REVISO TERCEIRO EXTENSIVO - PR-MASTER - LNGUA INGLESA

PROF. Diego Galvo

CONDITIONALS
Orao com IF
(if-clause)
Orao principal
(main clause)
Example
Firs
Con!iion
al
P!e"e#$e "i%&le" F'$'!o
()ILL * i#+i#i$ivo,
If he studies, he will pass
the test.
Secon!
Con!iion
al
Pa""a-o "i%&le" .i&/$e"e
()OULD * i#+i#i$ivo,
If he studied, he would
pass
the test.
T"ir!
Con!iion
al
Pa""a-o &e!+ei$o
(.AD * &a!$i01&io,
A!!e&e#-i%e#$o &a""a-o
()OULD .AVE * &a!$i01&io
&a""a-o,
If he had studied,
he would have passed
the test.
#E$%ND - INFINITI&E
#E$'NDIO
(&E$(O ) IN#)
INFINITI&O
(TO ) &E$(O)
INFINITI&O SE* TO
De&oi" -e &!e&o"i23e".
Its everything a4o'$ teachi#g.
De&oi" -e a-5e$ivo".
Its easy $o "&ea6 English.
De&oi" -e ve!4o" %o-ai"
I 7ill $!avel when I
have money.
8'a#-o o ve!4o i#i0ia a +!a"e #a
+'#2o -e "'5ei$o.
)o!6i#g is enjoyable.
Pa!a e9&li0a! a !a:o -e algo.
I travel $o %ee$ new people.
De&oi" -e 0e!$o" ve!4o"
(le$; %a6e; 7o'l- !a$<e!;
<a- 4e$$e!,
She %a6e" %e 0lea# my
house.
De&oi" -e 0e!$o" ve!4o"
-e &!e+e!=#0ia
(li6e; love; %i#-; &!e+e!;
<a$e; e#5o>,
I e#5o> cooki#g.
De&oi" -e 0e!$o" ve!4o"
(#ee-; 7a#$; $!>; 7o'l- li6e,
He needs $o go to the dentist.
Nega$iva - NOT * VER? (ING, NEGATIVA - #o$ * $o * VER?O
*ODAL &E$(S
CAN+CO%LD .a4ili-a-e; &e!%i""o;
&o""i4ili-a-e
I can dance very well.
Can I go to the toilet?
I could help him i he wanted.
*A,+*I#-T Po""i4ili-a-e; &e!%i""o I may!might go to the
beach tomorrow.
"ay I drink some water?
*%ST
O4!iga2o (&e""oal,
Fo!$e !e0o%e#-a2o
I must go to the bank.
#ou really must see that new movie.
-A&E TO
O4!iga2o (lei" e !eg!a",
Everybody has to wear a seat belt
in the car.
DON.T -A&E TO
No #e0e""i-a-e
#ou dont have to bring a
dictionary to class.
*%STN/T
P!oi4i2o
$Hey mustn%t speak in &ortuguese.
S-O%LD +S-O%LDN/T
Co#"el<o
#ou should study more or the test.
#ou shouldnt drink so much coee.
0$ONO*ES $ELATI&OS
ANTECEDENTES PRONOME FUN@O TRADU@O
Pe""oa" who! that Sujeito ou objeto
'ue( o)a* +ual( os)as*
+uais
Coi"a" o' a#i%ai" which ! that Sujeito ou objeto
'ue( o)a* +ual( os)as*
+uais
Pe""oa"; 0oi"a" o'
a#i%ai"
whose
&ossessivo )relaciona dois
substantivos*
Cujo)s*( cuja)s*
L'ga! where Sujeito ou objeto ,nde
O4"e!va23e"
A* -unca se usa T.AT +uando a ora./o estiver entre v0rgulas.
B, 'uando tiver a un./o de objeto( podemos omitir o pronome relativo.
LIN1IN# 2O$DS
CONT$AST $EASON
ALT-O%#-
E&EN T-O%#- ) S%(3 )
&E$(
T-O%#-
TO
SO AS TO * VER?O
IN ORDER TO
)
S%(STANTI&O
DES0ITE ) &E$(O (IN#)
IN S0ITE OF ) T-E FACT
T-AT444
FOR * SU?STANTIVO
-O2E&E$ (sempre iniciando uma
orao)
SO T.AT * SUCEITO * MODAL
VER?
(OT-444 AND (ano um 5uano o ouro) - sempre com 6er7o no plural
NEIT-E$444 NO$ (nem um nem o ouro) - com 6er7o no sin8ular
EIT-E$444O$ (ou um ou ouro) - com 6er7o no sin8ular
NOT ONL,444 (%T ALSO (no apenas444 mas am79m) - com 6er7o no sin8ular ou
plural4
E:E$C;CIOS
DA. 1ssinale a alternativa +ue preenche corretamente a lacuna da rase a seguir2
I+ <e &'$ i$ $<i" 7a>; eve!>4o-> EEEEE 7i$< <i%.
a* would agree
b* should have agreed
c* will agree
d* would has agreed
e* agreeded
DB. LOVE AMONG T.E LAUNDRF
)<e# Sall> +o'#- a %a#G" "$!i&e- "o06 0'!le- a%o#g <e! 0lo$<e" a$ $<e la'#-e!e$$e "<e
!e$'!#e- i$ $o $<e $all -a!6 >o'#g %a# 7i$< a "<> "%ile. T<e> %e$ $<e!e eve!> 7ee6 +o! "eve!al
%o#$<"; $<e# 7e!e "ee# #o %o!e. O#e o+ $<ei! 7e--i#g &!e"e#$" <a- 4ee# a 7a"<i#g
%a0<i#e.
)"olly 3urnett*
If they had not got married, they would probably have:
a* changed their dirty clothes.
b* lost their socks orever.
c* rented a washing machine.
d* returned to the launderette.
e* sold their striped socks.
DH. 4eia a seguir o coment5rio publicado pela revista -E6S6EE72
I.e <a- lo$" o+ Ge!%a# i# <i%. So%e I!i"<. ?'$ #o Ce7. I $<i#6 $<a$ i+ <e EEEEE a li$$le Ce7 <e
EEEEE i$ o'$I. Singer Courtney 4ove( on the suicide o her rock8star husband( 7urt Cobain.
9 1s lacunas )I* e )II* do coment5rio anterior devem ser preenchidas( respectivamente( por2
a* I. had had( II. would have stuck
b* I. has had( II. would stick
c* I. have had( II. had had stuck
d* I. had had( II. had stuck
e* I. had( II. would stuck
DJ. 1 rase :I+ >o' !'# i#$o "o%eo#e o# $<e "$!ee$ i# Tai7a#; <eG" li6el> $o g!ee$ >o' 4> a"6i#g
G.ave >o' ea$e#K%: na $E;CEI;1 C,-<I$I,-14 icaria da seguinte orma2
a* I you had run into someone on the street in $aiwan( he might have probably greeted you by asking
%Have you eaten?%
b* I you ran into someone on the street in $aiwan( he would have been likely to greet you by asking
%Have you eaten?%
c* I you ran into someone on the street in $aiwan( he would likely greet you by asking %Have you
eaten?%
d* I you had run into someone on the street in $aiwan( he would have been likely to greet you by
asking %Had you been eaten?%
e* I you could run into someone on the street in $aiwan( he would have likely to greet you by asking
%Have you eaten?%
DL. 1 melhor orma de concluir a senten.a a seguir =2
Al$<o'g< &e!"o#al a&&ea!a#0e i" o+ g!ea$ i%&o!$a#0e 7<e# goi#g $o a# i#$e!vie7 +o! a 5o4; $<e
0a#-i-a$e "<o'l- 4e 0a!e+'l EEEEE.
a* to not overdress b* to do not overdress c* not to overdress d* do not overdress
DM. S<o&a<oli0" 0o'l- 4e "e9'all> +!'"$!a$e-; %ig<$ "'++e! +!o% la06 o+ "el+-e"$ee%; o! $<e>
%a> 5'"$ <ave a #e'!o$i0 !ea0$io# $o $elevi"io# 0o%%e!0ial" a#- glo""> a-ve!$i"e%e#$".
9 $he modals C,>4<( "I?H$ and "1# appear in the te@t to e@press the idea o2
a* permission. b* possibility. c* intention. d* prohibition. e* ability.
DN. Re"ea!0< "<o7" $<a$ "'#"0!ee#" %a> #o$ 4e a" e++e0$ive a" <o&e- a$ &!eve#$i#g "'#4'!#.
U"e!" %a> 4e "&e#-i#g lo#g <o'!" i# $<e "'# 7i$< a +al"e "e#"e o+ "e0'!i$>.
9 $he word "1# e@presses the idea o2
a* permission.
b* possibility.
c* prohibition.
d* obligation.
e* e@pectation
DO. 1ssinale a op./o +ue cont=m as respectivas melhores tradu.Aes para os verbos destacados nos
trechos a seguir2
P I?'$ $<e e9$i#0$ la#g'age" o+ 7<i0< 7e <ave "o%e <i"$o!i0al !e0o!- i# $<i" &a!$ o+ $<e 7o!l-
MUST 4e o#l> a +!a0$io# o+ $<o"e +o! 7<i0< 7e <ave #o$<i#g.I P II$ i" ea"> $o "ee $<a$ #o
"e#"i4le e"$i%a$e CAN 4e o4$ai#e- a4o'$ $<e !a$e a$ 7<i0< la#g'age" <ave -ie- i# $<e &a"$.I
P I)e CAN o+ 0o'!"e %a6e g'e""e" a$ $<e "i:e o+ $<e &o&'la$io# i# &!evio'" e!a"; a#- $<e
li6el> "i:e o+ 0o%%'#i$ie"; a#- 7o!6 o'$ &o""i4le #'%4e!" o+ la#g'age".I
a* devemB podeB pode.
b* devemB podeB podem.
c* devemB podeB podemos.
d* deveB podemB pode.
e* deveB podemB podemos.
DQ. )a$0<i#g eve!> %o$io# i# %> +ooli"< love!G" ga%e
O# $<i" e#-le"" o0ea# +i#all> love!" 6#o7 #o "<a%e
T'!#i#g a#- !e$'!#i#g $o "o%e "e0!e$ &la0e i#"i-e
)a$0<i#g i# "lo7 %o$io# a" >o' $'!# a!o'#- a#- "a>
)$recho de $ake my breath away 9 ?iorgio "oroder!$om 6hitlock*
9 How can we classiy the irst verb in the irst verse? ItCs2
a* a present participle used as part o the present progressive.
b* a gerund and it is used as the subject o the sentence.
c* not used as ininitive( just as gerund because itCs a special e@pression.
d* a gerund used with certain idiomatic e@pressions( or the most part( recreational activities.
AD. 1ssinale a alternativa +ue corresponde ao reerente do pronome relativo em desta+ue a seguir2
?o$< !e"ea!0< a#- 0o%%e!0ial &e!"&e0$ive" a!e 0o#"i-e!e-; %a6i#g $<e eve#$ e""e#$ial +o! all
!e"ea!0<e!"; -e"ig#e!" a#- %a#'+a0$'!e!" ).O #ee- $o 6ee& a4!ea"$ o+ -evelo&%e#$" i# .CI.
a* research and commercial perspectives
b* developments in HCI
c* interace design( user modelling( tools( hyperte@t( CSC6(
and programming
d* recent trends and issues
e* all researchers( designers and manuacturers
AA. -a rase :T<i" "a%e ">#-!o%e i" !e+le0$e- i# $<e %o-el" ).O a!e "<o7# i# 0'!!e#$
a-ve!$i"i#g:( o pronome relativo 6H, pode ser substitu0do por $H1$. , item no +ual o relativo
6H, n/o pode ser substitu0do por $H1$ =2
a* Dournalists who also write ads earn a lot o money.
b* $he girl( who recogniEed the man that had committed the crime( won an award medal.
c* $he salesgirl saw the manager who had sold her the dress.
d* Some advertisements show models who are +uite e@otic8looking.
e* ,ne o the boys who visited us yesterday is a model.
AB. Indicate the alternative that best completes the ollowing sentence2
I <ave#G$ +i#i"<e- $<e <o%e7o!6 a#- EEEEE.
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
Leia o $e9$o a4ai9o &a!a !e"olve! a" R'e"$3e" AH a AL.
Fi8"in8 0o6er< an! Social Exclusion
Poverty and social exclusion are a major challenge for
humanity. According to the Human Development
eport !""#$ a %uarter of the &orld's population
remains in severe poverty$ despite the major advances
in reducing poverty made during the ()
th
century. At
the same time$ social ine%uality$ marginali*ation and
discrimination still exclude many people from full
participation in economic$ political and cultural life.
+hile poverty and social exclusion represent common
pro,lems to policy ma-ers in ,oth poor and rich
countries$ ne& initiatives have ,een developed to com,at these pro,lems$ initiatives
&hich merit ,eing called ./est Practices..
+hat are /est Practices0 1he idea of creating a data,ase for /est Practices is ,ased
on the o,servation that carefully documented case histories can provide excellent
guidelines for policy ma-ing and planning of ne& projects. 1he goal of a data,ase on
/est Practices is to present and promote creative$ successful and sustaina,le solutions
to social pro,lems arising from poverty and social exclusion in order to ,uild a ,ridge
,et&een experimental solutions$ research and policy.
3est &ractices are model projects or policies aimed at improving the +uality o lie o individuals or
groups suering rom poverty or social e@clusion. $hey are typically based on the cooperation
between national or local authorities( non8governmental organiEations )-?,s* and local
communities( the private sector( and academic communities. $hey include a variety o activities in
all parts o the world2
In En8lan!2 31he /ig 4ssue5$ a maga*ine sold ,y homeless people so they can earn
a living and re6integrate into society.
In In!ia2 7$))) &omen esta,lished the 8hri 9ahila 8:+A 8aha-ari /an- to provide
credit at reasona,le rates to self6employed &omen &or-ers.
In (ra=il2 the 3;iving ;i,rary5 &as created to ma-e reading and &riting an everyday
activity for poor children to com,at high rates of failure at elementary school.
<alling these activities /est Practices is to suggest that they can and should ,e
replicated$ that ideas can and should ,e generated from them$ and that they can and
should contri,ute to policy development.
=rom2 >http2??&&&.unesco.org?most?,phome.htm@ Access on August
!A$ ()!). (Adapted)
AH - Select the CORRECT proposition)s*( according to te@t F.
GF. -owadays( criminality is related to social problems like poverty.
GH. $wenty8ive percent o the worldCs population is still in great poverty.
GI. 1ctions are being taken to diminish poverty and social e@clusion.
GJ. "arginaliEation is the main cause o economic and political crises.
FK. ;ich countries can oer solutions or problems such as social e@clusion.
LH. In the HG
th
century( much progress was made in decreasing poverty.
EEEEE
AJ - 1s or initiatives to ight poverty and social e@clusion( we can CONCLUDE rom te@t F that2
GF. in England( a big issue was planned or building a community center.
GH. non8governmental organiEations became the only source o help.
GI. the government in India created a bank to help unemployed women.
GJ. the use o a database on 3est &ractices is a good way to obtain strategies or policy making.
FK. in 3raEil( a model project is being implemented to improve studentsC perormance. MMMMM
AL - Considering te@t F( select the proposition)s* in which the meanings o the e@pressions highlighted in the sentences are SIMILAR.
GF. A00o!-i#g $o S A" "$a$e- 4> the Human <evelopment ;eport FNNO( a +uarter o the world%s population remains in severe poverty.
GH. A$ $<e "a%e $i%e / I# 0o#$!a"$, social ine+uality( marginaliEation and discrimination still e@clude many people rom ull
participation in economic( political and cultural lie.
GI. )<ile S T<e!e+o!e poverty and social e@clusion represent common problems to policy makers in both poor and rich countries( new
initiatives have been developed to combat these problems.
GJ. $he goal o a database on 3est &ractices is to present and promote solutions to social problems i# o!-e! $o S "o a" $o build a
bridge between e@perimental solutions( research and policy.
FK. 3est &ractices are model projects or policies ai%e- a$ S '#&la##e- +o! improving the +uality o lie o individuals or groups
suering rom poverty or social e@clusion.
EEEEE
GA?ARITO
DA - C DB - D DH - A DJ - A DL - C DM - ? DN - ? DO - C DQ - ? AD - E
AA - ? AB - A AH
(DB - DJ - HB,
AJ
(DO - AM,
AL
(DA - DO,