistake it for high cuisine, it hits all those old, comforting notes— peculiarly satisfying.

Adaptado de: www.bbc.com, 27 de julho de 2016.

16) (ESPM/2017) After reading the article, one can 17) (ESPM/2017) According to the information say that: presented in the article, at the International Museum of Ramen in Osaka: a) Japanese traditional food is much more delicious than instant industrialized noodles. a) People participate in pre-launch surveys of future b) The popularity of instant noodles in Japan is due versions of cup noodles. to national pride. b) One can buy a personalized version of cup c) The creator of dehydrated noodles was passionate noodles. about his invention. c) The public can see a sculpture of person eating d) Even though instant noodles are popular all over cup noodles. the world, Japanese people are not fond of them. d) Visitors can display their own recipes of cup e) Newly developed  avors of noodles are now noodles. better accepted by consumers than the traditional e) The public attends lectures about the invention  avors. of cup noodles.

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18) (ESPM/2017) Paragraph 4 of the article describes the process of manufacturing instant noodles. Which of the alternative best describes this process?

a) The noodles are boiled, seasoned, and quickly served. b) The noodles are boiled to zap away all the water. c) The product is kept at room temperature for long periods, as the lack of water prevents germs to spread. d) The noodles are tossed into hot water to be cooked in a few minutes. e) The noodles are boiled and then dehydrated, leaving lots of small holes in them.

19) (ESPM/2017) According to the information presented in the article, one can say about the author that:

a) She was an unusually moody teenager. b) Instant noodles helped her cheer up when she was younger. c) She’d rather eat noodles than other kinds of food. d) She has published books about junk food. e) Eating noodles used to be her favorite leisure activity.

TEXTO PARA A PRÓXIMA QUESTÃO:

A study carried out by Lauren Sherman of the University of California and her colleagues investigated how use of the “like” button in social media a ects the brains often agers lying in body scanners. Thirty-two teens who had Instagram accounts were asked to lie down in a functional magnetic resonance imaging (fMRI) scanner. This let Dr. Sherman monitor their brain activity while they were perusing both their own Instagram photos and photos that they were told had been added by other teenagers in the experiment. In reality, Dr. Sherman had collected all the other photos, which included neutral images of food and friends as well as many depicting risky behaviours like drinking, smoking and drug use, from other peoples’ Instagram accounts. The researchers told participants they were viewing photographs that 50 other teenagers had already seen and endorsed with a “like” in the laboratory. The participants were more likely themselves to “like” photos already depicted as having been “liked” a lot than they were photos depicted with fewer previous “likes”. When she looked at the fMRI results, Dr. Sherman found that activity in the nucleus accumbens, a hub of reward circuitry in the brain, increased with the number of “likes” that a photo had.

The Economist, June 13, 2016. Adaptado.

20) (FUVEST/2017) Conforme o texto, a região do cérebro que se mostrou mais ativa, quando da análise dos resultados da ressonância, corresponde a um sistema de

a) memória recente. b) defesa. c) recompensa. d) repetição. e) inibição.

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VOCABULARY EXPANSION:

VOCABULARY BUILDING STRATEGIES:

1. Read often. Choose authentic material 2. Make ash cards of new words with synonyms and practice them often (old school!) 3. Make lists of new words and study them as much as you can 4. Learn words that have been tested on previous exams 5. Learn pre xes and su xes

PREFIXES & SUFFIXES – A FURTHER LOOK

I - A pre x is a letter or a group of them that is added to the beginning of an existing word thus changing its meaning. Do remember that IT DOESN’T CHANGE ITS PART OF SPEECH.

ANTI Against Antibacterial soap

CO Jointly / together He is the coauthor of the paper.

DE Removal Deforestation is a crime.

DIS Negation / separation Dislike / disapprove

EVER Forever Everlasting love

HYPER / SUPER Over, exceeding I wish I had a superpower

Illiterate / incompetent/ IN / IL / IM Opposite, without impolite

Malnourishment is the MAL Improper cause of many deaths.

Incorrect / improper / having a There has been MISS negative connotation a misunderstanding.

NON Not / lacking Non-smoking

OVER In excess / too much Overdrink / overwork / overeat

UN The opposite/ without / not Untidy / unclear / undo

UNDER Not enough / below Underdeveloped countries

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II - A su x is a letter or a group of them that is added to the end of a noun, adjective, verb. Su xes usually change the original word’s class.

ADJECTIVE SUFFIXES

Capable of / Livable / workable / irresponsible / ABLE / IBLE having the quality to understandable / regrettable

AL Relating to Environmental / physical

ARY Relating to literary / elementary

ANT Attribution of an action or state Signi cant / de ant /

ATE State or quality of A ectionate / fortunate

FUL Full of / characterized by Grateful / harmful / thoughtful

IC, ICAL Containing / having the character of Psychological / rustic / artistic

IOUS / OUS Having the quality of / full of Cautious / ambitious / fabulous

IVE Having the nature of Creative / comprehensive / attractive

LESS Without Homeless / harmless / speechless

LY Having the characteristics of Friendly / sisterly / costly/ elderly

Full of having a lot of something; Y Sugary / nosy / messy made of something

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NOUN SUFFIXES

Livable / workable / irresponsible / AGE Action/ state/ process understandable / regrettable

AL action Withdrawal / removal

ANCE / ENCE Action, condition, quality, state Literary / elementary

ANT / EE / ENT Agent / person Signi cant / de ant

Someone / something that performs an AR / ER / OR A ectionate / fortunate action

ATION / TION Action / result Grateful / harmful / thoughtful

DOM Condition / domain Psychological / rustic / artistic

ERY / RY Behavior / business / condition Cautious / ambitious / fabulous

People of particular group / body of peo- HOOD Creative / comprehensive / attractive ple belonging to

ISM Action, state, system Homeless / harmless / speechless

IST Someone who practices something Friendly / sisterly / costly/ elderly

ITY / TY Condition, quality Sugary / nosy / messy

MENT Result Amazement / excitement

NESS State / condition Brightness / happiness

SHIP Status / skill / condition Relationship / craftsmanship / dealership

URE Action / result Pressure / departure

Y Action / condition Modesty / chivalry

There are also a few su xes that will form VERBS:

• EN: whiten, fasten, thicken • ING: ( in all continuous tenses) : We’re studying this again! • IZE (Am spelling) / IZE (Br spelling): Modernize (ise) / Normalize (ISE) • IFY: Simplify / Certify / Identify

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TEXTO PARA A PRÓXIMA QUESTÃO: SUSTAINABLE TOURISM

Tourism is one of the world’s fastest growing industries and is a major source of income for many countries. Being a people-oriented industry, tourism also provides many jobs 1which have helped 2revitalise local economies. However, like other forms of development, tourism can also cause 3its share of problems, such as social 4dislocation,loss of cultural heritage, economic 5dependenceand ecological 6degradation. Learning about the impacts of tourism has led many people to seek more responsible holidays. 7These include various forms of alternative or sustainable tourism such as: ‘nature-based tourism’, ‘ecotourism’ and ‘cultural tourism’. Sustainable tourism is becoming so popular that some say that what we 8presently call ‘alternative’ will be the ‘mainstream’ in a decade. All tourism activities of whatever motivation – holidays, business travel, conferences, adventure travel and ecotourism – need to be sustainable. Sustainable tourism is de ned as “tourism that respects both local people and the traveller, cultural heritage and the environment”. It seeks to provide people with an exciting and educational holiday 9that is also of bene t to the people of the host country.

Adapted from: http://www.unesco.org/education/tlsf/mods/theme_c/mod16.html. Access on Jul 24th, 2017.

1) (G1 - IFBA/2018) Consider the following words:

I. Revitalise (ref. 2) II. Dislocation (ref. 4) III. Dependence (ref. 5) IV. Degradation (ref. 6) V. Presently (ref. 8)

The alternative which contains three words formed by adding a pre x and a su x is

a) I, II, IV b) I, II, III c) I, III, V d) I, III, IV e) II, III, V

TEXTO PARA A PRÓXIMA QUESTÃO: EU farmers protest

The warning from farmers is that Europe 1is drowning in milk. Plummeting milk prices 2have led farmers to protest on the streets of Brussels. Police said that farmers and close to tractors were at the 3demonstration. And the scenes seemed to 4have made a di erence. EU Agricultural ministers announced a 500 million euro aid package focused on helping milk producers. Russia is one of the EU’s main agricultural export markets worth some billion 5annually. The Russian ban on imports of EU food products and the deregulation of the market hit dairy farmers this year. Changing dietary habits and slowing demand from China have also a ected prices for dairy products. The environment secretary Liz Truss planned to call for the creation of a dairy future’s market, similar to those for grain and 6sugar, 7which the government says will give the UK’s dairy farmers more certainty over future prices. Some 8farmers have called for milk production quotas to be reintroduced to avoid 9them having to sell at a loss.

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2) (G1 - IFBA/2016) Read the sentences I, II, III and IV. Then, check the correct answer according to the Text.

I. “is drowning” (ref. 1) is a future action. II. “have led” (ref. 2) and “have made” (ref. 4) are both actions happening in the present. III. “demonstration” (ref. 3) and “annually” (ref. 5) are words formed with pre xes. IV. “which” (ref. 7) refers to “sugar” (ref. 6) and “them” (ref. 9) refers to “farmers” (ref. 8).

a) I and III are correct. b) II and IV are correct. c) III and IV are correct. d) All sentences are correct. e) All sentences are incorrect.

TEXTO PARA A PRÓXIMA QUESTÃO: The Health Bene ts of Sport and Physical Activity Although research interest on physical activity and health dates back to the 1950s, the breakthrough in the scienti c evidence on health bene ts of physical activity largely took place during the 1980s and 1990s. There is an overwhelming amount of scienti c evidence on the positive e ects of sport and physical activity as part of a healthy lifestyle. The positive, direct e ects of engaging in regular physical activity are particularly apparent in the prevention of several chronic diseases, including: cardiovascular disease, diabetes, cancer, hypertension, obesity, depression and osteoporosis.

Sport and Physical Activity as part of a Healthy Lifestyle A number of factors in uence the way in which sport and physical activity impact on health in di erent populations. Sport and physical activity in itself may not directly lead to bene ts but, in combination with other factors, can promote healthy lifestyles. Elements that may be determinants on health include nutrition, intensity and type of physical activity, appropriate footwear and clothing, climate, injury, stress levels and sleep patterns.

Disponível em: http://www.sportanddev.org/en/learnmore/sport_and_health/the_health_benefits_of_sport_and_ physical_activity/. Acesso em: 18 mar. 2016. (Adaptado).

3) (UEG/2016) Considerando-se os aspectos linguísticos e estruturais do texto, tem-se o seguinte:

a) O termo destacado em “Although research interest on physical activity…” expressa adição e inclusão de uma ideia. b) A expressão em destaque em “Sport and physical activity in itself...” é formada por preposição e pronome re exivo. c) O termo “may” em “Elements that may be determinants on health” pode ser substituído, sem prejuízo de sentido, por “must”. d) A palavra “overwhelming” em “There is an overwhelming amount of scienti c evidence” equivale, em português, a “indiscutível”. e) Os termos evidenciam a transformação de adjetivos em advérbios.

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TEXTO PARA A PRÓXIMA QUESTÃO: Lie to Me is an American crime drama television series that 9ran from January 2009 to January 2011. This TV drama tells the 10tale of an expert in frauds who helps 1uncover the truth for the FBI, local police, law rms, corporations, and individuals. Dr. Cal Lightman and his team are 6e ectively human machines to detect lies, and no truth can be 11concealed from them. His partner, Dr. Gillian Foster, is a gifted 3psychologist who brings 12balance to the partnership by thinking about the overall picture while Lightman focuses on the details. Eli Loker is the team 4researcher, who believes in radical honesty. He often gets in 13trouble for saying what he thinks. Ria Torres is one of the few “naturals” in the eld of deception detection. She has an untapped ability to read people that, with the right training, makes her a force to be reckoned with. Together they make an 2invincible team with 7insight into human 5behavior. The show is inspired by the work of Paul Ekman, the world’s 14supreme expert on facial expressions and a professor emeritus of psychology at the University of California San Francisco School of Medicine. Dr. Ekman has served as an advisor to police departments and 8anti-terrorism groups (including the Transportation Security Administration) and acted as a scienti c consultant in the production of the series.

Adapted from: http://www.tv.com/shows/lie-to-me/ and http://en.wikipedia.org/wiki/Lie_to_Me Accessed on August 8th, 2014.

4) (UFSC/2015) Select the CORRECT proposition(s) according to the meaning of the following words, highlighted in text.

01) Un- in the word uncover (ref. 1) carries the meaning of removal (remove the cover from). 02) The meaning carried by in- in the word invincible (ref. 2) is that of negation (not vincible). 04) The meaning of -ist in the word psychologist (ref. 3), -er in the word researcher (ref. 4), and -or in the word behavior (ref. 5) is that of indicating one’s profession. 08) E ectively (ref. 6) means “in an e ective manner”. 16) In- in the word insight (ref. 7) gives the idea of negation. 32) Anti- in the word anti-terrorism (ref. 8) indicates opposition to the practice of terrorism.

TEXTO PARA A PRÓXIMA QUESTÃO: What makes a language attractive – its sound, national identity or familiarity? The allure of a language may have more to do with perceptions of that country’s status and social values than its actual sound

Je t’aime, ti amo, te quiero mucho! Sounds nice, doesn’t it? If you swoon over sweet nothings whispered in French, Italian or Spanish, you’re not alone. But while learning to speak a language famed for its romance may increase your sex appeal, the reason for your preference of one vernacular over another may have little to do with how the sounds roll o the tip of your tongue. Polyglot Roman emperor Charles V declared: “I speak Spanish to God, Italian to women, French to men, and German to my horse.” While the 16th century ruler’s views may still hold true to some today, his un attering opinion of the latter language is more likely to be in uenced not by the power and status of the country at the time than the tone of its speakers. Sociolinguists believe the attractiveness of a language is determined by how positively we view a particular group of people who share a cultural outlook. According to Dr. Vineeta Chand of the University of Essex, if we have a positive perception of a particular community then we tend to have equally positive views of the language they speak. Language value and attractiveness is, she explains, linked to the prestige of the speaker. In other words, the socioeconomic and mobility advantages the language a ords. Chinese, for example, is gaining in popularity because

27 R EXTENSIVE COURSE 2 | READING STRATEGIES II it is seen as an area of economic growth and speaking that particular tonal tongue means better job prospects. Languages spoken by a community that are less economically powerful may not be seen in the same positive light. Similarly, we value languages that allow us to speak to a wider audience. English, therefore, is seen as more valuable because it gives us the ability to communicate outside of a small regionally de ned context, whereas a language that is spoken by a much smaller community, such as Hawaiian, is not seen as important or appealing. “There is nothing in the sound of the language that makes it less or more attractive,” insists Chand. “Some sounds are more common across the world but that doesn’t link to the speci c perceptions we have about French and Italian. The idea that a language is more melodic, romantic, poetic and musical is derived from those communities and regions.” There are, however, speci c sounds in many foreign languages that a native English speaker may nd alien and therefore harder on the ear. Languages that have di erent linguistic structures, such as using tones or sounds that are not found in a listener’s native tongue, are probably going to sound less enticing. “English speakers are drawn to the melody of a language such as French or Italian,” explains Dr. Patti Adank, a lecturer on speech, hearing and phonetic sciences at University College London (UCL). “In comparison, languages such as Thai or Mandarin can sound harsh because they are using tonal distinctions. It sounds very unnatural and unexpected.” In his book Through the Language Glass: Why the World Looks Di erent in Other Languages Israeli linguist Guy Deutscher agrees that if a language includes rarer sounds, it is more likely to be perceived as less attractive to those unfamiliar with it. The same, he writes, applies to unusual sound combinations such as consonant clusters. He cites the combination “lbstv” in “selbstverständlich” – the German word for “obvious” – as an example of how strange phonetics can grate on a foreign ear. Deutscher explains: “Italian, for example, has very few, if any, sounds that are not shared by other European languages, and few consonant clusters, and it is widely considered a beautiful language. This may not be a coincidence.” Despite many people’s fascination with the subject, there has been surprisingly little research conducted to explore it further. Chand says the biggest hurdle to understanding why some languages sound more inviting than others is separating subjective opinion from scienti c fact. Labelling certain languages as ugly or beautiful is also a dangerous game many linguists are keen not to play. She says: “We spend a lot of time in linguistics dispelling myths and the notion of hierarchical languages in terms of attractiveness, grammar and rules. There is less research on this because it is opening a can of worms you don’t really want to encourage. “There hasn’t been any research that I know of that has directly exploited the attractiveness of a language and didn’t eventually tie it back to the social evaluation of the speaking community.”

JENKIN, Matthew. What makes a language attractive – its sound, national identity or familiarity? Disponível em: http://www.theguardian.com/education/2014/jul/17/what-makes-a-language-attractive. Acesso em: 18 set. 2014. Adaptado

5) (UFES/2015) Fill in the blanks below with the correct form of the word in parentheses, using one of the following su xes: -ing, -less, -ful, -ment.

1. Teaching is ______(MEANING) if students fail to learn. 2. Education will experience some trouble with the ______(GRAY) of teachers. 3. ______(USE) as they may sound, these techniques should be tested before implementation. 4. Teaching is a ______(REWARD) career for many people; however, it can become frustrating when you have di culty inspiring unmotivated students. 5. The expansion of ______(ENROLL) will contribute to the crowding of classrooms.

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TEXTO PARA A PRÓXIMA QUESTÃO: Playing Rio Rio is a city of glamour and glitz – but also of poverty and violence in the favelas that climb its hills. With the Olympics coming in 2016, the slums are getting a face-lift.

[...] Rio needed the solution to an economic puzzle involving low wages, poor public transport, a weak state, and income distribution about as fair as a tin-pot kIeptocracy’s. “It happens in the whole world, but I would say here the dose was greater,” says José Mariano Beltrame, state secretary of public security. Beltrame is a principal author of the “paci cation plan”, mean to occupy the slums and push out the gangs with a force of some 12.500 paci cation o cersin 165 communities by 2014 for the soccer WorId Cup. Beltrame hopes to leavebehind a functioning civilian state with a legal economy after the Olympics in 2016. […] In other slums now occupied by police, life has improved. Children are playing again in the streets. Friends will come for a visit. Yet people are still suspicious. […] “People don’t want to say so, but our greatest fear is that tomorrow will be like yesterday,” he says. “What will happen when the police leave?”[…] Despite the early success of the paci cation plan. Rio’s poor distrust many government e orts to reshape the city[...] […] doubts surround the coming Olympics spectacle. Half the new arenas and facilities will be in Barra da Tijuca, a Miami-Iike middle-class refuge full of cars and malls about 20 miles from the city center. Here the poor are less in evidence, and strangely, the charm of the cidade maraviIhosa, the “marvelous city”that invented the world’s great tropical brands – Carmen Miranda. “The Girl from Ipanema” – is also absent. The place is known as “the Rio that forgot it is Rio.” A Spanish academic named Jordi Bona, who studies mega-events and has advised Rio’s government, says, “You should use the games to improve the inner city, not the suburbs, to reduce inequalities, and to do urbanism in favor of the poor.” [...] If you are looking for an Olympic legacy, how about a city where people live in peace? [...]

National Geographic. October 2012

6) (UEPB/2014) Which of the following groups of words from text has negative connotations and are formed ONLY by AFFIXATION:

a)inequalities, suspicious, poor, weak. b)low, poor, violence, distrust. c)weak, distrust, inequalities, suspicious. d)violence, distrust, inequalities, suspicious. e)violence, inequalities, weak, low.

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TEXTO PARA A PRÓXIMA QUESTÃO: The art of di erence

Mutuality in recognizing and negotiating di erence is crucial for people to deal with their past and the future; it is also essential in the process of creating a culture of responsibility. How can this be achieved and what is the role of art in this process? 1A vision based on ideologies solves both challenges of sharing – the interpretation of the past and the projections of the future. But ideologies are somehow “total”, if not totalitarian, because there is not much space for serious public negotiation. Individuals, then, lose their integrity or are restricted to their private spheres and, in the end, their memories become part of the dominant identity discourse, their aspirations are delegated. Even in less obvious systems of ideological rule, where individual subscription to the o cial story line seems to be consciously voluntary and collective memories are willingly encouraged for the sake of collective identities, the negotiation of di erence is often not welcome: exclusion happens quickly 2and non-conformist doubts produce suspicion. A democratic vision – shared aspirations for the future, based on negotiated interpretations of the past that respect diversity – is necessarily found in complex processes of private and public discourse and participatory and inclusive culture. Yet, politics tends to reduce complexity and engineer the balance between the individual and the collective rather than invest in processes of negotiation. We have learned, 11though, that this social engineering is a phantasm, largely limited and limiting, and, even if successful, often creates paranoid and fatal structures of homogeneity by trying to mould memories and hopes. Humankind has gathered impressive knowledge about the limitations of the human will and the failures of such “engineering”. 12Nevertheless, despite this, and maybe even because of it, we cannot give up trying the 3impossible: to create conditions for equality and solidarity for individuals to  ourish. These conditions should be accompanied by narratives of a just, fair and free commonwealth of all. If history and memory seem to make this dream an 4unlikely scenario, can art play this part? The role of art is precisely to keep inspiration alive, to deconstruct ideology, to 5recall the necessary dream of freedom, of the individual and of the common good beyond the “either/or” and beyond simplicity. In this sense, art in general prevents false hopes, and thus generates hope in the most paradoxical way: the only way of hoping that reaches beyond the private sphere without some kind of ideological distortion. What makes art so unique? And why? Because the best narratives of art are purpose-free, uniquely non- instrumental, simply human. Art narrates what we don’t understand in 7enlightened ways. Artists in particular o er a wealth of 6unseen perspectives and 8unexpected pathways of human exploration. Art makes us aware that all memories are personal, despite the power of collective narratives. Arts and culture empower people to think freely, to imagine the 9unimagined, to feel responsible across borders and boundaries. Hopefully, the narratives of the future will be 10intercultural – and art will be the ally in the art of di erence that needs to be further developed. “Art is about di erence, art is di erence”, as stated by Igor Dobricic*. And it is di erence that will be at the origin of the new bonding narratives of con dence.

Gottfried Wagner - alliancepublishing.org

*Igor Dobricic – dramaturgo sérvio

7) (UERJ/2013) and non-conformist doubts produce suspicion. (ref. 2)

Two words whose pre xes are semantically similar to the pre x in non-conformist are present in:

a) impossible (ref. 3) / unlikely (ref. 4) c) enlightened (ref. 7) / unexpected (ref. 8) b) recall (ref. 5) / unseen (ref. 6) d) unimagined (ref. 9) / intercultural (ref. 10)

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TEXTO PARA A PRÓXIMA QUESTÃO: Pet theories – can animals increase our wellbeing?

The body of evidence supporting the notion that pet 1ownership is good for your health grew 4even 6fatter this month. American researchers have discovered that owning a pet can signi cantly reduce the risk of a common cancer. And that’s not all. “8There have been studies that have suggested pet owners are more likely to have higher self-worth and are less likely to su er 2loneliness and depression,” says Dr Deborah Wells of the University of Belfast, 9who has conducted several studies on the bene ts of pet ownership. Wells says pets are particularly useful for children. “Pets can become like a therapist. If children are bullied at school, or their parents are getting divorced, 10children will often tell their pets their problems whereas they wouldn’t always talk to a person.” The routine and “normality” of having a pet can help people su ering a traumatic event, such as 3bereavement or a diagnosis of terminal illness. The researchers found that people with animals to care for adjusted 5far 7better after the death of someone 11close than those without pets. “We live in a society where we do not like to cry in front of people, but there are a large number of people who can cry in front of their pets”, one of the reseachers adds.

Texto adaptado. Disponível em: http://www.guardian.co.uk/lifeandstyle/2008/oct/21/healthandwellbeing-medicalresearch. Acesso em 28/08/2012

8) (UEM/2013) Choose the alternative in which the information about the words extracted from texts correct.

01) The su xes “-ship”, in “ownership” (ref. 1), “-ness”, in “loneliness” (ref. 2) and “-ment”, in “bereavement”, (ref. 3) are used to form nouns in English. 02) The words “even” (ref. 4) and “far” (ref. 5) are used to emphasize or intensify the comparatives “fatter” (ref. 6) and “better” (ref. 7). 04) The present perfect tense is used in the extracts “There have been studies” (ref. 8) and “who has conducted” (ref. 9) to show that the activity is in progress at the moment. 08) In the extract “children will often tell their pets their problems whereas they wouldn’t always talk to a person” (ref. 10), the underlined conjunction expresses a contrast of ideas. 16) The word “close” (ref. 11) refers to someone you like or love.

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TEXTO PARA A PRÓXIMA QUESTÃO: Composed upon Westminster Bridge, September 3, 1802 Earth hath not anything to shorn more fair

Earth hath rot anything to show more fair: DuIl would he be of soul who could pass by A sight so touching in its majesty: This City now doth, like a garment, wear The beauty of the morning; silent, bare, Ships, towers, domes, theatres and temples lie Open unto the elds, and to the sky; All bright and glittering in the smokeless air. Never did sun more beautifully seep In his rst splendor, valley, rock, or hill; Ne’er saw I, never felt, a calm so deep! The river glideth at this own sweet wiII: Dear God! The very houses seem asleep; And all the mighty heart is lying still!

WiIIam Wodsworth, Poems in Two Volums: Sonnet 14

GLOSSARY hath = has doth = does steep = bathe fair = beautiful garment = dress gIideth =  ows

9) (UEPB/2013) Which of the following groups of words from textis formed only by adding SUFFIXES?

a) smokeless, unto, glittering, mighty. b) asleep, smokeless, beautifully, mighty. c) glittering, smokeless, beautifully, mighty. d) mighty, glittering, asleep, beautifully. e) beautifully, smokeless, unto, mighty.

TEXTO PARA A PRÓXIMA QUESTÃO: MEN WITHOUT WOMEN

In 1927, Ernest Hemingway published a collection of short stories titled Men Without Women. Today, 1less than a century later, it sums up the predicament of arising proportion of mankind. According to the United Nations, there are far more men than women on the planet. The gender gap is especially pronounced in Asia, where there are a hundred million more guys than girls. This may come as a surprise to people in the Western world, where women outnumber men because — other things being equal — the mortality rate for women is lower than for men in all age groups. Nobel Prize-winning economist Amartya Sen calls it the mystery of Asia’s “missing women.” The mystery is partly explicable in terms of economics. In many Asian societies, girls are less well looked after than boys because they are economically undervalued. The kind of domestic work they typically do is seen as less important than paid work done by men. And, of course, early marriage and minimal birth control together expose them to the risks of multiple pregnancies.

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When Sen rst added up the missing women — women who would exist today 2if it were not 3for selective abortion, infanticide, and economic discrimination — he put the number at hundred million. It is surely higher now. For, even as living standards in Asian countries have soared, the gender gap has widened. That’s because a cultural preference for sons over daughters leads to selective abortion of female fetuses, a practice made possible by ultrasound scanning, and engaged in despite legal prohibitions. The American feminist Mary Anne Warren called it “gendercide.” Notoriously common in northwestern India, it’s also rampant in the world’s most populous country: China. That has scary implications. Remember, most of Hemingway’s stories in Men Without Women are about violence. They feature gangsters, bull ghters, and wounded soldiers 4as well. The most famous story is called simply “The Killers.” It may be that the coming generation of Asian men without women will nd harmless outlets for their inevitable frustrations, like team sports or videogames. But I doubt it. Either this bachelor generation will be a source of domestic instability, 5whether Brazilian-style crime or Arab-style revolution — or, 6as happened in Europe, they and their testosterone will be exported. There’s already enough shrill nationalism in Asia as it is. Don’t be surprised if, in the next generation, it takes the form of macho militarism and even imperialism. Lock up your daughters.

FERGUSON, Niall. Men without women. Newsweek, New York, March 14, 2011. p. 8. Adaptado.

10) (UFBA/2012) Quanto ao uso da linguagem no texto, é correto a rmar:

01) people, women e men têm uma única forma para o singular e o plural. 02) lower e The most famous estão no mesmo grau de comparação. 04) undervalued é uma palavra formada por pre xação e su xação. 08) coming está funcionando como adjetivo. 16) their refere-se a women. 32) Don’t be e Lock up são formas verbais no imperativo.

TEXTO PARA A PRÓXIMA QUESTÃO: Stress

2Stress is your body’s response to the demands placed upon 1it. A little stress is a good thing, but too much can have devastating consequences for your health and relationships. Everyone needs a certain amount of stress to live well. It’s what gets you out of bed in the morning and gives you the vitality to do all sorts of things. Stress becomes a problem when there’s too much or too little. A lack of stress means your body is 5understimulated, leaving you feeling 3bored and isolated. In an e ort to nd stimulation, many people do things that are 4harmful to themselves (such as taking drugs) or society (for instance, committing a crime). However, too much stress, 7can result in a range of health problems including headaches, stomach upsets, high blood pressure and even stroke or heart disease. It can also cause 9feelings of distrust, anger, anxiety and fear. People often feel 6over-stressed 8as a result of some event. This doesn’t have to be negative (such as the death of a loved one, redundancy or divorce); it can also be 10seemingly positive (a new partner, new job or going on holiday). Among the bad stressbusters, it is possible to mention drinking alcohol, 11denying the problem, taking drugs, overeating and smoking cigarettes. On the other hand, the good techniques to avoid stress are taking a nap; getting a massage; expressing yourself artistically; having a laugh; being gentle to yourself; and making use of meditation and relaxation techniques. Texto adaptado, disponível em http://www.bbc.co.uk/health/emotional_health/mental_health/mind_stress.shtml. Acesso em 28/3/2012

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11) (UEM/2012) Choose the alternative(s) in which the information about the words extracted from text correct.

01) The pronoun “it” (ref. 1) refers to “stress” (ref. 2). 02) The adjectives “bored” (ref. 3) and “harmful” (ref. 4) are used in a negative context. 04) The pre xes “under”, in “understimulated” (ref. 5), and “over”, in “over-stressed” (ref. 6), express opposite meanings. 08) The word “result” in “... can result in a range of health problems...” (ref. 7) and “... as a result of some event.” (ref. 8) is used in the rst extract as a verb and in the second as a noun. 16) The –ing form in “feelings” (ref. 9), “seemingly” (ref. 10) and “denying” (ref. 11) is added to the noun to express the action or process of doing something.

TEXTO PARA A PRÓXIMA QUESTÃO: Brazil police occupy Rio favela in World Cup operation

Brazilian security forces have occupied one of Rio de Janeiro’s biggest slums as part of a major crackdown ahead of the 2014 World Cup and 2016 Olympics. Some 800 police and special forces moved into the Mangueira shantytown, without needing to re a shot, having announced the raid in advance. The slum – or favela – is close to Rio’s famous Maracana stadium, where the World Cup nal will be played. The pre-dawn operation involved armoured vehicles and helicopters. According to the newspaper, O Globo, lea ets were thrown out of the helicopters, some with photos of wanted criminals. Others were printed with the police special forces’ telephone number so that residents could pass on information about drugs tra ckers or weapons. BBC Brazil correspondent Paulo Cabral says most of Mangueira’s residents co-operated with the operation, as they want to rid the area of drug dealers. He says that Rio’s authorities are making an e ort to gain the trust of those living in the slums, who – after decades of abuse – have got used to seeing the police as their enemy. Mangueira – home to one of Rio’s most famous samba schools – is the 18th favela that the authorities have occupied recently.

Adapted from: http://www.bbc.co.uk/news/world-latin-america-13833037

12) (Unioeste/2012) In the word tra ckers, the su x er- has the same meaning as in:

I. worker. II. danger. III. writer. IV. prettier.

Mark the correct alternative.

a) I and IV. b) II and III. c) I and III. d) I and II. e) II and IV.

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TEXTO PARA A PRÓXIMA QUESTÃO: “SHE HAS SHOWN SHE IS NOT AFRAID” She has mended fences abroad, but is frustrated at home.

A pastor’s daughter growing in communist East Germany, Angela Merkel was trained as a physicist, who concentrated on her science to the exclusion of all other pursuits. But Merkel, Germany’s rst female chancellor, has emerged as the most important leader in Europe, and enjoys the highest popularity rating of any German leader in postwar history. A lackluster campaigner, Merkel barely scraped into o ce two years ago, after forging an uneasy coalition linking her Christian Democrats with their ideological rivals, the Social Democrats. Since taking o ce, she has been actively engaged in framing a new global agenda, from climate change and energy security to sustaining 4,000 peacekeeping troops in Afghanistan - which for Germany would have been unthinkable just a decade ago. Merkel has shown she is not afraid to defy conventional wisdom and her willingness to resist pressures from media and business has bolstered her standing with the voters. But Merkel’s most serious challenges still lie ahead of her. She has achieved record approval ratings on the strength of her foreign policy, but with economic growth slowing and workers stepping up demands for higher wages, political pressures are mounting within Merkel’s coalition to backtrack on the cuts in retirement bene ts and other austerity measures that propelled the recent recovery. And while her coalition has responded to the country’s plunging birthrate and aging population by extending the retirement age to 67, Merkel has been frustrated in her e orts to carry out a wider restructuring of the German economy.

Adapted from She Has Shown She Is Not Afraid, Statesmanship, Newsweek/October 29, 2007, page 19.

13) (UFAL/2008) In the last sentence of the text, the -ing words “plunging”, “aging”, “extending”, and “restructuring” function, consecutively, as

a) adjective - adjective - verb - noun. b) noun - noun - adjective - verb. c) verb - verb - noun - adjective. d) adjective - noun - adjective - verb. e) noun - adjective - verb - noun.

TEXTO PARA A PRÓXIMA QUESTÃO: Mr. Eugene Foster lives with his wife in a large house in New York City, and they 1have four servants. On this particular morning, there is a great deal of bustling about. One maid is distributing dust sheets to every room, while another 2is draping them over the furniture. The butler is bringing down suitcases, and Mrs. Foster herself is  ying from room to room and pretending to supervise these operations. Actually, she is thinking of nothing at all except that she is going to miss her plane if her husband doesn’t come out of his study soon and get ready. Mr. Foster may possibly have a right to be irritated with his wife’s foolishness, but he can have no excuse for increasing her misery by ...... her waiting 4unnecessarily. It is by no means certain that this is what he 3does, yet whenever they go somewhere, his timing is so accurate and his manner so bland that it is hard to believe he isn’t purposely in icting a nasty torture of his own on the 5unhappy lady. And one thing he must know - that she would never dare to call out and tell him ...... He disciplined her too well for that. He must also know that if he is prepared to wait even beyond the last moment of safety, he can 6drive her nearly into hysterics. It seems almost as though he ‘wanted’ to miss the plane simply to intensify the poor woman’s su ering. Adapted from: DAHL, Roald. The way up to heaven. In: Tales of the unexpected. London: Penguin Book, 1979. p. 179-180.

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14) (UFRGS/2007) O pre xo Un- presente em UNNECESSARILY (ref. 4) e em UNHAPPY (ref. 5) também ocorre em

a) unanimous. b) unique. c) universal. d) underlined. e) unavailable.

TEXTO PARA A PRÓXIMA QUESTÃO: MEANWHILE IN BELARUS

Female travelers in Belarus can nally breathe easy. Repeated complaints about 1malodor (I) male passengers - particularly, those with 2smell (II) socks and pungent onion-and-vodka-scented breath - have convinced Belarusian Railroads to give single-sex compartments a chance. A trial separation is being o ered on the Moscow-Minsk service, with plans to extend the practice to other trains if the experiment is a success. However, the ladies’ compartments will not be especially 3fresh (III) before boarding, no matter how odoriferous previous occupants may have been. By Lillian Kennett. TIME, April 25, 2005.

15) (ITA/2006) Assinale a opção cujo(s) su xo(s) complete(m), respectivamente, as palavras MALODOR (ref. 1), SMELL (ref. 2) e FRESH (ref. 3). Para tanto, lembre-se que lhe poderá ser útil a identi cação prévia da categoria gramatical das respectivas palavras.

a) I - ous; II - fuI; III - ed b) I - ed; II - ous; III - fulness c) I - ous; II - y; III - ened d) I - fully; II - ishness; III - ed e) I - ed; II - ful; III - y

TEXTO PARA A PRÓXIMA QUESTÃO: BYE BYE, RAT RACE! HELLO BRAZIL! Michael Kepp Tuesday, 29 March 2005

My leaving the United States for Brazil, a place I’d never been, was like swapping a long, bad marriage for a cybernetic passion. I escaped one culture by desperately  inging myself into the arms of another, created mostly by my fertile imagination. What mattered was not what awaited me but what I was leaving behind, a world so competitive that little time is left for relaxation. Americans now enter that exhausting routine, called “the rat race”, at an increasingly precocious age. Parents enroll their kids in elite pre-schools while they’re in the womb and send their little geniuses to advanced- math summer camps. Middle-class husbands and wives are often both top executives. And many professionals take tranquilizers to reduce the stress caused by job performance pressures. Why? In the USA, you are mainly de ned by the social status your profession o ers. That’s why at parties in the USA the most common rst question a stranger asks is “what do you do for a living? And at “networking” parties, get-togethers held at bars during “happy hour”, strangers with the same profession make “contacts” to further their careers.

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Brazilians, who go to happy-hour bars to relax or  irt after work, advance their careers e ortlessly through a “whom you know” network. And at parties here, a stranger’s rst questions aren’t intended to size up your social status. In the USA, even friends engage in such competition. Some American friends I recently visited couldn’t believe I was still a freelance journalist, the same profession I had when I left California 21 years ago. Because my career move was horizontal and not vertical, one friend asked if my job was “challenging enough?” Another asked “are you doing work that makes your life meaningful?” Brazil is still a far less workaholic place than the USA. Brazilians prioritize both families and professions. They get one-month of paid vacation each year and four-month maternity leaves, compared to the two-week paid vacations per year and six-week maternity leaves given in the USA. When Brazilians ask me “Why would someone from such a rich country choose to live in such a poor one?” I simplify. I tell them I decided to swap a “time is money” culture for the more relaxed one evoked in the songs of Jobim and Caymmi. And while my rhythms have not become slow, very slow, or almost at a standstill, nor are they those of someone in a race. They are, however, su cient to sustain a life that is meaningful enough for me. Adapted from: “www.brazzilforum.com/viewtopic.php”. Access: April 2005.

16) (UFMG/2006) The following table contains words from Michael Kepp’s article. FILL IN the gaps with the appropriate form of the word. (Some of them have been done for you as examples.)

Someone is (a) Something is The action is to You do it

imagination

competition competent competitive compete competitively

challenging challengingly

engadedly

simplify

TEXTO PARA A PRÓXIMA QUESTÃO: The New York Times SCHOOLS RELAX CELLPHONE BANS, NODDING TO TREND By Matt Richtel

LANSING, Mich. - Sitting in his second-period computer class at Eastern High School, Gray Taylor, 15, felt his cellphone vibrate. To avoid being caught by the teacher, he answered quietly - and discovered an unexpected caller. “Why are you answering the phone in class?” Gray’s mother asked. He whispered back, “You’re the one who called me”. His mother said she had intended to leave a question on Gray’s voice mail. Such scenes are playing out across the country, as hundreds of high schools have reluctantly agreed to relax their rules about cellphones in schools. Rather than banning the phones outright, as many once did, they are capitulating to parent demands and market realities, and allowing students to carry phones in school - though not to use them in class. The reversal is a signi cant change from policies of the 1990’s, when school administrators around the country viewed cellphones as the tools of drug dealers. In Florida, carrying a cellphone in school could be punishable by a 10-day suspension. In Louisiana, it was deemed a crime, with a potential penalty of 30 days in jail.

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But now the phones have become tools used by parents to keep in touch with, and keep track of, their children. And schools are facing a more basic reality: it is no longer possible to enforce such bans. Thanks to the falling prices of mobile phones, and the aggressive e orts by carriers to market “family plans” to parents and teenagers, the phones have become so commonplace that trying to keep them out of schools would be like trying to enforce a ban on lip gloss or combs. Adapted from The New York Times, September 2004, www.nytimes.com

17) (Mackenzie/2005) The only alternative that contains words from the text formed by pre xes and su xes is:

a) allowing; cellphone; policies; second-period; reluctantly. b) mobile; aggressive; comb; used; longer. c) jail; dealer; rather; penalty; ban. d) quietly; administrator; reversal; punishable; unexpected. e) though; suspension; hundreds; outright; signi cant.

TEXTO PARA A PRÓXIMA QUESTÃO: RIGHT (OR LEFT) OF WAY

The British Empire may have waned, but the sun never sets on one leftover of colonial rule. Take Hong Kong, for instance. Even though Britain returned the crown colony to China seven years ago, Hong Kongers still motor down Queensway the way Queen would - on the left - while the rest of China drives right, as does about 70 percent of the world. 1In bygone days, English cavaliers kept left so they could draw swords with their right hand to fend o approaching highwaymen. In France and the 13 colonies, teamsters steering heavy wagons pulled by six horses rode the left-rear horse and drove on the right to 2judge clearance when meeting an oncoming wagon. Practices like these shaped regional rules of the road, and 3by the time cars drove into scene, nations had chosen sides. The Nazis ended leftist driving in Central Europe in the 1930s and 40’s, and in 1982 Argentine invaders forced Falkland 4Islanders to drive on the right - until British troops landed and redirected tra c. National Geographic, Mar. 2004.

18) (UFRGS/2005) The - ER ending has the same function in ISLANDERS (ref. 4) and in

a) hamburger. b) over. c) matter. d) follower. e) farther.

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TEXTO PARA A PRÓXIMA QUESTÃO: Texto III

Internet users 1frequently expect to be able to download information for 5free. In many cases this isn’t a problem but one of the world’s most 6successful websites, Napster, which had over 50 million clients, made it a problem. Napster was founded in 1998 by a 19-year-old student, Shawn Fanning. It quickly distributed its software around the globe to millions of committed users. Mr. Fanning’s software allowed people to share music without paying copyright fees - a development that terri ed many industry chiefs. Under the same 4principle people would be able to share videos, movies and even books in digital form. In a historic 3court case, an appeals court in California ruled that the company could no longer knowingly trade in copyrighted material. 7It also found Napster could be held liable for users of the service who swap copyrighted songs 2among themselves. Over the following weekend, millions took advantage of what they feared would be Napster’s nal hours of existence, exchanging and downloading more than 250 million songs, which would cost millions of dollars to buy on conventional CDs or tapes. It looked like the end for Napster. But whether Napster ever comes back to life or not, a host of free song-swap services, such as Scour.com and Gnutella are ready to take its place. Skyline 5. Lethaby, C. et al. Oxford: MacMillan, 2002.

19) (UFSM/2003) Na palavra “frequently” (ref.1), a terminação “ly” indica su xação. A outra palavra do texto com su xo é

a) among (ref. 2). c) principle (ref. 4). e) successful (ref. 6). b) court (ref. 3). d) free (ref. 5).

TEXTO PARA A PRÓXIMA QUESTÃO: Flowering Plants

If all Earth’s history were compressed into an hour,  owering plants would exist for only the last 90 seconds. But once they took rm root about 100 million years ago, they swiftly diversi ed in an explosion of varieties that established most of the  owering plant families of the modern world. Today  owering plant species outnumber by twenty to one those of ferns and cone-bearing trees, or conifers, which had thrived for 200 million years before the rst bloom appeared. As a food source,  owering plants provide us and the rest of the animal world with the nourishment that is fundamental to our existence. In the words of Walter Judd, a botanist at the University of Florida, “If it weren’t for  owering plants, we humans wouldn’t be here.” “Before  owering plants appeared,” says Dale Russell, a paleontologist with North Carolina State University, “the world was like a Japanese garden: peaceful, somber, green; inhabited by sh, turtles, and dragon ies. After  owering plants, the world became like an English garden, full of bright color and variety, visited by butter ies and honeybees. Flowers of all shapes and colors bloomed among the greenery.” That dramatic change represents one of the great moments in the history of life on the planet. Adapted from National Geographic, 2002

20) (Unirio/2003) The pre x OUT in the word OUTNUMBER has the same meaning of MORE THAN as the one in the word:

a) out t. c) outsider. e) outrun. b) outward. d) outlaw.

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EXTRA NOTES

40 LESSON 2 POSSESSIVE CASE

POSSESSIVE CASE | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To slide

Before we talk about possession itself, it is important to remind you of the use of the apostrophe in English. So, here we go!

a) We usually use an apostrophe to show the omission of a letter. In the following examples, the O´s are omitted:

You weren´t told what to do. The doctor isn´t coming. There aren´t enough chairs here. Obs. Ain´t is never acceptable in formal written English!

b) The apostrophe can be quite confusing when it is placed after a name:

Maria´s voice is fantastic ...... POSSESSION Maria´s just had dinner...... HAS Maria´s thinking of buying a bike...... IS

c) Use an apostrophe to show possession.

Actually, there are two ways to express the idea of possession in English: I) By using the preposition OF for inanimate beings : The key of the house II) By using ´s. This is used for living beings – My friend´s son / The lion´s claws.

Apostrophes are placed di erently according to whether the word is singular or plural, as well as the way a particular word forms its plural:

• When the possessor is in the singular form, it will take ‘s, whether it ends in S or not. Ex: The man’s car was found. The Greek goddess’s beauty overwhelmed even nature.

• When the possessor is in the plural form ending in s, it will take only the apostrophe ‘. Ex: The girls´ bike. (That´s one bike for more than one girl)

• When the possessor is in the plural form not ending in S it will take ´s Ex: Women´s clothes are on the rst  oor.

• Whenever the possessor is a person whose name ends in s, you may either add ´s or just ´. Ex: Dr. Jones´s lecture was amazing! OR Dr. Jones´ lecture was amazing!

• Be careful, though, with names! The classical names ending in S (the ones referring to the Bible or important philosophers from old Greece or Rome) will only take the ´ Ex: Moses´ laws...... Jesus´ miracles...... Socrates´thoughts.....

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• Whenever more than one person possesses the same thing – only one thing – the ´s is added to the last possessor only. Ex: This is Mary, Susan and Julia´s bedroom. (There is only one bedroom for 3 girls).

Yet, for individual possession: These are Mary´s , Susan´s and Julia´s bedrooms. (In this sentence there are three bedrooms – each one has her own).

• When we mention names of institutions, restaurants, homes, etc... that are already known to us, or familiar, we often leave their names out of the sentence. Ex: Steve spent his vacation at his cousin´s. You really should go to the doctor´s.

• We can use ´s without a noun after it. Ex: Is my hair longer than Megan´s? (= Megan´s hair) Whose camera is this? It´s dad´s. (= It is dad´s camera)

EXCEPTIONS:

There are a few exceptions for the use of ´s in inanimate beings. It is the case of time, measure, places with names of people, countries, celestial bodies, the Earth, the world, names that represent a group of people, companies and so on.

Ex: A day’s work (um trabalho de um dia) day= tempo A two weeks’ vacation (férias de duas semanas) - two weeks = tempo In a year’s time (em um ano) - um ano = tempo St. Peter’s Cathedral (Catedral de São Pedro) - Peter = nome de pessoa

The moon’s surface (a superfície lunar) The Earth’s atmosphere (a atmosfera da Terra) Saturn’s rings (os anéis de saturno) A Kilo’s weight of sugar (um kilo de açúcar) - medida de massa Two hundred meters’ walk (uma caminhada de duzentos metros) - medida de distância The world’s highest mountains (as montanhas mais altas do mundo) Brazil’s foreign debt (a dívida externa brasileira) The company’s sta (o quadro de funcionários da empresa) The Army’s traditions (as tradições do exército)

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CLASS EXERCISES

1) Complete with ‘s or ‘.

a) The children _____ toys are in the yard. b) Everybody is going to Bridget ______house tomorrow. c) I met the Browns _____ daughter yesterday. d) Have you seen Mark ______beach house? It’s amazing! e) Pete r_____ and Mat _____ grandparents are American. f) Marcos _____ life is awesome! g) Those boys _____ mom is an important actress in Panama. h) My friends _____ siblings are leaving for the USA. i) Many Christians throughout the world believe in Jesus ______teachings.

2) (UFRGS) The phrases “Amercans’ encounter”, “the nation’s energy”, and “America’s physical geography” are examples of

a) passive voice b) the in nitive c) the gerund d) the genitive e) indirect speech

3) Passe para o inglês: “os carros de Joe e os carros de Janis”

a) Joe and Janis’ cars b) Joe’s and Janis’ car c) Joe’s and Janis’s cars d) Joe and Janis car e) The cars of Joe and of the Janis’

4) A melhor versão inglesa para a frase “A tela do computador manterá os dados por um período de seis horas” é

a) The screen of the computer will maintain the data for a six hours’period. b) The computer’s screen will maintain data for six hours’ period c) The screen of the computer will maintain the data for a six hour’s period d) The computer’s screen will maintain data for a six hour’s period e) The computer’s screen will maintain the data for a period of six hours

5) (UFRGS) O possessivo, usado como em “Woody Allen’s Sweet and Lowdown”, está correto em todas as alternativas, exceto em

a) There was a two hours’delay at the airport in London b) Anthony Burgess’s “Clockwork Orange”is a milestone in modern literature c) In our last holidays we had to cope with our young relatives’ weird ideas d) Elizabeth I’s interest in sea voyages brought development to England e) Maggie and Millie’s eyebrows are so thin you can hardly see them

45 R EXTENSIVE COURSE 2 | POSSESSIVE CASE

6) (PUCRS) A forma possessiva que completa 10) It will take us ______to x this machine. corretamente a frase The ______was very dramatic, é: a) a whole day’s work b) a whole’s day work a) speech of the actor c) a day ‘s whole work b) actor speech d) a whole work’s day c) actor speech’s e) a whole day work’s d) actor’s speech e) speech’s actor 11) (Unesp) ______farm is that large one? It’s ______. 7) Indique a alternativa que expressa o mesmo signi cado da expressão em destaque na sentença: a) Which...... Peter’s It’s essential to remember that the behavior of b) Whose...... Peter’s depressed children may change. c) Whose...... of Peter d) Which...... for Peter a) the depressed children’s behavior e) What...... Peter’s b) the behavior’s depressed children c) the behavior of the depressed children 12) ______love was spread all over the world. d) the children’s depressed behavior e) the depressed behavior’s children a) Jesus b) Jesus’s 8) My little puppy doesn’t seem to like your ______c) The Jesus’ red handkerchief. d) Jesus’

a) father’s –in-law 13) ______was put o until next week. b) father-in-law’s c) father’-in-law a) Tomorrows’ meeting d) father-in-law’ b) Tomorrow’s meeting e) fathers’-in-law c) Tomorrow meeting’s d) Tomorrow’s meeting’s 9) Those dirty shoes are ______. 14) (UFRGS/2014) Which of the alternatives below a) the children’ has the same structure as The fans’ transgression of b) the childrens’ bourgeois taste? c) the children’s d) of the children’ a) The government´s interference with middle e) of the children’s class education. b) The students´s discussion and their arguments. c) The girl´s reading an interesting book. d) The fan´s harsh criticizing went unnoticed. e) The teacher´s introduced quite complex matters.

46 POSSESSIVE CASE | EXTENSIVE COURSE 2 R

(UPF/2017 - Inverno) Rick Kirkman and Jerry Scott Tuesday, March 28th, 2017

01. When longtime friends Rick Kirkman and Jerry Scott first discussed doing a comic strip about paren- 02. thood, Rick, at least, knew what he was talking about. He and his wife had their first daughter in 1984, and 03. in 1987, their second daughter was born. Jerry, who had no children, thought what Rick was going through 04. as a parent was very funny. So he decided to write about what he saw at the ______home. Temper tan- 05. trums. Dirty diapers. Teething pains. When Rick added his superb artwork, Baby Blues was born. 06. By the way, these days, Jerry isn’t laughing so hard about ______parental trials. He became a first-time 07. father himself in 1994. No wonder his writing has only gotten better.

15) The main purpose of the text about Baby Blues 16) The text does not mention information about is to a) Kids’ outbursts at somebody’s place. a) share information on how to do an interesting b) Jerry’s notion of what it is like to have a child. comic strip. c) Jerry’s motivation to write Baby Blues. b) advise on how to create a successful comic strip d) the authors’ roles in the production of Baby Blues. for parents. e) Jerry’s opinion on being a parent himself. c) suggest the best subject for a comic book involving parenthood. 17) Select the alternative that adequately fills in the d) evaluate the production of a comic strip. blanks in lines 04 and 06, respectively. e) inform the reader on how the comic strip was conceived. a) Kirkman’s – Ricks. b) Kirkmans’ – Rick’s. c) Kirkmans – Rick. d) Kirkmans – Rick´s. e) Kirkmans’s – Ricks’.

47 R EXTENSIVE COURSE 2 | POSSESSIVE CASE

18) The comic strip addresses the a) parents’ inability to raise polite kids. b) kids’ amazing intelligence to solve troubles. c) mother’s lack of sensitiveness as a driver. d) accelerated pace of contemporary life. e) kids’ capacity to make fun of a situation.

EXTRA NOTES

48 LESSON 3 VERB TENSES REVIEW

VERB TENSES REVIEW | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To ring

AFFIRMATIVE/ TENSE NEGATIVE/ USE SIGNAL WORDS QUESTION Action taking place in the moment of speaking A: He is speaking. Present At the moment, just, just now, N: He is not speaking. Action taking place only for Continuous Listen!, Look!, now, right now Q: Is he speaking? a limited period of time Action arranged for the future Action in the present taking place once, never or several times Always, every …, never, A: He speaks. Facts normally, often, seldom, Simple Present N: He does not speak. sometimes, usually Q: Does he speak? Actions taking place one after if sentences type I another (If I talk, …) Action set by a timetable or schedule Putting emphasis on the result Action that is still going on Action that stopped recently A: He has spoken. Present Perfect Already, ever, just, never, not yet, N: He has not spoken. Finished action that has an Simple so far, till now, up to now Q: Has he spoken? in uence on the present Action that has taken place once, never or several times before the moment of speaking Putting emphasis on the course A: He has or duration (not the result) been speaking. Present Perfect N: He has not Action that recently stopped All day, for 4 years, since 1993, Continuous been speaking. or is still going on how long?, the whole week Q: Has he been Finished action that in uenced speaking the present Action going on at a certain time A: He was in the past speaking. N: He was Actions taking place at the same Past Continuous When, while, as long as not speaking. time Q: Was he Action in the past that is speaking? interrupted by another action

51 R EXTENSIVE COURSE 2 | VERB TENSES REVIEW

Action in the past taking place once, never or several times A: He spoke. Yesterday, 2 minutes ago, in N: He did Actions taking place one after 1990, the other day, last Friday Simple Past not speak. another if sentence type II Q: Did he speak? (If I talked, …) Action taking place in the middle of another action Action taking place before a certain time in the past Already, just, never, not yet, A: He had spoken. Past Perfect Sometimes interchangeable with once, until that day N: He had not spoken. Simple past perfect continuous if sentence type III Q: Had he spoken? (If I had talked, …) Putting emphasis only on the fact (not the duration) A: He had Putting the emphasis on been speaking. the course or duration Past Perfect N: He had not for... Continous been speaking Action was happening for some before Q: Had he been time in the past and nished speaking? before another A: He is going Decision made for the future to speak. Future N: He is not going In one year, next week, (going to) to speak. Conclusion with regard tomorrow Q: Is he going to the future to speak? Action in the future that cannot In a year, next …, tomorrow be in uenced A: He will speak. If sentences type I Future Simple N: He will not speak. Spontaneous decision (If you ask her, she will help you.) (will) Q: Will he speak? Assumption: I think, Assumption with regard to the probably, perhaps future

A: He will be speaking. Action that is going on at N: He will not a certain time in the future Future In one year, next week, be speaking. Continuous tomorrow Q: Will he be Action that is sure to happen in speaking? the near future

A: He will have spoken. Future N: He will not Action that will be nished at a By Monday, in a week Perfect have spoken. certain time in the future Q: Will he have spoken? A: He will have been Action taking place before speaking. a certain time in the future Future Perfect N: He will not have For …, the last couple of hours, Continuous been speaking. Putting emphasis on the course all day long Q: Will he have of an action been speaking?

52 VERB TENSES REVIEW | EXTENSIVE COURSE 2 R

AFFIRMATIVE/ TENSE NEGATIVE/ USE SIGNAL WORDS QUESTION A: He would speak. Conditional N: He would not If sentences type II Action that might take place Simple speak. (If I were you, I would go home.) Q: Would he speak? A: He would be speaking. Action that might take place Conditional N: He would no Putting emphasis on the Continuous be speaking. course/duration of the action Q: Would he be speaking? A: He would have spoken. If sentences type III Conditional N: He would not Action that might have taken (If I had seen that, Perfect have spoken. place in the past I would have helped.) Q: Would he have spoken? A: He would have Action that might have taken been speaking. place in the past Conditional N: He would not have Puts emphasis on the Perfect Continuous been speaking. course/duration of the action Q: Would he have been speaking?

53 R EXTENSIVE COURSE 2 | VERB TENSES REVIEW

TESTS

1) (UFRGS) Qual das seguintes frases expressa uma 5) (UFCSPA/2008) Qual alternativa abaixo apresenta ação que ocorre somente no momento presente? o mesmo uso do tempo verbal da frase “Today it is becoming clearer that sustainable development leads a) “I am an art student” to healthy environments and enhanced public health” b) “They are just pretty patterns” c) “ I´m hanging this picture on the wall” a) What is she doing now? d) “It´s a new one” b) Are you doing anything tomorrow? e) “She was right” c) I am reading a good book these days. d) They are going to travel to Europe. 2) (PUC) Em qual das alternativas o tempo verbal e) I don´t think she will pass the exams. está sendo usado de maneira incorreta? 6) (UFCSPA/2008) The modal verb “will” in the a) I have read a lot lately. extract ... “ it will focus its World Health Day 2008 theme b) She has taught literature since September. on protecting health from climate change ” is used in c) They have promised to bring the books back. this context for d) I have never read one of his books. e) He´s bought the books last Monday. a) Ordering that something must be done b) Asking someone to do something 3) (PUC) A forma verbal que completa corretamente c) Saying what always happens in certain situations a frase : d) Making a polite order or invitation e) Saying what is intended for a future occasion “As soon as we ______a restaurant, we will have something to eat” 7) (UFRGS/1999) Qual das seguintes formas verbais do texto expressa uma ação que iniciou no passado e a) will enter que continua até o momento presente? b) to have entered c) enter a) has become d) were entering b) will realize e) to enter c) deserves d) was .....enchanted 4) (PUC) The word since is used incorrectly in e) started

Since its opening in 1997, ten years after its construction began, as people from all over the world visit the new Globe and rejoice at its magni cence, they are witnessing the ful lment of Wanamaker´s dream.

a) She´s been very sad since we moved here. b) She hasn´t seen us since two weeks. c) She has studied a lot since last year. d) She hasn´t used his name since her divorce. e) She has worked hard since December.

54 VERB TENSES REVIEW | EXTENSIVE COURSE 2 R

8) (UFRGS/2005) Retaining the meaning it has 11) (UFRGS/2003) The use of would in the sentence in the text, the expression In bygone days could below taken from the text indicates the same as its use in introduce the sentence Every day a car took us to the set. He would sit with In bygone days, English cavaliers kept left so they me on the back seat, purring away happily, fascinated by could draw their swords with their right hand to fend o everything in the car, including the shiny button on the approaching highwaymen. back of the chau er´s cap.

a) the French are not used to driving on the left. a) I would rather move to London. b) Henry Ford began to make automobiles in the b) He would always turn and wave at the corner. 1890s. c) Would you call me the moment you get there? c) pubs were meant to o er food and accomodation d) He said he would see me before travelling. to travellers on British roads. e) He promised that he would help us ninsh this. d) Iceland changed from left to right-hand driving in 1968. 12) (UFRGS/2003) The expression every day is spelt e) in South Africa they have always driven on the left incorrectly in the sentence side of the Road. a) Let me know what changes every day 9) Complete the sentence below with the best b) He calls me up early every day alternative. c) The every day routine is dreadful d) Every day there´s something new In the past, English cavaliers ______swords e) The watch needs cleaning every day while ______on the left. 13) My dad ______for that important a) drew – riding company for 37 years. Now he is retired. b) draw – would ride c) were drawing – riding a) works d) drew – have ridden b) has worked e) had drawn – rode c) worked d) has been working 10) (UFRGS/2008) Consider the sentence: It seemed e) is working like all the problems had magically vanished. Rewrite it in the present tense by completing the blanks with the correct alternative.

It ______like all the problems ______magically ______.

a) seems – will – vanish b) would seem – have – vanished c) seems – have – vanished d) will seem – would – vanish e) seems – would – vanish

55 R EXTENSIVE COURSE 2 | VERB TENSES REVIEW

TEXTO PARA A PRÓXIMA QUESTÃO: A handwritten note from September 11

In moments of crisis, our rst thoughts are usually to get in contact with the people we love. September 11, 2001, was a day when many people wanted to know that their loved ones were safe. At 9:37 a.m., the Pentagon was attacked by terrorists who crashed an airplane into the western side of the building. Many people tried using the mobile phones that existed then, but few were successful. Franklin and Daria Gaillard (Frank and Chip) were both members of the Air Force and worked at the Pentagon. They worked in di erent parts of the building and had a previous agreement that they would meet at their car in the parking lot if there were any emergency. Daria was the rst to arrive at the car and wrote a note to Franklin saying “Frank - Sweetie I am okay. I’m w/ my o ce over by the Lyndon B. Johnson Memorial Sign. I’ll stay there till you come. Love lots & lots, Chip.” Frank found the note and was able to locate his wife in the aftermath of the attack. What makes this story so interesting is the handwritten note. Today, in our digital culture, we have a variety of ways to let people know that we are safe. Text messages, voicemail, and di erent forms of social media can be used to get the information out to loved ones. In 2001, when these attacks _____1_____, the cellular network was still growing and was not as robust as it is today. This letter is just one of the many objects that The National Museum of American History _____2_____ since 2001. To learn more, visit our online exhibition September 11th: Bearing Witness to History.

Adapted from http://americanhistory.si.edu/biog/handwritten-note-september-11-2001

14) (Espcex (Aman) 2018) Choose the alternative containing the correct verb tenses to complete gaps (1) and (2) in paragraphs 4 and 5 respectively.

a) have happened, collected b) have happened, have collected c) has happened, has collected d) happened, has collected e) happened, have collected

TEXTO PARA A PRÓXIMA QUESTÃO: Military operations in megacities A linguistic perspective

The challenge of conducting future military operations within megacities (cities with populations over ten million) lies in understanding the dynamic and multidimensional complexities of these urban areas. Military operations in megacities, whether combat-oriented or otherwise, will be similar to those in other urban environments, but will be complicated by factors unique to the megacity environment. First and foremost, megacities are largely multilingual. While this can be said of large cities in general, the scale of multilingualism in megacities magni es its e ects. For instance, in New York City (NYC) – a metropolitan megacity of over eighteen million people - nine foreign languages are spoken by communities of one hundred thousand or larger. Language also plays a role in determining one’s identity and the language community in which one decides to live. For example, the majority of Russian speakers in NYC tend to live in south Brooklyn and Staten Island, while Chinese speakers tend to cluster in Manhattan and Sunset Park. In megacities, language, culture, and regional context go hand in hand and often reach beyond ethnic identities.

56 VERB TENSES REVIEW | EXTENSIVE COURSE 2 R

In order to fully understand the context of a megacity, we must understand the role of the languages used in its communities. How _____1_____ language communities interact in megacities? What tensions _____2 _____ caused by multiple language communities in urban space? What role______3 _____ language play in the power structures (government or otherwise) of megacities?

Adapted from Military Review - Jan/Feb 2016

15) (Espcex (Aman) 2018) Choose the alternative containing the correct words to respectively complete gaps (1), (2) and (3) in paragraph 3.

a) is, does, do b) do, are, do c) are, is, do d) are, do, does e) do, are, does

TEXTO PARA AS PRÓXIMAS 4 QUESTÕES: A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

My career _____1_____ a planned one in any way. At school I was athletic; I ran and played badminton to a high standard when I was young and always thought my career would be a sporting one _____2_____ I su ered an injury during my teens. The rest of my family was academic; my father was an aerodynamic engineer and my mother a mathematician, _____3_____ my sister studied geology. At the age of 16, I attended a Women in Science and Engineering careers week with school, just to have a look at what was available. This helped me decide that _____4_____ I really wanted to do was an engineering degree, so I chose to do a BEng in materials science and engineering at Liverpool University, and then went on to do a PhD. My PhD looked at auxetic polymeric materials. No one _____5_____ of them: they get fatter as you stretch them, _____6_____ is very novel, and at the time there were only a handful of researchers in the world working on these. The PhD started my interest in polymeric materials. Towards the end of my PhD I _____7_____ two research roles, and ended up taking a job with British Nuclear Fuels Limited at the Company Research Laboratory (CRL). (…) During my time at CRL I _____8_____ on secondment to the Sella eld site in Cumbria, which then turned into a permanent position in the research and technology materials and inspection group. During this time I became a chartered engineer and a full professional member of the Institute of Materials Minerals and Mining. I now head up one of Sella eld’s Centres of Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently I _____9_____ as a fellow of the Institute of Materials. I de nitely don’t have a “typical day”. I sometimes have a plan, but _____10_____ stick to it as much of my work is responsive to situations which are transient. The range of things I can get involved in is huge and includes specifying materials for use in challenging environments, new plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a- nuclear-materials-engineer. Acesso em: 22/06/2017.

57 R EXTENSIVE COURSE 2 | VERB TENSES REVIEW

16) (IME/2018) Escolha a alternativa que completa corretamente a lacuna 1 do texto. a) is going to be b) won’t have been c) has not been d) could have been e) may be

17) (IME/2018) Escolha a alternativa que completa corretamente a lacuna 8 do texto. a) sent b) was sent c) have sent d) have been sending e) am to be sent

18) (IME/2018) Escolha a alternativa que completa corretamente a lacuna 5 do texto. a) hasn’t ever heard b) ever heard c) had ever heard d) wasn’t ever heard e) had ever been heard

19) (IME/2018) Escolha a alternativa que completa corretamente a lacuna 9 do texto. a) have recognised b) have been recognised c) might have recognised d) had recognised e) was being recognised

58 VERB TENSES REVIEW | EXTENSIVE COURSE 2 R

TEXTO PARA A PRÓXIMA QUESTÃO: Read the text that follows and answer the question(s) according to it.

EU farmers protest

The warning from farmers is that Europe 1is drowning in milk. Plummeting milk prices 2have led farmers to protest on the streets of Brussels. Police said that farmers and close to tractors were at the 3demonstration. And the scenes seemed to 4have made a di erence. EU Agricultural ministers announced a 500 million euro aid package focused on helping milk producers. Russia is one of the EU’s main agricultural export markets worth some billion 5annually. The Russian ban on imports of EU food products and the deregulation of the market hit dairy farmers this year. Changing dietary habits and slowing demand from China have also a ected prices for dairy products. The environment secretary Liz Truss planned to call for the creation of a dairy future’s market, similar to those for grain and 6sugar, 7which the government says will give the UK’s dairy farmers more certainty over future prices. Some 8farmers have called for milk production quotas to be reintroduced to avoid 9them having to sell at a loss.

Available at http://www.newsinlevels.com/products/eu-farmers-protest-level-3/ Accessed on Sept. 15th, 2015. Adapted.

20) (G1 - iFBA/2016) Read the sentences I, II, III and IV. Then, check the correct answer according to the Text.

I. “is drowning” (ref. 1) is a future action. II. “have led” (ref. 2) and “have made” (ref. 4) are both actions happening in the present. III. “demonstration” (ref. 3) and “annually” (ref. 5) are words formed with pre xes. IV. “which” (ref. 7) refers to “sugar” (ref. 6) and “them” (ref. 9) refers to “farmers” (ref. 8).

a) I and III are correct. b) II and IV are correct. c) III and IV are correct. d) All sentences are correct. e) All sentences are incorrect.

TEXTO PARA A PRÓXIMA QUESTÃO: How money works: Will China on us all?

It’s no secret China has been booming while the West declines. In fact, it’s been growing so fast it’s expanding overseas, too: buying up businesses in the UK, U.S. and elsewhere. So, how worried should we be? Napoleon once said, apparently. ‘Let China sleep because when she wakes she’ll shake the world’. Indeed, for much of the industrial revolution, China was taking a nap — so to speak. But in 1978 things began to change. The Communist country encouraged private enterprise and unleashed its biggest asset: 975 million citizens. Where then ensued mass migrations to urban areas where people took up jobs in factories to manufacture goods for export. Since then the economy dubbed ‘the dragon’ has doubled its slice of the global economy and it’s predicted that by 2016 China will be the world’s biggest economy. Can anything stand in the way of the Asian powerhouse?

From Yahoo Finance UK Friday Mar 8, 2013.

59 R EXTENSIVE COURSE 2 | VERB TENSES REVIEW

21) (UEPB/2014) In text, the Verb forms booming, growing, expanding and buying indicate that the events described are situated

a) in the near future. b) in the present. c) long ago. d) in the era of the Communist Revolution. e) in the Napoleonic period.

22) (UPE/2013)

Sammy Sosa has been playing for the Chicago Cubs, a professional baseball team located in Chicago, ……I…… 1993. In 1998, he and McGwire ………………II……………… the record for the most home runs in a single season. He has hit more than 50 home runs in four seasons in a row. When Sammy was a child, his family ……………III………… They couldn’t buy him a baseball bat, so he made one from a tree branch. Now the Sammy Sosa Foundation raises money for poor children in Dominican Republic and Chicago. Sammy is married and has four children.

STEMPLESKI, S., MORGAN, J., DOUGLAS, Nancy. World Link: developing English  uency - book 3B. Thomson Heinle: Boston, 2010. (Adaptado)

Vocabulary: home run: tacada de beisebol que permite que o jogador (na posição de batedor) percorra todas as bases e faça o ponto.

Considerando a gramática e o contexto, a sequência cujas palavras completam CORRETAMENTE as lacunas I, II e III está na alternativa

a) in – broken – were very poor b) for – reach – wasn’t very poor c) in – break down – was wealthy d) since – have broken – were careful e) since – broke – was very poor

60 VERB TENSES REVIEW | EXTENSIVE COURSE 2 R

TEXTO PARA A PRÓXIMA QUESTÃO: REASONS FOR LIVING ABROAD Bob: I wonder why some people leave their native countries to try living in another. Mary: Sometimes, it’s for political reasons, other times, for economic ones. Tom: Yeah... Or perhaps your job o ers you an opportunity of (1) some time abroad. Mary: And, as Brazil (2) economic and social upheaval, many Brazilians dream of moving to foreign parts to try out a new life. Bob: Well, I quite agree with you. but I still think that Brazilians sometimes have a distorted view of (3) abroad and are not prepared for everything they nd. Adapted into dialog form from BRAZILIANS IN LONDON, by Lilly Dickson, SPEAK UP, Anniversary Special. March 1994, Nº 85, page 18.

Na(s) questão(ões) adiante assinale nos parentesses (V) se a alternativa for verdadeira ou (F) se for falsa.

23) (UFPE/1995) To answer questions read the following dialog and select the correct choice to ll in the blank space numbered 2

a) had gone through b) has been going through c) will go through d) is going through e) could go through

EXTRA NOTES

61

LESSON 4 TAG QUESTIONS

TAG QUESTIONS| EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To shrink

São usadas para con rmar informações ou para iniciar uma conversa, em frases a rmativas ou negativas.

Ex: You go to Mottola, don’t you? She’ll come tonight, won’t she? He doesn’t live here, does he? We can’t use that phone, can we?

ATTENTION!

present tense -> present tense • Utilizar o mesmo tempo verbal. to be -> to be • Utilizar o mesmo tipo de verbo. a rmative -> negative • Mudar a rmativo e negativo. negative -> a rmative • Utilizar o pronome correto.

Jack’s funny, ______? Susan was tired, ______? It’ll be cold tomorrow, ______? They came in quietly, ______? We’ve been honest, ______? You love music, ______? I’m ok, ______? I’m ok, ______?

SIMPLE PRESENT VS PRESENT PERFECT

You have the answer, don’t you? You have done the homework, haven’t you?

SIMPLE PAST VS PAST PERFECT

She had doubts, didn’t she? She’d had doubts, hadn’t she?

65 R EXTENSIVE COURSE 2 | TAG QUESTIONS

TAGS WITH ALL SENTENCES/ EXCEPTIONS:

• Modals:

You can come tonight, can’t you? We should go, shouldn’t we?

• Imperative sentences : Após imperativos a rmativos ou negativos, usar will you?

Open your books, will you? Don’t chew gum in class, will you?

• Com let’s usamos sempre shall we? Let’s go to the beach, shall we?

• Usa-se they nas tag questions com anybody, anyone, everybody, everyone, nobody e no one. Ex: Everyone will be leaving on Sunday, won´t they? Nobody had bothered to plant new trees, had they?

• Usa-se it nas tag questions com anything, everything, nothing ou something. Ex: Something should be done, shouldn´t it? Nothing really matters now, does it?

• Usa-se there nas tag questions com there is, there are, there was, there were. Ex: There´s a new restaurant downtown, isn´t there?

CUIDADO

Com sentenças falso a rmativas:

You never go, do you? It’s hardly rained, has it?

TESTS

1) Sentença a rmativa, tag negativa: a) I have nished, ______? j) I write well, ______? b) We have the answer, ______? k) It has rained often, ______? c) You have heard, ______? l) We have studied a lot, ______? d) It has been busy, ______? m) You have worked hard, ______? e) They have a dog, ______? n) She likes pizza, ______? f) You have answered, ______? o) They have gone, ______? g) She is a student, ______? h) She has gone, ______? i) He has met her, ______?

66 TAG QUESTIONS| EXTENSIVE COURSE 2 R

2) Sentença negativa, tag a rmativa:

a) I haven’t gone, ______? i) He hasn’t met Mary, ______? b) He doesn’t like salad, ______? j) She doesn’t have a car, ______? c) They aren’t at home, ______? k) It hasn’t snowed, ______? d) She isn’t noisy, ______? l) We haven’t eaten there, ______? e) I’m not wrong, ______? m) You haven’t slept all day, ______? f) You haven’t seen it, ______? n) It doesn’t snow here, ______? g) You don’t know, ______? o) They haven’t worked here, ______? h) She hasn’t done that, ______?

3) He’ll be back soon, ______? 7) We should think about it, ______? a) will he d) won’t he b) doesn’t he e) couldn’t he a) shouldn’t you? d) ought to you c) shall he b) shouldn’t we? e) ought to we c) should we? 4) Relacione as colunas A e B, completando-as com o Question Tag: 8) Nobody cares, ______? Coluna A 1. I am your teacher, ______? a) don’t they? d) doesn’t it? 2. Your mother doesn’t work, ______? b) does it? e) won’t they? 3. All student are here, ______? c) do they? 4. You’re understanding me, ______? 5. Your father works at Johnson & Johnson, ______? 9) Don’t buy anything, ______?

Coluna B a) do you?’’ d) will you? ( ) aren’t they b)won’t you? e) does he? ( ) aren’t you c) don’t you? ( ) aren’t I ( ) doesn’t he 10) Something happened at Jack’s house, ______? ( ) does she a) didn’t it? d) do they? a) 3, 4, 1, 5, 2 b) did it? e) didn’t they? b) 4, 3, 1, 5, 2 c) don’t they? c) 2, 1, 4, 3, 5 d) 3, 5, 4, 2, 1 11) And do take care,______? e) 3, 4, 2, 1, 5 a) will you? d) won’t you? 5) Jimmy has left his backpack at home, _____? b) will she? e) don’t you? c) won’t it? a) has he d) didn’t he b) hasn’t he e) hasn’t Jimmy 12) Let’s have strawberry ice cream for dessert, c) doesn’t he ______?

6) Your name is June, ______? a) will we? d) shan’t you? b) won’t we? e) shall we? a) isn’t you d) aren’t you c) will you? b) isn’t it e) isn’t he c) aren’t it

67 R EXTENSIVE COURSE 2 | TAG QUESTIONS

13) Julia is on vacation, ______? 20) You wouldn’t hurt anyone, ______? a) won’t she? d) Isn’t she? a) would you? b) Will she? e) Doesn’t she? b) will you? c) Is she? c) shall you? d) shouldn’t you? 14) There are a lot of cars, ______? e) wouldn’t you? a) aren’t there? d) isn’t he? b) aren’t they? e) isn’t there? 21) Sit down now, ______? c) isn’t it? a) shall we? 15) You can sing, ______? b) shall you? c) will you? a) can you? d) can’t you? d) do you? b) will you? e) can not you? e) aren’t I? c) won’t you? 22) Debbie and Chris have been sad, ______? 16) Ted had a problem, ______? a) hasn’t she? a) did he? d) hadn’t he? b) haven’t she? b) doesn’t he? e) didn’t he? c) have they? c) had he? d) haven’t they? 17) She’d never said that before, ______? e) shall they? 23) I’m really early, ______? a) wouldn’t she? d) hadn’t she? b) wouldn’t her? e) would she? a) amn’t I? c) had she? b) are you? c) are I? 18) Let’s eat, ______? d) will I? e) aren’t I? a) won’t you? d) shall we? b) will you? e) let’sn’t we? 24) It’s a very beautiful park, ______? c) shall you? a) isn’t it? 19) He won’t mind if I leave early, ______? b) aren’t you? c) is it? a) will you? d) won’t he? d) do you? b) won’t you? e) shall we? e) doesn’t it? c) will he? EXTRA NOTES

68 LESSON 5 MODAL VERBS II

MODAL VERBS II | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To shine

BRIEF REVIEW

MODAL EXAMPLE FUNCTION

May I go to the conference? Asking for permission. I may be able to help you with your project tomorrow. Future possibility. May It may take longer than we think. Present possibility. May all your dreams come true. Expressing wishes.

We might be interrupting their lunch. Present possibility. Might They might make us an o er. Future possibility.

They can x the problem. Ability. They can’t x the problem. Inability. Can Can I have a cup of co ee? Request. Can I smoke in here? Asking for permission.

Could you help me? Request. Could I take tomorrow o ? Asking for permission. Could We could try unplugging it. Suggestion. I could come to LA next month. Future possibility. I left London so I could get a job here. Ability in the past

I’ll give you a call on Monday Promise. I’ll take these gures with me. Instant decision. Will We’ll book your tickets if you like. O  e r . We will see an increase in salaries next year. Certain prediction.

Would you mind if I opened a window? Asking for permission. Would you make co ee? Request. Would Would you be available at 6pm tonight? Making arrangements. Would you like to go out some time? Invitation. Would you prefer the window seat or the aisle? Preferences

Shall I get the phone? Or will you? Asking what to do. Shall Shall I call a cab? O  e r . Shall we say 10pm at Roxy’s then? Suggestion.

You should see a doctor, you don’t look well. Advice. Should We should get a specialist. Recommending action. Salaries should go up next year. Uncertain prediction.

You ought to go to the dentist before you leave. Advice. Ought to When you go to Rio, you ought to visit Copacabana. Recommendation.

I must leave now to catch my train. Obligation/Necessity/ Must You musn’t ask too many questions. Prohibition/Deduction. It must be late. Deduction.

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FOCUS ON COULD

We use could in a number of ways:

• To ask people to do things: Do you think you could lend me some money until next week?

• As the past of can: “I can hear something now /I could hear something some minutes ago.

• To talk about possible actions now or in the future (especially to make suggestions): We could go to the movies tonight... (can is possible here, but could is less sure).

• To talk about actions that are not realistic: I’m so hungry I could eat a whole cake! / I’m so tired I could sleep for a week!

• Use couldn’t to say that something would not be possible now: I couldn’t live in a small town – I’d hate it.

• For the past, we use could have + past participle : Mike was lucky, he could have hurt himself badly when he fell, but he didn’t. / We had a great trip, it couldn’t have been better!

• Could is similar to may and might: It’s a strange story, but it could/may/might be true. You could/may/might have left your bag in the store

But couldn’t is di erent from may not and might not:

Vivian couldn’t have got my message . Otherwise she would have replied it. (= it’s not possible that she got my message)

I wonder why Vivian hasn’t replied to my message.I suppose she might not/may not have got it. (= perhaps she got it, perhaps she didn’t)

• Could and might are also possible in if clauses: If you took more exercise, you might feel better (it’s possible that you would) If it stopped raining, we could go out (we would be able to go out)

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PRACTICE:

A) Complete the sentences. Use could or could have + a suitable verb:

1. A: What shall we do this evening? B: I ‘m not sure. We ______to the theater. 2. A: I had a very boring evening at home last night. B: Why did you stay home? You ______out with us! 3. A: There’s an interesting job ad in today’s paper. You ______for it! 4. A: How was your exam? Hard? B: It wasn’t so bad. It ______worse. 5. A: I got very wet walking home in the rain last night. B: Why did you walk? You ______a taxi! 6. A: Where shall we meet tomorrow? B: Well, I ______to your place if you like.

FOCUS ON MUST X CAN’T

• You can use must to say that you believe that something is certain: You ‘ve been travelling all day. You must be tired. Carol is a hard worker! “You must be joking! She doesn’t do anything!!”

• You can use can’t to say that you believe that something in not possible. You’ve just had lunch. You can’t be hungry already. They haven’t lived here for very long. They can’t know many people.

• For the past, use must have / can’t have “I’ve lost one of my gloves” “You must have dropped it somewhere” “Tim hasn’t phoned yet.” “He can’t have got my message “

PRACTICE :

B) Must or can’t? Must or can’t have?

1. That restaurant ______be very good. It’s always full of people! 2. That restaurant ______be very good. It’s always empty. 3. I’m sure I gave you the key. You ______have it. Have you looked in your bag? 4. Bill and Sue always travel business class, so they ______be short of money. 5. You got here very quickly. You ______(walk) fast! 6. I can’t nd my coat. I ______(leave) it in the pub last night. 7) Dave did the opposite of what I asked him to do. He ______(understand) what I asked.

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FOCUS ON SHOULD

• If.....should You can say “If something should happen...”

Ex: If Tom should phone while I’m out, tell him I’ll call back later. = If Tom phones while I’m out, tell him I’ll call back later.

When we use should in an if clause, we feel that the possibility is smaller.

• You can also begin these sentences with should: Should Tom call, tell him I’ll call him back.

• There is an expression might as well, that means the same as should Ex: Rose and Claire have just missed the bus, and it runs every hour! They might as well walk = they should walk They should do it because there is no better alternative!

PRACTICE

C) Complete the sentences with if ..... should

1. I’ve hung the washing up to dry on the balcony. ______, can you bring it in, please? (it/rain) 2. I think everything will be ok. ______any problems, I’m sure we’ll be able to solve them. (there/ be) 3. I don’t want anyone to know where I am going. ______, just say that you don’t know. (anyone / ask)

Now rewrite sentences 2 and 3 again, this time beginning with should:

4. ______

5.______

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SEMI-MODAL VERBS

DARE

Dare means to be brave enough or rude enough to do something dangerous, di cult or unpleasant.

When dare is followed by another verb, it can have the forms either of an ordinary verb or of a modal auxiliary verb. Present and past modals forms of dare are used mainly in questions and negatives statements.

ORDINARY VERB:

When used as an ordinary verb, dare agrees with its subject. - I dare (to) say ... / He dares / We dare...

It combines with do in questions and negative statements : - Do you dare (to) tell him the news? / Does she dare (to) tell him? - I don’t dare (to) go out at night. / She doesn’t dare (to) go out at night.

It may optionally take to before the verb following it. - He didn’t dare to open the door or he didn’t dare open the door.

MODAL AUXILIARY VERB:

When used as a modal verb, dare does not agree with its subject. It also doesn’t combine with do in questions and negative statements; also, it doen’t take to before the verbs that follow it, just like any other modal auxiliary verb. - Dare we tell her the truth? - Dare he tell her the truth? - I dared not mention their names. - He dared not mention their names.

I DARESAY = I SUPPOSE:

I daresay (or I dare say) is used when saying or agreeing that something may perhaps be true. Used in the rst person singular present tense. - I daresay it’ll rain soon. - I daresay they’ll win tomorrow.

HOW DARE(D) YOU?

Used to show that you are very angry and shocked about what someone else has done or said. - How dare you open my letters??? - How dared he complain?

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DON’T YOU DARE!

Used to warn someone not to do something because it makes you angry. - Don’t you dare talk to me like that!

DARE = challenge someone When dare is used as a transitive verb (followed by a direct object ) meaning “challenge”, only ordinary verb forms are possible and to is required.

DARE + OBJECT + FULL INFINITIVE

- I dare you to run across the road with your eyes shut. - They dared me to spend a night in the graveyard.

NEED

When need is followed by another verb, it can have the forms either of an ordinary verb or a modal auxiliary verb. Present modal forms of need are used mainly in questions and negative statements.

ORDINARY VERB:

When used as an ordinary verb, need agrees with its subject. - I need ... / She needs / Everybody needs...

It combines with do in questions and negative statements: - Do we need to pay now? Does she need to reserve seats?

It’s usually followed by a full in nitive (in nitive with to) - He needs to apply for a visa to go to the USA. - You don’t need to get a visa to go to France if you are from England.

MODAL AUXILIARY VERB:

When used as a present tense modal auxiliary verb, need does not agree with its subject. Also, it does not com- bine with do in questions and negative statements or take to before the complement verb that follows it. - We needn’t book seats – there will be plenty of room = we don’t need to ....

Present modal forms of need are used mainly in questions and negations: - Need I ll a form? (= Do I need to ll a form?) - You needn’t pay anything. (You don’t need to pay anything) - But: You need to ll in a form (a rmative )

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NEED NOT + PERFECT INFINITIVE

If we say that somebody need not have done something, we mean that they did it, but it was unnecessary. On the other hand, if we say that somebody didn’t need to do something, we are simply saying that it was not necessary (whether or not it was done).

Compare: - I needn’t have watered the  owers. Just after I nished it started raining. (I did it, but it wasn’t necessary) - It started raining, so I didn’t need to water the  owers. (I did not do it, bacause it was not necessary) - It will start raining soon, so I needn’t water the  owers. (I won’t do it, because it isn’t necessary).

NEED ....ING

After need and ing form can be used with the same meaning as a passive in nitive. - That sofa needs cleaning again (The sofa needs to be cleaned again) - The batteries in the radio need changing (They need to be changed)

77 R EXTENSIVE COURSE 2 | MODAL VERBS II

A) Complete the sentences using needn’t + the following verbs:

ask come explain leave tell walk

1. We’ve got plenty of time. We ______yet. 2. I can manage the shopping alone. You ______with me. 3. We ______all the way home. We can get a taxi. 4. Just help yourself if you’d like more to eat. You ______rst. 5. We can keep this a secret between ourselves. We ______anybody else. 6. I understand the situation perfectly. You ______further.

B) Complete the sentences with must, mustn’t or needn’t.

1. We haven’t got much time. We ______hurry. 2. We’ve got plenty of time. We ______hurry. 3. We have enough food at home, so we ______go shopping today. 4. Gary gave me a letter to post. I ______remember to post it. 5. Gary gave me a letter to post. I ______forget to post it. 6. There’s plenty of time for you to make up your mind. You ______decide now. 7. You ______wash those tomatoes. They’ve already been washed. 8. This is a valuable book. You ______look after it carefully and you ______lose it. 9. A: What sort of house do you want to buy? Something big? B: Well, it ______be big – that’s not so important. But it ______have a nice garden – that’s essential.

C) Read the situations and make sentences with needn’t have.

1. Paul went out. He took an umbrella because he thought it was going to rain. But it didn’t rain. ______2. Linda bought some eggs when she went shopping. When she got home, she found that she already had plenty of eggs. She ______3. A colleague got angry with you at work. He shouted at you, which you think was unnecessary. Later you say to him: You ______4. Brian had money problems, so he sold his car. A few days later he won some money in a lottery. He ______5. We took a camcorder with us on holiday, but we didn’t use it in the end. We ______6. I thought I was going to miss my train, so I rushed to the station. But the train was late and in the end I had to wait twenty minutes. I ______

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TESTS

1) (UNESP/1989) Assinale a alternativa correta: In “he should have reached the door of 10 Downing Doctors and dentists should always ______with Street” the form “should have reached” indicates the their training. same as:

a) continued a) must have reached. b) continue b) was expected to reach. c) continuing c) will have reached. d) will continued d) can have reached. e) have continue e) was going to reach.

2) (UNIRIO/1996) The word CAN in “Loneliness itself is 4) (UFRGS/2010) A melhor tradução para o enunciado I hard to de ne. People aren’t always lonely when they’re wouldn´t be able to stand it feeling ill in my own house alone, but they CAN feel lonely when surrounded by other people” expresses: a) eu não poderia car doente em minha própria casa b) eu não suportaria me sentir doente em minha a) obligation. própria casa b) necessity. c) eu teria di culdade de permanecer adoentado em c) permission. minha casa d) possibility. d) eu não me sentiria doente em minha própria casa e) intention. e) eu não conseguiria car dentro de casa sentindo- me doente 3) (UFRGS/1998) Read the text below: The Labour election victory in Britain has done 5) (MACKENZIE/2008) Look how wet the ground is. It something extraordinary : it has transformed the nation. ______last night. “Everything has changed”, announced the front Page of The Independent. On the day after May Day, lots of people a) might be sunny were smiling, reported The Observer. They had, they b) must have rained said, got rido f the Conservatives. The smiling voters had c) should have been warm made sure, for several years at last, and possibly forever d) may be snowing that “they” had been banished. e) ought to dry After 18 years of Tory rule, the British voters have had a change of heart. Tony Blair´s new government now has 6) (UNESP/2001) Universities abroad may ______the largest majority the House of Commons has seen in a more recent result when the IELTS was taken a long decades. He has become the most powerful peacetime time ago. British Prime Minister this century. And he has started to exercise this power immediately. a) requires As the new Prime Minister, he should have reached b) require the door of 10 Downing Street in a chau er-driven car, c) to require waved to the crowd and walked inside. Instead he began d) requiring a presidential style walk-about, shaking hands and e) required smiling broadly. As it follows, during their rst few days of power, the new government announced changes both in style and in policy that will impacto n British political life for decades.

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7) (PUC/2009) In 1474, when Saxon pilgrim Hans 11) (UFRGS) The verb from the text that can be Von Waltheym came to the Grossmunster Church at classi ed bot as a full verb and a modal is: Zurich, following the footsteps of Charles the Great, he was so overwhelmed with what he saw that he wrote a) gets into his diary: “Zurich must have been built before the b) turned Great  ood”. This remark may have been a reference to c) dares Zurich´s rst settlement of lake dwellers which dates d) envisions back before the year 1000. It remain that, neither re, e) enjoy natural disasters nor war have scarred the face of Zurich´s antique buildings, witnesses of days gone by. 12) (PUCRS) A expressão ought not to pode ser substituída por The statement written in the diary (in bold ) expresses a) must not a) a necessity b) can not b) an obligation c) would not c) a deduction d) should not d) an evidence e) need not e) a prohibition 13) (PUCRS/ adapted) A alternativa que não pode ser 8) In “The refugees have just arrived. They must be usada na frase: relieved.”, the modal verb must refers to She ______to be a famous philosopher

a) an expectation. a) intends b) a logical deduction. b) has hoped c) an obligation. c) has been trying d) a permission. d) dared e) a prohibition. e) will become

9) Without change in meaning, the modal verb in the 14) (PUCRS) A frase It isn’t always necessary to go to the sentence “The government must consider immigration cinema tem o mesmo signi cado que as an opportunity, not a problem.” could be replaced by a) You must not always go to the cinema a) would. b) You should always go to the cinema b) may. c) You don’t always need to go to the cinema c) is able to. d) You will always go to the cinema d) has better. e) You could not always go to the cinema e) has got to. 15) (MACK) He ______to have waited till the 10) (PUC/2008) The clause we are now able to y can lights were green before ______the road. be substituted , without a change in meaning, by we ______y now. a) should - to cross b) ought - crossing a) Are going to c) need - cross b) Ought to d) is able - crosses c) Should e) must - would cross d) Could e) Can

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16) It’s possible that the old cook used salt instead of sugar in the apple pie. It tastes really weird. She ______salt instead of sugar.

a) must use. b) must has used. c) can use. d) may have used e) might have use

EXTRA NOTES

81

LESSON 6 LINKING WORDS II

LINKING WORDS II | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To teach

SENTENCE CONNECTORS

Or, either....or, neither...nor My friends and I usually go to the beach or Alternative to the mountains

Actually, in fact, rather, indeed, I didn´t like the movie I saw with Jason. In Emphasis as a matter of fact fact, I didn´t like the date at all!

And, furthermore, also, besides, moreover, Billy received two great prizes: a trip to Addition not only... but also, in addition Cancun and a motorbike.

But, whereas, on the other hand, however, yet, She´s a nice girl but her sister is so boring Contrast although, despite, in spite of, nevertheless, that people are avoiding them. nonetheless, even though, still

When, then, before, after, soon, until, while, Dad was cooking dinner while mom was at Time since the gym.

Similarly, likewise, like, equally, such as, in the He said he liked her in the same way he Comparison same way liked his mom. Can you believe it?

Since, because, as, for, due to, owing to, We couldn´t go out last night because of Reason because of the rain.

So, thus, hence, therefore, ergo, consequently, The cell phone is thin and light and Result accordingly therefore very convenient to carry around.

If,unless, provided that If it had stopped snowing, we could have Condition gone to the teather.

For example, for instance, such as, including Friends are always doing things together Illustration such as going to the movies and studying for tests.

Sequencing First, second, next, rst of all, last of all, nally I´ve  nally nished that school paper.

In order to, so that, so as to She's come all the way from England in Purpose order to meet us.

Go back to the chart above and add at least one connector to each category.

85 R EXTENSIVE COURSE 2 | LINKING WORDS II

TESTS

1) (UFRGS/2005) The phrase by the time, can be 4) (UFRGS/2010) The word yet is used in the text substituted , without any loss in meaning, by: to express: ...and by the time cars drove into the scene, nations Yet for all the benign memories, Woodstock also set in had chosen sides. motion other, more crass impulses.

a) as long as a) addition b) until b) cause c) while c) contrast d) till then d) emphasis e) when e) condition

2) (PUC/2005) A tradução correta para a expressão 5) (UFRGS/2007) The sentence: it is also the fastest there was but one nesse texto é: robot yet means that: There was but one in the company who looked as if he knew exactly why he was there... a) there are plans to make robots similar to Asimo in the future a) porém havia um b) Asimo is the quickest robot scientists will ever make b) mas não havia nenhum c) Asimo is fast, but needs improving c) havia mais do que um d) Asimo is the quickest robot until now d) mas havia um lá e) there are other robots that are as fast as Asimo e) havia somente um 6) (UFRGS/1999) A palavra yet está sendo usada com 3) (PUC/2000) The word but in small but noisy is o mesmo sentido no texto e na frase: used incorrectly in: An elegant yet simple ink-blue velvet gown. Here are the cult champions who elicit extraordinary enthusiasm from their small but noisy group of fans. a) She might yet prove you wrong in this matter. b) She wrote she won´t be back for a long time yet. a) short but strong c) She bought yet another pair of red leather shoes. b) long but easy d) She says awful things about him yet she loves him. c) beautiful but charming e) She hasn´t given her reasons for acceptance yet. d) di cult but interesting e) slow but e cient

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7) (PUC/2008) According to the ideas in the text , the 10) (PUC/2005) The word accordingly may be word that adequately completes the sentence below is: substituted, without change in meaning, by: Kapoor´s work is apparently simple; ______, it Accordingly, it would be more correct to rephrase actually contains rich complexity. Descartes´statement by reversing it to read “I am, Anish Kapoor´s forms and sculptures are apparently therefore I think” ... deceiving; they seem quite simple in terms of form, yet they convey, each of them, a dizzying complexity of a) according to natural elements, technique, aesthetic and  nishing. b) In addition c) Consequently a) both d) for instance b) consequently e) In conformity with c) however d) therefore 11) (UFSCPA/2009) The word therefore can be e) thus translated as: Staying appropriately hydrated is good for our general 8) (PUC/2001) The word even is used in the same health, and if we are eating and drinking what we should, meaning as in alternative: our bodies are healthier and therefore our skin as well. In an era of feminist and politically correct values , not to mention the belief that all men and women are created a) portanto equal, the fact that all men and women are not – and that b) porém some are more beautiful than others – disturbs, confuses, c) entretanto even angers. d) ainda e) por outro lado a) We will not be even until you pay me. b) Even if he attends, he may not participate. 12) (PUC/2001) The expression as long as can be c) He is willing, even eager to do it. translated by: d) She numbered all the even pages of the book. What many don´t realize is that it´s fun to reinvent e) After washing, the colors may not be even. yourself, as long as you don´t take it too seriously.

9) (PUC/2008) The word thus introduces: a) no tempo em que Thus, there is a strong association between words to b) quanto describe song and the body. c) contanto que d) tão logo quanto a) a contrast e) conforme b) an additional comment c) a consequence 13) (PUC/2010) The term due to can be translated as: d) a purpose or reason The relation between language and culture is e) a comparison inseparable due to the nature of the following concepts....

a) como b) conforme c) para que d) devido a e) de acordo com

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14) (UFRGS/2008) Complete the blanks in the 17) (PUC/2002) A palavra while é usada com o following sentences with the appropriate sequence. mesmo sentido no texto e na alternativa: ______the late structural works, all the problems Both are about optimism in the face of adversity, were solved _____ time ______the games. with Salles dealing with the reformation of a cynical woman, while Wiliams strives to regenerate the entire a) although – with – for medical profession. b) in spite of – in – for c) because of – in – for a) We must have been burgled while we were asleep. d) in spite of – on – to b) You can go swimming while I am working on e) because of – on – to this paper. c) While I am trying to help, I don´t have much 15) (UFRGS/2006) Consider the sentences below and time available. mark the alternative that completes them correctly. d) While you are good at Science, your friend is ______the news irritated Gerald Middleton, absolutely hopeless. the newspaper presented it in an optimistic tone. e) They chatted for a while before they walked into The news irritated Gerald Middleton; ______, the the theater. newspaper presented it in an optimistic tone. 18) (UFRGS/1996) A palavra once poderia ser a) However – hence traduzida por: b) Although – however Where once stood wharves and warehouses, today c) Hence – although there are riverside walks, marinas, bars and restaurants. d) Despite – however e) Although – despite a) em tempos b) em vez 16) (UFRGS/2009) A palavra que melhor completa a c) por vezes lacuna da frase abaixo, expressando a relação semântica d) no passado que há entre a frase em questão e a precedente, é: e) por volta What´s streesful is di erent for each person. For example, one person may feel stressed by retiring from 19) (UFRGS/2005) A palavra otherwise poderia ser work, ______someone else may not. substituída, sem alteração do sentido contextual, por: While one might think that in the 21st century there a) why is not much of the world left to explore, this explore has b) therefore proved otherwise. c) while d) how a) perfectly e) where b) the reason c) the opposite d) previously e) the result

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20) (PUC/2003) A expressão rather than pode ser 24) (RÚBIA/2014) Paul´s favorite show was on. He substituída por: reached to turn on the tv ______he could watch it. Salles would have focused on the medical profession rather than on William´s slap-happy character. a) in order to b) so that a) together with c) hence b) better than d) nonetheless c) instead of e) in case d) by preference e) more precisely 25) ______I was tired, I went to bed early.

21) (PUC/2003) A palavra que pode substituir as a) For corretamente é: b) Since As Autumn arrives in the northern hemisphere, the c) However season´s colour for free is red, again. d) In order that e) Unless a) Wherever b) For 26) Two of the factories in our town have closed. c) Then ______, unemployment is high. d) When e) It a) So that, b) Nevertheless, 22) (PUC/2004) The term for can be replaced, without c) Therefore, a change in meaning, by: d) Despite, Habit is thus a second nature as it regards its importance e) As long as, in adult life, for the acquired habits of our training have by that time inhibited or strangled most of the natural 27) Mr. Green retired from his job early ______impulsive tendencies which were originally there. his ill health.

a) therefore a) because b) however b) for c) in order to c) despite d) although d) due to e) because e) so that

23) (UFRGS/2002) The word besides could be 28) Mary will be able to get to class on time replaced by: ______she leaves in 5 minutes. Besides Nature´s breathtaking show, fall´s rich harvest is on display and for sale whenever you venture. a) because b) whereas a) In addition to c) as soon as b) Close to d) for c) Except for e) providing that d) Provided that e) In spite of

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29) Some snakes are poisonous, ______others 30) Jake is great at languages. His brother Michael, are harmless. ______, has never been able to master another language.

a) for a) therefore b) so b) whereas c) whereas c) even though d) despite d) although e) hence e) on the other hand

TESTS 2

Choose the best option to complete the sentences

1) Greg lived in various Swiss cantons, 6) She was running a fever, ______she ______it’s no surprise to me he can went to the doctor’s. speak German, French and Italian very well. a) so b) next a) thus b) whereas c) then d) likewise c) nevertheless d) besides 7) I’ll go to Japan ______I can get a loan at the 2) ______her tireless e orts to pass the exams, bank to pay for the trip. she failed miserably. a) unless b) provided a) Despite b) In spite c) nevertheless d) thus c) However d) In view of 8) He appeared perfectly normal, ______3) ______the fact that she had no money there was something in his speech that made us with her, she couldn’t buy the tickets for the concert. suspicious.

a) Because b) Due to a) moreover b) therefore c) Hence d) As a result c) despite d) yet

4) It was a well designed car; ______it did 9) There is one aspect to favor Susan; ______, not reach high speeds fast. she’s  uent in Spanish.

a) meanwhile b) therefore a) namely b) e.g. c) however d) in short c) accordingly d) even though

5) Rosa seems to be perfect for the position; 10) Sharon worked hard, ______she was given ______, she’s been with us for quite a promotion at the o ce. some time. a) such as b) lest a) furthermore b) whereas c) hence d) likewise c) as well as d) on the other hand

90 LINKING WORDS II | EXTENSIVE COURSE 2 R

11) (PUC-RJ/ 2004) In the sentence ‘Yet, only 1% of the known plant and animal species...” the word YET

a) adds an example. d) expresses a contrast. b) introduces a result. e) provides a cause. c) makes a comparison.

12) (PUC-RJ/2005) Check the item in which there is a correct correspondence between the idea expressed by the underlined words and the idea in italics.

a) “However, other experts said the diet remains... “ – conclusion. b) “... so you’ve got to wonder how severe...” – cause. c) “... if more people kept to the low-carb diet” – contrast. d) “Also, bad breath, muscle cramps, diarrhea, ...” – addition. e) “because the brain and muscle do not get...” – result.

13) (UFViçosa) The underlined expression in the sentence "You can pro t from it regardless of your level of formal education " can be replaced by:

a) unless d) however b) because e) in spite of c) although

14) (UEP) Eating disorders are ______about dieting ______vanity.

a) not....and b) not....but c) just....and d) neither....nor e) just....or

15) (UFPR) Chapada Diamantina is located 285 miles from Salvador. Its lands have produced gold, diamonds and tourmalines, which, in the past, enriched the Portuguese crown, whereas Brazilians inherited its scenery - a scene of ecological originality, composed by tall structural slopes, besides the rich  ora and fauna. Through Chapada's paths appear environments full of surprises: rivers that run over rocks and form natural pools with colorful water; waterfalls, such as Fumaça, the largest in Brazil, and caves. But nature's masterpiece is the Enchanted Well: a 655-feet descent into the cave that takes people to this deep well with rainbow colors. (Adaptado de Tam magazine. April, 2010)

In the sentence "... a scene of ecological originality, composed by tall structural slopes, besides the rich  ora and fauna", the word "besides" can be replaced by:

a) in front of b) although c) except d) together with e) on the contrary

91 R EXTENSIVE COURSE 2 | LINKING WORDS II

EXTRA NOTES

92 LESSON 7 COMIC STRIPS

COMIC STRIPS I | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To stick

Tirinhas e charges são textos curtos (normalmente humorísticos) que combinam elementos verbais e não- verbais para apresentar uma crítica sobre determinado tema. Na charge, é bastante comum que esse tema seja mais contemporâneo e atual – relacionado a algum evento social ou político pontual - porém, na tirinha, assuntos existenciais mais amplos são abordados. Nas provas do Enem e vestibulares, as bancas costumam questionar o que desencadeia o efeito de humor (ou ''a graça'') do texto. Considerar um texto ''engraçado'' é algo bastante subjetivo, já que tal ação depende, muitas vezes, da visão de mundo e das referências culturais e afetivas do leitor. Em tirinhas e charges, é comum que a “graça” resulte de uma quebra de expectativa. O humor surge do inusitado. Textos como esses criam certa expectativa no leitor para, ao nal, quebrá-la, gerando efeito cômico. Muita atenção quando algo que você não estava esperando acontece, pois provavelmente a banca direcionará a questão para essa quebra de expectativa. Os mecanismos linguísticos que mais comumente produzem quebras de expectativa em tirinhas e charges são:

a) Ambiguidade: Trata-se de uma frase ou expressão com dupla possibilidade de leitura. É comum, nas tirinhas e charges, sermos levados a acreditar que o sentido de determinada palavra, expressão ou frase era um, quando, no nal da leitura, acabamos por perceber que era outro. Na maioria dos casos, essa ambiguidade decorre de uma polissemia (capacidade natural de uma palavra de assumir muitos sentidos diferentes). Em casos como esse, a ambiguidade é explorada para produzir a quebra de expectativa. b) Ironia: Em sentido estrito, ironia é a a rmação que pretende ser entendida pelo seu contrário. Quando produzimos um enunciado irônico, esperamos que ele seja entendido pelo oposto do que a rmamos. Isso, por si só, já é uma quebra de expectativa. A nal, o que se espera habitualmente é que os enunciados sejam interpretados literalmente.

Também é importante questionar-se a respeito do tema da charge. A quais questões políticas, sociais ou culturais ela se refere? Quais discursos ou comportamentos típicos da sociedade estão sendo criticados? Quais elementos concretos (cenário, pessoas, gestos, ações) estão retratados? Detalhes do contexto, como a fonte, o local e a data da publicação, também podem ajudar.

95 R EXTENSIVE COURSE 2 | COMIC STRIPS

1) Na fala abaixo, ca evidenciado que Calvin:

a) Gostaria que seres de outros planetas nos visitassem. b) Admira a força que povos de outra galáxias possuem. c) Se mostra desesperançado com os seres humanos. d) Considera os extraterrestres seres de inteligência mediana. e) Admira pessoas que sabem qual é o seu lugar neste mundo.

2) Inicialmente, Lucy supõe que a borboleta amarela é uma

a) enorme borboleta africana. b) borboleta incomum naquela época do ano. c) borboleta comum naquelas redondezas. d) borboleta que tem que ser observada. e) borboleta rara no Brasil.

3) A comicidade presente no último quadrinho se deve ao fato de Lucy

a) saber que a batata frita veio do Brasil. b) constatar que não existem borboletas amarelas no Brasil. c) estar convencida de que se trata mesmo de uma borboleta. (UEL -2009) d) achar as batatas fritas brasileiras diferentes das americanas. e) não querer abrir mão de seu argumento inicial.

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4) Check the best alternatives to answer the questions about the comic strip.

a) Which part of the sentence from the comic strip makes us believe that Jon is going to read a fairy tale aloud? ( ) "This sounds familiar" ( ) "Once upon a time there was... "

b) Which house do you think Jon refers to? ( ) His own house. ( ) The house from the story he is reading.

c) Who are the real fat cat and the happy dog? ( ) Gar eld and Oddie. ( ) Characters from the story.

d) Why is Jon angry? ( ) Because he is tired of reading stories aloud. ( ) Because Gar eld and Oddie have ruined his morning.

e) Look at Jon's facial expressions in the rst and second panels and compare them to the one in the last panel. What can you notice? ( ) In the rst and second panels, Jon is focused. In the third one, he is much more upset. ( ) In the rst and second panels, Jon's face doesn't show any emotion at all. In the third one, it's crystal clear that he is very upset.

f) Look at Gar eld's and Oddie's faces in the three panels. Do they react the same way? ( ) No, they don't. Gar eld seems not to worry about Jon's anger, but Oddie does. ( ) Yes, they do. Both seem to be worried about Jon's irony

97 R EXTENSIVE COURSE 2 | COMIC STRIPS

5) Read the comic strips and answer the questions.

a. Why is Jon upset?

b. What will Jon do about it?

c. Why does Jon use 'll in his sentence?

d. According to Gar eld, is Jon's plan good or bad?

e. Why does Jon say he is afraid?

f. Is Gar eld ironic? Explain.

g. Which word shows Gar eld's irony? How do you know that?

h. Why does Jon want to be good enough for Liz?

98 COMIC STRIPS I | EXTENSIVE COURSE 2 R

6) (UF-MS) A partir do cartoon, assinale a (s) alternativa (s) correta (s).

01. The woman is sure that her husband will be successful in his job. 02. The woman is sure that her husband won't be successful in his job. 04. The woman's husband is a good plumber. 08. The woman doesn't believe in his husband's ability as a plumber. 16. The woman will call a plumber because her husband won't succeed in doing his job.

Total: ______

7) Mark the sentence that best expresses the main message of the comic strip.

a) The planets and stars are not important for life on Earth. b) We, as individuals, are part of the Universe and we should care for it. c) Humans should travel into space to clean the Solar System. d) The planets and stars are too big for the Universe.

99 R EXTENSIVE COURSE 2 | COMIC STRIPS

8) What are the comic strips about? a) Internet and adults b) Technology in schools c) Technology in today's world

9) Read the comics more carefully and choose the correct answer. a) The excerpt "they barely know how to use a toaster!" (comic 1) can be rewritten (with the same meaning) as ( ) they nd it easy to use a toaster. ( ) they hardly know how to use a toaster.

100 COMIC STRIPS I | EXTENSIVE COURSE 2 R

b) In "How do you THINK my rst day of kindergarten went?!?" (comic 2), why is the word think in capital letters and bold? ( ) To emphasize the boy's dissatisfaction. ( ) To emphasize the boy's excitement.

c) In "I'll answer that in a second" (comic 3), the auxiliary verb will indicates ... ( ) a threat ( ) a promise ( ) a prediction

d) In "Can I use the computer for a second?" (comic 4), the modal verb can conveys the idea of... ( ) ability ( ) possibility ( ) permission

10) A descrição da pizza feita pelo personagem do cartum não passa de um argumento brincalhão para a parceira com o intuito de:

a) Justi car sua escolha como acertada para uma dieta saudável. b) Convencer a interlocutora sobre a composição nutricional da massa. c) Descrever tecnicamente e elogiar seu prato preferido. d) Persuadi-la a optar pelo mesmo prato e acrescentar uma salada. e) Comprovar que pizza e salada são a mesma coisa.

11) Segundo a charge, o homem rico

a) considera que a divisão do bolo é desigual. b) está feliz por poder compartilhar o bolo com os pobres. c) deixou a maior parte do bolo para os pobres. d) representa os 10% mais ricos que detêm 50% da renda. e) acredita que 90% da população pobre está satisfeita com sua parte do bolo.

12) O trecho “What are you, greedy?” indica que o homem rico

a) desquali ca as reivindicações de 50% da população pobre. b) não está disposto a abrir mão de sua parte. c) convenceu os pobres de que 90% da renda é o su ciente. d) percebeu as necessidades dos pobres. e) está aberto a negociações.

101 R EXTENSIVE COURSE 2 | COMIC STRIPS

13) O homem responde que a empresa

a) utiliza práticas de conservação ambiental e de reciclagem de papel. b) tem uma publicação que pretende parecer ambientalmente correta. c) trabalha somente com matérias-primas naturais de fontes renováveis. d) esclarece todas as dúvidas sobre o meio ambiente em seu livreto. e) utiliza imagens de seus produtos que comprovam sua responsabilidade ambiental.

14) Observe o cartum e responda

"News, sports, weather, comics, advice, politics, opinion – it's the Internet in a biodegradable, easily recycled format. The latest thing in green technology!" (www.glasbergen.com)

The boy a) is late for school because he was reading all the newspaper sessions. b) is amused because a newspaper is cheaper than the internet. c) has just read an article about environment and technology. d) thinks that newspapers were developed after the internet to protect the environment. e) believes the internet is better than books and newspapers.

Instead of 15) A expressão “instead of” equivale, em português, a reading a book, can we a) ainda que. read tweets? b) ao mesmo tempo em que. c) depois de. d) logo que. e) em vez de.

16) No contexto do quadrinho, o termo “can” indica uma ideia de

a) habilidade. b) conhecimento. c) pedido. d) obrigação. e) certeza.

102 COMIC STRIPS I | EXTENSIVE COURSE 2 R

EXTRA NOTES

103

LESSON 8 FALSE COGNATES AND VOCABULARY WORK

FALSE COGNATES AND VOCABULARY WORK | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To sew

PART 1 FALSE COGNATES O que são falsos cognatos? São palavras do inglês e do português que "nasceram juntas" (são cog-natas), ou seja, vêm da mesma origem latina, mas foram adquirindo signi cados diferentes ao longo de séculos de uso por diversas populações. Você decerto conhece outros falsos cognatos como library, exit, pretend - que NÃO em signi cam livraria, êxito e pretender.

Falsos amigos e amigos verdadeiros A grande maioria das palavras cognatas em inglês tem signi cado igual às suas equivalentes em português. Por exemplo, revolution, marvellous , detective realmente signi cam revolução, maravilhoso e detetive. Por vezes a diferença é pequena, por exemplo - library não é "livraria", mas sim "biblioteca", algo bem próximo. Em outros casos, porém, os tais falsos cognatos ou falsos amigos têm uma diferença de sentido crucial. É o que acontece com actually, parents e muitas outras palavras importantes, como deception, collar, stranger. Também há palavras que têm um sentido igual ao do português e outro ou vários sentidos ausentes. Condition não é somente "condição",  gure não é só " gura", interest não é somente "interesse". São casos típicos de polissemia, ou multiplicidade de sentidos (poli = muitos , semia = sentido, signi cado)

(Texto introdutório retirado de: Lando, Isa Mara. Vocabulando - Exercícios de tradução e versão Inglês português/português - inglês. Disal Editora, SP, 2008)

Let's practice, shall we? A) Choose the best word to complete each sentence.

balcony / counter 1. My apartment has a big ______. 2. In a shop, the salesperson works behind the ______.

application / investment 3. Public schools need more ______from the government. 4. You must ll out an ______form when you apply for a job.

fabric / factory 5. My father works at a toy ______. 6. Cotton is one type of ______.

expert /smart 7. She's really ______- she gets an A on every test! 8. He's an ______rock climber — he's been doing for 10 years.

preservatives / condoms 9. Organic food is healthier and has fewer ______. 10. Using ______prevents sexually transmitted diseases.

107 R EXTENSIVE COURSE 2 | FALSE COGNATES AND VOCABULARY WORK

B) What does each sentence mean?

1) They want to dispose of the car as soon as possible. a. They want to get rid of it. b. They want to use it, have it as soon as possible.

2) He is rather vague. a. I can't understand him very well. b. He is a lazy person.

3) My dog is very precious to me. a. My dog is very beautiful. b. My dog is very important or valuable.

4) He pretends to be a soldier. a. He wants to be a soldier. b. He isn't a soldier but he acts like he is.

5) The house was old but inhabitable. a. The house is old and you can't live in it. b. The house is old and you can live in it.

6) It was an emotional reunion - they were both crying. a. It's been a long time since they last saw each other. b. They were in a meeting.

108 FALSE COGNATES AND VOCABULARY WORK | EXTENSIVE COURSE 2 R

PART 2 VOCABULARY WORK

Learning and reviewing new words and expressions in English requires a lot of work. So here it goes - how about a challenge?

ACTIVITY GUESSING MEANING FROM CONTEXT

Vocabulary Quiz on 'I Have a Dream' Speech by Martin Luther King, Jr. Dr. Martin Luther King, Jr., delivered his now-famous "I Have a Dream" speech from the steps of the Lincoln Memorial in Washington, D.C., on August 28, 1963. This multiple-choice vocabulary quiz is based on the opening ve paragraphs of that speech. The quiz should help you build your vocabulary by using context clues to determine the meanings of King's memorable words.

Instructions: Carefully read these ve paragraphs from the opening of Dr. King's "I Have a Dream" speech.

Notice in particular the words in bold. Then, guided by context clues, respond to the ten multiple-choice questions that follow. In each case, identify the synonym that most accurately de nes the word as it's used by Dr. King in his speech. When you're done, compare your responses with the answers.

Opening Paragraphs of the "I Have a Dream" Speech by Martin Luther King, Jr. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous (1) decree came as a great beacon light of hope to millions of Negro slaves who had been seared (2) in the  ames of withering (3) injustice. It came as a joyous daybreak to end the long night of their captivity.

109 R EXTENSIVE COURSE 2 | FALSE COGNATES AND VOCABULARY WORK

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles (4) of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing (5) in the corners of American society and nds himself an exile in his own land. And so we've come here today to dramatize a shameful condition. In a sense, we've come to our nation's capital to cash a check. When the architects of our republic wrote the magni cent words of the Constitution and the Declaration of Independence, they were signing a promissory note (6) to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted (7) on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insu cient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insu cient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed (8) spot to remind America of the erce urgency of now. This is no time to engage in the luxury of cooling o or to take the tranquilizing drug of gradualism (9). Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate (10) valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

1) momentous 6) promissory note a) lasting for just a brief moment a) a written promise to repay a debt b) of great importance or signi cance b) a union formed for mutual bene t c) belonging to the distant past c) a pledge to do what is right under the law

2) seared 7) defaulted a) painfully burned or scorched a) brought shame or disgrace on someone b) highlighted, illuminated b) rewarded or paid back c) lost, forgotten, abandoned c) failed to ful ll an obligation

3) withering 8) hallowed a) devastating, humiliating a) formed by making a hole b) refreshing, rejuvenating b) nearly forgotten, largely ignored c) non-stop, endless c) highly respected, regarded as holy

4) manacles 9) gradualism a) laws, rules, principles a) forcible overthrow of a social order b) habits, routines b) a policy of step-by-step reform over time c) shackles, handcu s c) forgetfulness, neglect

5) languishing 10) desolate a) hiding, kept out of sight a) brightened with light b) existing in miserable or disheartening conditions b) depressingly empty or bare c) lasting for a long time or slow to end c) profound, deep

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EXTRA NOTES

111

LESSON 9 PASSIVE VOICE II

PASSIVE VOICE II | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To thrust

A deeper look into PASSIVE VOICE + CAUSATIVE FORM The passive voice is formed by the verb to be + the past participle of the main verb. An example using Passive Voice ts well here:

Ex. This structure is commonly tested in our local exams.

It’s used to focus on the person or thing that “su ers” or is a ected by an action. Take a look at the situations below:

• You don’t know who performed the action. It was left here yesterday. • It’s not relevant to know who does/ did the action. Meals are carefully prepared here in our hotel. • You needn’t say who does/did the action because it’s clear. The Minister will be  red soon. (by the president) • The message is meant to a big group of people. Before you start taking your  nal exams, all your school material must be put away.

Knowing as many past participles as you can is really important to get your passive voice sentences right. There’s a list of irregular verbs at the end of this book; in addition, we review these verbs every class. Also, remember subject/verb agreement. Sometimes you must change the verb forms (singular to plural or vice-versa) when you need to rewrite sentences in the passive voice.

Ex. A) Our teacher is explaining new grammar topics. (teacher – singular – IS ) New grammar topics are being explained by our teacher. (grammar topics – plural – ARE ) B) He has raised relevant issues during class. (He – singular – HAS ) Relevant issues have been raised during class by him. (Issues – plural – HAVE )

PRACTICE:

Rewrite the following sentences using the passive voice:

1. A physician is examining the patient. ______2. I will notify the school about my resignation. ______3. The receptionist told us to wait in the lobby. ______4. The mayor had already made decisions about what to do. ______5. You could have added a generous tip to our waiter. ______6. People usually buy their food here. ______

115 R EXTENSIVE COURSE 2 | PASSIVE VOICE II

The passive with GET: Sometimes (mainly in informal English) “get ” is used with some past participles instead of “be ”, often with unfortunate actions that happen unexpectedly (not always, though). She got bitten by a little dog! We all got paid.

AN IMPORTANT POINT: CAUSATIVE FORM

The causative form is used to talk about an action that a person asked or paid someone else to do.

SUBJECT + HAVE/ GET + OBJECT + PAST PARTICIPLE (get is more informal)

Ex. I had / am having / will have / have had my hair cut. (Someone else cut/ is cutting / will cut / has cut my hair, NOT ME)

However, Another formula is

1) SUBJECT + HAVE + PRONOUN (or agent) + BARE INFINITIVE

Ex. I will have Maria decide the menu for the reception. (Maria will do it for me) We had the tourism agency book the tickets for our last trip. (The tourism agency booked the tickets for us)

2) SUBJECT + GET + PRONOUN (or agent) + TO + INFINITIVE

Ex. They got their secretary TO send out the invitations. (The secretary did it) She could get her daughter TO teach the new students. (It’s possible that her daughter will do it)

116 PASSIVE VOICE II | EXTENSIVE COURSE 2 R

TESTS

1) Analyze the following statements:

I – I’m not worried about buying groceries. I have them delivered every Friday. II – Illegal immigrants are being arrested daily in the USA. III – This medicine has been used for many years. IV – Make sure you have everything done by tomorrow.

The sentences which have examples of the causative form are:

a) I and III b) II and IV c) I and IV d) II and IV e) II and III

2) The sentence “Many trees are being cut, and nature is being destroyed.” is in the passive voice. Choose the sentence below that is also in this form:

a) Language is evolving very quickly. b) The government report will be about legal and illegal aspects that a ect their decision. c) European countries have been able to solve the crisis in the end. d) The new rules must be understood, accepted and followed. e) They could have simply been talking, nothing more.

3) The activist has reported the unfair treatment given to women in their workplace. In the passive voice:

a) The unfair treatment given to women in their workplace have been reported by the activist. b) The unfair treatment given to women in their workplace was reported by the activist c) The unfair treatment given to women has reported in their workplace d) In their workplace, women have been reported by the activist e) The unfair treatment given to women in their workplace has been reported by the activist.

117 R EXTENSIVE COURSE 2 | PASSIVE VOICE II

4) (EEAR/2019) Choose the alternative that corresponds to the Active Voice of the following sentence: “Great recipes are made by Carole Walter”.

a)Carole Walter is making great recipes. b)Carole Walter has made great recipes. c)Carole Walter makes great recipes. d)Carole Walter made great recipes.

5) (EPCAR/AFA/2019) Mark the option in which the sentence is an example of passive voice.

a)Sigmund Freud viewed human nature as inherently antisocial, biologically driven by the undisciplined id’s pleasure principle. b)People who haven’t met their most basic needs will have di culty maturing. c)Humans have been captivated by stories of heroes facing o against superhuman foes. d)We have needed heroes who rise to the occasion, overcome great odds and take down giants.

6) (Esc. Naval/2015) Which is the correct way to complete the text below?

Many wounded as Moroccan police beat protestor

(Reuters) – Moroccan police beat protesters who de ed a ban on demonstrations across the country on Sunday, leading to arrests and dozens of injuries, some of them life threatening, witnesses said. Much of the anger ______at the Makhzen, Morocco’s royal court. “Protest is a legal right, why is the Makhzen afraid?” crowds in Casablanca chanted. “Makhzen get out. Down with despotism.” A Reuters correspondent ______seven riot police attacking one bearded man in his 30s, repeatedy hitting his head and body, causing severe bleeding. “We ______here to preserve order because of this unauthorized protest”, said a senior police o cer on the scene who ______to give his name. No one was available at the Interior Ministry to comment on the protesters’ reports.

Adapted from http://www.linkedin.com

a) directed/was seen/have called/was declined b) was directed/was seen/have called/declined c) directed/saw/had called/were declined d) was directed/saw/have been called/declined e) directed/was seen/had called/declined

118 PASSIVE VOICE II | EXTENSIVE COURSE 2 R

TEXTO PARA A PRÓXIMA QUESTÃO: STICKERNOMICS

Football albums Got, got, got, got, got, need

The World Cup is still two weeks away, but for children worldwide (plus a disturbing numbers of adults) the race to complete the Brazil 2014 sticker book started long ago. 1Panini, an Italian rm, has produced sticker albums for World Cups since Mexico 1970; this year’s version has 640 stickers to collect. Collecting them is no idle pursuit, however. Getting every slot lled delivers an early lesson in probability, the value of statistical tests and the importance of liquidity. When you start an album, your rst sticker (in Britain, they come in packs of ve) has a 640/640 probability of being needed. 2As the spaces get lled, the odds of opening a pack and nding a sticker you want fall. 9According to Sylvain Sardy and Yvan Velenik, two mathematicians at the University of Geneva, the number of sticker packs that you would have to buy on average to ll the album by mechanically buying pack after pack would be 899. 11That assumes there is no supply shock to the market (the theft of hundreds of thousands of stickers in Brazil in April 12left many fearful that Panini would run short of cards). It also assumes that 10the market is not being rigged. Panini says that 3each sticker is printed in the same volumes and randomly distributed. In a 2010 paper Messrs Sardy and Velenik gamely played the role of “regulator” by checking the distribution of stickers for a 660-sticker album 13sold in Switzerland for that year’s World Cup. Out of their sample of 6,000 stickers, they expected to see each sticker 9.09 times on average (6,000/660), 4which was broadly borne out in practice. Even in a fair market, it is ine cient to buy endless packs as an individual (not to mention bloody expensive for the parents). The answer is to create a market for collectors to swap their unwanted stickers. The playground is 14one version of this market, 5where a child who has a card prized by many suddenly understands the power of limited supply. Sticker fairs are another. As with any market, liquidity counts. The more people who can be attracted into the market with their duplicate cards, the better the chances of nding the sticker you want. Messrs Sardy and Velenik reckon that a group of ten astute sticker-swappers would need a mere 1,435 packs between them to complete all ten albums, if they take advantage of Panini’s practice of selling the nal 50 missing stickers to order. Internet forums, where potentially unlimited numbers of people can swap stickers, make this number fall even further. The idea of a totally e cient market 15should dismay Panini, which will sell fewer packs as a result. But as in all markets, behaviour is not strictly rational. 16Despite entreaties, your correspondent’s son is prepared to tear out most of his stickers to get hold of Lionel Messi.

Fonte: http://www.economist.com/news/finance-and-economics/21603019-got-got-got-got-got-need- stickernomics Acesso: 13/ago/2014

7) (ITA/2015) Assinale a opção em que a construção verbal está na voz ativa.

a) Panini […] has produced sticker albums for... (ref. 1) b) As the spaces get lled... (ref. 2) c) … each sticker is printed in the same... (ref. 4) d) ...which was broadly borne out in practice. (ref. 5) e) ...where a child who has a card prized by many... (ref. 6)

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8) (Esc. Naval 2016) Which option completes the paragraph below correctly?

Electric Bikes

The US is di erent from other countries when it comes to electric bikes. Nearly e-bikes ____ in 2014, most of them in China, where they are primarily used for transportation. They are popular in much of Europe, too. They are common in the Netherland and Switzerland; German postal workers use them to get around and BMW o ers one for about Electric bikes are di erent from motorcycles or mopeds, which rely on motorized power; they are bicycles that ____ with – or without – help from an electric motor. Riding an e-bike feels like riding a normal bike with a strong wind behind you; the motor just helps you to go faster or climb hills. Unlike mopeds, e-bicycles _____ on bike paths and they cannot travel faster than Abridged from www.theguardian.cm

a) were sold – can be pedaled – are usually permitted b) were sold – can be pedal – usually permit c) are sold – can be pedaled – are usually permitted d) have been sold – can be pedal – usually permit e) have been sold – can be pedaled – are usually permitted

TEXTO PARA A PRÓXIMA QUESTÃO: Ban killer robots before they become weapons of mass destruction Last week the Future of Life Institute released a letter signed by some arti cial intelligence, robotics and technology researchers. The letter called for an international ban on o ensive autonomous weapons, which could target and re weapons without meaningful human control. Autonomous weapons would open up an accountability gap. Because humans would no longer know what targets an autonomous weapon might select, and because the e ects of a weapon may be unpredictable, there would be no one to hold responsible for the killing and destruction that results from activating such a weapon. The development of autonomous weapons could very quickly and easily lead to arms races between rivals. Autonomous weapons would reduce the risks to combatants, and could thus reduce the political risks of going to war, resulting in more armed con icts. They could also initiate or escalate armed con icts automatically, without human decision-making. There is also a profound moral question at stake. What is the value of human life if we delegate the responsibility for deciding who lives and who dies to machines? If we have the opportunity to create a world in which autonomous weapons are banned, and those who might use them are denounced and held responsible, do we not have a moral obligation to work toward such a world? Adapted from: ASARO Peter.www.scienti camerican.com. August 7, 2015

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9) (FEPAR/2016) Analyse the following sentences according to grammar. Mark TRUE or FALSE:

( ) “Last week the Future of Life Institute released an important letter”. The passive voice of this sentence is: “An important letter would have been released by the Future of Life Institute last week”. ( ) “The letter called for an international ban on o ensive autonomous weapons, which could target and re weapons without meaningful human control.” The word “which” refers to “human control”. ( ) In the sentence “There would be no one to hold responsible for the killing”, the words in bold could be replaced by “There wouldn’t be anyone”. ( ) “Everybody can see the destruction that results from activating such a weapon”. The past tense of this sentence is: “Everybody must to see the destruction that resulted from activating such a weapon”. ( ) “If we have the opportunity to create a new world, we will do it”. The third conditional of this sentence is: “If we had had the opportunity to create a new world, we would have done it”.

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LESSON 10 SONGS AND POETRY

SONGS AND POETRY | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To slay

PART 1 SONGS

Letras de músicas contemplam elementos gramaticais e léxicos importantes das línguas, e isso é bastante signi cativo no estudo de inglês. Devemos também considerar o momento histórico no qual certas letras estão inseridas, trazendo voz às pessoas contra guerras, injustiça, preconceito, racismo e tantas outras questões sociais. Todos nós temos nossas canções favoritas, e muitas fazem parte das nossas vidas e de diferentes gerações. Tudo isso pode ser usado a nosso favor quando realizamos a prova do ENEM, que em 2010, 2011, 2014 e 2016 nos presenteou com questões sobre letras de cantores bastante conhecidos, como Bob Marley, Cold Play, Paul McCartney e o mestre Bob Dylan, vencedor do Prêmio Nobel de Literatura em 2016. UPF e UFSC zeram o mesmo e trouxeram a canção “Father and Son” de Cat Stevens como texto para interpretação nas suas provas de 2015 e 2017 respectivamente. Assim, ao ouvir suas bandas e artistas preferidos, preste atenção às letras , ao vocabulário e ao signi cado que elas nos trazem – aproveite bem cada canção e se bene cie de algo tão prazeroso que é a música!

Blackbird - Paul McCartney

Blackbird singing in the dead of night Take these broken wings and learn to  y All your life You were only waiting for this moment to arise

Blackbird singing in the dead of night Take these sunken eyes and learn to see All your life You were only waiting for the moment to be free

Blackbird,  y, blackbird,  y Into the light of the dark black night

Blackbird,  y, blackbird,  y Into the light of the dark black night

Blackbird singing in the dead of night Take these broken wings and learn to  y All your life You were only waiting for this moment to arise You were only waiting for this moment to arise You were only waiting for this moment to arise

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Meaning

McCartney was inspired to write it while in Scotland as a reaction to racial tensions escalating in the United States in the spring of 1968. In May 2002, during a show at the Reunion Arena in Dallas, Texas as part of the Driving USA Tour supporting the Driving Rain album, McCartney spoke on stage about the meaning of the song. KCRW DJ Chris Douridas interviewed McCartney backstage afterwards for his radio show New Ground, and the meaning of the song was discussed. This interview aired on KCRW on 25 May 2002.

“I had been doing poetry readings. I had been doing some in the last year or so because I’ve got a poetry book out called Blackbird Singing, and when I would read “Blackbird”, I would always try and think of some explanation to tell the people, ‘cause there’s not a lot you can do except just read the poem, you know, you read 10 poems that takes about 10 minutes, almost. It’s like, you’ve got to, just, do a bit more than that. So, I was doing explanations, and I actually just remembered why I’d written “Blackbird”, you know, that I’d been, I was in Scotland playing on my guitar, and I remembered this whole idea of “you were only waiting for this moment to arise” was about, you know, the black people’s struggle in the southern states, and I was using the symbolism of a blackbird. It’s not really about a blackbird whose wings are broken, you know, it’s a bit more symbolic.

Paul McCartney, Interview with KCRW’s Chris Douridas, 25 May 2002 episode of New Ground (17:50–19:00)

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2020 has been, to say the least, a very unusual, unsettling and challenging year. These feelings have most certainly inspired great song writers. Check two examples of meaningful songs written during this year’s pandemics:

Let Your Love Be Known - Bono

Yes there was silence And I can’t reach Yes there was no people here But I can ring Yes I walk through the streets of Dublin You can’t touch And no one was near But you can, you can Yes I don’t know you Sing across rooftops No I didn’t think I didn’t care Sing to me down the phone You live so very far away from Sing and promise me you won’t stop Just across the square Sing and you’re never alone (And again) And I can’t reach Sing as an act of resistance But I can ring Sing though your heart is overthrown You can’t touch Sing, when you sing there is no distance But you can, you can So let your love be known Sing across rooftops Oh let your love be known Sing down the phone Sing and promise me you won’t stop Though your heart is overhtrown Sing your love be known Let your love be known Oh let your love be known

Yes there is isolation You and me we’re still here Yes when we open our eyes We will stare down the fear And maybe I said the wrong thing Yes I made you smile I guess the longest distance Is always the last mile

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Living In A Ghost Town - The Rolling Stones

I’m a ghost So much time to lose Living in a ghost town Just staring at my phone I’m a ghost Living in a ghost town Every night I am dreaming That you’ll come and creep in my bed You can look for me Please let this be over But I can’t be found Not stuck in a world without end You can search for me I had to go underground Preachers were all preaching Life was so beautiful Charities beseeching Then we all got locked down Politicians dealing Feel like a ghost Thieves were happy stealing Living in a ghost town Widows were all weeping There’s no beds for us to sleep in Once this place was humming Always had the feeling And the air was full of drumming It will all come tumbling down The sound of cymbals crashing Glasses were all smashing I’m a ghost Trumpets were all screaming Living in a ghost town Saxophones were blaring You can look for me Nobody was caring if it’s day or night But I can’t be found

I’m a ghost We’re all living in a ghost town Living in a ghost town Living in a ghost town I’m going nowhere We were so beautiful Shut up all alone I was your man about town Living in this ghost town Ain’t having any fun If I want a party It’s a party of one

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A) As questões abaixo foram retiradas do site da UFRGS, e são parte de um simulado de 2010.

Instrução: As questões 1 a 7 estão relacionadas ao texto abaixo.

Father 01. It’s not time to make a change, 02. Just relax, take it easy. 03. You’re still young, that’s your fault, 04. There is so much you have to go through 05. Find a girl, settle down, 06. If you want, you can marry. 07. Look at me, I am old, but I’m happy.

08. I was once like you are now, and I know that it’s not easy, 09. To be calm when you’ve found something going ...... 10. But take your time, think a lot, 11. Why, think of everything you’ve got. 12. For you will still be here tomorrow, but your dreams may not.

Son 13. How can I try to explain, when I do he turns away again. 14. It’s always been the same, same old story. 15...... the moment I could talk I was ordered to listen. 16. Now there’s a way and I know that I have to go away. 17. I know I have to go.

Father 18. It’s not time to make a change, 19. Just relax, take it easy. 20. You’re still young, that’s your fault, 21. There is so much you have to go through 22. Find a girl, settle down, 23. If you want, you can marry. 24. Look at me, I am old, but I’m happy.

Son 25. All the times that I cried, keeping all the things I knew ...... 26. It’s hard, but it’s harder to ignore it. 27. If they were right, I’d agree, but it’s them you know not me. 28. Now there’s a way and I know that I have to go away. 29. I know I have to go.

STEVENS, Cat. Father & Son. In: Tea for the Tillerman. 1970.

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1) Assinale a alternativa que completa corretamente as lacunas nas linhas 09, 15 e 25.

a) on – from – inside b) for – in – inside c) on – from – with d) forward – in – about e) for – to – about

2) A canção identi ca dois participantes, pai e lho. Assinale com V (verdadeiro) ou F (falso) as seguintes a rmações conforme elas estejam ou não de acordo com o texto.

( ) A canção descreve os impulsos de novas e velhas gerações. ( ) O pai dá conselhos ao lho sobre casamento. ( ) A canção discorre sobre as di culdades de diálogo entre gerações. ( ) O objetivo do pai é aconselhar sore o melhor momento de se tornar independente.

A sequência correta de preenchimento dos parênteses, de cima para baixo, é

a) V – V – F – F. b) V – F – V – F. c) V – F – V – V. d) F – V – F – F. e) F – F – V – V.

3) Considere as a rmações abaixo.

1 – Na segunda estrofe, o pai explica os motivos de seus conselhos. 2 – Na terceira estrofe, o lho diretamente responde a seu pai. 3 – Na quarta estrofe, o pai reitera seu conselho ao filho.

Quais estão corretas de acordo com o texto?

a) Apenas 1. b) Apenas 2. c) Apenas 3. d) Apenas 1 e 3. e) 1, 2 e 3.

4) De acordo com o texto, na última estrofe, que o filho

a) acata as sugestões do pai. b) constata que o pai aceita dialogar. c) insiste que é momento de seguir adiante. d) ignora os próprios sentimentos. e) concorda que é hora de constituir uma família.

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5) A expressão go through poderia ser substituída, 7) Observe a palavra For na canção. Em quais dos sem alteração do sentido contextual, por enunciados abaixo encontramos a mesma função gramatical? a) move forward. b) practice. 1 – The father left a fortune for the children. c) take responsaiility. 2 – He stayed home for he had nowhere else to go. d) experience. 3 – For them to challenge the parents was a mistake. e) go without. Assinale a alternativa correta. 6) A expressão settle down poderia ser traduzida, sem perda de signi cado, por: a) Apenas 1. b) Apenas 2. a) resolva. c) Apenas 3. b) desculpa-se. d) Apenas 2 e 3. c) aceite. e) 1, 2 e 3. d) estabeleça-se. e) escute.

Song activity : Blowing in the wind

B) Blowin’ In The Wind – Bob Dylan

How many roads must a man walk ______(I) The answer, my friend, is blowin’ in the wind Before you can call him a man? The answer is blowin’ in the wind How many seas must a white dove sail Before she can sleep ______(II) the sand? Yeah and how many times must a man look Yes and how many times must cannonballs  y ______(III) Before they’re forever banned? Before he can see the sky? Yes and how many ears must one man have The answer, my friend, is blowin’ in the wind Before he can hear people cry? The answer is blowin’ in the wind Yes and how many deaths will it take till he knows That too many people have died Yes and how many years can a mountain exist Before it’s washed to the seas (sea) The answer, my friend, is blowin’ in the wind Yes and how many years can some people exist The answer is blowin’ in the wind Before they’re allowed to be free? Yes and how many times can a man turn his head Pretend that he just doesn’t see?

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Read the song carefully and answer the questions about it:

1) Assinale a alternativa que completa corretamente as lacunas I, II e III acima:

a) down - in - up b) ahead - under - down c) down - about - up d) up - in - ahead e) above - on - down

2) A palavra JUST em pretend that he just doesn’t see está sendo usada da mesma forma em qual das alternativas abaixo?

a) That’s just what I was looking for. b) He’s just nished lunch. c) I just can’t understand it. d) He’s a just man. e) I think that’s just what he asked

3) The verb tense used in the last line of the song before the chorus, ...”that too many people have died...” is correctly used in all the alternatives below but

a) She’s always had that doll, since she was 5. b) We’ve met before. c) They have phoned. d) The woman has recently been to her home town e) I’ve never seen the sea when I was a kid.

4) The words the answer my friend, is blowing in the wind mean that

a) the answer to all the questions asked is obvious b) the answer is hard to know and thus far from understanding c) the wind knows it all d) the blowing wind will bring us the answers some day e) Nature will solve all those problems mentioned

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TOP TEN BOB DYLAN´S PROTEST SONGS

Saying that Bob Dylan is the father of folk music is probably overstepping a bit. However, saying that the vocalist is one of the most prominent writers of anti-war and protest songs in the 20th century is spot on, thus making him worthy of a Top 10 Bob Dylan Protest Songs list. The singer did change his range from anti-establishment to country to pop and back to folk again, and he remains a seminal force for those who rage against “The Man.” It’s time to discuss hurricanes, wind and rain (and social injustice, naturally!), while we talk about our list of Bob Dylan’s Top 10 Protest Songs!

10) ‘Blowin’ in the Wind’ From: ‘The Freewheelin’ Bob Dylan’ (1963)

This Bob Dylan protest song became an anthem for the civil rights era and was a direct in uence on Sam Cooke’s ‘A Change Is Gonna Come.’ While some of the questions are more open-ended like, “How many roads must a man walk down / Before you call him a man?,” other lyrics leave no room for interpretation like, “How many times can a cannonball y / before they’re forever banned?“

9) ‘Masters of War’ From: ‘The Freewheelin’ Bob Dylan’ (1963)

Our next Bob Dylan protest song is not nearly as subtle as some of his others. In ‘Masters Of War,’ Dylan uses lyrics like, “Come you masters of war / that build all the guns … I just want you to know / I can see through your masks.” to protest the the mass weapons build-up surrounding the Cold War. Lyrics like, “You fasten the triggers / For others to set  re / Then you sit back and watch / when the death count gets higher,” leave no room for doubt as to Dylan’s feelings about the Cold War.

8) ‘Oxford Town’ From: ‘The Freewheelin’ Bob Dylan’ (1963)

‘Oxford Town’ is one of Bob Dylan’s Top 10 protest songs, as it speaks very plainly about the riots in Oxford, Miss., after James Meredith became the rst black student admitted to the University of Mississippi. Lyrics like, “He went to Oxford Town / Guns and clubs followed him down / All because his face was brown,” speak honestly to the racial tension of the ‘60s.

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7) ‘A Hard Rain’s a-Gonna Fall’ From: ‘The Freewheelin’ Bob Dylan’ (1963)

While Dylan’s protest song, ‘A Hard Rain’s a-Gonna Fall,’ has been attributed to his response to the Cuban Missile Crisis, the song, in fact, had been written before the crisis broke. Instead, the track, with such lyrics as, “I saw guns and sharp swords in the hands of young children / And it’s a hard, and it’s a hard / It’s a hard, it’s a hard / And it’s a hard rain’s a-gonna fall,” was written in a question- and-response pattern of a traditional British ballad. Still, ‘A Hard Rain’s a-Gonna Fall,’ remains one of the most famous iconic protest songs.

6) ‘The Lonesome Death of Hattie Carroll’ From: ‘The Times They Are a-Changin” (1964)

‘The Lonesome Death of Hattie Carroll’ is one of Bob Dylan’s Top 10 protest songs, speaking about civil rights as it recounts the death of a 51-year-old black barmaid named Hattie Carroll. She was murdered by a rich, young tobacco farmer in Maryland, who only received six-months in jail for his heinous crimes. Lyrics like “William Zanzinger killed poor Hattie Carroll / With a cane that he twirled around his diamond ring  nger” factually record the events of her death and comment upon the rampant racism of the ‘60s.

5) ‘With God on Our Side’ From: ‘The Times They Are a-Changin” (1964)

Bob Dylan’s ‘With God on Our Side,’ is a song that addresses the notion that a higher power sides with each person and likewise opposes those who disagree with them, which is enough justi cation for the wars and other horrifying things that people do to one another. Lyrics like,” In the nineteen-sixties came the Vietnam War / Can somebody tell me what we’re  ghtin’ for? / So many young men died / So many mothers cried / Now I ask the question / Was God on our side?,” along with other historical references, make room for little speculation as to what Dylan is protesting in this song.

4) ‘Hurricane’ From: ‘Desire’ (1976)

In Bob Dylan’s famous protest song, ‘Hurricane,’ he narrates the story of the false imprisonment of black boxer Rubin “Hurricane” Carter, bringing up the acts of racism and pro ling in what Dylan claims as a false trial and conviction of a murder Dylan maintains Carter did not commit. Lyrics like, “All of Rubin’s cards were marked in advance / The trial was a pig-circus he never had a chance / The judge made Rubin’s witnesses drunkards from the slums,” protested racial pro ling and the conduct of the justice system.

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3) ‘Chimes of Freedom’ From: ‘Another Side of Bob Dylan’ (1964)

‘Chimes of Freedom,’ easily one of the Top 10 Bob Dylan protest songs, uses imagery from natural disasters, like wind, lightning and hurricanes, to tell a bigger story. In ‘Chimes of Freedom,’ Dylan uses lyrics like, “Tolling for the rebel / Tolling for the rake / Tolling for the luckless / The abandoned an’ forsaked / Tolling for the outcast / Burnin’ constantly at stake,” to draw parallels between those who are treated unjustly or are downtrodden, the thunder booming in sympathy for these people, who Dylan identi es with.

2) ‘Maggie’s Farm’ From: ‘Bringing It All Back Home’ (1965)

Often considered one of the most in uential of the folk protest singers, Bob Dylan uses ‘Maggie’s Farm’ to declare his independence from the protest folk movement. ‘Maggie’s Farm’ ridicules some of the people involved in the protest movement of the ‘60s, and reinforces the notion that Dylan wants to be who he is – an individual – and not a pawn. Lyrics like, “Well, I try my best / To be just like I am / But everybody wants you / To be just like them / They say sing while you slave,” express his growing displeasure with the folk movement.

1) ‘The Times They Are a-Changin’ From: ‘The Times They Are a-Changin” (1964)

In our No. 1 Bob Dylan protest song, ‘The Times They Are a-Changin,’ Dylan went all out and combined the folk protest movement of the 1960’s with the civil rights movement. The shorter verses piled upon one another in a powerful way, and lyrics like, “There’s a battle outside and it is ragin’ / It’ll soon shake your windows and rattle your walls / For the times they are a-changin’,” are iconic Dylan statements that manage to transcend the times.

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PART 2 POETRY

Check the image below and decide what the poem could be about:

Food Fight by Kenn Nesbitt

We’d never seen the teachers The food was splattered everywhere— in a state of such distress. the ceilings, walls, and doors. The principal was yelling A sloppy, gloppy mess was on that the lunchroom was a mess. the tables and the  oors. It started o so innocent And so our good custodian when someone threw a bun, ran out to grab his mop. but all the other kids decided It took him half the afternoon they should join the fun. to clean up all the slop. It instantly turned into The teachers even used some words an enormous lunchroom feud, we’re not supposed to mention. as students started hurling And that’s how all the kids and teachers all their halfway-eaten food. wound up in detention. A glob went whizzing through the air, impacting on the wall. Another chunk went sailing out the doorway to the hall. Text © Kenn Nesbitt, reprinted from When the Teacher Isn’t Looking published by Meadowbrook Press. Illustration © Mike Gordon.

1) Observe o título e a fonte do poema a cima. O que houve?!? a) Dois estudantes começaram a brigar no refeitório b) Os professores acharam tudo muito engraçado c) Todos juntos limparam a enorme sujeira d) Os professores usaram palavrões impublicáveis e) Alguns alunos acabaram na detenção

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PHENOMENAL WOMAN by Maya Angelou

Pretty women wonder where my secret lies Men themselves have wondered I'm not cute or built to suit a fashion model's size What they see in me. But when I start to tell them They try so much They think I'm telling lies. But they can't touch I say, My inner mystery. It's in the reach of my arms When I try to show them, The span of my hips, They say they still can't see. The stride of my step, I say The curl of my lips. It's in the arch of my back, I'm a woman The sun of my smile, Phenomenally. The ride of my breasts, Phenomenal woman, The grace of my style. That's me. I'm a woman Phenomenally. I walk into a room Phenomenal woman, Just as cool as you please, That's me. And to a man, Now you understand The fellows stand or Just why my head's not bowed. Fall down on their knees. I don't shout or jump about Then they swarm around me, Or have to talk real loud. A hive of honey bees. When you see me passing I say, It ought to make you proud. It's the re in my eyes I say, And the  ash of my teeth, It's in the click of my heels, The swing of my waist, The bend of my hair, And the joy in my feet. I'm a woman The palm of my hand, Phenomenally. The need of my care, Phenomenal woman, 'Cause I'm a woman That's me. Phenomenally. Phenomenal woman, That's me.

from And Still I Rise by Maya Angelou copyright © 1978

2) Qual é a maior re exão que este poema traz? ______

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EXTRA NOTES

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LESSON 11 PREPOSITIONS II

PREPOSITIONS II | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To swear

Di culties in dealing with prepositions:

We have already studied prepositions of time, place and movement, and also read and discussed a list of the most common prepositions in English.

However, we haven’t studied everything yet! You must always remember that prepositions can be used in two ways: in a literal way and in an idiomatic way. In the literal use, the preposition means exactly what you expect:

The boy ran up the hill. She went in the house.

In the rst example, the preposition up means that the boy went in the direction up rather than down. In the second example, the preposition in means that she went into rather than out of the house.

In the idiomatic use, which is quite usual in our exams, the preposition appears in an idiomatic expression: that is, its meaning in this expression has nothing to do with the literal meaning:

I call up my friend. He succeeded in passing the course.

In the rst example, the word up has nothing to do with the direction up. To call up someone means to telephone someone. In the second example, the word in has nothing to do with the meaning of into or inside; it is simply idiomatic that the word IN is used after the verb succeed.

It is impossible to list all potential idiomatic expressions with their prepositions because there are so many of them that could appear on the entrance exams you are going to face in December and January. However, we can practice recognizing the most common ones. Shall we?

A good way to recognize and choose the correct preposition that is used after a certain verb, noun or adjective is probably by memorizing them. You must read a lot, pay attention to everything you listen to in English and do as many exercises as you can!

Sometimes, in vestibular exams, you are given a sentence with a blank to ll in with an appropriate preposition, like:

The game was called ______because of rain. I knew I could count ______you to do a good job.

The rst example should say that the game was called o  because of rain; the expression called o means cancelled, and that is the meaning that makes sense in the sentence. There are other prepositions that may follow the verb to call, but they don’t t here at all – to call on, for example, means to visit. In the second example, the correct expression is to count on someone, which means to rely on.

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CLASS EXERCISES

I) Complete the sentences below with the correct preposition:

1) After school many students participate ______sports. 2) I know I can rely ______you to be here ______time. 3) If you need more light to read, turn ______the lamp next to you. 4) Parents always try to bring ______their children to be thoughtful. 5) I’ll have to consult ______my attorney before making a decision. 6) Walt has lost his keys, so he must look ______them. 7) I just don’t approve ______you cheating on the exam 8) Smoking is forbidden, so you must put ______your cigarette. 9) Failure to pass the test will result ______the loss of your license. 10) Young girls who attend this school are not allowed to associate ______college boys. 11) The students must hand ______their homework. 12) She insisted ______going in spite of her cold.

II) Tests about prepositions of place, time and movement:

(UFCE/2003) Texto para os exercícios 1 a 6.

Mario Coelho de Almeida Filho, editor of the small thrice-weekly A Verdade, distributed (1)______the towns of Magé and Duque de Caxias, (50 km (2) ______Rio de Janeiro), was shot dead with four bullets on his way home (3)______16 August, 2001. The killer was seen (4) ______several people, and an identikit picture was made of him. The murder came the day before the journalist was to give evidende in a defamation case brought against him by the mayor of Duque de Caxias, José Camilo Zito dos Santos, and his wife Narriman Zito, the mayor of Magé. The family of Coelho de Almeida, who had accused the pair of fraud and handling the public funds and Mrs. Zito of adultery, said he had received threats that may have come from the two mayors. Retired military police sergeant Manoel Daniel de Abreu Filho was arrested on 15 September but then freed in October when the case had already been transferred (5) ______the Rio police. The rst investigator in charge of the case said the murder was clearly linked to the revelations in the articles.

Adapted from : “Brazil – annual report 2002”- Reporters san frontiers.

Based on the text, choose the correct alternative:

1) The preposition the best lls in blank (1) is:

a) on b) over c) of d) in e) under

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2) Identify the prepostion that lls blank (2) correctly: III) Further exercises about dependent prepositions:

a) from d) between A) Adjectives + prepostition: b) of e) for c) under 1) We weren’t aware _____ the problem with our tickets until we got there. 3) Blank (3) should be lled in with: 2) The lm, which is set in Sweden, is based _____ a best-selling novel. a) in 3) I can’t eat prawns because I’m allergic _____ b) at seafood. c) on 4) Are you familiar ______the computer software d) of we use? e) to 5) As marketing manager I am responsible _____ all 4) Choose the preposition that best lls blank (4) our publicity campaigns. 6) Her dress was identical _____ mine. It was so a) for embarrassing! b) by 7) I’m fed up ______waiting for the electrician to c) from come. I’m going out. d) into 8) My grandmother is especially fond _____ her eldest e) at grandchild. 9) My wife is not keen _____ me buying a sports car. 5) The preposition that lls blank (5) correctly is: 10) My cousin is a great linguist – she is  uent _____ a) at four languages. b) in 11) We are very dissatis ed ______the service we c) on received at your store. d) behind 12) She may be old, but she is quite capable _____ e) to looking after herself. 13) The  ight was delayed for two hours due ______a 6) Put the facts below in chronological order: technical fault. 14) My brother is absolutely mad ______motor ( ) Abreu Filho was arrested racing. ( ) The journalist was killed 15) My family is hooked _____ that new series – we ( ) The mayors started a legal case agains the journalist never miss it. ( ) The journalist was to supply proof of his allegations ( ) The journalist published articles about official 16) I’m sick _____ listening to her complain about how corruption in the municipalities of Magé and Duque many hours she works. de Caxias. 17) Jack is very upset ______the way the company treated him when he was ill. The option that contains the correct sequence is: 18) My wife’s nickname is Fran, which is short ______Francesca. a) 4 – 5 – 2 – 3 – 1 b) 5 – 4 – 2 – 3 – 1 c) 4 – 5 – 3 – 1 – 2 d) 5 – 4 – 3 – 2 – 1 e) 5 – 4 – 1 – 3 – 2

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B) Prepositions + noun: C) Verb + preposition:

1) _____ theory, it takes a day to renew a visa, but 1) Simon insisted ______paying for everything when _____ practice it takes a week. we went out. 2) The travel agent has asked us to pay 50% of the trip 2) The exam consists ______speaking , writing, _____ advance. listening and reading. 3) I’m quite sure he didn’t do that ______purpose. 3) I can’t concentrate ______what I’m doing with all 4) The teacher makes us learn lots of phrases ______that noise outside. heart and then tests us. 4) His ex-wife took revenge ______him by cutting up 5) I need a de nite answer from you by Monday ______all his suits. the latest. 5) The government was heavily criticized ______not 6) We didn’t arrange to meet. I just saw her on the bus acting faster. _____ chance. 6) I need to translate this document ______German. 7) I saw the interview with the President ______the 7) My brother is a lawyer who specializes ______news last night. criminal law. 8) Climate change is always ______the news – on TV, 8) We’re still waiting for Linda to apologize ______her radio and in the newspapers. awful behavior last night. 9) Be careful with Nora today. She is ______a very bad 9) Everyone blamed me ______the mistake, even mood. though it wasn’t my fault. 10) It was very di cult at rst, but everything worked 10) The police have accused her ______stealing out well _____ the end. money from her employer. 11) I sent a romantic email to my boss instead of my 11) I’m going to have to borrow some money ______girlfriend ______mistake. my sister. 12) I did all that work ______nothing. The teacher 12) It’s often not a good idea to lend money ______a forgot to collect our essays. friend. 13) My sister and her husband broke up , but they are 13) We have succeeded ______reducing still _____ good terms. unemployment to less than 5% of the workforce. 14) The company is heavily _____ debt and may have 14) I think the lm is de netely aimed ______people to close down. under 25. 15) In California smoking on beaches is ______the 15) I was named ______my grandfather, who died law. before I was born. 16) ______a rule, I’m usually in bed by 11.00 during 16) I know I can rely ______you to keep a secret. the week. 17) We need to divide this ______four equal parts. 18) I’m going to complain to the manager ____ this.

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D) Nouns + preposition:

1) There doesn’t seem to be an easy solution ______the problem. 2) The reason _____ the delay was the late arrival of the incoming  ight. 3) I have quite a lot of di culty ______remembering names and faces. 4) There is an urgent need ______quali ed teachers to work in our schools. 5) The police have reported a sharp increase _____ crimes lately. 6) I have absolute no intention _____ resigning. 7) There is going to be a full investigation ______the causes of the accident. 8) I’m sure there is going to be a lot of protest ______the new law. 9) Jack has a lot of respect ______his father’s achievements. 10) There’s no point ______getting angry about it. 11) The rescue team says there is no hope _____ nding any more survivors. 12) My boss has asked me to write a report ______the new computer system. 13) The lack _____ water is becoming a very serious problem in some countries. 14) The new director has a reputation _____ being very ruthless. 15) I feel the government ‘s attitude ______single-parent families is changing.

TESTS

1) (PUCRIO/2004) Mark the only sentence that cannot 2) (UFRGS/2006) In the phrase “Exports to China are be correctly completed with the preposition from: expected to quadruple by 2010”, BY is being used with the same meaning as in: a) Commercial sales of drugs derived ______this one plant are about US$160 million a year. a) I’ll nish reading the book by midnight. b) Madagascar’s rosy periwinkle, a plant ______b) We could go to Gramado by car. Africa, provides two important anti-tumor agents. c) He paid the hotel expenses by cheque. c) Quinine, an aid in the cure of malaria, is an alkaloid d) Forty divided by eight is ve. extracted ______the bark of the cinchona tree e) Do you know “The Da Vinci Code” by Dan Brown? found in Latin America and Africa. d) ______1960, only 19 percent of Hodgkin’s 3) (PUCRS/2006) The alternative which contains the disease su erers had a chance for survival. prepositions that best complete the sentences below is: e) Until recently, wild yams ______Mexico and Prepaid meters have been launched with the aim Guatemala provided the world with its entire supply of ______improving water service; however, they diosgenin, an active ingredient in birth control pills. might be a problem ______those who cannot a ord paying ______water services.

a) to – for – of b) on – to – for c) of – to – on d) for – on – of e) of – for – for

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4) (UNESP/1994) Something is cooking ______8) (UNESP/1995) I read a chapter ______politics. the oven. a) on a) up b) at b) to c) above c) in d) before d) into e) after e) for 9) (FUVEST/1979) ______the circumstances you 5) (ITA/1995 – ADAPTED) It’s clear that Gossard and must go ______foot. the rest of Pearl Jam no longer want to “rely” ______anger and craziness to drive the band. a) Under – with A preposição que deve acompanhar o verbo “rely”, b) Under – by relacionado no texto, é: c) On – on d) Under – on a) at e) On – under b) on c) in 10) (FUVEST/1977 – ADAPTED) Complete com as d) for palavras necessárias: e) with I was born ______2 o’clock ______the morning, ______a Sunday ______6) (ITA/1995 – ADAPTED) Scientists have been talking April ______the year 1958, ______a farm about producing better foods ______genetic ______a small village called Sta. Cruz, ______engineering ever since the technology rst became the state of Goiás, Brazil. available more than 20 years ago. A preposição que preenche a lacuna corretamente é: a) on / in / on / in / in / in / in / in b) on / in / on / in / of / in / in / in a) by. c) at / in / on / in / of / on / in / on b) for. d) at / in / in / in / of / in / in / in c) over. e) at / in / on / in / of / on / in / in d) through. e) with. 11) (CESGRANRIO/1995) The program Dr. Black is working ______his colleagues ______the 7) (UNESP/1993) He walked ______the room. department ______psychiatry will build on a pioneering study done ______1989. a) at Mark the item which contains the prepositions that b) on complete the passage above: c) between d) into a) with, of, about, in e) among b) with, on, from, in c) with, in, of, in d) without, at, by, on e) without, from, after, on

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12) (FAAP/1996) An executive presiding over a 15) (MACKENZIE/1996) Complete with the appropriate lunchtime meeting ______a busy San Francisco prepositions: restaurant was having no luck getting the waiter’s attention. So, using his cellular phone, he called the I. My wife was very glad ______taking a trip restaurant and asked ______have some menus sent abroad. over ______his table. It worked. II. Are you hopeful ______receiving a nice gift? (Reader’s Digest – Sep./95) III. Whatever is good ______you will be acceptable ______me. Quais preposições completam corretamente o texto IV. Criminals belong ______jail. anterior? a) I. in; II. about; III. for/for; IV. to a) in, about,to b) I. on; II. of; III. about/for; IV. to b) at, to, in c) I. with; II. for; III. for/to; IV. on c) in, for, on d) I. about; II. of; III. for/to; IV. in d) for, for, to e) I. of; II. in; III. to/to; IV. at e) in, to, to 16) (UDESC/1996) Choose the correct alternative to 13) (UNESP/1996) Assinale a alternativa correta para complete the sentence: completar o espaço em branco na sentença a seguir: That girl ______the corner told everybody She is very proud ______her children. she is going ______leave ______New York ______seven tomorrow night, ______a huge a) at airplane. b) in c) on a) by – for – on – in – at d) with b) under – below – by – at – for e) of c) through – into – onto – on – on d) on – to – for – at – by 14) (MACKENZIE/1996) Complete with the appropriate e) on – to – for – in – by prepositions: 17) (MACKENZIE/1996) Indicate the alternative that I. How kind ______you to invite us ______best completes the following sentence: your party! ______you know, Jack is a soldier, but he walks II. I’m sorry ______him but even so I’m not sorry ______a general. ______what I did. III. Is the director con dent ______his abilities? a) How; how b) As; like a) I. for/for; II. about/for; III. about c) As; as b) I. of/to; II. for/about; III. of d) Like; as c) I. in/for; II. for/about; III. of e) How; like d) I. on/to; II. for/in; III. in e) I. for/on; II. of/for; III. with

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18) (CESGRANRIO/1990) The sentence in which FOR is 22) (MACKENZIE/1997) ______the end, he gave used in the same way as in “These knives are now used ______discussing ______his father and said for some general surgery” is: he would go ______medicine.

a) The laser has been used for years. a) In – up – with – in for b) The technician is leaving for Tokyo. b) At – up – with – in c) This telephone records word for word. c) In – out – about –into d) The laser has become popular for its wide applicability. d) At – in – with – out in e) Doctors use laser for several types of operations. e) In – at – on – up at

19) (CESGRANRIO/1990) In “The sweet-and-lovely look 23) (UNESP/1986) Assinale a alternativa correta: is out; the aggressive punk pose is in”, the capital words Fried potatoes are called “French Fries” ______stand for: the United States.

a) out of work / in vogue a) on b) out of sight / in mind b) about c) out of order / in memory c) of d) out of date / in fashion d) from e) out of mind / in sight e) in

20) (FEI/1996 – ADAPTED) One of the most famous 24) (UNESP/1987) Assinale a alternativa correta: monuments in the world, the Statue of Liberty, was Very little is known ______nuclear energy. presented to the United States of America in the nineteenth century by the people of France. a) of Preencha a lacuna de acordo com o texto: b) over Who was the statue presented ______? c) in d) into a) from e) about b) for c) by 25) (UNESP/1988) Assinale a alternativa correta: d) at Aspirin is the best drug to ght ______headache. e) in a) on 21) (UEL/1997 – ADAPTED) Olajuwon should have no b) against trouble promoting his product. “All I drink is water”, says c) with he. Over a gallon a day. d) to A palavra over, no texto, signi ca: e) for

a) sobre. 26) (UNESP/1989) Assinale a alternativa correta: b) em cima de. That experiment was performed ______c) super. important scientists. d) mais do que. e) abaixo de. a) by b) to c) from d) against e) for

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27) (UNESP/1997) Assinale a alternativa correta: 30) (ITA/1997) Mensagem Capadócia We stayed in Rome ______two months. Um adesivo “made in Paraguai” anda circulando nos vidros dos carros paulistanos: “Good girls go to heaven, a) since bad girls go to everywhere”. É de doer, posto que o corre- b) at to seria: “______”. c) in Bárbara Gancia, Folha do São Paulo de 7/06/96. d) on A perspicácia da colunista se faz notar de diversas for- e) for mas no texto anterior. Uma delas é através da correção de uma impropriedade normativa. Qual seria a frase nal 28) (UNIRIO/1997) The word like in “Premier research- do texto, aqui omitida propositalmente? ers use the Net to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes” introduces a) Good girls go heaven, bad girls everywhere. elements of: b) Good girls go heaven, bad girls go everywhere. c) Good girls go to heaven, bad girls to go to everywhere. a) exempli cation. d) Good girls go to heaven, bad girls go everywhere. b) generalization. e) Good girls go heaven, bad girls go to everywhere. c) reformulation. d) comparison. 31) (ITA/1997 – ADAPTED) Probably the only thing that e) addition. Brazil’s two pay TV heavyweights, Globo and TVA, agree ______is that the country’s multichannel business 29) (ITA/1997 – ADAPTED) Specialty Minerals do Bra- is on the verge of a boom. sil, an international, researchbased company, (I) several Qual a preposição que melhor preenche a lacuna? openings for Operator Technicians at its plant in Jacareí. The successful candidate will be responsible (II) operat- a) for ing a computer-controlled process, performing quali- b) on ty control lab tests, unloading of bulk product, loading c) at tanker trucks with nished product, and other duties as d) by assigned. Availability (III) travel abroad is required. e) in As lacunas I, II a III devem ser preenchidas respectiva- mente por: 32) (CESGRANRIO/1998) The following sentences must be completed with “between” or “among”: a) I. has, II. for, III. for I. There were no radicals ______her close friends. b) I. have, II. by, III. of II. The students talked quietly ______themselves c) I. have, II. for, III. of before the test started. d) I. has, II. for, III. to III. The father and the mother sat in the sofa, with the e) I. has, II. by, III. to baby ______them. IV. The Queen of England is not very popular now ______the British people. V. There is much di erence ______the American and the Brazilian education systems. “Between” must be used in sentences:

a) III and V only. b) I, II and III only. c) II, III and IV only. d) II, IV and V only. e) I, II, III and V only.

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33) (CESGRANRIO/1998) Fill in the blanks of the text 36) (MACKENZIE/1999) Indicate the alternative that below with the correct prepositions: best completes the following sentence: No higher education reforms are likely to be adopted She’s used ______running ______the park ______time to a ect the choice that a student or his ______6 p.m. family makes about where the student should go to col- lege today. For a student, not having to worry about cost a) for – at – at would be a wonderful option. But ______almost b) for – in – at every student to be able to go to school these days, work- c) at – in – before ing out matters of cost is an essential part ______d) into – at – about choosing the best college. e) to – in – after

a) on, to and in 37) (UNESP/1999) Jim wanted to buy a ticket b) on, for and at ______the nine o’clock bus. c) in, for and of d) in, before and in a) for e) about, to and of b) into c) out 34) (UFRGS/1997) Fill in the blank below with the best d) of alternative: e) over Political corruption and civil unrest are ______Mexico’s modern problems. 38) (MACKENZIE/1998) She sent ______a beauti- ful birthday card. a) because b) between a) for her teacher c) throughout b) to her teacher d) among c) into her teacher e) although d) her teacher e) up to her teacher 35) (FEI/1997) Complete: Pablo said that ______Spain, everybody sleeps 39) (UFRGS/1998) Escolha a melhor alternativa para ______1 and 4 PM. preencher as lacunas da frase a seguir: ______1948 an American woman was em- a) with – among ployed ______the rst time ______a jet pilot b) among – between ______an American airline. c) between – among d) among – at a) In – at – as – for e) in – between b) During – by – like – in c) From – on – with – by d) On – for – like – by e) In – for – as – by

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40) (UEL/1998) The not-for-credit series of 13 inter- 43) (CESGRANRIO/1999) Advertising is capitalism’s disciplinary lectures focuses on the creation of myths soft sell. Girls growing up and housewives worried and explores parallels to Eva Perón and the Virgin Mary, ______achieving their roles are the foremost con- ______others. sumers. Advertising sets out to make people identify Assinale a alternativa que preenche corretamente a ______characters ______advertisements, to lacuna do texto: make them jealous ______the person they would become if they bought the product. a) between Check the item that contains the missing prepositions b) among that complete the text above: c) above d) under a) with – to – in – of e) across b) with – with – of – of c) with – through – of – at 41) (PUCPR/1998) Choose the right alternative to d) about – with – in – of complete the spaces: e) about – with – on – at

I. I stayed in New York ______two months. 44) (MACKENZIE/1998) ______Christmas people II. The lm didn’t begin ______nine o’clock. usually sing ______. III. I go there ______an hour. IV. They’ve been mending the road _____ last Monday. a) On – pop music V. I’ll be working in a bank ______three years. b) On –musics c) In – lyrics a) by – in – since – for – until d) About – lullabies b) for – until – in – since – for e) At – carols c) by – until – in – before – for d) since – by – before – until – by 45) (UECE/1999) “They may nd a house to live in for e) until – since – by – for – since the winter”. A partícula in, usada na frase, emprega-se de modo incorreto, no seguinte exemplo: 42) (MACKENZIE/1998) Indicate the alternative that best completes the following sentence: a) There are three girls in the group. “Apartments ______rent are di cult ______b) They walked home in the rain. nowadays”, said the tenant. c) In her mind, he is guilty. d) He began his new job in Monday. a) on – for nd b) for – for nding 46) (UNESP/2000) The boys and girls ran ______c) to – for nding the street. d) on – to be found e) for – to nd a) above b) with c) at d) down e) back

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47) (UFSM/2000 – ADAPTED) A con ict that goes back 50) (UNESP/2002) Assinale a alternativa que preenche to the 1300s cannot be solved by bombing the warring corretamente a lacuna da frase apresentada: parties. The solution can come only from within the Bal- There are some barriers that prevent senior citizens kans and its people. ______taking part in an online market. A melhor tradução para a expressão from within é: a) of a) dos. b) to b) até o m dos. c) for c) de fora dos. d) from d) à moda dos. e) on e) desde o início dos. 51) (UFGRS/2000) The preposition into is used incor- 48) (UNESP/2001 – ADAPTED) In cyberspace, we can rectly in: talk, exchange ideas, and assume personae of our own creation. We have the opportunity to build new kinds of a) He stood into the room, hands in his pockets. communities, virtual communities, in which we partic- b) The wicked witch turned the prince into a frog. ipate with people from all over the world, people with c) His texts have been translated into many languages. whom we converse daily, people with whom we may d) He then went into the details of his dream. have fairly intimate relationships but whom we may nev- e) They ran into each other at the corner of the street. er physically meet. After I read the text above, I could realize that my friend 52) (UFSM/2001) A palavra em maiúsculo na expressão Christine has a terrible problem: She lives ______“By 1900 Britain had become a major world power” tem 1204 Reality Boulevard but her husband lives ______o mesmo sentido de: cyberspace! a) beyond. a) in – in b) at b) in – on c) among. c) on – at d) through. d) at –on e) around. e) at – in 53) (PUCMG/1999 – ADAPTED) Rudolph, skilled at sur- 49) (PUCRS/2001) The prepositions in and on are cor- viving in the wilderness, vanished in the mountainous rectly used in all alternatives but: woods of North Carolina. It can be inferred that Rudolph was ______sur- a) On September I’ll be in vacation. viving in the wilderness. b) He’ll go on a leave in the summer. c) She’s always in a bad mood on Mondays. a) good at d) In two months you can be on the road. b) worried about e) In the evenings I see her on TV. c) interested in d) fond of e) anxious about

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54) (PUCPR/1999) Choose the correct alternative to ll 57) (UFV/PASES/2000) Choose the best option to in the blanks: complete the sentence: Bell used electricity to send the human voice I. What are you thinking ______? ______one place ______another. II. He died ______the injuries caused by a terrible accident. a) on – in III. They succeeded ______breaking the door open. b) from – to IV. Everybody laughed ______him when he said that. c) in – to V. Why don’t you concentrate ______your studies? d) at – to e) above – below a) in, of, from, on, at b) in, of, from, at, on 58) (UFGRS/2001) The word into is used correctly in all c) of, from, in, at, on alternatives below except: d) of, at, in, from, on e) of, from, in, on, at a) He ran into some old friends at the airport. b) He remained into that room where they had 55) (UFAL/1999 – ADAPTED) Ericsson is a global leader always met. ______mobile telephony, supplying state-of-the- c) She walked into his life as a breath of fresh air. art technology and quality equipment to customers d) It came into view when the clouds cleared the sky. worldwide. e) She went into the house carrying a bunch of  owers. Preencha corretamente a lacuna do texto: 59) (UFGRS/2002) Complete the following sentence a) at with the correct alternative: b) in In New England, we drove ______hours along c) o country roads and stayed ______an old sea captain’s d) on home ______the sea. e) over a) for – in – o 56) (PUCRIO/2000) Mark the sentence which must be b) during – into – by completed with on and in, respectively: c) up – near – from d) during – at – out a) I was talking ______the phone when I heard a e) for – in – by knock ______the door. b) The boy got a bike ______his birthday, and is 60) (PUCPR/2003) Fill in the blanks of the following now keeping it ______his parents’ garage. sentences with the appropriate option: c) The Smith family lives ______the countryside, ______a very cozy farm house. I. They deliver the mail ______ten o’clock. d) John was invited to speak ______the conference II. ______it was raining, we went for a walk. ______behalf of the company’s president. III. Don’t eat so much ______you go bathing. e) Several workers decided to go ______strike IV. He ran away ______he saw the policeman. ______the same day their boss announced his V. You won’t win ______you try hard. bankruptcy. a) I. after; II. While; III. unless; IV. before; V. until b) I. until; II. Before; III. after; IV. while; V. although c) I. unless; II. When; III. until; IV. after; V. before d) I. at; II. Although; III. before; IV. when; V. unless e) I. before; II. Until; III. although; IV. unless; V. when

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61) (UFGRS/2004) Complete the sentence below with 65) (JFS/2012) Fill in the following sentences correctly: the best alternative: Tolkien wrote much ______his trilogy ______I. The climbers stopped 300m ______the top of World War II, but denied that his stories were analogous the mountain. ______that great battle. II. The whole village is ______water. III. A king shouldn’t do anything ______his dignity. a) of – during – to IV. The tunnel goes right ______the city. b) of – at – with c) about – during – into a) I. below – II. below – III. beneath – IV. underneath d) for – in – to b) I. below – II. under – III. beneath – IV. underneath e) of – in – into c) I. below – II. under – III. beneath – IV. under d) I. under – II. under – III. below – IV. beneath 62) (PUCMG/2005 – ADAPTED) According to Stu e) I. under – II. below – III. below – IV. beneath magazine, the iPod is the “coolest thing to come out of California since the Beach Boys”. The word “since” conveys 66) (UNIFESP/2007 – ADAPTED) Em “Since levels of an idea of: lung function were in the normal range at the start of the study, the researchers say, the possibility that poor a) manner. c) time. lung function led to hostility rather than the other way b) place. d) result. around is unlikely”, a expressão rather than signi ca, em português: 63) (UFSM/2005) The rst games ______athletes ______a disability ______held ______a) pelo contrário. 1948. b) ao invés de. Selecione a alternativa que completa corretamente as c) a menos que. lacunas: d) mais que. e) devido a. a) for – without – was – on b) to – with – has – at 67) (ITA/1995) ‘Without Fear of Be Happy’ (Sem medo c) from – with – is – on de ser feliz) é o título, em inglês que um periódico paulista d) to – without – are – at atribuiu ao livro do jornalista americano Ken Silverstein e) for – with – were – in sobre a campanha de Lula à Presidência da República em 1989. 64) (UFGRS/2005) Fill in the gaps in the following Examinando o título, você diria que: sentence correctly: Man walked ______the moon ______the a) Está estruturalmente correto. rst time ______1969. b) Deveria ser: “Without Fear of Been Happy” c) Deveria ser: “Without Fear of to Be Happy” a) on – for – in d) Deveria ser: “Without Fear of Being Happy” b) across – at – in e) Deveria ser: “Without Fear to Be Happy” c) across – by – on d) in – on – at e) on – at – after

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68) (JFS/2000) The cat jumped ______the table 72) (AFA/1999) ______14% ______in order ______get the food that was ______it. the force female, we cannot run a military today ______women. a) up – to – on b) about – for – up a) At / in / on c) over – for – about b) With / from / over d) on – to – on c) With / of / without e) onto – to – on d) Both / in / without

69) (ITA/1991) A alternativa abaixo que preenche a 73) (FUVEST/1977) Qual a sentença correta? lacuna de: Buses here never arrive ______time. a) We were deprived from playing games for a week. Dando idéia de pontualidade: b) We were deprived of playing games for a week. c) We were deprived of playing games through a) on a week. b) at d) We were deprived at playing games for a week. c) in e) We were deprived from playing games by a week. d) by e) up 74) (EEAR/2007) Choose the best alternative to complete the blanks: 70) (ITA/1991) ______what he says, she was born Julie was born ______July 3, ______night ______March 25, 1970. ______New York.

a) According to – in a) in / at / at b) According with – on b) on / at / in c) Accordance to – in c) in / at / in d) According to – on d) on / in / at e) Accordance with – in 75) (EFOMM/2005) Choose the only option with the 71) (ITA/1992) A alternativa que corretamente correct preposition: preenche os claros (I), (II), (III) de: What ______earth are you doing here so early in the morning? - The Declaration of Independence was signed ______(I) July 4, 1796. a) under - ______(II) rst, I thought you were a thief. b) on - ______(III) present, I am living in Brazil. c) in d) at é: e) behind

a) at – at – at 76) (EFOMM/2006) Choose the only option with the b) on – at – at correct preposition: c) on – by – in The man jumped ______the horse and went away. d) in – in – in e) in – by – on a) of d) into b) under e) onto c) out of

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77) (EFOMM/2006) We’ve had such a busy day! At least 81) (EFOMM/2007) Crowded ______a lifeboat, twelve people called. Ruth Becker stared ______disbelief as the luxury Oh, ______the way, there’s a message here for liner Titanic slipped ______the icy Atlantic Ocean. you from your cousin. a) in / in / in a) over b) in / in / into b) in c) on / on / onto c) by d) on / on / onto d) on e) on / in / into e) into 82) (UFPE/1998) “On this planet, more people get their 78) (EFOMM/2006) I made seven di erent plans for news from TIME than any other single source – over 30 my vacation, however ______the end I went to the million people, worldwide.” (TIME, August 12, 1996, Vol. Bahamas again. 148, N° 7, page 2.) Over in “over 30 million people” signi es: a) to b) by a) less than. c) with b) by. d) in c) not as much as. e) at d) not so many as. e) more than 79) (EFOMM/2006) There is nothing illegal about my business dealings. Everything is strictly ______board. 83) (JFS/2008) Ryan drove ______me without stopping and drove o ______the downtown. a) on b) above a) from / into d) past / towards c) by the b) towards / over e) in / next to d) over c) along / up e) onto 84) (EFOMM/2010) Choose the option in which the 80) (EFOMM/2006) The word since can be used to prepositions complete the verb phrases with accuracy, appropriately ll in the blank of which sentence below? respectively:

a) I am studying here ______2004. I. The ship is bound ______Africa. b) She has slept ______two hours. II. We set sail ______a tour of the Caribbean. c) They had been staying at the hotel ______many III. The captain was responsible ______the incident. days before they decided to move to an apartment. IV. Attention has to be given ______the weather d) Bob has worked at that big company ______conditions. he moved to Washington. V. Crew members are expected to comply ______e) Carol lives in Boston ______she was born. safety regulations.

a) for / to / for / for / with b) in / for / for / to / to c) to / for / for / to / with d) to / for / to / to / to e) for / to / to / for / with

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85) (EFOMM/2010) Choose the correct option to complete the sentences:

I. I am familiar ______that song. II. Were you aware ______the regulations against smoking in this area? III. What John said is contrary ______common sense. IV. This winter, Paul will be eligible ______a threeweek vacation. V. How do you account ______this discrepancy? a) with / of / with / to / for b) with / of / to / for / for c) to / about / to / to / to d) with / about / with / to / of e) to / of / to / for / to

86) (EFOMM/2010) Choose the option in which the prepositions complete the sentences with accuracy, respectively:

I. Stress can make us quite forgetful ______times. II. The New York Port Authority operates daily ______a lot of pressure. III. After a storm, the shing boat was lost _____ sea. IV. The remains of the wreckage were found ______the shore. V. They were ______call when the emergency alarm went o . They were able to act promptly though. a) in / under / in / on / on b) at / under / at / on / o c) in / in / on / in / in d) at / in / in / at / o e) at / on / at / in / on

87) (JFS/2011) Fill in the gaps correctly: He aimed ______the bird and shot ______it! a) at – in b) on – at c) on – on d) at – on e) at – at

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88) (UFV/2003) The expression regardless of in the sentence “You can pro t from it regardless of your level of for- mal education”, can be replaced by:

a) unless. b) because. c) although. d) however. e) in spite of.

89) (JFS/2011) Which prepositions must be used to ll in the gaps in the sentences below? The operation, unprecedented in the city’s history, began ______around 8am. According to police the favela had been “conquered” ______around 9.30am.

a) at – by b) at – in c) at – on d) on – by e) on – at

90) (UNIRIO/2002 – ADAPTED) In the 1960s, only about 200 golden lion tamarins remained in the wild, due to the destruction of their habitat, Brazil’s Atlantic coastal rain forest – ‘Mata Atlântica’. The capital word discourse marker due to in the text above illustrates:

a) result. b) consequence. c) purpose. d) reason. e) contrast.

EXTRA NOTES

160 LESSON 12 FOCUS ON BOTH, EITHER AND NEITHER

FOCUS ON BOTH, EITHER AND NEITHER | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To tear

A) You can use both/neither/either for two things. You can use these words with a noun (both books, neither book...) For example, you are going out to eat. There are two possible restaurants. You say: • Both restaurants are very good. • Neither restaurant is expensive. • We can go to either restaurant, I don’t mind. (either = one or the other, it doesn´t matter which one)

B) Both of...../ Neither of..... / either of ......

We use Both of.../ Neither of..../ either of .....+ the/ these /my/ Jim’s ...etc. So, we say ‘both of the cars’ , ‘both of those cars’ – but not both of cars.

• Both of these books are excellent. • Neither of the books we bought was expensive or were expensive* • I haven’t read either of those books (= I haven’t read one or the other)

However, you don’t need of after both; you can say:

• Both my parents are from Brazil or Both of my parents are from Brazil.

Also, you can use both of / neither of / either of + us / you / them :

• Can either of you speak Chinese? (when talking to two people) • I asked two men the way to the bank, but neither of them could help me.

Before object pronouns (us / them / you ) you must use both of:

• Both of us needed to rest.

After neither of... a singular or plural verb is possible: Neither of the children want (or wants) to go to bed.

C) You can also use both/neither/ either alone, without a noun:

• I couldn’t decide which of the two guys to date! I liked both! (= both of them) • Is your friend Gremista or Colorada? Neither. She roots for Juventude. • Do you want sh or meat for lunch? Either. I don’t mind.

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D) You can say:

BOTH.....AND Both Martin and Dave were unhappy. I was both tired and hungry when I arrived home.

NEITHER ..... NOR Neither Chris nor Rita came to school. Tom said he’d keep in touch, but he neither wrote nor phoned.

EITHER ...... OR I’m not sure where she’s from. She’s either Noewegian or Swedish. Either you apologise or I’ll never speak to you again.

E) Compare either/neither/both (two things) to any/none/all (more than two):

There are two good hotels here. There are many hotels here. You could stay at either of them. You could stay at any of them.

We tried two hotels. We tried a lot of hotels. Neither of them had any rooms. None of them had any rooms. Both of them were full. All of them were full.

F) Please remember that we also use auxiliary verbs with either/neither/so:

• “I’m a student”. So am I (= I’m a student too). • I never read newspapers. Neither do I (I never read newspapers, either) • Sam hasn’t been to London, and neither has Bill.

Instead of neither, you can use nor. You can also use not ...... either.

‘I don’t know’. ‘Neither do I’ = ‘Nor do I’ = ‘I don’t either’

CLASS EXERCISES

A) Complete the sentences with both, neither, either:

1. Do you want tea or co ee? ______. I really don’t mind. 2. What day is today, the 18th or 19th? ______. It’s the 20th. 3. Where did you go for your holidays, Scotland or Ireland? Actually we went to ______, a week in Scotland and a week in Ireland. 4. When shall I phone? In the morning or in the afternoon? ______. I’ll be in all day. 5. Where is Liz? Is she home or at work? ______. She’s away on holiday.

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B) Complete with both/ neither/ either – use of where necessary.

1. ______my parents are from London. 2. To get to the town center, you can go along the footpath by the river or you can go along the road. You can go ______way. 3. I tried twice to phone George, but ______times he was out. 4. ______Tom’s parents are English. His father is Polish and his mom is Japanese. 5. I saw an accident this morning. One car drove into the back of another. Fortunately ______driver driver was injured, but ______cars were badly damaged. 6. I’ve got three siblings – two sisters and a brother. My brother is working , but ______my sisters are still at school.

C) Complete with both/ neither/ either + of us/them

1. I asked two people the way to the station, but ______could help me. 2. I was invited to two parties last week, but I couldn’t go to ______3. There were two windows in the room. It was too warm, so I opened ______4. Sam and I play tennis together regularly, but ______can play very well. 5. I tried two bookshops for the book I wanted, but ______had it.

D) Write sentences with both... and.../ neither... nor... / either... or

1. Chris was late. So was Patrick.

______2. He didn’t write, and he didn’t phone.

______3. Joe is on holiday, and so is Sam.

______4. Joe hasn’t got a car. Sam hasn’t got one either.

______5. Brian doesn’t watch TV and he doesn’t read newspapers.

______6. It was a boring lm. It was long too.

______7. Is that man’s name Richard? Or is it Robert? It’s one of the two.

______

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8. I haven’t got time to go on holiday. And I haven’t got the money.

______9. We can leave today or we can leave tomorrow. Whichever you prefer.

______

E) Complete the sentences with neither/ either/ none/ any

1. We tried a lot of hotels, but ______of them had any rooms. 2. I took two books with me on holiday, but I didn’t read ______of them. 3. I took ve books with me on holiday, but I didn’t read ______of them. 4. There are a few shops at the end of the street, but ______of them sells newspapers. 5.You can phone me at ______time during the evening. I’m always at home. 6. I can meet you next Monday or Friday. Would ______of these days be convenient for you? 7. John and I couldn’t get into the house because ______of us had a key.

TESTS

1) (FUVEST/1998) Selecione a alternativa que preenche corretamente a lacuna: My mother doesn’t drink tea and ______do I. a) or b) also c) too d) either e) neither

2) (MACKENZIE/1997) Indicate the alternative that best completes the following sentence: Anne disliked our new roommate, and ______. a) I didn’t too b) I didn’t either c) neither did I d) never did he e) so did I

3) (MACKENZIE/1999) Indicate the alternative that best completes the following sentence: I haven’t nished the homework and ______. a) my brother hasn’t either b) neither my brother c) so did my brother d) either hasn’t my brother e) neither does my brother

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4) (MACKENZIE/2002) Indicate the alternative that 6) (JFS/2008) Mr. Anderson can’t speak Chinese. best completes the following sentence: Paulo knows how to drive a truck and ______. a) Neither I can. b) Neither can I. a) Mark does neither c) So can I. b) either does Mark d) So I can. c) so does Mark e) Nor I . d) nor does Mark e) Mark does either 7 ) (UFRGS) The word both is used incorrectly in

5) (EFOMM/2006) a) She has invited both of us Philip: “- She’s got a place at college!” b) Both my parents like riding Kate: “- ______!” c) Both of them are not here d) Mary sends you both her love a) So have I e) They both wanted to marry her b) So I have c) And I d) I am too e) So am I EXTRA NOTES

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EXTRA NOTES

168 LESSON 13 FURTHER READING PRACTICE

FURTHER READING PRACTICE | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To stink

Here are 45 reading questions from di erent entrance exams , like ITA, Fuvest , IME (Instituto Militar de Engenharia) and AFA (Academia da Força Aérea) . As you know and have been practicing throughout the year, a text involves not only interpretation questions, but also vocabulary and structure in context.

TEXT: Is ‘Facebook’, the social networking website, making us narcissist? A new book argues we’re much more self- absorbed nowadays, stating that technology is to blame. I tweet, therefore I am. Or is it, I tweet, therefore I am insu erable? As if adult celebrities that pop out on the red carpets weren’t clue enough, we now have statistical evidence that we are a lot more in love with ourselves than we used to be. This social phenomenon has raised elds of research to academic studies nowadays. In the book ‘The Narcissism Epidemic: Living in the Age of Entitlement’, Jean M. Twenge, a professor of psychology at San Diego State University, and W. Keith Campbell, a social psychologist at the University of Georgia, look to the Narcissistic Personality Inventory, which measures self-regard, materialism, and lack of empathy. They found that the number of college students scoring high on the test has risen by 30 percent since the early 1980’s.

1) (IME/2011) What kind of human behavior is central 2) (IME/2011) What has not been encouraging to the study mentioned in the text? people to act the way described in the text?

a) the alienation of the celebrities from the others a) technology around them. b) narcissism b) addiction to technology c) materialism c) the high scoring of college students in academic tests d) psychology d) the hard work of social psychologists e) entitlement e) excessive positive feelings and admiration of oneself

TEXT: Scientists say juggling e-mail, phone calls and other incoming information can change how people think and behave. They say our ability to focus is being undermined by bursts of information. These play to a primitive impulse to respond to immediate opportunities and threats. The stimulation provokes excitement — a dopamine squirt — that researchers say can be addictive. In its absence, people feel bored. The resulting distractions can have deadly consequences, as when cell phone-wielding drivers and train engineers cause wrecks. And for millions of people these urges can in ict nicks and cuts on creativity and deep thought, interrupting work and family life.

3) (IME/2011) The text states that human beings instinctively:

a) provoke opportunities and threats to other human beings. b) move towards that which threatens them. c) react to sudden changes they experience. d) interrupt work and family life. e) undermine bursts of information.

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4) (AFA/1998) “Can you tell a green eld from a cold steel rail?” (Excerpt from Pink Floyd’s Wish you were here lyrics) The questions asks:

a) if you can tell a story about the eld and the cold steel rail. b) if you are able to say how to go from the green eld to the rail road. c) if you know one di erence between the green and the cold steel rail. d) if you are able to see how di erent is a green eld from a cold steel rail.

TEXT: Want a Reservation at One Hot D.C. Restaurant? Prepare to Sign a Contract The restaurant may have Rogue in its name, but the joint certainly looks to keep its patrons in line. Many elite eateries have strict policies on cancellations and photography, but Rogue 24 has taken what’s usually an implicit verbal contract to a binding level. That’s right, get your pen out. Rogue 24, headed by chef R.J. Cooper, fuses the eating experience with an intense visual adventure – after all, it’s housed in a grungy D.C. alley surrounded by dilapidated buildings. But the 2-page contract diners must sign along with their reservation calls up air of pretension. Eater DC provides a look at the binding document which includes a ban on photography and cell phones during dinner. They cite the attempt to create an environment “free of distraction” – to focus on the food, right? It’s worth noting that the kitchen is in the middle of the restaurant. That should provide clamor enough to steal the attention of even the most tuned-out diners. Their stated cancellation policy is a demand even more intense than keeping your phone and camera stashed during dinner. You can cancel your reservation 72 hours before with no penalties. Fair. But when breaking it within that three-day window, prepare to face the penalty. You can cancel up to 3 p.m. on the day of your reservation with only a 50% penalty. After 3 p.m. or a no-show to dinner? Rogue 24 doesn’t care – they’ll put you on the hook for the full price. That’s up to $175 per person (if you choose the 24 courses with wine pairing). But how? Simple. Rogue 24 asks for your credit card number on the contract, so they’ve got you on the hook. Okay, we realize it could be for Rogue 24’s own protection. ______, their carefully-protected “Journey” menu runs 24 courses and takes three hours to serve (and eat). And surely hours of preparation go into each meal, providing apt backing for the intense cancellation restrictions. Imagine if photos from such a storied menu appeared on Twitter? The horror! But really, no matter how delectable the menu might be, since when is a simple meal run like a business deal? You might want to call your lawyer before planning your night out at Rogue 24. It’s only fair. (Adapted from http:// newsfeed.time.com/)

5) (JFS/2011) Infere-se a partir da leitura do texto que:

a) a multa por um eventual cancelamento de reserva no restaurante Rogue 24 pode chegar a 175 dólares, por pessoa, caso o aviso não seja feito com no mínimo 72h antes do dia marcado. b) não é permitido o uso de equipamentos eletrônicos dentro do restaurante em virtude do receio que haja vazamento de certas técnicas utilizadas pelos chefs do estabelecimento durante a confecção dos pratos. c) a assinatura de contratos no ato de se fazer uma reserva é uma prática que se torna cada vez mais comum nos melhores restaurantes norte-americanos. d) o restaurante, localizado em Washington, solicita o número do cartão de crédito do cliente para garantir que o pagamento da reserva seja feito antes do dia marcado. e) o autor não concorda com a política adotada pelo restaurante Rogue 24 em fazer seus clientes assinarem contratos no ato de se fazer uma reserva.

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6) (JFS/2011) Assinale a opção correta: 8) (JFS/2011) As receitas do restaurante Rogue 24 devem ser extremamente saborosas. a) o vocábulo patron (linha 2) equivale Qual o equivalente, em inglês, para o vocábulo em semanticamente a owner . negrito na sentença acima. b) o vocábulo strict (linha 3) pode ser substituído por austere . a) Receipts. c) o vocábulo binding (linhas 5 e 12) pode ser b) Recipes. traduzido “insensato”. c) Prescriptions. d) a expressão up to (linha 24) pode ser substituída d) Guidelines. por as far as . e) Instructions. e) a expressão on the hook (linha 26) signi ca “na lista negra”.

7) (JFS/2011) A lacuna presente no 5º parágrafo deve ser corretamente preenchida por:

a) Inasmuch as b) Afterwards c) After all d) Instead e) Actually

9) (JFS/2011) Julgue os itens a seguir:

I. Os cursos da NMSU abrangem as áreas de magistério, engenharia, hotelaria e artes cênicas. II. A NMSU, por ser a melhor instituição de ensino superior do estado, a rma que o sucesso pro ssional dos graduados é garantido. III. A partir do slogan da NMSU, infere-se que o aluno será capaz de aprender não apenas o conteúdo pragmático das disciplinas, mas também a harmonizá-los com as vicissitudes da vida cotidiana. IV. As áreas de estudo mencionadas no anúncio podem ser encontradas em todos os cinco campi da NMSU.

Agora, marque a opção correta:

a) Há apenas uma asserção correta. b) Há somente duas asserções incorretas. c) As quatro asserções estão corretas. d) As quatro asserções estão incorretas. e) Apenas as asserções ímpares estão corretas.

Adapted from http://brand.nmsu.edu/

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10) (JFS/2012) Leia a seguinte frase: What we are seeing increasingly is a society of private a uence and public squalor. A principal idéia contida na sentença acima expressa:

a) contraste. b) evolução. c) crítica. d) ironia. e) inexorabilidade.

When football ______professional in South Africa in 1959, 12 clubs broke from the amateur ranks. However, in the strict days of Apartheid, these pioneers _____ whites-only organizations and ______today, all but a few, defunct. One of the survivors is Arcadia from Tshwane/ Pretoria, an out t that today competes in the amateur ranks and concentrates on junior football. (Adapted from http://www. fa.com/worldcup)

11) (AFA/2011) Mark the alternative which completes the gaps from the text correctly.

a) had gone – have been – were b) went – were – are c) have been – have been – would be d) was – had been – will be

12) (AFA/2011) The text a rms that:

a) days of Apartheid were extinguished as well as the prejudice against black football players. b) the pioneers of profession football in South Africa were basically white. c) there are no more organizations (professional or amateur) like the ones from the past. d) in early 50’s in South Africa there weren’t amateur football clubs anymore. d) mustn’t be considered an empire.

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13)(AFA/2011)According to the cartoon, FIFA:

a) pretends to improve the world. b) has more ambitious purposes than the others. c) wants to have control over the Roman, Genghis Kan’s, and British Empires. d) mustn’t be considered an empire.

TEXT: With the 2014 World Cup being awarded to Brazil, it could be easily argued that football is going home. Ok, so football originated in Britain and we invented the game but the Brazilians have perfected it. They’ve taken the game to their hearts and elevated it to the extent that it is a religion to the people. The blue and yellow clad players of Brazil have given us some memorable moments and play the game with a style and rhythm that no other nation on earth seems capable of. The game is played to a samba beat that runs through the heart and soul of the entire country. When they are on song, they are unstoppable and people the world over clamour to see them play. Chances are, if you asked people to name the team they want to see win aside from their own it would be the magicians from Brazil. (Adapted from http://www.footballworldcupbrazil2014.com/)

14) (JFS/2011) O autor do texto acredita que:

a) a religião e o futebol são as duas principais paixões do povo brasileiro. b) os brasileiros foram os principais responsáveis pela pro ssionalização do futebol. c) pessoas de outras nacionalidades também torcem pela seleção brasileira de futebol. d) os momentos mais marcantes da história do futebol mundial foram concebidos pela seleção brasileira. e) várias outras seleções do mundo tentam, em vão, imitar o estilo de jogo da seleção brasileira.

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15) (JFS/2011) The expression run a couple of errands (1st balloon) means the same as:

a) do tides of chores. b) pay two bills. c) do some shopping. d) do a few tasks. e) correct some mistakes.

16) (JFS/2011) In the 2nd balloon, take-out is a kind of:

a) container. d) food. b) package. e) duty. c) meal.

17) (JFS/2011) The couple in the cartoon:

a) has two kids. b) has just had a baby. c) cheers for di erent soccer teams. d) enjoys soccer. e) has a very busy routine. TEXT: TV Will Save the World In a lot of places, it’s the next big thing By Charles Kenny

Forget Twitter and Facebook, Google and the Kindle. Forget the latest sleek iGadget. Television is still the most in uential medium around. Indeed, for many of the poorest regions of the world, it remains the next big thing — poised, nally, to attain truly global ubiquity. And that is a good thing, because the TV revolution is changing lives for the better. Across the developing world, around 45% of households had a TV in 1995; by 2005 the number had climbed above 60%. That’s some way behind the U.S., where there are more TVs than people, but it dwarfs worldwide Internet access. Five million more households in sub-Saharan Africa will get a TV over the next ve years. In 2005, after the fall of the Taliban, which had outlawed TV, 1 in 5 Afghans had one. The global total is another 150 million by 2013 — pushing the numbers to well beyond two-thirds of households. Television’s most transformative impact will be on the lives of women. In India, researchers Robert Jensen and Emily Oster found that when cable TV reached villages, women were more likely to go to the market without their husbands’ permission and less likely to want a boy rather than a girl. They were more likely to make decisions over child health care and less likely to think that men had the right to beat their wives. TV is also a powerful medium for adult education. In the Indian state of Gujarat, Chitrageet is a hugely popular show that plays Bollywood song and dance clips. The routines are subtitled in Gujarati. Within six months, viewers had made a small but signi cant improvement in their reading skills.

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Too much TV has been associated with violence, obesity and social isolation. But TV is having a positive impact on the lives of billions worldwide, and as the spread of mobile TV, video cameras and YouTube democratize both access and content, it will become an even greater force for humbling tyrannical governments and tyrannical husbands alike. Kenny, a development economist, is the author of a forthcoming book on innovation, ideas and the global standard of living (Adapted from http://www.time.com/)

18) (ITA/2011) De acordo com o texto, o argumento que melhor justi ca o título TV Will Save the World é:

a) a TV se tornará um meio ainda mais importante para enfraquecer governos e maridos tirânicos. b) a TV possibilitará melhoras na educação dos adultos, principalmente no desenvolvimento das habilidades de leitura. c) a TV continuará exercendo um impacto positivo nos países em desenvolvimento. d) a TV propiciará a diminuição da obesidade, da violência e do isolamento social. e) a TV trará melhoras para a vida de mulheres afegãs.

19) (ITA/2011) Sobre a presença da TV no mundo, o texto informa que:

a) em países em desenvolvimento, haverá mais aparelhos de TV do que pessoas até 2013. b) até 2013, mais de 2/3 das famílias, em todo o mundo, terão aparelhos de TV. c) depois da queda do Talibã, a TV foi declarada ilegal e poucos afegãos possuem um aparelho. d) em 2005, nos países em desenvolvimento, o número de televisores diminuiu drasticamente. e) nos países que possuem o maior número de televisores, o acesso à Internet também é proporcionalmente maior.

20) (ITA/2011) Segundo o texto, um dos impactos que a TV a cabo trouxe para a vida das mulheres indianas foi que elas:

a) passaram a gostar de ir ao mercado sem a permissão de seus maridos. b) caram menos propensas a preferir ter um lho a uma lha. c) se mostraram mais dispostas a fazer compras sozinhas. d) ainda acham que os maridos têm o direito de agredir suas esposas, apesar de já criticarem esta prática. e) não gostam mais de tomar decisões sobre os cuidados com a saúde das crianças.

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He makes Formula One happen with energy, drive and vision. so do we. Bernie Ecclestone runs the world’s most prestigious sport. One reason, ve continents, 12 teams and over half a billion fans worldwide. It means compromise is not an option, and it means that speed, teamwork and precision are essential. That`s why the man at the top demands the best. And that’s why he chose us to be the o cial ______partner of F1, ensuring that the entire sport is delivered across the globe.

www.dhl-brandworld.com/F1 Excellence. Simply delivered. Adapted from TIME, May 24, 2010

21) (ITA/2011) Assinale a opção que preenche corretamente a lacuna presente no texto e que indica o tipo de serviço ofertado pelo anunciante.

a) sports b) environmental c) logistics d) nance e) economy

22) (ITA/2011) Assinale uma característica, associada à Fórmula 1, que NÃO foi considerada como essencial pelo anunciante.

a) velocidade b) compromisso c) precisão d) exigência e) trabalho em equipe

23) (ITA/2011) Escolha o termo cuja função gramatical e signi cado se aproximam do vocábulo drive , na chamada do anúncio.

a) comandar b) percurso c) dirigir d) dirigente e) determinação

24) (ITA/2011) O texto informa que Bernie Ecclestone:

a) administra a Fórmula 1. b) é um esportista famoso. c) é um piloto prestigiado na Fórmula 1. d) tem prestígio em todo o mundo. e) é um dos diretores da empresa anunciante.

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A palavra em negrito é observant (no quadrinho 1)

25) (JFS/2012) Consoante o autor do livro que Charlie Brown está lendo, as crianças são muito observadoras. Qual das opções abaixo não contém relação semântica, em inglês, ao vocábulo em negrito?

a) Watchful. b) Perceptive. c) Overlooking. d) Discerning. e) Insightful

26) (JFS/2012) A mensagem transmitida pela charge 27) (JFS/2012) O vocábulo rather, no 3º quadrinho, denota, em especial: equivale a:

a) Incoerência. a) wholly. b) Contradição. b) fairly. c) Incerteza. c) slightly. d) Equívoco. d) enough. e) A rmação. e) somewhat.

TEXT: The history of technology is full of breakthroughs in one eld that wound up working wonders in a related one. The 300B vacuum tube, introduced by Western Electric in 1937 to amplify telephone signals, found a far more enduring use as a high- delity audio ampli er. The atomic clocks rst used in the 1960’s by the U.S. military to track Sputnik and later to validate Albert Einstein’s relativity theories are now the basis of Global Positioning System. And of course, the magnetron, invented in the 1920’s at General Electric and used in radars during World War II, later found itself repurposed as the basis for the microwave oven.

28) (IME/2011) According to the text, what is correct to say?

a) The 300B vacuum tube is used in car engines to amplify the audio communications systems. b) The atomic clocks are now applied to a di erent device than that of its original idealization. c) The history of technology has proved that it may wound humans due to its versatility. d) The atomic clocks were used to play song tracks in high delity quality. e) The Global Positioning System was validated by Albert Einstein’s relativity theories.

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29) (IME/2011) According to the text, complete the sentence: “The microwave oven…”

a) relies on the proper function of radars. b) and the magnetron were repurposed after their inventions. c) is one more example of the technological inventions which have bene ted from the innovations generated during the space race. d) and radars used during the World War II both count on the magnetron as one of its components. e) was rst idealized at General Electric.

TEXT: Soon enough, say some engineers, miniature wireless sensors will be located in spots where it would be inconvenient, to say the least, to change their batteries – inside your body, within the steel and concrete of buildings, in the dangerous innards of chemical plants. But today, even the most robust nodes can be counted on to last only a few years. Ideally, engineers need wireless sensors that can last forever without external power sources or battery changes. According to research presented in December at the International Electron Devices Meeting, in Baltimore, that dream is within reach.

30) (IME/2011) What inconvenience is mentioned in the text?

a) The fact that batteries are not lifetime loaded. b) The spots where wireless sensors are placed nowadays. c) The micro size of wireless sensors. d) To use wireless sensors inside the body. e) That buildings are made of steel and concrete.

31) (IME/2011) What does the sentence “According to research presented in December at the International Electron Devices Meeting, in Baltimore, that dream is within reach.” imply about the text?

a) In December engineers will come out with a solution for the problem. b) At the International Electron Devices Meeting dreams are reached. c) The International Electron Devices Meeting is the ideal meeting to discuss new versions of wireless sensors. d) Engineers at the International Electron Devices Meeting dream about new inventions in the field of wireless sensors. e) It will be possible to produce wireless sensors whose batteries won’t need to be recharged.

32) (IME/2011) The expression ‘to say the least’ in the text suggests that:

a) the situation mentioned may be more than just inconvenient. b) there is a list of technological researches that could solve the case presented in the text. c) sensors used inside human body are inconvenient. d) wireless sensors used within the steel and concrete buildings are a reachable dream. e) engineers need a sensor that can last forever without external power sources or battery changes.

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33) (JFS/2010) “Many OECD economies are in, or are on the verge of, a protracted recession of a magnitude not experienced since the early 1980s,’’ OECD Chief Economist Klaus Schmidt- Hebbel warned. The highlighted expression means the same as:

a) on edge b) in the neighborhood of c) on the brink of d) in the vicinity of e) surroundings

TEXT: Twenty years ago, when Paul McCartney turned 50, he remembers his then-manager pushing the idea of retirement. “It’s only right,” he was told. “You really don’t want to go beyond 50, it’s going to get embarrassing.” In June, McCartney will be 70 (“I’m never going to believe I’m 70, I don’t care what you say,” he says. “There’s a little cell in my brain that’s never going to believe that”), and he still has no plans to stop touring or recording. “You get the argument ‘Make way for the young kids,’” he says. “And you think, ‘Forget that, let them make way for themselves. If they’re better than me, they’ll beat me.’ Foo Fighters don’t have a problem, they’re good. They’ll do their thing. “If you’re enjoying it, why do something else? And what would you do? Well, a good answer is ‘Take more holidays,’ which is de nitely on the cards, but I don’t seem to do that. I love what I do so much that I don’t really want to stop. I’m just kind of casually keeping an eye on how I feel, and onstage, it feels like it’s always felt. So for the time being, the band’s hot, I’m really enjoying myself, still singing like I sang, not experiencing, touch wood, any sort of problems to speak of. If it ain’t broke, don’t x it.” It doesn’t hurt that his touring schedule has been reduced to shorter, intense bursts in recent years, largely because of his shared-custody arrangement for his eightyear-old, Beatrice. “We don’t do the big sloggo tour, we don’t do the big U2-Stones go-out-forever thing, and get a bit fed up with it,” says McCartney, who’s planning some dates for later this year. “What we do now is events and selective dates. Because of my custody situation, I can only do that. At rst, we thought, ‘Oh, God, is this going to be a problem?’ and it’s actually turned out to be some kind of a blessing.” He can see himself rocking well into his eighties. “I can imagine it,” he says. “As to whether my imagination will come true, I don’t know. The last couple of years, I’ve gotten into guitar – so there’s all sorts of little things that crop up that entice you forward, and you go, ‘Hmm, I’d like that.’” I broach the idea of actually dying onstage –would he be into it? He recoils slightly, then smiles. “What kind of question is that? I must say, that’s not in my imagination. Rocking on until a grand old age... the only thing would be when it’s not pleasant anymore, then it would be ‘That’s a good time to stop.’ But it’s way too pleasant at the moment. And it pays. Good gig, man. But I know exactly where you’re coming from, though. How long can this go on...?” (Adapted from http://www.rollingstone.com/ - Slightly altered)

34) (JFS/2012) No 1º parágrafo do texto, o vocábulo then, utilizado na construção then-manager, possui relação semântica com qual das seguintes opções?

a) latter b) former c) so d) late e) still

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35) (JFS/2012) A expressão on the cards (2º parágrafo) é utilizada pelo ex-Beatle Paul McCartney para indicar que ele:

a) não pensa em tirar férias. b) deseja tirar férias mais longas. c) considera a idéia de tirar mais férias. d) sabe que precisa descansar mais. e) pensa em aproveitar mais feriados.

36) (JFS/2012) De acordo com o texto:

a) Paul McCartney não gosta do fato de estar prestes a completar 70 anos. b) Faz 20 anos que Paul pensou pela última vez na hipótese de se aposentar. c) A idéia de se aposentar e dedicar-se aos lhos não agrada a McCartney. d) O ex-Beatle não teme ser superado pelos artistas mais novos. e) Apesar de não gostar do Foo Fighters, McCartney respeita o trabalho da banda.

37) (JFS/2012) Consoante o texto, Paul McCartney:

a) costuma analisar seu trabalho no palco como forma de se autocriticar. b) ao comentar sobre não ter problemas com sua voz, demonstra-se uma pessoa supersticiosa. c) apesar de não demonstrar abertamente, lamenta o fato de não poder fazer turnês mais longas em virtude de sua lha mais nova. d) planeja continuar tocando mesmo quando estiver um roqueiro “oitentão”. e) tem medo de estender sua carreira por tanto tempo que acabe por morrer durante uma apresentação.

38) (JFS/2012) He’s a desk-bound pen pusher who dreams of trekking through jungles. O homem descrito acima:

a) trabalha em um banco. b) é funcionário público. c) é um trabalhador de “colarinho branco”. d) atua na área administrativa. e) tem um trabalho enfadonho.

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THURSDAY, DECEMBER 16, 2010. Newsweek Article: Bullying and Empathy (Kate Altman, M.S.)

Newsweek o ers an article on how schools are using empathy-training programs in an e ort to reduce bullying in schools: http://www.newsweek.com/2010/12 /15/can-schools-teach-kids-not-to-bully.html

The e ective______of such programs is unclear at this point, and experts are divided on whether it makes more sense to o er the programs to young children (elementary school age) or older children (middle school age) (both, is probably the answer). High school kids are simply di cult to reach logistically, since they all have di erent schedules all day. Unsurprisingly, some experts have found that the most important component to empathy training is to include the parents. In assessing these programs and the broader issues of empathy-training and bullying, there are multiple factors to consider and no clear answers. First of all, empathy is one of the most di cult and least-understood skills we can develop – adults and kids alike. Empathy is the process of viewing and understanding the world through another’s experience, and it is often confused with sympathy, which is, essentially, compassion and lacks the “walking in another’s shoes component ” (which is not to say it is not an admirable trait, it’s just di erent from empathy). Developmentally, children may not be able to truly understand and practice empathy until they are closer to the pre-teen years, but introducing the concept early and often is a good primer for its later development. Another big question to consider: are programs focused on empathy simply band-aids on much larger, more systemic problems? Why are kids bullying other kids in the rst place? What family issues, societal issues, educational issues, are contributing to the need/urge to humiliate and attack other children for some sort of personal gain and satisfaction? My guess is that for many kids, participating in a brief (or even a few brief) empathy-skills seminars simply is not enough, and will not get at the root(s) of the problem(s), no matter how young they are when the programs begin. I’m not saying that the programs are not a good idea. I imagine that they have a lot of bene ts and could especially help kids who would not necessarily be bullies themselves, but may have quietly stood by while witnessing bullying, to become more con dent about standing up to/reporting bullies. However, to truly reduce bullying, society and schools need to nd ways to identify and work with aggressive children and their families from a young age — to troubleshoot factors (from not having basic needs met, to divorce, to models of aggression in the home, etc.) that contribute to triggering aggressive behavior. Such an approach would be expensive and time-consuming and would command a lot of schools’ resources, but it is hard to imagine a more lightweight approach being nearly as e ective.

39) (ITA/2012) Para estar adequada ao contexto em que aparece, a palavra e ective (linha 1), deve ser acrescida de:

a) fully. b) by. c) ness. d) ful. e) lessly.

40) (ITA/2012) A opção que descreve a palavra empathy é:

a) essentially compassion. b) walking in another’s shoes. c) an admirable trait. d) a band-aid on more systemic problems. e) societal and educational issues.

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41) (ITA/2012) Segundo o texto: 42) (JFS/2012) “All right, everyone, we’re not here to talk shop. Let’s have a good time.” We are not here to: a) é difícil incluir os alunos de ensino médio nos empathy training programs , por serem mais velhos e a) ght. demandarem uma abordagem diferenciada. b) make a scene. b) o componente mais importante na empatia é a c) waste time. relação familiar. d) talk about business. c) simpatia está estritamente relacionada à empatia. e) listen to tall stories. d) é inútil trabalhar o conceito de empatia anteriormente à pré-adolescência. e) há, provavelmente, fatores mais determinantes para a prática de bullying do que a falta de empatia.

TEXT: Although robots have made great strides in manufacturing, where tasks are repetitive, they are still no match for humans, who can grasp things and move about e ortlessly in the physical world. Designing a robot to mimic the basic capabilities of motion and perception would be revolutionary, researchers say, with applications stretching from care for the elderly to returning overseas manufacturing operations to the United States (albeit with fewer workers). Yet the challenges remain immense, far higher than arti cial intelligence obstacles like speaking and hearing. “All these problems where you want to duplicate something biology does, such as perception, touch, planning or grasping, turn out to be hard in fundamental ways,” said Gary Bradski, a vision specialist at Willow Garage, a robot development company based in Silicon Valley. “It’s always surprising, because humans can do so much e ortlessly.” (Adapted from http://www.nytimes.com , July 11, 2011.)

43) (FUVEST/2012) Segundo o texto, um grande desa o da robótica é:

a) não desistir da criação de robôs que falem e entendam o que ouvem. b) melhorar a capacidade dos robôs para a execução de tarefas repetitivas. c) não tentar igualar as habilidades dos robôs às dos seres humanos. d) voltar a fabricar robôs que possam ser comercializados pela indústria norte-americana. e) projetar um robô que imite as habilidades básicas de movimento e percepção dos seres humanos

44) (FUVEST/2012) De acordo com o texto, o especialista Gary Bradski a rma que:

a) a sua empresa projetou um robô com capacidade de percepção. b) os robôs já estão bem mais desenvolvidos, atualmente. c) a construção de robôs que reproduzam capacidades biológicas é difícil. d) as pessoas podem ser bene ciadas por robôs com capacidade de planejamento. e) a habilidade das pessoas em operar robôs so sticados é surpreendente.

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45) (ITA/2011) Leia a seguinte imagem:

Adapted from http://www.gocomics.com/tomtoles

A palavra breakthrough, na charge, tem o mesmo sentido de: a) customary. b) inept. c) conventional. d) innovative. e) ordinary.

EXTRA NOTES

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EXTRA NOTES

186 LESSON 14 FOCUS ON PROVERBS

FOCUS ON PROVERBS | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To weave

WHAT ARE PROVERBS?

Every culture has a collection of wise sayings that o er advice about how to live your life. These sayings are called “proverbs”

HOW CAN YOU USE PROVERBS TO LEARN ENGLISH?

It’s good to know the really common English proverbs because you hear them come up in conversation all the time. Sometimes people say the entire proverb to give advice to a friend. More often, someone will say just part of a proverb like this:

You know what they say: when the going gets tough...

Learning proverbs can also help you to understand the way that people in English-speaking cultures think about the world. Proverbs can also give you good example sentences which you can memorize and use as models for building your own sentences.

THE MOST IMPORTANT ENGLISH PROVERBS

This is a list of some of the most important and well-known English proverbs. Beside each one, there’s a simple explanation. The meanings of some of these phrases have shifted over the years, so a proverb might have originally had a di erent meaning than the one I explain.

PROVERBS MEANING

When someone has done something bad to you, Two wrongs don't make a right. trying to get revenge will only make things worse.

Trying to convince people with ideas and words is The pen is mightier than the sword. more e ective than trying to force people to do what you want.

Act the way that the people around you are acting. This phrase might come in handy when you’re When in Rome, do as the Romans. traveling abroad notice that people do things di erently than you’re used to.

You can get better service if you complain about The squeaky wheel gets the grease. something. If you wait patiently, no one’s going to help you.

Strong people don’t give up when they come across When the going gets tough, the tough get going. challenges. They just work harder.

You can’t live completely independently. Everyone No man is an island. needs help from other people.

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PROVERBS MEANING

People who bravely go after what they want are more Fortune favors the bold. successful than people who try to live safely.

People who live in glass houses should Don’t criticize other people if you’re not not throw stones. perfect yourself.

Hope for the best, but prepare for the worst. Bad things might happen, so be prepared.

It’s best to do something on time. But if you can’t Better late than never. do it on time, do it late.

People like to spend time with others who are Birds of a feather  ock together. similar to them.

If you have an enemy, pretend to be friends with them instead of openly ghting with them. Keep your friends close and your enemies closer. That way you can watch them carefully and gur out what they’re planning.

Pictures convey emotions and messages better A picture is worth a thousand words. than written or spoken explanations.

Things that are o ered for free always have There’s no such thing as a free lunch. a hidden cost.

There’s no place like home. Your own home is the most comfortable place to be.

Sometimes it’s important to know when to give up and Discretion is the greater part of valor. run away, instead of always acting brave and maybe getting hurt.

You should wake up and start work early if you want The early bird catches the worm. to succeed.

Never look a gift horse in the mouth. If someone o ers you a gift, don’t question it.

When you try to do something great, you’ll probably You can’t make an omelet without breaking make a few people annoyed or angry. Don’t worry a few eggs. about those people; just focus on the good results.

Don’t just wait for good things to happen to you. Work God helps those who help themselves. hard to achieve your goals.

Don’t whine and complain if you don’t get what You can’t always get what you want. you wanted.

Cleanliness is next to godliness. Be clean. God likes that.

If something takes time to nish, don’t watch it too A watched pot never boils. closely because it will seem like it’s taking forever.

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PROVERBS MEANING

If you’re asking for a favor from someone else, you Beggars can’t be choosers. have to take whatever they give you.

Just saying that you’ll do something doesn’t mean Actions speak louder than words. much. Actually doing it is harder and more meaningful.

Don’t try to improve something that already If it ain’t broke, don’t x it. works fairly well. You’ll probably end up causing new problems.

Practice makes perfect. You have to practice a skill a lot to become good at it.

When there are too many people trying to lead and give their opinions, it’s confusing and leads to bad Too many cooks spoil the broth. results. Jobs and projects should have one or two strong leaders.

When you get money quickly, like by winning it, it’s Easy come, easy go. easy to spend it or lose it quickly as well.

If someone’s paying you or helping you out, you have Don’t bite the hand that feeds you. to be careful not to make them angry or say bad things about them.

You can’t keep having good luck or fun forever; All good things must come to an end. eventually it will stop.

When you try to change someone’s behavior and it doesn’t work, you might have to change instead. For If you can’t beat ‘em, join ‘em. example, if you’re trying to get your classmates to focus on studying but they want to party, maybe you should just party with them.

Di erent people have di erent ideas about One man’s trash is another man’s treasure. what’s valuable.

If you need to do something, don't wait until later. There’s no time like the present. Do it now.

Di erent people have di erent ideas about Beauty is in the eye of the beholder. what’s beautiful.

When you’re really in need, you think of creative Necessity is the mother of invention. solutions to your problems.

Save your money. Saving money is just like A penny saved is a penny earned. making money.

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PROVERBS MEANING

When you're around someone for too long, you Familiarity breeds contempt. get tired of them and annoyed by them.

Things sometimes look di erent than they really You can’t judge a book by its cover. are. A restaurant that looks old and small might have amazing food, for example.

Be patient. Eventually something good will Good things come to those who wait. happen to you.

Have a backup plan. Don’t risk all of your money Don’t put all your eggs in one basket. or time in one plan.

When two people cooperate with each other, they Two heads are better than one. come up with better ideas.

The grass is always greener on the other People tend to want whatever they don’t have. side of the hill.

Do unto others as you would have them Don’t do mean things to people. do unto you.

If one member of a team doesn’t perform well, the A chain is only as strong as its weakest link. whole team will fail.

Honesty is the best policy. Don’t lie.

Sometimes it’s good to be away from your Absence makes the heart grow fonder. partner, because it makes you want to see each other again.

If you try to help someone, but they don’t take your You can lead a horse to water, but you can’t advice or o ers, give up. You can’t force someone to make him drink. accept your help.

Your plans might not work out, so don’t start thinking about what you’ll do after you succeed. Wait until Don’t count your chickens before they hatch. you’ve already succeeded, and then you can think about what to do next.

Don’t trust other people to do important things for If you want something done right, you have to you. You have to do things yourself to control the do it yourself. quality of the results.

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TESTS MISCELLANEOUS

1) (UEL/1997) Assinale a tradução correta dos termos 5) (CESGRANRIO/1991) In “The sweet-and-lovely em maiúsculo: look is out; the aggressive punk pose is in” the capital I don’t feel like being indoors all day. Let’s go for a words stand for: long walk. a) out of work / in vogue a) Não estou com vontade b) out of sight / in mind b) Não acho ruim c) out of order / in memory c) Não creio que é uma boa idéia d) out of date / in fashion d) Não concordo e) out of mind / in sight e) Não estou pensando em 6) (UFRGS/1997) The expressions immediately o 2) (CESGRANRIO/1993) Mark the item which con- and were o , in the sentence below, mean respectively: tains the adequate translation for the saying “Out of There were four last stragglers who stopped to ex- sight, out of mind”. amine a small dogwood immediately o the terrace, but one of our dogs barked in the distant kennels and a) Quem não deve, não teme. the deer were o into the woods. b) Quem quer faz, quem não quer manda. c) Deus ajuda a quem cedo madruga. a) close to – went away d) Longe dos olhos, longe do coração. b) approximately – far o e) Em terra de cego, quem tem um olho é rei. c) in – gathered d) nearby – far away 3) (ITA/1996) Na frase “He is very, very rich and so e) together – jumped powerful that even his enemies are eager to cut deals with him”, o signi cado de to cut é: 7) (CESGRANRIO/1995) Most names of jobs are used for both men and women. a) competir Mark the one that refers only to males: b) concordar c) compartilhar a) psychiatrist d) tornar–se b) social scientist e) cortar (qualquer tipo de relação) c) waiter d) doctor 4) (UEL/1997) Assinale a versão correta da frase a e) researcher seguir: Pre ro ir de carro. 8) (MACKENZIE/1996) The group was discussing a) I like cars. Freud’s view of the ______and ______. b) I dislike cars. c) I always go by car. a) consciousness – unconsciousness d) I’d rather go by car. b) conscious – unconscious e) I don’t have a car. c) consciousness – unconscious d) consciously – unconscious e) unconsciously – conscious

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9) (UFPE/1996) Identi que a(s) palavra(s) ou ex- 13) (FUVEST/1977) Qual destas sentenças está correta? pressão(ões) que melhor complete(m) o sentido da sentença abaixo utilizando V ou F e, em seguida, a) Don’t translate word of word. marque a sequência correta: b) Don’t translate word with word. ... began the moment the Burma Star contingent c) Don’t translate word at word. started to march, led unexpectedly by one of its mem- d) Don’t translate word to word. bers, the Duke of Edinburgh. e) Don’t translate word for word.

( ) Crying 14) (FUVEST/1978) Assinale a alternativa que corre- ( ) Cheering sponde a seguinte sentença em inglês: ( ) Rejoicing Não deixe de me avisar quando você pretende fazer ( ) Applauding with shouts uma viagem. ( ) Encouraging by shouts a) Don’t fail to advise me if you pretend to travel. a) F – V – V – V – V b) Don’t leave me to know when you intend to go b) F – V – V – V – F for a trip. c) V – V – V – V – F c) Don’t let me warn you when you pretend to go for d) F – V – V – F – V a trip. e) V – F – F – F – F d) Don’t leave my advice when you intend to travel. e) Don’t fail to let me know when you intend to take 10) (UEL/1996) Assinale a tradução correta da frase a trip. entre aspas: - “Can you tell me how to get there?” 15) Assinale a letra correspondente à alternativa que - Of course I can. preenche corretamente as lacunas da frase apresentada. “Hi, Jane!” a) Você pode me dizer como se consegue isso lá? “Hi, Susan. How have you been?” b) Quem pode me contar como se faz isso? “Oh, just fine. What have you done? You look c) Você pode me ensinar o caminho? so different!” d) Como se pode ir de lá para cá? “Me? Di erent? I don’t know.” e) Você consegue atravessar para o outro lado? “Maybe it’s your hair.” “Oh, that’s maybe ______.” 11) (UEL/1996) Assinale a versão correta da frase a “It looks quite nice.” seguir: Não posso comprar um carro novo. “Thank you. Well, I’ve got to go. See you around.” “See you. Bye.” a) I shouldn’t be thinking of a new car. b) I can’t a ord a new car. a) I’m cutting my hair c) I can’t buy anything new. b) I just cut your hair d) If it is new, I don’t want it. c) I’m going to have a haircut e) Who needs a new car anyway? d) You had a haircut e) I just had my hair cut 12) (FEI/1996) I’d prefer to stay here. That’s what I’d ______. 16) (ESPCEX/1999) How long ______John to get to work? a) do d) rather do b) do best e) doing a) does it take d) does he take c) have done b) it takes e) he takes c) takes

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17) (UFPE/1999) “Quem dera eu fosse um astro do 22) (EFOMM/2012) In the sentences below, seem rock-and-roll” in English is: and appear are used correctly, except in:

a) I wish I to be a rock-and-roll star. a) It seemed like a good idea at rst. b) I wish I were a rock-and-roll star. b) I can’t appear to make her notice the events. c) Who wishes to be a rock-and-roll star. c) It seems a pity, but I can’t see you this weekend. d) I want be a rock-and-roll star. d) He seems younger than he is. e) I was wishing I was a rock-and-roll star. e) The baby appears hungry.

18) (JFS/2007) If you stay up very late ______or 23) (EFOMM/2010) Mark the alternative in which ______, you burn the midnight oil. doand make are all used correctly:

a) dancing – partying a) Do a favor/ make repairs/ make amends/ make a b) drinking – smoking bargain c) working – studying b) Make a bid/ make a demand/ do ends meet/ make d) sleeping – snoring an entry c) Make an excuse/ make a face/ make as much as 19) (JFS/2008) A normal person has: you can/ make business d) Do a proposal/ make a scene/ do silly things/ a) twenty ngers and two hands. make a review b) two shoulders and four knees. e) Do an errand/ make fun of/ make known/ do c) three legs and one heart. friends d) two lungs and four livers. e) ten ngers and ten toes. 24) (JFS/2012) If someone is ______bullets, they’re very worried or frightened. 20) (JFS/2010) - How many students are there in the classroom? a) shooting - A baker’s dozen. b) sweating – The capital expression means: c) dodging d) biting a) Eleven. e) killing b) Twelve. c) Thirteen. 25) (JFS/2012) Fill in the gaps meaningfully: d) Fourteen. I. Could you speak a little ______, please? e) Fifteen. II. I must be ______weight, some clothes of mine don’t t me anymore. 21) (EFOMM/2012) Choose the word that completes III. I can’t ______the washing machine work. the idea of the following statement correctly: IV. _____ your brother, I must warn you to be careful. Michael is a ______smoker. He smokes three packs of cigarettes a day. a) loudly / loosing / make / As b) louder / losing / make / As a) violent c) aloud / losing / do / As b) erce d) louder / loosing / make / Like c) big e) louder / loosing / do / Like d) chain e) strong

195 R EXTENSIVE COURSE 2 | FOCUS ON PROVERBS

26) (EFOMM/2008) In: “We were a bit worried about the new manager because we heard that she liked to run a tight ship.”, the expression in bold means: ‘to be well ...’

a) organized b) disposed c) received d) placed e) educated

27) (AFA/2004 – ADAPTED) Among eighteen recorded CD’s by the London Starlight Orchestra, eleven are dedicat- ed to some good movies. They are considered veracious musical photographs as part of the story of cinema. “Take My Breath Away”, from Moroder and Witlock, is the love theme of the remarkable movie “Top Gun” and also from the album that contains more than seventeen of the same type. According to the title of the song mentioned in the text above, what´s the best de nition for the lover´s feeling?

a) you keep air my lungs and not let it out. b) you make me feel shocked by surprise. c) you make me feet brand new. d) you hold my breath deeply

28) (JFS/2012) Parker’s fun at parties, but his brother’s a wet blanket. A partir da sentença acima, podemos concluir que o irmão de Parker é, em inglês:

a) a faint-hearted Guy. d) a killjoy. b) a timid person. e) a miserable man. c) a gatecrasher.

29) (JFS/2012)

Adapted from http://3.bp.blogspot.com/ No cartun acima, a expressão hit the sack poderia ser substituída por:

a) turn in. d) pull back. b) sleep over. e) fork out. c) stretch my legs.

196 FOCUS ON PROVERBS | EXTENSIVE COURSE 2 R

30) (JFS/2010) “Although the risk of a double-dip recession is still signi cant, it is not the most likely scenario,” said Diane Swonk, chief economist at Mesirow Financial. “Moreover, there are no silver bullets when it comes to fueling employment. The expressions in bold can be de ned respectively as:

a) The worst-case scenario the economy of a country may face – A doubtful solution b) When the economy moves back into a deeper and longer recession – An impossible solution c) A recession twice stronger than the previous one – A solution that seems magical d) A recession followed by a short-lived recovery, followed by another recession – A complete solution to a large problem e) A recession that will be twice longer than the previous one – A de nitive solution to a huge problem

31) My grandfather always says to me: “Make hay while the sun shines”.

a) Antes tarde do que nunca. b) Nunca deixe para o amanhã o que você pode fazer hoje. c) Deus ajuda a quem cedo madruga. d) Aproveite enquanto é tempo. e) A pressa é inimiga da perfeição.

EXTRA NOTES

197

LESSON 15 WORDS OFTEN CONFUSED

WORDS OFTEN CONFUSED | EXTENSIVE COURSE 2 R

Simple past Past participle Translation Example To saw

In English certain groups of words have similar uses, and these words are sometimes confused in exams questions, so you must study them and check how they’re used.

1) AGO – BEFORE:

ago (adv) : before now – Mary left home thirty minutes ago.

before (adv) : before a past time – She called you before she went out.

Fill in with ago or before: a) They moved to this town ve months ______. b) John has been there ______. c) In 2009 she nished the degree which she had started four years ______. d) He took up cycling ten years ______.

2) BESIDE – BESIDES:

beside (prep) : next to – The couch is beside the replace in my house.

besides (prep) : also, in addition to - Besides buying us dinner last night, he paid for the theater tickets.

Fill in with beside or besides: a) Please put the book on the table ______the vase. b) I live right ______a big supermarket. c) ______a tent, you’ll need a sleeping bag. d) He’s taken several other tests ______this one.

3) AFTER – AFTERWARDS:

after (prep) : following in time – After what? “He called me after I’d nished work.

afterwards (adv) : at a later time – They went our for dinner and afterwards they went home.

Fill in after or afterwards: a) Let’s go out ______work this evening, shall we? b) She ironed the clothes and ______she put them away. c) They went to the meeting and ______they drove home. d) ______they had eaten, they did the washing up.

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4) GOOD – WELL:

good (adj) : well-behaved, not naughty – Their children are always good when they go out.

well (adv): in a skillful or good way – She speaks English very well.

well (adj) : healthy – I don’t feel well today.

Fill in with good or well: a) If you’re ______at school today, we’ll go to the zoo later. b) They do sing very ______together, don’t they? c) Please be ______at church today, will you? d) After eating four burgers, he didn’t feel ______. e) Did you do ______in the Grammar test?

5) HARD – HARDLY:

hard (adj): di cult, vigorous – Tom found the exam very hard, and that’s why he failed it.

hardly (adv) : barely – It was so hot last night that I hardly slept at all.

Fill in the blanks with hard or hardly: a) Matthew always works ______. b) I have ______any free time these days. c) They could ______hear each other because the music was so loud.

6) OTHER – ANOTHER – OTHERS:

To decide how to use each of them correctly, you must consider three things: (1) if it is singular or plurar, (2) if it is de nite (the) or inde nite (a/an), and (3) if it is an adjective (does it appear with a noun?) or if it is a pronoun (it appears by itself)

SINGULAR PLURAL

INDEFINITE I have another book (adj) I have other books (adj) I have another (pro) I have others (pro)

DEFINITE I have the other book (adj) I have the other books (adj) I have the other (pro) I have the others (pro)

Notice that you use ANOTHER only to refer to an inde nite, singular idea. OTHERS is used only as a plural pronoun (not accompanied by a noun). In all other cases, OTHER is correct! In all other cases, OTHER is correct!

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Exercise: Each of the following sentences contains OTHER, ANOTHER or OTHERS. Circle them and then indicate if the sentences are correct (C) or incorrect (I):

( ) 1. It’s essential to complete the rst program before working on the others. ( ) 2. The waitress will bring you the another bowl of soup if you want. ( ) 3. You should pack another pair of shoes in case that pair gets soaked. ( ) 4. It is hard to nd others workers who are willing to work such long hours. ( ) 5. Since the lamp you wanted is out of stock, you must choose another. ( ) 6. The other desk clerk must have put that message in your mailbox. ( ) 7. If your identi cation card is lost or stolen, you cannot get another. ( ) 8. Because they were not pleased with the hotel accommodations last year, they have decided to try a other hotel this year. ( ) 9. As some students moved into the registration area, others took their places in line. ( ) 10. The printer will not function unless it has another cartridges.

7) USED TO – BE USED TO:

used to: refers ONLY to past habits and states – I used to work out every day, but I don’t anymore.

be used to + ing: refers to an action which has been done so often that it is very familiar to the person involved. It can be used in di erent tenses – Joan is used to getting up early in the morning. Fill in with used to or be used to : a) They ______live by the sea, but now they live in the city. b) We ______meet for lunch on Thursdays, but we don’t anymore. c) They ______being on their own. d) Tom ______working night shifts now, although he found it hard at the beginning.

8) UNTIL – BY:

until (prep) : before the time when something happens and not after it. - He woked for this company until he retired.

by (prep) : no later than a speci ed time – You must nish the report by Friday afternoon.

Fill in the blanks with until or by. a) We waited at the station ______the train came. b) I’ll be in the o ce ______6 o’clock. Call me before then. c) You must return the library books ______Wednesday. d) Sam will know his exam results ______the end of July. e) We can’t announce anything to the public ______we get the Prime Minister’s consent.

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9) AT THE BEGINNING – IN THE BEGINNING – AT THE END – IN THE END:

at the beginning: at the place or time at which something starts – There is a contents page at the beginning of the book.

in the beginning: initially; this suggests further change – He thought German was hard in the beginning, but now he nds it easy.

at the end: at the furthest or last part of something – At the end of the day I like to relax in front of the tv.

in the end: at last, nally, when everything is taken into consideration. – I was going to take the bus home, but in the end I got a taxi.

a) She didn’t feel very con dent ______of her carreer, but she has changed a lot since then. b) ______, the work was interesting, but now I nd it boring. c) It was a di cult situation, but ______everything worked out nicely. d) There is a revision chapter ______of the book. e) She didn’t know anyone ______, but then she made a lot of friends. f) ______of the week the weather was awful, but then it improved. g) The big new supermarket is ______of the street. h) The story has a tragic beginning, but fortunately everything turns out well ______. i) ______, nothing grew on the land, but it is covered with trees now.

10) MAKE AND DO:

Make and do can be confused in English because their meanings are so similar, but you should learn to distinguish them because they may be tested on the coming exams.

*Do often has the idea of completing or performing:

one’s best/worst, one’s homework, business with someone, an assignment a crossword, the housework, damage to, a job, one’s duty, something for a living, an exercise, research, a test, right/wrong, an experiment, the shopping, good, a translation, one’s hair, the washing-up, harm, work

204 WORDS OFTEN CONFUSED | EXTENSIVE COURSE 2 R

• Make often has the idea of creating or constructing:

an appointment, a joke, an arrangement, a mess, the beds, a mistake, a cake, money, your own clothes noise, changes, an o er, co ee, peace/ war a decision, preparations, a discovery, progress, an e ort, sure, an excuse, trouble, a fortune, up one’s mind an impression,

• Please note that these are only some of the uses of make and do. There are other uses that are idiomatic and therefore di cult to classify, like: to make ends meet (to earn and spend equal amounts of money) and That does it! (that completes it!)

Fill in with do or make in the correct verb form:

a) James ______an exercise in his book when his pen ran out. b) She ______lots of mistakes in her homework. c) We could ______a fortune if we sold all this jewellery. d) I like ______the washing-up straight after dinner. e) Sam ______the shopping for me on his way home yesterday. f) She ______a joke, but nobody laughed. g) They ______progress with the building. h) Just a small slice of cake won’t ______any harm. i) Jonh is going to ______an appointment to have his hair cut. j) If you are going to ______a job you ought to do it properly. k) Mom is busy ______preparations for the party. l) Will you ______your beds now, please? m) Could you ______a translation of this article for me, please? n) I don’t mind if you fail your test, so long as you ______your best. o) Yesterday we ______an o er on the house we want to buy.

11) AS – LIKE – HOW:

These three words may mean como in portuguese, but they are all used in di erent contexts: To talk about the jobs people do, use as. To say that things are similar, we normally use like; however, before SUBJECT + VERB, as is more correct and more formal as well.

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- Pronounce it like I do (ok, but informal)/ Pronounce it as I do (formal) - She works as a typist (ela trabalha como digitadora; ela é digitadora) - Mary sings like a bird (... à semelhança de um pássaro) - How does she do it? (De que forma?)

Fill in with as, like or how: a) I feel ______a rolling stone. b) ______my English is not so advanced, please speak slowly. c) I honestly don’t know ______he manages to study and listen to the radio at the same time! d) Please, just do ______I tell you. e) Who does the baby look ______? f ) I used my shoe ______a hammer g) ______can she speak so fast?

12) RAISE – RISE:

O verbo raise – raised – raised (levantar, erguer, criar, cultivar) é transitivo direto, ou seja, requer um objeto direto: - The student raised his hand.

Como substantivo, raise signi ca aumento (geralmente de salário): - They wouldn’t give me a raise if I asked.

O verbo rise - rose - risen (levantar-se; surgir) é intransitivo, isto é, não requer objeto (direto ou indireto): - The sun rises in the east. - The water level rose too fast.

Fill in the blanks with raise or rise in the correct form: a) Don’t ______your voice to me! b) ______children is not an easy task at all. c) When the bell rang, all the students suddenly ______to their feet. d) We usually ______very early in the morning. e) She thinks she deserves a ______in her salary.

206 WORDS OFTEN CONFUSED | EXTENSIVE COURSE 2 R

13) LIE – LIE – LAY:

To lie – lied – lied (used without object): to speak falsely; not to tell the truth; Ex: She lied about us.

To lie – lay – lain (used without object): to be in a horizontal or prostrate position, as on a bed or the ground; of objects – to rest in a horizontal or  at position. Ex: She’s been lying on her bed all day.

To lay – laid – laid (used with an object): to put or place in a horizontal position or in a position of rest Ex: Please lay your bags on the table.

To lay can also mean: to put or place in a particular position Ex: The dog laid its ears back.

a) You shouldn’t believe in her. She’s used to ______without any shame! b) Porto Alegre ______on the shore of a nice lake. c) Here ______the body of an important man. d) You shouldn’t ______your handbag on the table! It brings along a lot of germs! e) If I could, I’d spend the whole week ______on the beach! f) Why do you think the man ______?

14) SO – SUCH:

So pode ter funções variadas, dependendo do contexto:

• Como advérbio de intensidade, signi ca tão e é usado antes de um adjetivo ou de um outro advérbio: Ex: The colors of the rainbow were so pretty in the sky! How can she dance so well?

• Como advérbio de modo, so signi ca assim, desse modo, Ex: Don’t you think so?

• Como conjunção conclusiva, so signi ca então, portanto, por isso; Ex: English is a universal language, so we must study it!

Such (tal, tais) pode ser tanto adjetivo quanto pronome. Como adjetivo, é usado antes de substantivo:

• We didn’t have such luck. (singular – uncountable noun) • How could you say such a thing? (singular – countable noun) • It was such an interesting movie! (singular – countable noun) • Don’t tell me such things! (plural)

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Como pronome, such não é seguido imediatamente de substantivo:

• I just wanted to help her! Such was my intention!

Uma mesma oração pode ser expressa tanto com so quanto com such, mas há mudanças estruturais:

• The test was so easy that nobody got it wrong. • It was such an easy test that nobody got it wrong.

• The classes were so fun that everybody was pleased. • They were such fun classes that everybody was pleased.

Practice I: Qual a função da palavra so nas sentenças abaixo: advérbio ou conjunção? a) The English we speak today is so di erent from the old English that we could call it a di erent language, but we don’t. ______b) Sometimes I feel so insecure... ______c) He asked for his normal meat and cheese to be brought stuck in bread, so he could eat with one hand while playing with the other.______d) Monalisa’s eyebrows are not painted, so a doubt rises.______

II- Complete as frases com such, such a, such an a) It was ______ugly day that nobody was in the mood for leaving home. b) “Oh, brave new world that has ______people in it!” c) How can you work in ______terrible place and under ______conditions? d) Nobody knows from whom she got ______information!

III- Como as frases podem ser reescritas com o uso de so ou such? a) It was such a big mistake that I hardly believed it!

______b) The people were so strange that we preferred to leave the place.

______c) The story was so awful that we were all terri ed.

______

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EXTRA NOTES

209

ANEXO LISTA DE VERBOS IRREGULARES

LISTA DE VERBOS IRREGULARES | EXTENSIVE COURSE 2 R

Present Simple Past Past Participle Present Simple Past Past Participle abide abode abode awake awoke awoken be was been bear bore borne/born beat beat beaten become became become begin began begun bind bound bound bite bit bit/bitten blow blew blown break broke broken bring brought brought build built built burn burnt burnt buy bought bought catch caught caught choose chose chosen clothe clad clad come came come creep crept crept deal dealt dealt dig dug dug do did done draw drew drawn dream dreamt dreamt drink drank drunk/drunken drive drove driven eat ate eaten fall fell fallen feed fed fed feel felt felt ght fought fought nd found found  ee  ed  ed  ing  ung  ung  y  ew  own forbid forbade forbidden forget forgot forgotten forgive forgave forgiven get got got give gave given go went gone grow grew grown have had had hear heard heard heave hove hove hide hid hidden/hid hold held held keep kept kept know knew known lay laid laid lead led led learn learnt learnt leave left left lie lay lain light lit lit lose lost lost make made made meet met met pay paid paid ride rode ridden ring rang rung rise rose risen saw sawed sawn say said said see saw seen seek sought sought sell sold sold send sent sent shake shook shaken shine shone shone shoot shot shot show showed shown shrink shrank shrunk/shrunken sing sang sung slay slew slain sleep slept slept slide slid slid smell smelt smelt speak spoke spoken speed sped sped stand stood stood steal stole stolen sting stung stung stink stank stunk strike struck struck/stricken swear swore sworn sweep swept swept swim swam swum swing swung swung take took taken teach taught taught tear tore torn tell told told think thought thought throw threw thrown wake woke woken wear wore worn win won won write wrote written

213

GABARITOS

GABARITOS | EXTENSIVE COURSE 2 R

LESSON 1 READING STRATEGIES II

PART 1 PART 2 1 B 11 A 1 A 6 D 2 E 12 E 2 E 7 A 3 E 13 D 3 B 8 27 4 B 14 D 4 43 9 C 5 E 15 A 5 10 44 6 B 16 C 1. meaningless 11 14 7 C 17 B 2. graying 12 C 8 D 18 E 3. useful 13 A 9 A 19 B 4. rewarding 14 E 10 C 20 C 5. enrollment 15 C 16 imagination - imaginative - imaginative - imagine - imaginatively competition - competent - competitive - compete - competitively challenge - challenging - challenging - challenge - challengingly engagement - engaging - engaging - engage - engagedly simpli cation - simple - simple/simplistic - simplify - (não tem) 17 D 18 D 19 E 20 E

LESSON 2 POSSESSIVE CASE

1) 2 D 11 B a) children’s 3 C 12 D b) Bridget’s 4 A 13 B c) The Browns’ (The name is Brown, and it’s being used 5 E 14 A in the plural) 6 D 15 E d) Mark’s 7 A 16 E e) Peter’s and Mark’s (if they are friends and the grand- 8 B 17 B parents are di erent) or Peter and Mat’s (if they are 9 C 18 D brothers and the grandparents are the same) 10 A f) Marcos’s g) boys’ h) siblings’. i) Jesus’

217 R EXTENSIVE COURSE 2 | GABARITOS

LESSON 3 VERB TENSES REVIEW

1 C 5 C 9 A 13 C 17 B 21 B 2 E 6 E 10 C 14 D 18 C 22 E 3 C 7 A 11 B 15 E 19 B 23 B 4 B 8 C 12 C 16 C 20 E

LESSON 4 TAG QUESTIONS

1) 2) 3 D 14 A a) haven’t I? a) have I? 4 A 15 D b) don’t we? b) does he? 5 B 16 E c) haven’t you? c) are they? 6 B 17 C d) hasn’t it? d) is she? 7 B 18 D e) don’t they? e) am I? 8 C 19 C f) haven’t you? f) have you? 9 D 20 A g) isn’t she? g) do you? 10 A 21 C h) hasn’t she? h) has she? 11 A 22 D i) hasn’t he? i) has he? 12 E 23 E j) don’t I? j) does she? 13 D 24 A k) hasn’t it? k) has it? l) haven’t we? l) have we? m) haven’t you? m) have you? n) doesn’t she? n) does it? o) haven’t they? o) have they?

LESSON 5 MODAL VERBS II

1 B 5 B 9 E 13 E 2 D 6 B 10 E 14 C 3 B 7 C 11 C 15 B 4 B 8 B 12 D 16 D

218 GABARITOS | EXTENSIVE COURSE 2 R

LESSON 6 LINKING WORDS II

1 E 7 C 13 D 19 C 25 B 2 E 8 C 14 B 20 C 26 C 3 C 9 C 15 B 21 D 27 D 4 C 10 C 16 C 22 E 28 E 5 D 11 A 17 D 23 A 29 C 6 D 12 C 18 D 24 B 30 E

TESTS 2 1) A 6) A 11) D 2) A 7) B 12) D 3) B 8) D 13) E 4) C 9) A 14) D 5) A 10) C 15) D

LESSON 7 COMIC STRIPS

1) C 9) 2) B a) they hardly know how to use a toaster. 3) E b) To emphasize the boy's dissatisfaction. c) a promise 4) d) permission a) Once upon a time there was... b) His own house. 10) A c) Gar eld and Oddie. 11) D d) Because Gar eld and Oddie have ruined his 12) B morning. 13) B e) In the rst and second panels, Jon's face 14) D doesn't show any emotion at all. In. the third 15) E one, it's crystal clear that he is very upset. 16) C f) No, they don't. Gar eld seems not to worry about Jon's anger, but Oddie does.

6) 2 + 8 + 16 7) B 8) Technology in today's world

219 R EXTENSIVE COURSE 2 | GABARITOS

LESSON 8 FALSE COGNATES AND VOCABULARY WORK

FALSE COGNATES A) B) C) 1) Balcony 1) a 1) Polite 12) Driver 2) Counter 2) a 2) Success 13) Mistakes 3) Investment 3) b 3) Advised 14) Folder 4) Application 4) b 4) Embarrassed 15) An accountant 5) Factory 5) b 5) An argument 16) News 6) Fabric 6) a 6) Character 17) Parade 7) Smart 7) Warning 18) Remember 8) Expert 8) Rare 19) Injuries 9) Preservatives 9) Languages 20) Topic 10) Condoms 10) Invested / Factory 21) Healthy 11) Introduce

VOCABULARY WORK BODY LANGUAGE 1) b 1) 2) 3) 2) a 1) g a) back/head 1) shrug your shoulder 3) a 2) b b) hands 2) wink 4) c 3) f c) hands 3) nod 5) b 4) c d) thumbs 4) shake your head 6) a 5) d e) shoulders 5) beckon 7) c 6) e f) arms 6) wave/ kiss/ hug/ shake your hands 8) c 7) a g) head 7) pat smb on the back 9) b h) legs/arms 8) hug/ hold hands/ pat on the bac 10) b 9) pont/ beckon 4) 5) 1) winked 1) c 2) T 2) b 3) beckoned 3) a 4) shrugged 4) b 5) T 5) b 6) shook 6) c 7) patted 7) c 8) held 8) b 9) a

220 GABARITOS | EXTENSIVE COURSE 2 R

LESSON 9 PASSIVE VOICE II

1 C 4 C 7 A 2 D 5 C 8 A 3 E 6 D 9 F  F  V  F  V

LESSON 10 POETRY AND SONGS

1 Father and Son 4) C 2 Blowing in the Wind 1) D 1) A 5) D 1 A 3) A 2) C 6) D 2 C 4) D 3) D 7) B 3 E 7) E 4 B

Little Red Riding Hood and the Wolf 1) 6 - 2 - 3 3) 5 - 4 - 1 1. Caviar 2) 2. Coat, hat, shoes, knickers, cloak, hood 1. True 3. Horrid, frightful 2. True 4. Grin 3. The wolf waited for Little Red Riding Hood on her chair. 5. 2nd helping 4. The girl found the Wolf  urry coat lovely. 5. The girl hid the pistol from her knickers. 4) 1. C 2. D 3. B 4. E 5. A

221 R EXTENSIVE COURSE 2 | GABARITOS

LESSON 11 PREPOSITIONS II

I) III) B) PREPOSITION C) VERB D) NOUN 1) In A) ADJECTIVES + NOUNS + PREPOSITION + PREPOSITION 2) On – On + PREPOSITION 3) On 1) In / In 1) On 1) To 4) Up 1) Of 2) In 2) Of 2) For 5) With 2) On 3) On 3) On 3) In 6) For 3) To 4) By 4) On 4) For 7) Of 4) With 5) At 5) For 5) In 8) Out 5) For 6) BY 6) Into 6) Of 9) In 6) To 7) ON 7) In 7) Into 10) With 7) With 8) IN 8) For 8) Against 11) In 8) Of 9) IN 9) For 9) For 12) On 9) On 10) IN 10) Of 10) In 10) In 11) BY 11) From 11) Of II 11) With 12) FOR 12) To 12) On / About 1 D 12) Of 13) ON 13) In 13) Of 2 A 13) To 14) IN 14) At 14) For 3 C 14) About 15) AGAINST 15) After 15) To / Towards 4 B 15) On 16) AS 16) On 5 E 16) Of 17) Into 6 B 17) About 18) About 18) For

TESTS 1 D 19 D 37 A 55 B 73 A 2 A 20 C 38 D 56 B 74 B 3 E 21 D 39 E 57 B 75 B 4 C 22 A 40 B 58 B 76 E 5 B 23 E 41 B 59 E 77 C 6 D 24 E 42 E 60 D 78 D 7D 25 B 43 D 61 A 79 B 8 A 26 A 44 E 62 C 80 D 9 D 27 E 45 D 63 E 81 B 10 E 28 A 46 D 64 A 82 E 11 C 29 D 47 A 65 B 83 D 12 E 30 D 48 E 66 B 84 C 13 E 31 B 49 A 67 D 85 B 14 B 32 A 50 D 68 E 86 B 15 D 33 C 51 A 69 A 87 E 16 D 34 D 52 E 70 D 88 E 17 B 35 E 53 A 71 B 89 A 18 E 36 E 54 C 72 C 90 D

222 GABARITOS | EXTENSIVE COURSE 2 R

LESSON 12 FOCUS ON BOTH, EITHER, NEITHER

A) D) 1) Either 1) Both Chris and Patrick were late 2) Neither 2) He neither wrote nor phoned 3) Both 3) Both Joe and Sam are on holiday 4) Either 4) Neither Joe nor Sam has (got) a car 5) Neither 5) Brian neither watches tv nor reads the newspaper 6) The lm was both boring and long B) 7) That man’s name is either Richard or Robert 1) Both 8) I’ve got neither the time nor the money 2) Either to go on holiday 3) Both 9) We can leave either today or tomorrow 4) Neither of 5) Neither driver..... both/both the / both of the cars E) 6) Both/both of 1) None 2) Either C) 3) Any 1) Neither of them 4) None 2) Either of them 5) Any 3) Both of them 6) Either 4) Neither of us 7) Neither 5) Neither of them TESTS: 4 C 1 E 5 A 2 E 6 B 3 A 7 C

LESSON 13 FURTHER READING PRACTICE

1 E 10 A 19 B 28 B 37 B 2 D 11 B 20 B 29 D 38 E 3 C 12 B 21 C 30 A 39 C 4 D 13 B 22 D 31 E 40 B 5 E 14 C 23 E 32 A 41 E 6 B 15 D 24 A 33 C 42 D 7 C 16 C 25 C 34 B 43 E 8 B 17 B 26 B 35 C 44 C 9 D 18 C 27 E 36 D 45 D

223 R EXTENSIVE COURSE 2 | GABARITOS

LESSON 14 FOCUS ON PROVERBS

1 A 9 A 17 B 25 B 2 D 10 C 18 C 26 A 3 C 11 B 19 E 27 B 4 D 12 D 20 C 28 D 5 D 13 E 21 D 29 A 6 A 14 E 22 B 30 D 7 C 15 E 23 A 31 D 8 A 16 A 24 B

224 GABARITOS | EXTENSIVE COURSE 2 R

LESSON 15 WORDS OFTEN CONFUSED

1) 6) 10) 13) a) Ago 1) C a) Was doing a) Lying b) Before 2) I b) Made b) Lies c) Nefore 3) C c) Make c) Lies d) Ago 4) I d) Doing d) Lay 5) C e) Did e) Lying 2) 6) C f) Made f) Lied a) Beside 7) C g) Are making b) Beside 8) I h) Do 14) c) Besides 9) C i) Make PRACTICE I: d) Besides 10) I j) Do a) Advérbio k) Making b) Advérbio 3) 7) l) Make c) Conjunção a) After a) Used to m) Do d) Conjunção b) Afterwards b) used to n) Do c) Afterwards c) Are used to o) Made PRACTICE II: d) After d) Is used to a) Such an 11) b) Such 4) 8) a) Like c) Such a / such a) Good a) Until b) As d) Such b) Well b) Until c) how c) Good c) By d) As PRACTICE III: d) Well d) Until / By e) Like a) The mistake was so big e) Well f) As that I hardly believed it 9) g) How b) They were such 5) a) At the beginning strange people that... a) Hard b) In the beginning 12) c) It was such an awful b) Hardly c) In the end a) Raise story that ... c) Hardly d) At the end b) Raising e) In the beginning c) Rose f) At the beginning d) Rise g) At the end e) Raise h) In the end i) In the beginning

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