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❑ PROVA DE LĂNGUA INGLESA:
• EEAR-CFS-2009-GRUPOS I E II DE ESPECIALIDADES-TURMA 1-ESCOLA DE ESPECIALISTAS DA AERONĂUTICA.
❑ ESTRUTURA-PROVA:
• 25 Multiple Choice Questions / 4 Options Each Question.
❑ PROVA:
❑ TEXTO 1:
"These are some of the questions that parents ask themselves as their children grow up and move on:
Estas sĂŁo algumas das perguntas que os pais se fazem Ă medida que seus filhos crescem e seguem em frente:
Will they sleep through the night?
Will they sleep through the night?
Eles dormirĂŁo a noite toda?
Will they learn to read?
Will they learn to read?
Eles aprenderĂŁo a ler?
Will they get good grades?
Will they get good grades?
Eles tirarĂŁo boas notas?
Will they avoid drugs?
Will they avoid drugs?
Eles evitarĂŁo drogas?
Will they be responsible about sex?
Will they be responsible about sex?
Eles serĂŁo responsĂĄveis sobre sexo?
Will they get into a decent school?
Will they get into a decent school?
Eles entrarĂŁo em uma escola decente?
Will they go to college?"
Will they go to college?"
Eles irĂŁo para a faculdade?"
26 – (EEAR-CFS-2009-GRUPOS I E II) According to the text,
a) children don't want to grow up and move on.
b) children ask all these questions to their parents.
c) parents are worried about their children's future.
d) parents don't want to know anything about their children's life.
b) children ask all these questions to their parents.
c) parents are worried about their children's future.
d) parents don't want to know anything about their children's life.
ComentĂĄrios e Gabarito C
TĂPICOS - VOCABULĂRIO & RELAĂĂO SEMĂNTICA COM TRECHO DO TEXTO :
a) children don't want to grow up and move on.
as crianças não querem crescer e seguir em frente.
b) children ask all these questions to their parents.
b) children ask all these questions to their parents.
as crianças fazem todas essas perguntas aos pais.
c) parents are worried about their children's future.
c) parents are worried about their children's future.
os pais estĂŁo preocupados com o futuro de seus filhos.
d) parents don't want to know anything about their children's life.
d) parents don't want to know anything about their children's life.
os pais nĂŁo querem saber nada sobre a vida de seus filhos.
>> JUSTIFICATIVA:
- O texto relata perguntas que os pais se fazem enquanto seus filhos crescem e seguem em frente tais como: Eles dormirĂŁo a noite toda?...Eles aprenderĂŁo a ler?...Eles obterĂŁo boas notas?...Eles evitarĂŁo drogas?...Eles serĂŁo responsĂĄveis sobre sexo?...Eles vĂŁo entrar em uma escola decente?...Eles vĂŁo para a faculdade?
- Perceba que são questÔes relacionadas sobre o futuro dos filhos, o que revelam que os pais estão preocupados com o futuro de seus filhos.
27 – (EEAR-CFS-2009-GRUPOS I E II) The sentences with "will", in the text, were used to
a) change habits.
b) ask for advice.
c) give permission.
d) question about future.
ComentĂĄrios e Gabarito D
TĂPICO - MODAL VERB "WILL" :
The sentences with "will", in the text, were used to
As oraçÔes com WILL, no texto, foram usadas para
a) change habits.
a) change habits.
mudar hĂĄbitos.
b) ask for advice.
b) ask for advice.
pedir conselho.
c) give permission.
c) give permission.
dar permissĂŁo.
d) question about future.
d) question about future.
perguntar sobre o futuro.
28 – (EEAR-CFS-2009-GRUPOS I E II) "move on", (line 2), is closest in meaning to
a) marry.
b) go away.
c) have fun.
d) give a party.
29 – (EEAR-CFS-2009-GRUPOS I E II) According to the use of the definite article, choose the best alternative.
a) He is learning guitar and piano.
b) The France is famous for its wine.
c) The Biology is an important science.
d) The Queen of England lives in London.
➧ TEXT: Read the text and answer questions 05, 06 and 07.
I'm Brenda. I'm a housewife, age 36. I can organise my week as I want. So long as there are clean clothes to wear and meals to eat, nobody really minds how or when I do the housework.
The bad thing is that housework is so repetitive and unrewarding. Nobody notices if you do clean the bathroom. It's only if you don’t clean it that they will say anything.
I'm Brenda. I'm a housewife, age 36. I can organise my week as I want. So long as there are clean clothes to wear and meals to eat, nobody really minds how or when I do the housework.
The bad thing is that housework is so repetitive and unrewarding. Nobody notices if you do clean the bathroom. It's only if you don’t clean it that they will say anything.
GLOSSARY:
unrewarding = sem compensação
30 – (EEAR-CFS-2009-GRUPOS I E II) According to the text, Brenda
a) decides how and when to do her housework.
b) doesn't mind if the housework is repetitive.
c) should clean the bathroom first.
d) is very efficient.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
Segundo o texto, Brenda
*Alternativa (A): decide como e quando fazer o trabalho doméstico.
*Alternativa (B): não se importa se o trabalho doméstico é repetitivo.
*Alternativa (C): deve limpar o banheiro primeiro.
*Alternativa (D): Ă© muito eficiente.
*Alternativa (A): decide como e quando fazer o trabalho doméstico.
*Alternativa (B): não se importa se o trabalho doméstico é repetitivo.
*Alternativa (C): deve limpar o banheiro primeiro.
*Alternativa (D): Ă© muito eficiente.
"[...] I can organise my week as I want."
•Brenda declara que o ruim Ă© que o trabalho domĂ©stico Ă© muito repetitivo e pouco recompensador.
[...] The bad thing is that housework is so repetitive and unrewarding.
31 – (EEAR-CFS-2009-GRUPOS I E II) We can infer from the text that people only care about the housework when they realize
a) the bathroom is really clean.
b) how repetitive the housework is.
c) they can't find clean clothes to wear.
d) how difficult is to organize the house.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
*Alternativa (A): o banheiro estĂĄ realmente limpo.
*Alternativa (B): quão repetitivo é o trabalho doméstico.
*Alternativa (C): elas nĂŁo conseguem encontrar roupas limpas para usar.
*Alternativa (D): quĂŁo difĂcil Ă© organizar a casa.
•O texto relata que enquanto houver roupas limpas para usar e refeiçÔes para comer, ninguĂ©m realmente se importa com as tarefas domĂ©sticas de Brenda.
"[...] So long as there are clean clothes to wear and meals to eat, nobody really minds how or when I do the housework."
32 – (EEAR-CFS-2009-GRUPOS I E II) "Brenda is a housewife" means that she works
a) for another family.
b) as a housekeeper.
c) in a hotel.
d) at home.
➧ TEXT: Read the extract and answer the question.
This week Teen Magazine's competition is for all you young inventors. Do you have any good ideas? If you answered yes, make a drawing and describe your invention; then send us the design.
There is a prize _____ the best idea.
33 – (EEAR-CFS-2009-GRUPOS I E II) Choose the best alternative to have the text completed:
a) of
b) for
c) from
d) about
34 – (EEAR-CFS-2009-GRUPOS I E II) Read the joke and answer the question.
- "Doctor, doctor, I keep thinking I'm invisible."
- "Who ______ that?"
Choose the best alternative to complete the blank in the dialog.
a) said
b) did say
c) do you say
d) did you say
35 – (EEAR-CFS-1/2009-GRUPOS I E II) Read the joke and answer the question.
- Teacher: "Johnny, how can you prove the world is round?"
- Johnny: "I never said it was, miss."
The modal verb, underlined in the dialog, expresses
(A) ability.
(B) advice.
(C) possibility.
(D) permission.
ComentĂĄrios e Gabarito A
TĂPICO - MODAL VERBS OF ABILITY (can, could, be able to):
>> JOKE:
- Teacher:
- "Johnny, how can you prove the world is round?"
- "Johnny, como vocĂȘ pode provar que o mundo Ă© redondo?"
- Johnny:
- "I never said it was, miss."
- "Eu nunca disse que era, senhorita."
>> EXPLICAĂĂO:
- Contextualmente, o verbo modal "CAN" expressa "habilidade".
- Os modais comuns de ABILITY incluem can, could, be able to.
- Can Ă© um dos modais mais populares que indica habilidades presentes.
- Portanto, a resposta correta Ă© a "OPĂĂO D"
- How come Bob argued with the waiter? The food must have been awful.
- I can speak four languages.
- I can see you.
>> DEMAIS OPĂĂES INCORRETAS:
b) advice.(should, ought to, had better )
c) possibility.(may, might, can, could)
d) permission. (can, could, may)
c) possibility.(may, might, can, could)
d) permission. (can, could, may)
>>SUMMARY CHART:
➧ TEXT: Read the text and answer questions 11, 12, 13, 14 and 15.
Reptiles, birds and mammals all sleep. Some fish and amphibians reduce their awareness but do not ever become unconscious like the higher vertebrates do. Insects do not appear to sleep, although they may become inactive in daylight or darkness.
By studying brainwaves, it is known that reptiles do not dream. Birds dream a little. Mammals all dream during sleep. Whales and dolphins are “conscious breathers” and because they need to keep conscious while they sleep in order to breathe, only one half of their brain sleeps at a time.
Who Sleeps?
Reptiles, birds and mammals all sleep. Some fish and amphibians reduce their awareness but do not ever become unconscious like the higher vertebrates do. Insects do not appear to sleep, although they may become inactive in daylight or darkness.
By studying brainwaves, it is known that reptiles do not dream. Birds dream a little. Mammals all dream during sleep. Whales and dolphins are “conscious breathers” and because they need to keep conscious while they sleep in order to breathe, only one half of their brain sleeps at a time.
GLOSSARY:
awareness = consciĂȘncia
36 – (EEAR-CFS-2009-GRUPOS I E II) According to the text,
36 – (EEAR-CFS-2009-GRUPOS I E II) According to the text,
a) all animals fall asleep.
b) frogs are never asleep.
c) reptiles neither sleep nor dream.
d) insects are very active to become unconscious.
TĂPICO - QuestĂŁo sobre MODAL VERBS:
De acordo com o texto,
*Alternativa (A): todos os animais adormecem.
*Alternativa (B): os sapos nunca estĂŁo dormindo.
*Alternativa (C): os répteis nem dormem nem sonham.
*Alternativa (D): os insetos sĂŁo muito ativos para se tornarem inconscientes.
•O texto relata que apenas os RĂ©pteis, pĂĄssaros e mamĂferos dormem, veja:
"[...] Reptiles, birds and mammals all sleep. Some fish and amphibians reduce their awareness but do not ever become unconscious like the higher vertebrates do. Insects do not appear to sleep, although they may become inactive in daylight or darkness."
(RĂ©pteis, pĂĄssaros e mamĂferos dormem todos. Alguns peixes e anfĂbios reduzem sua consciĂȘncia, mas nunca se tornam inconscientes como os vertebrados superiores. Os insetos nĂŁo parecem dormir, embora possam ficar inativos Ă luz do dia ou na escuridĂŁo.)
•O texto relata que os anfĂbios reduzem sua consciĂȘncia, mas nunca se tornam inconscientes, ou seja, nunca dormem. Frog (sapo) Ă© um exemplo de anfĂbio.
•O texto relata que os rĂ©pteis dormem mas nĂŁo sonham, veja:
"[...] By studying brainwaves, it is known that reptiles do not dream."
(Ao estudar as ondas cerebrais, sabe-se que os répteis não sonham.)
•O texto relata que os insetos nĂŁo parecem dormir, embora possam ficar inativos Ă luz do dia ou na escuridĂŁo:
"[...] Insects do not appear to sleep, although they may become inactive in daylight or darkness."
(Os insetos nĂŁo parecem dormir, embora possam ficar inativos Ă luz do dia ou na escuridĂŁo.)
37 – (EEAR-CFS-2009-GRUPOS I E II) In
- "... although they may become inactive...", (line 4),
the underlined word implies an idea of
a) addition.
b) purpose.
c) contrast.
d) comparison.
38 – (EEAR-CFS-2009-GRUPOS I E II)
b) purpose.
c) contrast.
d) comparison.
38 – (EEAR-CFS-2009-GRUPOS I E II)
- "... only one half of their brain sleeps...", (lines 10 and 11 ),
means that
a) they keep conscious half a day.
b) the largest part of their brain sleeps.
c) just fifty percent of their brain is asleep.
d) dolphins and whales dream half an hour.
b) the largest part of their brain sleeps.
c) just fifty percent of their brain is asleep.
d) dolphins and whales dream half an hour.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
"... apenas metade do cérebro deles dorme ...", significa que
*Alternativa (A): eles se mantĂȘm conscientes por meio dia.
*Alternativa (B): a maior parte do seu cérebro dorme.
*Alternativa (C): apenas cinquenta por cento do cérebro deles estå dormindo.
*Alternativa (D): golfinhos e baleias sonham meia
hora."
39 – (EEAR-CFS-2009-GRUPOS I E II)
"... apenas metade do cérebro deles dorme ...", significa que
*Alternativa (A): eles se mantĂȘm conscientes por meio dia.
*Alternativa (B): a maior parte do seu cérebro dorme.
*Alternativa (C): apenas cinquenta por cento do cérebro deles estå dormindo.
*Alternativa (D): golfinhos e baleias sonham meia
hora."
39 – (EEAR-CFS-2009-GRUPOS I E II)
- "Birds dream a little", (line 7),
means that
a) they dream a bit.
b) they don’t dream at all.
c) only some birds can dream.
d) just a few birds dream while sleeping.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
"Birds dream a little" significa que...
*Alternativa (A): eles sonham um pouco.
*Alternativa (B): eles nĂŁo sonham nada.
*Alternativa (C): apenas algumas aves podem sonhar.
*Alternativa (D): apenas alguns pĂĄssaros sonham enquanto dormem.
40 – (EEAR-CFS-2009-GRUPOS I E II) In
- "... like the higher vertebrates do", (lines 3 and 4),
the underlined word was used
a) as an adverb.
b) for emphasis.
c) as a main verb.
d) as an auxiliary verb.
b) for emphasis.
c) as a main verb.
d) as an auxiliary verb.
TĂPICO - QuestĂŁo sobre VERBOS AUXLIARES:
Em "... like the higher vertebrates DO", a palavra DO foi usada
*Alternativa (A): como um advérbio.
*Alternativa (B): para ĂȘnfase.
*Alternativa (C): como um verbo principal.
*Alternativa (D): como um verbo auxiliar.
Em "... like the higher vertebrates DO", a palavra DO foi usada
*Alternativa (A): como um advérbio.
*Alternativa (B): para ĂȘnfase.
*Alternativa (C): como um verbo principal.
*Alternativa (D): como um verbo auxiliar.
41 – (EEAR-CFS-2009-GRUPOS I E II) Choose the best alternative to fill in the blanks.
- A: Do you have ___ book on Biology?
- B: No, I have ___ . But I know there are ___ at the library.
a) some / any / some
b) any / none / some
c) any / some / none
d) some / none /any
TĂPICO - QuestĂŁo sobre PRONOMES INDEFINIDOS(some(+),any(-?),none(+)):
QuestĂŁo que aborda o uso de PRONOMES INDEFINIDOS(some,any,none), onde:
•SOME → uso em sentenças (+)(afirmativas)
"But I know there are some at the library."
(Mas eu sei que hĂĄ alguns na biblioteca.)
("VocĂȘ tem algum livro sobre Biologia?")
•NONE → uso em sentenças (+)(afirmativas) dando um sentido negativo. Na oração dada, temos uma sentença afirmativa(verbo sem NOT) com ideia negativa:
-No, I have none.
(NĂŁo tenho nenhum.)
42 – (EEAR-CFS-2009-GRUPOS I E II) In
b) any / none / some
c) any / some / none
d) some / none /any
TĂPICO - QuestĂŁo sobre PRONOMES INDEFINIDOS(some(+),any(-?),none(+)):
QuestĂŁo que aborda o uso de PRONOMES INDEFINIDOS(some,any,none), onde:
•SOME → uso em sentenças (+)(afirmativas)
"But I know there are some at the library."
(Mas eu sei que hĂĄ alguns na biblioteca.)
•ANY → uso em sentenças (-)(?)(negativas)(interrogativas)
-Do you have any book on Biology?("VocĂȘ tem algum livro sobre Biologia?")
•NONE → uso em sentenças (+)(afirmativas) dando um sentido negativo. Na oração dada, temos uma sentença afirmativa(verbo sem NOT) com ideia negativa:
-No, I have none.
(NĂŁo tenho nenhum.)
42 – (EEAR-CFS-2009-GRUPOS I E II) In
"A microscope has many uses. Medical scientists use microscopes to see tiny organisms.",
the underlined word means
a) harmful.
b) invisible.
c) biological.
d) extremely small.
TĂPICO - QuestĂŁo sobre VOCABULĂRIO:
Em "Um microscĂłpio tem muitos usos. Cientistas mĂ©dicos usam microscĂłpios para ver minĂșsculos organismos.", A palavra sublinhada significa
*Alternativa (A): prejudicial.
*Alternativa (B): invisĂvel.
*Alternativa (C): biolĂłgico.
*Alternativa (D): extremamente pequeno.
Read the extract and answer questions 18 and 19.
Britain has one of the longest coastlines in Europe: 12,500 kilometres of varied and spectacular shoreline that has shaped the character of this island nation. Over the years, many people have landed at and embarked from British beaches: invaders and explorers, sailors and fishermen, merchants and missionaries. The most numerous visitors, however, have ______ holidaymakers.
b) invisible.
c) biological.
d) extremely small.
TĂPICO - QuestĂŁo sobre VOCABULĂRIO:
Em "Um microscĂłpio tem muitos usos. Cientistas mĂ©dicos usam microscĂłpios para ver minĂșsculos organismos.", A palavra sublinhada significa
*Alternativa (A): prejudicial.
*Alternativa (B): invisĂvel.
*Alternativa (C): biolĂłgico.
*Alternativa (D): extremamente pequeno.
Read the extract and answer questions 18 and 19.
Britain has one of the longest coastlines in Europe: 12,500 kilometres of varied and spectacular shoreline that has shaped the character of this island nation. Over the years, many people have landed at and embarked from British beaches: invaders and explorers, sailors and fishermen, merchants and missionaries. The most numerous visitors, however, have ______ holidaymakers.
GLOSSARY:
shoreline = costa, litoral
holidaymakers = turistas
43 – (EEAR-CFS-2009-GRUPOS I E II) Choose the best alternative to have the text completed.
43 – (EEAR-CFS-2009-GRUPOS I E II) Choose the best alternative to have the text completed.
a) been
b) gone
c) visited
d) arrived
TĂPICO - QuestĂŁo sobre PRESENT PERFECT:
•Uso do tempo verbal PRESENT PERFECT formado por HAVE+pp do VERBO PRINCIPAL, que pelo contexto deverĂĄ ser BEEN:
"[...] The most numerous visitors, however, have been holidaymakers."
(Os visitantes mais numerosos, no entanto, tĂȘm sido os turistas.)
44 – (EEAR-CFS-2009-GRUPOS I E II) Choose the alternative that presents an irregular plural form of the noun.
a) beaches
b) fishermen
c) kilometres
d) missionaries
• CARTOON:
Read the cartoon and answer questions 20 and 21.
45 – (EEAR-CFS-2009-GRUPOS I E II) According to this cartoon, we conclude that
a) she herself set the table.
b) the boy set the table by mistake.
c) the boy made a grammar mistake.
d) she could help him do the housework.
b) the boy set the table by mistake.
c) the boy made a grammar mistake.
d) she could help him do the housework.
• ANSWER (C)
- De acordo com este cartoon, concluĂmos que...
a) she herself set the table.
- ela mesma colocou a mesa.
b) the boy set the table by mistake.
b) the boy set the table by mistake.
- o menino colocou a mesa por engano.
c) the boy made a grammar mistake.
c) the boy made a grammar mistake.
- o menino cometeu um erro gramatical.
d) she could help him do the housework.
d) she could help him do the housework.
- ela poderia ajudå-lo a fazer o trabalho doméstico.
• EXPLANATION
1) QuestĂŁo 45 Ă© sobre inferĂȘncia, verbos regulares e irregulares.
2) Tradução livre do comics:
- Eu coloquei os pratos na mesa!
• You mean, I put the plates on the table!
- Quer dizer, eu coloquei os pratos na mesa!
• No, I putted them on all by my self!"
- NĂŁo, eu coloquei tudo sozinho!
3) TO PUT Ă© um verbo irregular, portanto o garoto cometeu erro gramatical ao usar incorretamente a forma do passado do verbo TO PUT como se ele fosse um verbo regular(verb+ed).
4) Perceba que pela fala da mãe, ela tenta corrigi o erro gramatical do filho, contudo ele interpreta como se ela mesma tivesse feito o serviço de pÎr os pratos na mesa.
46 – (EEAR-CFS-2009-GRUPOS I E II) In "I did it by myself",
46 – (EEAR-CFS-2009-GRUPOS I E II) In "I did it by myself",
the boy wanted to say that
a) no one helped him.
b) his mother never helps him.
c) he likes to help his mother.
d) he helps his mother every single day.
b) his mother never helps him.
c) he likes to help his mother.
d) he helps his mother every single day.
• ANSWER (A)
- In "I did it by myself", o menino queria dizer que ...
a) no one helped him.
- ninguém o ajudou.
b) his mother never helps him.
- sua mĂŁe nunca o ajuda.
c) he likes to help his mother.
- ele gosta de ajudar sua mĂŁe.
d) he helps his mother every single day.
- ele ajuda a mĂŁe todos os dias.
• EXPLANATION
1) Questão 46 é sobre pronome reflexivo, uso de preposição.
2) Preposição (BY) + pronome reflexivo(MYSELF) indica que alguém realizou algo sem ajuda de ninguém.
Read the text and answer the question.
Linda Bates is a teacher at Allentown Adult School. She teaches English as a second language. Students say, "Ms Bates is a very good teacher. She works very hard." Students like her classes. They say, "Her classes are interesting. We learn a lot from her."
47 – (EEAR-CFS-2009-GRUPOS I E II) According to the text, we can conclude that Ms Bates teaches
a) well.
b) children.
c) hard things.
d) two languages.
TĂPICO - QuestĂŁo sobre INTERPRETAĂĂO TEXTUAL:
De acordo com o texto, podemos concluir que Ms Bates ensina
*Alternativa (A): bem.
*Alternativa (B): crianças.
*Alternativa (C): coisas difĂceis.
*Alternativa (D): dois idiomas.
•Veja a tradução do texto:
"[...] Linda Bates is a teacher at Allentown Adult School. She teaches English as a second language. Students say, “Ms Bates is a very good teacher. She works very hard.” Students like her classes. They say, “Her classes are interesting. We learn a lot from her.”"
(Linda Bates Ă© professora da Allentown Adult School. Ela ensina inglĂȘs como segunda lĂngua. Os alunos dizem: “A Sra. Bates Ă© uma professora muito boa. Ela trabalha muito duro. ”Estudantes gostam de suas aulas. Eles dizem: “Suas aulas sĂŁo interessantes. NĂłs aprendemos muito com ela.)
Read the extract and choose the best alternative to fill in the blank.
When you read you sometimes want to find specific information, such as a price, a phone number, or an address. You don’t read every word. You only look for the information you want. This skill is called scanning.
48 – (EEAR-CFS-2009-GRUPOS I E II) "scanning", underlined in the text, is ____ for reading.
a) a rule
b) an advice
c) a technique
d) some information
TĂPICO - QuestĂŁo sobre VOCABULĂRIO:
"scanning"(digitalização) é ____ para leitura.
*Alternativa (A): uma regra
*Alternativa (B): um conselho
*Alternativa (C): uma técnica
*Alternativa (D): uma informação
•Veja a tradução do texto:
"[...] When you read you sometimes want to find specific information, such as a price, a phone number, or an address. You don’t read every word. You only look for the information you want. This skill is called scanning."
(Quando vocĂȘ lĂȘ, Ă s vezes, vocĂȘ quer encontrar informaçÔes especĂficas, como um preço, um nĂșmero de telefone ou um endereço. VocĂȘ nĂŁo lĂȘ todas as palavras. VocĂȘ sĂł procura as informaçÔes desejadas. Essa habilidade Ă© chamada de scanning.)
•"SCANNING" Ă© uma tĂ©cnica de leitura rĂĄpida onde se busca apenas a informação desejada.
Read the extract and answer questions 24 and 25.
Jade Barbosa lost her mother when she _____ just nine years old. At thirteen she had to leave her father and brother in Rio to train at the Curitiba training center. At just sixteen she is the new star of Brazilian gymnastics. In the Pan American Games she won one gold medal, one silver and one bronze.
(Taken from Maganews – October 2007)
49 – (EEAR-CFS-2009-GRUPOS I E II) Complete the text with the missing verb.
a) was
b) got
c) had
d) made
50 – (EEAR-CFS-2009-GRUPOS I E II) According to the text, it is not true to say that
a) Jade's parents died.
b) she isn't an only child.
c) she moved to Curitiba.
d) she won three medals as gymnast.
TĂPICO - QuestĂŁo sobre VERBO TO BE(expressando idade):
Segundo o texto, nĂŁo Ă© verdade dizer que...
•Opção (A) incoerente com o texto: Os pais de Jade morreram.
O texto afirma que Jade Barbosa perdeu a mĂŁe quando tinha apenas nove anos de idade. Aos treze anos ela teve que deixar seu pai e irmĂŁo no Rio para treinar no centro de treinamento de Curitiba.
•Opção (B) : ela nĂŁo Ă© filha Ășnica.
Verdade, segundo o texto, pois ela tem um irmĂŁo.
"[...] At thirteen she had to leave her father and brother in Rio to train at the Curitiba training center."
(Aos treze anos ela teve que deixar seu pai e irmĂŁo no Rio para treinar no centro de treinamento de Curitiba.)
•Opção (C) :ela se mudou para Curitiba.
Verdade, segundo o texto, ela se mudou para Curitiba.
"[...] At thirteen she had to leave her father and brother in Rio to train at the Curitiba training center."
(Aos treze anos ela teve que deixar seu pai e irmĂŁo no Rio para treinar no centro de treinamento de Curitiba.)
•Opção (D) : ela ganhou trĂȘs medalhas como ginasta.
Verdade, segundo o texto, ela ganhou uma medalha de ouro, uma de prata e outra de bronze:
"[...] In the Pan American Games she won one gold medal, one silver and one bronze."
(Nos Jogos Pan-americanos, ela ganhou uma medalha de ouro, uma de prata e outra de bronze.)
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