- Texto 1 – | Charge | Compact Car |
- Texto 2 – | There is a saying in English: “That looks good enough to eat.” |
- Texto 3 – | The fatigue we normally experience after a long journey ... |
- Texto 4 – | Sharks - safer than soda machines! |
- Texto 5 – | They put nice-smelling wood or leaves into a fire.|
- Texto 6 – | What makes a good school? |
- Texto 7 – | A Passion For English |
- Texto 8 – | Dolphins have become a popular attraction at zoos in recent years. |
- 24 Multiple Choice Questions | Four-Option Question |
❑ TEXTO 1: Look at the charge and answer question 01.
a) a verb.
b) a noun.
c) an adverb.
d) an adjective.
b) a noun.
c) an adverb.
d) an adjective.
• Gabarito D
According to the charge, Fred interpreted the word "Compact" as
De acordo com a charge, Fred interpretou a palavra "Compact" como
a) a verb.
b) a noun.
c) an adverb.
d) an adjective.
b) a noun.
c) an adverb.
d) an adjective.
>> Em "Compact cars"(carros compactados) , "COMPACT" funciona como adjetivo.
>> "Compact cars" significa "carros compactados" e nĂŁo "compactar carros"
❑ TEXTO 2: Read the paragraph and answer questions 27, 28 and 29.
There is a saying in English: "That looks good enough to eat." None of the saying's applications is so true as in the description of Japanese food. _____Japan, the preparation and arrangement of food are just as important as the taste. In effect, the restaurant customer gets art to eat.
❑ TEXTO 2: Read the paragraph and answer questions 27, 28 and 29.
There is a saying in English: "That looks good enough to eat." None of the saying's applications is so true as in the description of Japanese food. _____Japan, the preparation and arrangement of food are just as important as the taste. In effect, the restaurant customer gets art to eat.
HĂĄ um ditado em inglĂȘs que diz: "Isto parece bom o suficiente para comer". Nenhuma das aplicaçÔes do ditado Ă© tĂŁo verdadeira como na descrição da comida japonesa. _____No JapĂŁo, a preparação e a disposição dos alimentos sĂŁo tĂŁo importantes como o sabor. Na prĂĄtica, o cliente do restaurante recebe arte para comer.
27 – Fill in the blank with the suitable preposition.
a) On
b) At
c) In
d) From
b) At
c) In
d) From
• Gabarito C
Fill in the blank with the suitable preposition.
Preencha a lacuna com a preposição adequada.
a) On
b) At
c) In
d) From
c) In
d) From
>> IN → DENTRO DE ALGO (bairro, cidade, estado, paĂs, continente, casa (ou partes da casa), prĂ©dio.
• "[...] In Japan, the preparation and arrangement of food are just as important as the taste."• No JapĂŁo, a preparação e disposição dos alimentos sĂŁo tĂŁo importantes quanto o sabor.
28 – The paragraph reveals that Japanese people
a) just mind about flavors.
b) have a good taste for art.
c) enjoy both the taste and appearance of food.
d) believe that the smell of food is better than its arrangement.
b) have a good taste for art.
c) enjoy both the taste and appearance of food.
d) believe that the smell of food is better than its arrangement.
• Gabarito C
The paragraph reveals that Japanese people
O parĂĄgrafo revela que os japoneses
a) just mind about flavors.
apenas se preocupam sobre sabores.
b) have a good taste for art.
tĂȘm um bom gosto pela arte.
c) enjoy both the taste and appearance of food.
aproveitam o sabor e a aparĂȘncia dos alimentos.
d) believe that the smell of food is better than its arrangement.
acreditam que o cheiro da comida Ă© melhor que o seu arranjo.
• "[...] In Japan, the preparation and arrangement of food are just as important as the taste."
• No JapĂŁo, a preparação e a disposição dos alimentos sĂŁo tĂŁo importantes quanto o sabor.
>> O parågrafo não faz menção sobre o cheiro das comidas nem de gosto pelas artes.
• No JapĂŁo, a preparação e a disposição dos alimentos sĂŁo tĂŁo importantes quanto o sabor.
>> O parågrafo não faz menção sobre o cheiro das comidas nem de gosto pelas artes.
29 – The underlined word, in the text, can be replaced by
a) nothing.
b) anything.
c) any of them.
d) not even one of.
b) anything.
c) any of them.
d) not even one of.
• Gabarito D
The underlined word, in the text, can be replaced by
A palavra sublinhada, no texto, pode ser substituĂda por
a) nothing.
(nada)
b) anything.
(qualquer coisa).
c) any of them.
(qualquer um deles).
d) not even one of.
(nem mesmo um dos).
>> "NONE OF" (nenhum dos) pode ser substituĂdo por "NOT EVEN ONE OF".
• "[...] None of the saying's applications is so true as in the description of Japanese food."
• Nenhum das aplicaçÔes do ditado Ă© tĂŁo verdadeiro como na descrição da comida japonesa.
• Nenhum das aplicaçÔes do ditado Ă© tĂŁo verdadeiro como na descrição da comida japonesa.
www.collinsdictionary.com/dictionary/english/none
❑ TEXTO 3: Read the text and answer questions 30, 31 and 32.
Air travel is such an everyday experience these days that we are not surprised when we read about a politician having talks with the Japanese Prime Minister one day, attending a conference in Australia the following morning and having to be off at midday to sign a trade agreement in Bangkok.
❑ TEXTO 3: Read the text and answer questions 30, 31 and 32.
Air travel is such an everyday experience these days that we are not surprised when we read about a politician having talks with the Japanese Prime Minister one day, attending a conference in Australia the following morning and having to be off at midday to sign a trade agreement in Bangkok.
Viajar de aviĂŁo Ă© uma experiĂȘncia tĂŁo quotidiana hoje em dia que nĂŁo ficamos surpreendidos quando lemos sobre um polĂtico a falar com o primeiro-ministro japonĂȘs um dia, a participar numa conferĂȘncia na AustrĂĄlia na manhĂŁ seguinte e a 'ter de sair ao meio-dia' para assinar um acordo comercial em Banguecoque.
But frequent long-distance flying can be so tiring that the traveller begins to feel his brain is in one country, his digestion in another and his powers of concentration nowhere – in short, he hardly knows where he is.
Mas os voos frequentes de longa distĂąncia podem ser tĂŁo cansativos que o viajante começa a sentir que o seu cĂ©rebro estĂĄ num paĂs, a sua digestĂŁo noutro e a sua capacidade de concentração em lado nenhum – em suma, mal sabe onde ele estĂĄ.
The fatigue we normally experience after a long journey is accentuated when we fly from east to west or vice versa because we cross time zones.
A fadiga que normalmente sentimos apĂłs uma longa viagem Ă© acentuada quando voamos de leste para oeste ou vice-versa, porque atravessamos fusos horĂĄrios.
30 – We can infer from the text that the traveller normally experiences fatigue
a) after long-distance flights.
b) when he flies towards the west.
c) only when he crosses time zones.
d) when he feels his brain is nowhere.
b) when he flies towards the west.
c) only when he crosses time zones.
d) when he feels his brain is nowhere.
• Gabarito A
We can infer from the text that the traveller normally experiences fatigue
Podemos inferir do texto que o viajante normalmente experimenta fadiga(sente-se cansado)
a) after long-distance flights.
apĂłs voos de longa distĂąncia.
b) when he flies towards the west.
b) when he flies towards the west.
quando ele voa para o oeste.
c) only when he crosses time zones.
c) only when he crosses time zones.
somente quando ele cruza os fusos horĂĄrios.
d) when he feels his brain is nowhere.
d) when he feels his brain is nowhere.
>> •O TRECHO QUE JUSTIFICA A RESPOSTA
• "[...] The fatigue we normally experience after a long journey is accentuated when we fly from east to west or vice versa because we cross time zones."
• A fadiga que normalmente experimentamos apĂłs uma longa jornada Ă© acentuada quando voamos de leste para oeste ou vice-versa, porque cruzamos os fusos horĂĄrios.
a) following.
b) assisting at.
c) being present at.
d) paying attention to.
b) assisting at.
c) being present at.
d) paying attention to.
• Gabarito C
In "... attending a conference...", (line 4), the underlined word is closest in meaning to
Em "... participar numa conferĂȘncia..." (linha 4), a palavra sublinhada tem o significado mais prĂłximo de
a) following.
seguir.
b) assisting at.
b) assisting at.
ajudar em.
c) being present at.
c) being present at.
estar presente em.
d) paying attention to.
d) paying attention to.
prestar atenção em.
32 – "hardly", (line 10), can be replaced by
a) easily.
b) sharply.
c) not at all.
d) almost not.
b) sharply.
c) not at all.
d) almost not.
• Gabarito D
"hardly"(= rarely), can be replaced by
"raramente",pode ser substituĂdo por
a) easily.
facilmente.
b) sharply.
b) sharply.
bruscamente, rapidamente, duramente.
c) not at all.
c) not at all.
de forma alguma, de maneira nenhuma.
d) almost not.
d) almost not.
quase nĂŁo.
❑ TEXTO 4: Read the text and answer questions 33, 34, 35 and 36.
❑ TEXTO 4: Read the text and answer questions 33, 34, 35 and 36.
SHARKS - SAFER THAN SODA MACHINES!
TUBARĂES - MAIS SEGUROS QUE AS MĂQUINAS DE REFRIGERANTE!
Are you scared of sharks?
Tens medo de tubarÔes?
A recent survey found nearly 40 percent of people are scared of sharks.
Uma pequisa recente revelou que quase 40% das pessoas tĂȘm medo de tubarĂ”es.
Uma pequisa recente revelou que quase 40% das pessoas tĂȘm medo de tubarĂ”es.
Some people blame movies like Jaws.
Algumas pessoas culpam os filmes, como por exemplo, TubarĂŁo.
In reality, sharks are more scared of people.
Na verdade, os tubarĂ”es tĂȘm mais medo de gente.
In fact, sharks are safer than soda machines!
Aliås, os tubarÔes são mais seguros do que as måquinas de refrigerantes!
Researches say these machines kill more people than sharks do.
As pesquisas dizem que estas måquinas matam mais pessoas do que os tubarÔes matam.
The soda machines fall on people when they get angry and kick machines to get a soda or money back.
As måquinas de refrigerantes caem em cima das pessoas quando estas se zangam e dão-lhes pontapés para conseguirem um refrigerante ou dinheiro de volta.
As måquinas de refrigerantes caem em cima das pessoas quando estas se zangam e dão-lhes pontapés para conseguirem um refrigerante ou dinheiro de volta.
33 – In "Researches say these machines kill more people than sharks do.", (lines 7 and 8), we can infer that
a) sharks are safe from people.
b) some sharks can kill people.
c) everybody thinks sharks are killer.
d) soda machines cause people to die more than sharks do.
b) some sharks can kill people.
c) everybody thinks sharks are killer.
d) soda machines cause people to die more than sharks do.
• Gabarito D
In "Researches say these machines kill more people than sharks do.", we can infer that
Em "Pesquisas dizem que essas måquinas matam mais pessoas do que os tubarÔes", podemos inferir que
a) sharks are safe from people.
os tubarÔes estão a salvo das pessoas.
b) some sharks can kill people.
b) some sharks can kill people.
alguns tubarÔes podem matar pessoas.
c) everybody thinks sharks are killer.
c) everybody thinks sharks are killer.
todo mundo acha que os tubarÔes são assassinos.
d) soda machines cause people to die more than sharks do.
d) soda machines cause people to die more than sharks do.
as måquinas de refrigerantes causam mais mortes do que os tubarÔes causam.
34 – "nearly", (line 2), is closest in meaning to
a) away.
b) along.
c) almost.
d) among.
b) along.
c) almost.
d) among.
• Gabarito C
"nearly" (quase) tem o significado mais prĂłximo de
a) away
(longe).
b) along
(junto).
c) almost
(quase)
d) among
(entre).
35 – "like", (line 4), can be replaced by
a) as.
b) about.
c) enjoy.
d) for example.
b) about.
c) enjoy.
d) for example.
• Gabarito C
"like", can be replaced by
LIKE pode ser substituĂdo por
a) as.
como.
b) about.
b) about.
sobre.
c) enjoy.
c) enjoy.
aproveite.
d) for example.
d) for example.
por exemplo.
>> TRECHO QUE JUSTIFICA A RESPOSTA (D):
• "[...] Some people blame movies LIKE Jaws."
• Algumas pessoas culpam filmes, por exemplo, TubarĂŁo.)
• Algumas pessoas culpam filmes, por exemplo, TubarĂŁo.)
>> LIKE (como=igualzinho=feito) Ă© COMPARADOR..
>> LIKE(como=por exemplo) Ă© EXEMPLIFICADOR.
36 – "do", underlined in the extract, is being used
a) for emphasis.
b) as a modal verb.
c) to avoid repetition.
d) as a question word.
b) as a modal verb.
c) to avoid repetition.
d) as a question word.
• Gabarito C
"do", underlined in the extract, is being used
"DO", sublinhado no extrato, estĂĄ sendo usado.
a) for emphasis.
para ĂȘnfase.
b) as a modal verb.
b) as a modal verb.
como verbo modal.
c) to avoid repetition.
c) to avoid repetition.
para evitar a repetição.
d) as a question word.
d) as a question word.
como palavra de pergunta.
>> TRECHO QUE JUSTIFICA A RESPOSTA (D):
• "[...] Researches say these machines kill more people than sharks do."
• Pesquisas dizem que essas mĂĄquinas matam mais pessoas do que os tubarĂ”es matam.❑ TEXTO 5: Read the text and answer questions 37, 38 and 39.
A long time ago, people ________ a way to create a nice smell.
HĂĄ muito tempo que as pessoas ________ uma forma de criar um cheiro agradĂĄvel.
They put nice-smelling wood or leaves into a fire.
Colocam madeira ou folhas com um cheiro agradĂĄvel no fogo.
A nice smell _______ through the smoke.
Um cheiro agradåvel _______ através do fumo.
That is how we got the word perfume. In Latin "per" means "through", and "fumus” means "smoke".
Foi assim que surgiu a palavra perfume. Em latim, "per" significa "através" e "fumus" significa "fumaça".
Foi assim que surgiu a palavra perfume. Em latim, "per" significa "através" e "fumus" significa "fumaça".
Scientists are finding that some smells make people feel better. They help us to relax, to sleep, or to feel happier.
Os cientistas estĂŁo descobrindo que alguns cheiros fazem as pessoas sentirem-se melhor. Ajudam-nos a relaxar, a dormir ou a sentirmo-nos mais felizes.
Scientists found that the smell of apples with spices can make our blood pressure go down. In the future, we may use perfume in a completely different way.
Os cientistas descobriram que o cheiro das maçãs com especiarias pode baixar a nossa pressão arterial. No futuro, poderemos usar os perfumes de uma forma completamente diferente.
37 – The correct verbs to fill in the blanks are, respectively
a) find / comes
b) found / came
c) has found / came
d) had found / comes
b) found / came
c) has found / came
d) had found / comes
• Gabarito B
The correct verbs to fill in the blanks are, respectively
a) find / comes
b) found / came
c) has found / came
d) had found / comes
b) found / came
c) has found / came
d) had found / comes
38 – According to the text, all the alternatives are correct, except
a) Some smells make people feel better.
b) The word perfume has its origin in Latin.
c) The perfume came from unpleasant smoke.
d) In ancient times, people discovered a way to create a nice smell.
b) The word perfume has its origin in Latin.
c) The perfume came from unpleasant smoke.
d) In ancient times, people discovered a way to create a nice smell.
• Gabarito C
According to the text, all the alternatives are correct, except
Segundo o texto, todas as alternativas estĂŁo corretas, EXCETO...
a) Some smells make people feel better.
Alguns cheiros fazem as pessoas se sentirem melhor.
b) The word perfume has its origin in Latin.
b) The word perfume has its origin in Latin.
A palavra perfume tem sua origem no latim.
c) The perfume came from unpleasant smoke.
c) The perfume came from unpleasant smoke.
O perfume veio de fumaça desagradåvel.
d) In ancient times, people discovered a way to create a nice smell.
d) In ancient times, people discovered a way to create a nice smell.
39 – "They", in bold in the text, is related to
a) people.
b) scientists.
c) some smells.
d) wood and leaves.
❑ TEXTO 6: Read the extract and answer questions 40, 41, 42 and 43.
What makes a good school? There are no stock
answers, but there are some universal truths. A good
school is a community of parents, teachers and
students. A good school, like a good class, is run by
someone with vision, passion and compassion. A good school has teachers ______________, no matter what their age or experience. A good school prepares its students not just for college entrance tests but also for the world out there.
b) scientists.
c) some smells.
d) wood and leaves.
• Gabarito C
"They", in bold in the text, is related to
a) people.
b) scientists.
c) some smells.
d) wood and leaves.
b) scientists.
c) some smells.
d) wood and leaves.
What makes a good school?
O que faz uma boa escola?
What makes a good school? There are no stock
answers, but there are some universal truths. A good
school is a community of parents, teachers and
students. A good school, like a good class, is run by
someone with vision, passion and compassion. A good school has teachers ______________, no matter what their age or experience. A good school prepares its students not just for college entrance tests but also for the world out there.
O que faz uma boa escola? NĂŁo existem respostas feitas, mas existem algumas verdades universais. Uma boa escola Ă© uma comunidade de pais, professores e alunos. Uma boa escola, assim como uma boa turma, Ă© gerida por alguĂ©m com visĂŁo, paixĂŁo e compaixĂŁo. Uma boa escola tem professores ______________, independentemente da idade ou experiĂȘncia. Uma boa escola prepara os seus alunos nĂŁo sĂł para os exames de admissĂŁo, mas tambĂ©m para o mundo exterior.
40 – Choose the correct sentence to have the blank filled.
a) still enjoy the challenge.
b) who still enjoy the challenge.
c) whom still enjoy the challenge.
d) which still enjoy the challenge.
b) who still enjoy the challenge.
c) whom still enjoy the challenge.
d) which still enjoy the challenge.
• Gabarito B
Choose the correct sentence to have the blank filled.
Escolha a frase correta para preencher o espaço em branco.
a) still enjoy the challenge.
ainda desfruta do desafio.
b) who still enjoy the challenge.
que ainda gosta do desafio.
b) who still enjoy the challenge.
que ainda gosta do desafio.
c) whom still enjoy the challenge.
a quem ainda gosta do desafio.
a quem ainda gosta do desafio.
d) which still enjoy the challenge.
que ainda gostam do desafio.
➽ O lacuna adequadamente preenchida fica:
• "A good school has teachers who still enjoy the challenge, no matter what their age or experience."
• Uma boa escola tem professores que ainda apreciam o desafio, nĂŁo importando sua idade ou experiĂȘncia.
➽ O lacuna adequadamente preenchida fica:
• "A good school has teachers who still enjoy the challenge, no matter what their age or experience."
• Uma boa escola tem professores que ainda apreciam o desafio, nĂŁo importando sua idade ou experiĂȘncia.
41 – All the alternatives are closest in meaning to the underlined word in the extract, except :
a) unusual
b) common
c) standard
d) customary
b) common
c) standard
d) customary
• Gabarito A
All the alternatives are closest in meaning to the underlined word in the extract, except:
Todas as alternativas tĂȘm o significado mais prĂłximo da palavra sublinhada no extrato, exceto:
a) unusual
incomum
b) common
b) common
comum
c) standard
c) standard
padrĂŁo
d) customary
d) customary
costumeiro
>> TRECHO:
• There are no stock answers, but there are some universal truths.
• NĂŁo hĂĄ respostas feitas[prontas, padrĂ”es], mas hĂĄ algumas verdades universais.
42 – "The teachers enjoy the challenge no matter what their age or experience" reveals that
a) only experienced teachers enjoy challenge.
b) teachers don’t care about their age or experience.
c) whatever teachers do, they need some experience.
d) the teachers like the challenge no matter how old they are or how long they have taught.
b) teachers don’t care about their age or experience.
c) whatever teachers do, they need some experience.
d) the teachers like the challenge no matter how old they are or how long they have taught.
• Gabarito D
"The teachers enjoy the challenge no matter what their age or experience" reveals that
"Os professores curtem o desafio, nĂŁo importando sua idade ou experiĂȘncia", revela
a) only experienced teachers enjoy challenge.
apenas professores experientes gostam de desafios.
b) teachers don’t care about their age or experience.
b) teachers don’t care about their age or experience.
os professores nĂŁo se importam com sua idade ou experiĂȘncia.
c) whatever teachers do, they need some experience.
o que os professores fazem, eles precisam de alguma experiĂȘncia.
d) the teachers like the challenge no matter how old they are or how long they have taught.
d) the teachers like the challenge no matter how old they are or how long they have taught.
os professores gostam do desafio, nĂŁo importa quantos anos tenham ou por quanto tempo tenham ensinado.
43 – Based on the extract, we can conclude that
a) good schools also prepare their students for life.
b) teachers in a good school are usually afraid of facing the challenge.
c) good schools choose their students according to their knowledge.
d) students must have some common beliefs to be part of a good school.
b) teachers in a good school are usually afraid of facing the challenge.
c) good schools choose their students according to their knowledge.
d) students must have some common beliefs to be part of a good school.
• Gabarito A
Based on the extract, we can conclude that
Com base no extrato, podemos concluir que
a) good schools also prepare their students for life.
boas escolas também preparam seus alunos para a vida toda.
b) teachers in a good school are usually afraid of facing the challenge.
os professores de uma boa escola geralmente tĂȘm medo de enfrentar o desafio.
c) good schools choose their students according to their knowledge.
c) good schools choose their students according to their knowledge.
boas escolas escolhem seus alunos de acordo com seu conhecimento.
d) students must have some common beliefs to be part of a good school.
d) students must have some common beliefs to be part of a good school.
❑ TEXTO 7: Read the text and answer questions 44, 45, 46 and 47.
A Passion For English
Marit grew up in the Netherlands. She is bilingual because her mother is German and her father is Dutch. In high school, Marit studied English, but it was difficult for her. She didn’t like her English classes. They didn’t practice conversation. Marit wanted to learn to speak English so she could learn about people from different cultures.
Marit decided to study in an English-speaking
country. She went to school in London when she was
17 years old. Marit was self-disciplined. She made new friends from other countries. They spoke English together. Soon she became comfortable speaking English. English sounded beautiful to her.
When she was 19 years old, Marit made a plan. She decided to study at a college in the United States. At first, the classes were very hard for her.
Marit graduaded 4 years later. She was very proud. She was fluent in English! The college gave her a job as an English teacher, and then she married her American boyfriend a year later. Today, Marit tells her English students, “Hard work and passion pay off!”
44 – According to the first paragraph,
a) Marit wanted to learn a third language.
b) Marit’s parents have the same nationality.
c) Marit learned how to speak a good English in high school.
d) Marit had to learn English because it was her mother’s language.
b) Marit’s parents have the same nationality.
c) Marit learned how to speak a good English in high school.
d) Marit had to learn English because it was her mother’s language.
• Gabarito A
According to the first paragraph,
De acordo com o primeiro parĂĄgrafo,
a) Marit wanted to learn a third language.
Marit queria aprender uma terceira lĂngua.
b) Marit’s parents have the same nationality.
b) Marit’s parents have the same nationality.
Os pais de Marit tĂȘm a mesma nacionalidade.
c) Marit learned how to speak a good English in high school.
c) Marit learned how to speak a good English in high school.
Marit aprendeu a falar um bom inglĂȘs no ensino mĂ©dio.
d) Marit had to learn English because it was her mother’s language.
d) Marit had to learn English because it was her mother’s language.
Marit teve que aprender inglĂȘs porque era a lĂngua da mĂŁe dela.
45 – When the author says that Marit was self-disciplined, (line 10), we can infer that she
a) studied English hard without anyone else forcing her to do it.
b) protected herself against her friends who were attacking her.
c) behaved confidently because she felt sure of her abilities or value.
d) learned English without being taught by a teacher at high school.
b) protected herself against her friends who were attacking her.
c) behaved confidently because she felt sure of her abilities or value.
d) learned English without being taught by a teacher at high school.
• Gabarito A
When the author says that Marit was self-disciplined, (line 10), we can infer that she
Quando o autor diz que Marit era autodisciplinada (linha 10), podemos inferir que ela
a) studied English hard without anyone else forcing her to do it.
estudou inglĂȘs duro sem que ninguĂ©m mais a obrigasse a fazĂȘ-lo.
b) protected herself against her friends who were attacking her.
b) protected herself against her friends who were attacking her.
se protegeu contra seus amigos que estavam atacando ela.
c) behaved confidently because she felt sure of her abilities or value.
c) behaved confidently because she felt sure of her abilities or value.
comportou-se com confiança porque tinha certeza de suas habilidades ou valor.
d) learned English without being taught by a teacher at high school.
d) learned English without being taught by a teacher at high school.
aprendeu inglĂȘs sem ser ensinado por um professor no ensino mĂ©dio.
46 – When Marit said that she was very proud, ( line 17), we can conclude that she
a) was satisfied with her friends.
b) didn’t need anyone to help her.
c) had a good relationship with her teachers.
d) was very pleased about what she had done.
b) didn’t need anyone to help her.
c) had a good relationship with her teachers.
d) was very pleased about what she had done.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
Quando Marit disse que estava muito orgulhosa (linha 17), podemos concluir que ela*Alternativa (A): estava satisfeito com seus amigos.
*Alternativa (B): não precisava de ninguém para ajudå-la.
*Alternativa (C): teve um bom relacionamento com seus professores.
*Alternativa (D): ficou muito satisfeito com o que ela havia feito.
47 – When Marit says that "hard work and passion pay off!", (line 21), she means that
a) English is very difficult to learn.
b) studying in a foreign country cost her a lot of money.
c) learning English was a great achievement and worth all her effort and dedication.
d) her American boyfriend helped her during the language learning process.
c) learning English was a great achievement and worth all her effort and dedication.
d) her American boyfriend helped her during the language learning process.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
Quando Marit diz que "trabalho duro e paixĂŁo valem a pena!", (Linha 21), ela quer dizer que*Alternativa (A): InglĂȘs Ă© muito difĂcil de aprender.
*Alternativa (B): estudar em um paĂs estrangeiro lhe custou muito dinheiro.
*Alternativa (C): aprender inglĂȘs foi uma grande conquista e valeu todo o seu esforço e dedicação.
*Alternativa (D): seu namorado americano ajudou-a durante o processo de aprendizagem de lĂnguas
❑ TEXTO 8: Read the extract and answer questions 48, 49 and 50.
Dolphins have become a popular attraction at zoos in recent years. They are more interesting than lions and tigers because they are livelier and perform tricks, like circus animals. But although they are more willing to cooperate with the trainer than other mammals in captivity, they get bored if they are asked to do the same trick twice. This is one reason for believing that they are very intelligent.
Os golfinhos tornaram-se uma atração popular nos jardins zoolĂłgicos nos Ășltimos anos. SĂŁo mais interessantes que os leĂ”es e os tigres porque sĂŁo mais animados e realizam truques, como os animais de circo. Mas, embora estejam mais dispostos a cooperar com o treinador do que outros mamĂferos em cativeiro, cansam-se se lhes pedirem para fazer o mesmo truque duas vezes. Este Ă© um dos motivos pelos quais acreditamos que sĂŁo muito inteligentes.
GLOSSARY:
captivity = cativeiro
48 – According to the extract, we conclude that dolphins
a) are the most popular attraction at zoos.
b) can play tricks better than circus animals.
c) get bored when they have to repeat the same trick.
d) are very intelligent because they perform tricks with the trainer.
b) can play tricks better than circus animals.
c) get bored when they have to repeat the same trick.
d) are very intelligent because they perform tricks with the trainer.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
De acordo com o extrato, concluĂmos que os golfinhos
*Alternativa (A): são a atração mais popular em zoológicos.
*Alternativa (B): conseguem desempenhar truques melhor do que animais de circo.
*Alternativa (C): ficam entediados quando eles tem que repetir o mesmo truque.
*Alternativa (D): sĂŁo muito inteligentes porque fazem truques com o treinador.
*Alternativa (A): são a atração mais popular em zoológicos.
*Alternativa (B): conseguem desempenhar truques melhor do que animais de circo.
*Alternativa (C): ficam entediados quando eles tem que repetir o mesmo truque.
*Alternativa (D): sĂŁo muito inteligentes porque fazem truques com o treinador.
49 – In "They are more interesting than lions and tigers ...", (lines 2 and 3), it means that
a) dolphins, lions and tigers are equal in some way.
b) tigers and lions are less interesting than dolphins.
c) there are no circus animals so interesting as dolphins.
d) dolphins compared with lions and tigers are less interesting.
b) tigers and lions are less interesting than dolphins.
c) there are no circus animals so interesting as dolphins.
d) dolphins compared with lions and tigers are less interesting.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
Em "Eles são mais interessantes que os leÔes e tigres ...", (linhas 2 e 3), isso significa que*Alternativa (A): golfinhos, leÔes e tigres são iguais de alguma forma.
*Alternativa (B): tigres e leÔes são menos interessantes que os golfinhos.
*Alternativa (C): nĂŁo hĂĄ animais de circo tĂŁo interessantes quanto os golfinhos.
*Alternativa (D): golfinhos comparados com leÔes e tigres são menos interessantes.
50 – The opposite of "willing", (line 4), is
a) alive.
b) active.
c) lively.
d) reluctant.
c) lively.
d) reluctant.
• Gabarito D
O oposto de "disposto" Ă©
a) alive.
vivo.
b) active.
ativo.
c) lively.
animado.
d) reluctant.
relutante.
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