🔹| 🧷 Caderno de Prova | 🧷 Gabarito Oficial |
🔹| 40 | Multiple Choice Questions | FIVE-Option Question |
🟨 TEXTO:
What makes a school good? (Part I)
Everyone is concerned about the quality of education a school offers, but how is quality measured?
We often hear that schools in some countries are excellent, while schools in other countries are filled with problems.
What factors should we be looking at to judge how 'good' schools are or aren't? I decided to do some research on the topic to see if I could come up with some answers.
One way of deciding if a school is good is by looking at how many students go on to university when they leave.
If you look at all the schools in the world, the country which sends the highest numbers of its students to university is Finland.
So, I looked at conditions in Finnish schools to see what made them so successful.
Often you will hear people say that the best schools are those that are strict. So, are the schools in Finland very strict? The answer is no, they aren't. They are usually very informal places with teachers and students sharing ideas.
In fact, Finnish schools have a unique way of dealing with students and this could be the reason why they are so successful. While students in many countries spend long hours in school studying boring subjects, lucky students in Finland have short school days and ten weeks of summer holidays.
Added to that, lunch is free and there are lots of lessons in sport, music and art.
Also, Finnish schools seem to have a different philosophy. They believe in equality and making school seem like a home away from home, so students feel comfortable and enjoy going there.
The aim of the schools is not only to focus on 'good' students but also to provide extra help to students that need it. The result of this is that less able students do much better in Finland than they would in other countries.
Taken from: Chapman, Joanne. Laser B1 +. Teacher's book. Macmillan, 2008.
41 – According to the first paragraph, the correct statement is:
A) Few people are worried about the quality of education that a school offers.
B) Most of the countries have very good schools.
C) The majority of schools in different countries are filled with problems.
D) Nobody is concerned about the quality of education that schools offer.
E) A few countries have very good schools
💡 GABARITO Ⓔ
🧊Trecho do texto relevante:
“We often hear that schools in some countries are excellent, while schools in other countries are filled with problems.”
💬 Análise da ideia principal
O narrador não generaliza dizendo que todas as escolas são boas ou ruins.
Ele afirma que:
Em alguns países, as escolas são excelentes;
Em outros, enfrentam problemas.
👉 Portanto, ele reconhece que apenas algumas (não todas) escolas ou países têm ensino de alta qualidade.
🔍 Análise das alternativas
(A) Few people are worried about the quality of education that a school offers.
❌ Errada.
O texto diz o contrário:
“Everyone is concerned about the quality of education a school offers...”
Pegadinha de negação, trocando everyone (todos) por few people (poucas pessoas).
(B) Most of the countries have very good schools.
❌ Errada.
O texto não afirma que a maioria dos países tem boas escolas.
Diz que alguns países têm escolas excelentes, outros têm problemas.
Pegadinha de generalização positiva.
(C) The majority of schools in different countries are filled with problems.
❌ Errada.
O texto não afirma isso. Ele mostra equilíbrio, dizendo que uns têm boas escolas, outros têm problemas.
Pegadinha de exagero negativo.
(D) Nobody is concerned about the quality of education that schools offer.
❌ Errada.
O texto começa com:
“Everyone is concerned...”
Aqui há uma pegadinha oposta: troca everyone (todos) por nobody (ninguém).
(E) A few countries have very good schools.
✅ Correta.
Traduz fielmente a ideia de:
“schools in some countries are excellent.”
A few = “alguns”, equivalente a some, expressando a proporção exata sugerida pelo texto.
🧩 Resumo das pegadinhas
(A) Few people → Inverte “everyone” → Negação
(B) Most countries → Generaliza demais → Exagero positivo
(C) Majority have problems → Generaliza demais → Exagero negativo
(D) Nobody → Inverte o sentidoOposição total
(E) A few countries → Expressa corretamente “some countries”✅ Correta
✅ Conclusão:
A ideia central é que apenas alguns países têm escolas consideradas excelentes — não todos, nem a maioria.
👉 Resposta correta: (E) A few countries have very good schools.
42 – According to the information provided in the second paragraph, choose the correct statement:
A) Finnish schools are not successful.
B) Few Finnish students go on to university when they leave school.
C) Finnish schools send a lot of students to university.
D) Most of the Finnish students do not want to go to university when they leave school.
E) Finland is the country which has the highest number of schools and universities.
💡 GABARITO Ⓒ
🧊 Trecho do texto (parágrafo 2):
“One way of deciding if a school is good is by looking at how many students go on to university when they leave.
If you look at all the schools in the world, the country which sends the highest numbers of its students to university is Finland.”
💬 Análise da ideia central
O texto afirma claramente que a Finlândia é o país que envia o maior número de alunos para a universidade.
Portanto, as escolas finlandesas são bem-sucedidas nesse aspecto.
🔍 Análise das alternativas
(A) Finnish schools are not successful.
❌ Errada.
O texto diz o contrário — as escolas da Finlândia são bem-sucedidas, pois enviam muitos alunos para a universidade.
Pegadinha: inverte o sentido para testar atenção à palavra not.
(B) Few Finnish students go on to university when they leave school.
❌ Errada.
O texto afirma que Finlândia é o país com o maior número de estudantes indo para a universidade — o oposto de few (poucos).
Pegadinha de oposição lexical (few × highest numbers).
(C) Finnish schools send a lot of students to university.
✅ Correta.
Resume com precisão:
“the country which sends the highest numbers of its students to university is Finland.”
É exatamente o sentido da frase do texto.
(D) Most of the Finnish students do not want to go to university when they leave school.
❌ Errada.
O texto não fala de vontade (want), e sim de números reais de alunos que vão para a universidade.
Pegadinha de distração: troca go on to university (ir para a universidade) por want to go (querer ir).
(E) Finland is the country which has the highest number of schools and universities.
❌ Errada.
O texto fala sobre número de estudantes que vão para a universidade, não sobre a quantidade de escolas ou universidades.
Pegadinha de interpretação literal — troca students por schools.
🧩 Resumo das pegadinhas
Alternativa Tipo de erro Pegadinha
(A) Not successful
Inversão total do sentido
Negação enganosa
(B) Few Finnish students
Oposto do texto
Contraste lexical
(C) Send a lot of students
✅ Correta —
(D) Do not want
Mudança de ideia (“querer” em vez de “ir”)
Parafraseamento incorreto
(E) Has many schools
Troca “students” por “schools”
Desvio de foco
✅ Conclusão:
O texto deixa claro que a Finlândia envia muitos alunos à universidade, sendo esse um indicador de qualidade educacional.
👉 Gabarito correto: (C) Finnish schools send a lot of students to university.
43 – The pronoun THEM in “I looked at conditions in Finnish schools to see what made them so successful” (second paragraph) refers in this context to:
A) conditions
B) Finnish schools
C) Finnish universities
D) the hightest numbers of students
E) Finnish students who go on to university when they leave school
💡 GABARITO Ⓑ
🧊 Trecho do texto (segundo parágrafo):
“If you look at all the schools in the world, the country which sends the highest numbers of its students to university is Finland.
So, I looked at conditions in Finnish schools to see what made them so successful.”
💬 Passo 1 – Identificar o referente do pronome “them”
O pronome “them” é objeto plural.
Pergunta: O que é plural e foi mencionado imediatamente antes na frase?
➡️ A expressão anterior é “Finnish schools”.
Logo, o autor está dizendo:
“Olhei para as condições nas escolas finlandesas para ver o que as tornava tão bem-sucedidas.”
🔹 Portanto, “them” = Finnish schools.
✅ Alternativa correta
(B) Finnish schools
⚠️ Análise das pegadinhas
(A) conditions
❌ Errada.
Conditions está mais próximo do pronome na frase, mas não faz sentido semântico.
O autor não está dizendo “o que tornava as condições bem-sucedidas” — e sim “o que tornava as escolas bem-sucedidas”.
Pegadinha de proximidade gramatical: parece o antecedente, mas não é o real referente.
(B) Finnish schools
✅ Correta.
Faz sentido gramatical e lógico: “them” substitui Finnish schools (plural).
(C) Finnish universities
❌ Errada.
São mencionadas antes, mas o foco da observação é nas escolas, não nas universidades.
Pegadinha de distração temática: o texto cita universidades, mas o “them” não as retoma.
(D) the highest numbers of students
❌ Errada.
“Numbers” é plural, mas não se encaixa semanticamente: o autor não está analisando “números”, e sim escolas.
Pegadinha morfossintática: plural enganoso.
E) Finnish students who go on to university when they leave school
❌ Errada.
Embora “students” seja plural, o texto fala sobre as escolas que produzem esses estudantes, não sobre os estudantes em si.
Pegadinha de inferência indevida.
🧭 Resumo
AlternativaCorreçãoTipo de Pegadinha
(A) conditions❌Proximidade gramatical
(B) Finnish schools✅—
(C) Finnish universities❌Distração temática
(D) numbers of students❌Plural enganoso
(E) Finnish students❌Inferência incorreta
✅ Conclusão:
O pronome “them” refere-se a “Finnish schools”, pois são o foco da análise do autor.
👉 Gabarito oficial: (B)
44 – According to the second paragraph, Finnish schools are very successful.
The opposite of the adjective SUCCESSFUL is:
A) unsuccessful
B) insuccessful
C) imsuccessful
D) dissuccessful
E) successless
💡 GABARITO Ⓐ
🧊Enunciado
According to the second paragraph, Finnish schools are very successful.
The opposite of the adjective SUCCESSFUL is:
💬 Palavra-chave:
successful → bem-sucedido(a)
🔹 Prefixos em inglês alteram o significado das palavras.
O prefixo correto de negação depende da origem e estrutura da palavra.
✅ Alternativa correta: (A) unsuccessful
🔹 Prefixo: un- = “não”
🔹 Significado: unsuccessful → “mal-sucedido”, “fracassado”
🔹 É o antônimo padrão e dicionarizado de successful.
🗣️ Exemplo:
The project was successful. → O projeto foi bem-sucedido.
The project was unsuccessful. → O projeto não foi bem-sucedido.
⚠️ Análise das pegadinhas
(A) unsuccessful
✅ Correta — forma padrão, reconhecida em todos os dicionários.
(B) insuccessful
❌ Errada.
in- não é usado com successful.
Embora pareça correto por analogia com incomplete ou incapable, a palavra não existe no inglês padrão.
📘 Obs: Existe o substantivo insuccess (arcaico), mas não insuccessful.
(C) imsuccessful
❌ Errada.
im- só é usado antes de palavras que começam com m, p, b → impossible, immoral, impolite.
successful começa com “s”, então não se aplica.
(D) dissuccessful
❌ Errada.
dis- é usado para ações ou estados reversíveis → disagree, disconnect, dislike.
successful não segue esse padrão semântico.
Forma inexistente.
(E) successless
❌ Errada.
Apesar de parecer lógica (“sem sucesso”), não é usada em inglês moderno.
Raramente aparece em textos poéticos, mas não é lexicalmente aceita.
🧭 Resumo Final
(A) unsuccessful✅
✅Forma correta e dicionarizada
(B) insuccessful❌
❌Forma inexistente
(C) imsuccessful❌
❌Prefixo incorreto
(D) dissuccessful❌
❌Prefixo incorreto
(E) successless❌
❌Forma arcaica/não usada
✅ GABARITO OFICIAL: (A) unsuccessful
📘 Justification: “un-” é o prefixo padrão para formar o antônimo de “successful”.
45 – The linker SO in “So, I looked at conditions in Finnish schools ...” (second paragraph) could be replaced in this context, without any change of meaning, by:
A) Because
B) However
C) Although
D) Therefore
E) Despite
💡 GABARITO Ⓓ
🧊 Vamos analisar a questão 45 com base em conectores (linkers) e relações de causa e consequência.
🧩 Enunciado
The linker SO in “So, I looked at conditions in Finnish schools ...” could be replaced in this context, without any change of meaning, by:
💬 Trecho original
“If you look at all the schools in the world, the country which sends the highest numbers of its students to university is Finland.
So, I looked at conditions in Finnish schools to see what made them so successful.”
🧠 Análise de sentido
O conector “so” indica uma consequência, resultado ou conclusão lógica.
➡️ Tradução do trecho:
“A Finlândia envia o maior número de alunos à universidade. Portanto, eu examinei as condições nas escolas finlandesas...”
✅ Alternativa correta: (D) Therefore
🔹 Significado: “portanto”, “assim”, “por isso”
🔹 Expressa consequência lógica — exatamente o mesmo papel de “so” no texto.
🗣️ Exemplos:
It was raining, so we stayed home.
→ It was raining, therefore we stayed home.
⚠️ Análise das demais opções
(A) Because
❌ Significado: “porque” → expressa causa, não consequência.
“Because” responde à pergunta “por que?”.
No texto, o autor está mostrando o que fez como resultado, não a razão anterior.
(B) However
❌ Significado: “no entanto” → expressa contraste/oposição, não resultado.
(C) Although
❌ Significado: “embora”, “apesar de que” → também indica contraste, não consequência.
(E) Despite
❌ Significado: “apesar de” → expressa contraste, usado antes de substantivos/gerúndios (Despite the rain, we went out).
Não se encaixa gramatical nem semanticamente no contexto.
🧭 Resumo Final
(A) Because
causa❌
muda o sentido
(B) However
contraste❌
não expressa consequência
(C) Although
contraste❌
não expressa consequência
(D) There fore
consequência✅
mesmo sentido de “so”
(E) Despite
contraste❌
estrutura e sentido incorretos
✅ GABARITO OFICIAL: (D) Therefore
📘 Justification: “so” e “therefore” são conectivos de consequência (result).
46 – Read the questions below related to the first paragraph and choose the only question that is grammatically correct.
A) What quality of education a school offers?
B) The schools in some countries are excellent?
C) Did you do research on the topic?
D) Did you decided to do research on the topic?
E) Are schools in other countries are filled with problems?
💡 GABARITO Ⓒ
🧊 Enunciado
Read the questions below related to the first paragraph and choose the only question that is grammatically correct.
📝 Alternativas e análise
A) What quality of education a school offers?
❌ Errado – falta o auxiliar “does” para formar a pergunta no presente simples.
➡️ Forma correta: What quality of education does a school offer?
B) The schools in some countries are excellent?
❌ Errado – não se coloca o verbo “are” após o sujeito em perguntas afirmativas no presente simples.
➡️ Forma correta: Are the schools in some countries excellent?
C) Did you do research on the topic?
✅ Correto – pergunta no passado simples, com o auxiliar “did” + verbo base “do”.
D) Did you decided to do research on the topic?
❌ Errado – verbo “decided” já está no passado, e o uso do auxiliar “did” exige verbo base, sem -ed.
➡️ Correto: Did you decide to do research on the topic?
E) Are schools in other countries are filled with problems?
❌ Errado – repetição do verbo “are”.
➡️ Correto: Are schools in other countries filled with problems?
✅ GABARITO OFICIAL: Ⓒ Did you do research on the topic?
📌 Dica de gramática:
No presente simples, perguntas usam do/does.
No passado simples, perguntas usam did + verbo base.
Evite duplicar o verbo “are” em perguntas no presente.
47 – According to the information presented in the third paragraph, the right statement is:
A) All the Finnish schools are really very strict.
B) Finnish teachers are in general very formal and strict.
C) Finnish students spend a lot of time studying boring subjects.
D) Finnish students don't have a very long school day.
E) Finnish students have very short summer holidays.
💡 GABARITO Ⓓ
🧊 🧩 Enunciado
According to the information presented in the third paragraph, the right statement is:
📝 Alternativas e análise
A) All the Finnish schools are really very strict.
❌ Errado – o texto diz que Finnish schools are usually very informal, portanto não são todas estritas.
B) Finnish teachers are in general very formal and strict.
❌ Errado – o texto enfatiza que professores e alunos compartilham ideias, logo informalidade predomina.
C) Finnish students spend a lot of time studying boring subjects.
❌ Errado – o texto destaca que, diferentemente de outros países, students in Finland have short school days and ten weeks of summer holidays e não passam longas horas estudando matérias entediantes.
D) Finnish students don't have a very long school day.
✅ Correto – exatamente o que o texto diz: “lucky students in Finland have short school days”.
E) Finnish students have very short summer holidays.
❌ Errado – o texto afirma que há dez semanas de férias de verão, portanto longas, não curtas.
✅ GABARITO OFICIAL: Ⓓ Finnish students don't have a very long school day
📌 Dica de interpretação:
Sempre busque palavras-chave do texto, como short school days e ten weeks of summer holidays, para confirmar a alternativa correta.
48 – The expression IN FACT in “In fact, Finnish schools have a unique way of dealing with students” (third paragraph) could be replaced in this context, without change of meaning, by:
A) Finally
B) Equally
C) Actually
D) Currently
E) Apparently
💡 GABARITO Ⓒ
🧩 Enunciado
The expression IN FACT in “In fact, Finnish schools have a unique way of dealing with students” could be replaced in this context, without change of meaning, by:
📝 Alternativas e análise
A) Finally
❌ Errado – finally indica conclusão ou sequência, não reforço de informação.
B) Equally
❌ Errado – equally significa “igualmente”, não transmite a ideia de reforço ou correção.
C) Actually
✅ Correto – actually pode substituir in fact quando queremos reforçar uma informação ou apresentar uma verdade surpreendente.
Ex.: In fact, Finnish schools… → Actually, Finnish schools…
D) Currently
❌ Errado – currently indica tempo presente, não reforço de ideia.
E) Apparently
❌ Errado – apparently indica suposição ou aparência, não afirmação enfática como in fact.
✅ GABARITO OFICIAL: Ⓒ Actually
📌 Dica de interpretação:
In fact e actually são discourse markers usados para reforçar a veracidade de uma informação.
49 – The expression ADDED TO THAT in “Added to that, lunch is free and there are lots of lessons in sport, music and art” (third paragraph) could be replaced in this context, without change of meaning, by:
A) In spite of that
B) Instead of that
C) Because of that
D) In contrast to that
E) In addition to that
💡 GABARITO Ⓔ
🧊 Enunciado:
The expression ADDED TO THAT in “Added to that, lunch is free and there are lots of lessons in sport, music and art” could be replaced in this context, without change of meaning, by:
📝 Alternativas e análise
A) In spite of that
❌ Errado – in spite of that indica contraste ou oposição, não adição de informação.
B) Instead of that
❌ Errado – instead of that significa “em vez disso”, substituição, não soma de informações.
C) Because of that
❌ Errado – because of that indica causa ou consequência, não simples acréscimo.
D) In contrast to that
❌ Errado – in contrast to that indica oposição ou comparação, não adição.
E) In addition to that
✅ Correto – in addition to that significa além disso, somando à informação anterior, substituindo perfeitamente added to that no contexto da frase.
✅ GABARITO OFICIAL: Ⓔ In addition to that
📌 Dica de interpretação:
Expressões como added to that, in addition, furthermore, moreover são discourse markers usados para somar informações, reforçando ou ampliando o que foi dito antes.
50 – According to the third paragraph, lunch in Finnish schools is free. This means that:
A) Finnish students must pay for their lunch.
B) Finnish students can't pay for their lunch.
C) Finnish students have to pay for their lunch.
D) Finnish students are supposed to pay for their lunch.
E) Finnish students don't have to pay for their lunch.
💡 GABARITO Ⓔ
🧊 TÍTULO:
51 – According to the third paragraph, there are lots of lessons in music in Finnish schools.
Choose the only sentence in which the noun MUSIC was used correctly.
A) Let's go home and listen to some romantic musics.
B) My friend is studying music at college.
C) Finnish students learn different kinds of musics in their schools.
D) Amusic that I love is “My heart will go on”.
E) A lot of Finnish bars have live musics at the weekends.
💡 GABARITO Ⓑ
🧊 Enunciado:
According to the third paragraph, lunch in Finnish schools is free. This means that:
📝 Alternativas e análise
A) Finnish students must pay for their lunch.
❌ Errado – Contradiz a informação de que o almoço é free (grátis).
B) Finnish students can't pay for their lunch.
❌ Errado – Não significa que eles não podem pagar, mas que não precisam pagar.
C) Finnish students have to pay for their lunch.
❌ Errado – “have to pay” indica obrigação, o oposto de free.
D) Finnish students are supposed to pay for their lunch.
❌ Errado – “are supposed to pay” também indica expectativa ou obrigação, incompatível com free.
E) Finnish students don't have to pay for their lunch.
✅ Correto – “don’t have to pay” significa não precisam pagar, correspondendo exatamente à ideia de free.
✅ GABARITO OFICIAL: Ⓔ Don’t have to pay for their lunch
📌 Observação:
Free sempre indica ausência de obrigação de pagamento.
Expressões como don’t have to, no need to, at no cost podem ser usadas como equivalentes em contextos explicativos.
52 – According to the third paragraph, “... people say that the best schools are those that are strict.”
The opposite of the superlative form THE BEST is:
A) the baddest
B) the worse
C) the worst
D) the badder
E) the most bad
💡 GABARITO Ⓒ
🧊Enunciado:
According to the third paragraph, “… people say that the best schools are those that are strict.”
The opposite of the superlative form THE BEST is:
📝 Alternativas e análise
A) the baddest
❌ Errado – Baddest existe em inglês coloquial, mas não é a forma correta gramaticalmente; além disso, é mais usado como gíria.
B) the worse
❌ Errado – Worse é comparativo, não superlativo.
C) the worst
✅ Correto – Worst é o superlativo de bad, ou seja, o oposto de best.
D) the badder
❌ Errado – Não existe a forma badder; o comparativo correto é worse.
E) the most bad
❌ Errado – Forma incorreta; o superlativo correto é the worst, não the most bad.
✅ GABARITO OFICIAL: Ⓒ the worst
📌 Observação:
Best → superlativo de good (bom)
Worst → superlativo de bad (mau)
Sempre que lidar com superlativos irregulares, é bom lembrar essa correspondência.
53 – Notice the use of the articleAin the sentence:
- “Finnish schools have a unique way of dealing with students ...”. (third paragraph)
Choose the sentence in which the article A was also correctly used.
A) It's raining hard. You should take a umbrella.
B) I will send you a email tomorrow.
C) The students are having a art class now.
D) The student is not wearing a uniform today.
E) The students study for a hour every night.
💡 GABARITO Ⓓ
🧊 Vamos analisar a questão 53 sobre o uso do artigo a:
🧩 Enunciado
Notice the use of the article A in the sentence:
“Finnish schools have a unique way of dealing with students ...”.
Choose the sentence in which the article A was also correctly used.
📝 Alternativas e análise
A) It's raining hard. You should take a umbrella.
❌ Errado – Antes de palavras iniciadas com som de vogal, usa-se an, não a → an umbrella.
B) I will send you a email tomorrow.
❌ Errado – Mesmo caso acima: an email.
C) The students are having a art class now.
❌ Errado – Antes de art (vogal sonora), o correto é an art class.
D) The student is not wearing a uniform today.
✅ Correto – Uniform começa com som de consoante (/ˈjuːnɪfɔːrm/), então usamos a, exatamente como em “a unique way” no texto.
E) The students study for a hour every night.
❌ Errado – Antes de hour (começa com som de vogal /aʊ/), o correto é an hour.
✅ GABARITO OFICIAL: Ⓓ The student is not wearing a uniform today
📌 Observação:
O uso de a ou an depende do som inicial da palavra seguinte, não apenas da letra.
Exemplo do texto: a unique way → “unique” começa com som de /j/, que é consoante, então usamos a.
54 – Notice the use of the past simple in the sentence:
- “So, I looked at conditions in Finnish schools to see what made them so successful.” (second paragraph)
The past simple is correct in the sentence:
A) All the students readed newspapers yesterday.
B) The students sent e-mails to their friends yesterday afternoon.
C) Some students drunk orange juice for breakfast yesterday morning.
D) Mr Smith teached English yesterday evening.
E) Some students sleeped early last night.
💡 GABARITO Ⓑ
🧊 Vamos analisar a questão 54 sobre o uso do "past simple":
🧩 Enunciado
Notice the use of the past simple in the sentence:
“So, I looked at conditions in Finnish schools to see what made them so successful.”
The past simple is correct in the sentence:
📝 Alternativas e análise
A) All the students readed newspapers yesterday.
❌ Errado – O passado de read é read (pronunciado /rɛd/), não readed.
B) The students sent e-mails to their friends yesterday afternoon.
✅ Correto – Send → sent é o passado correto.
C) Some students drunk orange juice for breakfast yesterday morning.
❌ Errado – O correto é drank para o passado de drink. Drunk é o particípio passado.
D) Mr Smith teached English yesterday evening.
❌ Errado – O correto é taught, não teached.
E) Some students sleeped early last night.
❌ Errado – O correto é slept, não sleeped.
✅ GABARITO OFICIAL: Ⓑ The students sent e-mails to their friends yesterday afternoon
📌 Observação:
O past simple é usado para ações completas no passado e a maioria dos verbos irregulares muda completamente ou parcialmente sua forma.
55 – Notice the use of the comparative form in the sentence:
- “... students do much better in Finland than they would in other countries.” (fourth paragraph)
Choose the sentence in which the comparative form was correctly used.
A) John is the taller student in his class.
B) Many students think that Spanish is more easy than Portuguese.
C) Some students think that Physics is most difficult than Chemistry.
D) John's grades are more better than Peter's grades.
E) A lot of students think that geography is more interesting than history.
💡 GABARITO Ⓔ
🧊 Vamos analisar a questão 55 sobre o uso do comparativo:
🧩 Enunciado:
Notice the use of the comparative form in the sentence:
“… students do much better in Finland than they would in other countries.”
Choose the sentence in which the comparative form was correctly used.
📝 Alternativas e análise
A) John is the taller student in his class.
❌ Errado – the taller é usado para superlativo relativo, não comparativo isolado. O correto seria “John is taller than his classmates.”
B) Many students think that Spanish is more easy than Portuguese.
❌ Errado – easy é adjetivo curto; o comparativo correto é easier, não more easy.
C) Some students think that Physics is most difficult than Chemistry.
❌ Errado – most difficult é superlativo, não comparativo; deveria ser more difficult than Chemistry.
D) John's grades are more better than Peter's grades.
❌ Errado – Não se combina more com comparativos irregulares (better já é comparativo).
E) A lot of students think that geography is more interesting than history.
✅ Correto – more interesting than é o comparativo correto do adjetivo longo interesting.
✅ GABARITO OFICIAL: Ⓔ A lot of students think that geography is more interesting than history
📌 Observação:
Adjetivos curtos (one-syllable) normalmente formam o comparativo com -er → tall → taller.
Adjetivos longos (duas sílabas ou mais) formam o comparativo com more … than → interesting → more interesting than.
56 – In the sentence
- “... but also to provide extra help to students that need it”, (fourth paragraph)
the verb PROVIDE in this context means:
A) give
B) change
C) spread
D) prepare
E) recommend
💡 GABARITO Ⓐ
🧊 Enunciado
In the sentence “… but also to provide extra help to students that need it” (fourth paragraph), the verb PROVIDE in this context means:
📝 Alternativas e análise
A) give ✅
Correto. Provide significa fornecer, dar algo a alguém. Aqui, os professores “providing extra help” = dão ajuda extra aos alunos.
B) change ❌
Provide não significa “mudar”.
C) spread ❌
Spread seria “espalhar”, que não faz sentido no contexto de oferecer ajuda personalizada.
D) prepare ❌
Prepare = preparar; também não é o sentido aqui.
E) recommend ❌
Recommend = recomendar; não é equivalente a “provide”.
✅ GABARITO OFICIAL: Ⓐ give
📌 Dica:
Uma forma simples de lembrar: provide help / assistance / support = dar ajuda / apoio / assistência.
57 – In the sentence
- “The aim of the schools is not only to focus on 'good' students ...”, (fourth paragraph)
the noun AIM means:
A) challenge
B) objective
C) structure
D) knowledge
E) requirement
💡 GABARITO Ⓑ
Enunciado
In the sentence “The aim of the schools is not only to focus on 'good' students …” (fourth paragraph), the noun AIM means:
📝 Alternativas e análise
A) challenge ❌
Challenge = desafio; não corresponde ao sentido de intenção ou propósito da escola.
B) objective ✅
Correto. Aim significa objetivo, propósito. Aqui: The aim of the schools… = O objetivo das escolas…
C) structure ❌
Structure = estrutura; não se aplica ao contexto de intenção ou meta.
D) knowledge ❌
Knowledge = conhecimento; não é equivalente a aim.
E) requirement ❌
Requirement = requisito; também não expressa a ideia de propósito.
✅ GABARITO OFICIAL: Ⓑ objective
📌 Dica:
Sempre que aim estiver associado a “is to …” ou “is for …”, geralmente significa propósito ou objetivo.
🟨 TEXTO:
What makes a school good? (Part II)
Another reason the schools may be so successful is the teachers. Teachers in Finland are seen as very important. They are well respected and the field of education is considered to be a science, with its own methodology, theory and principles. Every teacher studies for five years before they can teach. This is in contrast with the status of education in many other countries. Perhaps this explains why it's actually rather difficult to get a job as a teacher in Finland, as well as the reason that it's such a popular job.
In order to get students' opinions about what makes a school 'good', I visited my local school playground to do a little informal research. The thirteen-year-olds I spoke to were interested to hear about the Finnish schools. I asked them if they thought British schools were too strict and whether they thought more students would go to university if things were changed. Fay, one of the best students in her year, said she didn't think British students would benefit from a school that was too easy-going. She felt her teachers weren't strict enough, and that was why few students in her school went on to higher education.
So it seems that the Finnish education system has come up with a 'formula' that works successfully in that country. Their example can serve as a model for other countries, but each country will have to work hard to put together an education system that will meet the needs of its people.
Taken from: Chapman, Joanne. Laser B1 +. Teacher's book. Macmillan, 2008.
58 – According to the fifth paragraph, Finnish teachers:
A) are not considered important in Finland.
B) are not well respected by Finnish students.
C) have to study science and methodology in order to become a teacher.
D) have to study five years in order to start teaching.
E) have to study in other countries before they can teach in Finland.
💡 GABARITO Ⓓ
🧊 Enunciado: According to the fifth paragraph, Finnish teachers:
A) are not considered important in Finland ❌
Pegadinha: O aluno pode se confundir com a frase in contrast with the status of education in many other countries e pensar que os professores na Finlândia também são desvalorizados. Na verdade, o texto afirma claramente que são very important.
B) are not well respected by Finnish students ❌
Pegadinha: O uso de “well respected” poderia ser confundido se o aluno não prestar atenção no sujeito. O texto diz que they are well respected, então esta alternativa inverte o sentido.
C) have to study science and methodology in order to become a teacher ❌
Pegadinha: O texto menciona que a educação é considerada uma ciência com metodologia, teoria e princípios, mas o foco principal é o tempo de estudo (5 anos). Muitos alunos podem ser distraídos pelo termo “science and methodology” e escolher essa opção.
D) have to study five years in order to start teaching ✅
Pegadinha: Esta alternativa é direta e corresponde exatamente ao texto. Não há armadilha, mas é preciso ignorar os detalhes secundários mencionados nas outras alternativas.
E) have to study in other countries before they can teach in Finland ❌
Pegadinha: Alguns alunos podem inferir erroneamente que, por Finland ser referência mundial, os professores precisariam estudar fora do país. O texto não menciona nenhuma obrigação de estudar em outro país.
59 – In the sentence
- “Every teacher studies for five years before they can teach”, (fifth paragraph)
the modal verb CAN indicates:
A) ability
B) advice
C) obligation
D) possibility
E) prohibition
💡 GABARITO Ⓐ
🧊
Enunciado: “Every teacher studies for five years before they can teach”
A) ability ✅
Explicação: O verbo modal can aqui indica que, após os cinco anos de estudo, os professores têm a capacidade/possibilidade de lecionar. Esta é a função correta de can como verbo modal.
B) advice ❌
Pegadinha: Can também pode aparecer em contextos de conselho ou sugestão, mas nesse caso não há nenhum sentido de “aconselhar” ou “recomendar”.
C) obligation ❌
Pegadinha: Alguns alunos confundem can com must (obrigação). O texto não exige que eles “devam ensinar”, apenas diz que eles podem após o período de estudo.
D) possibility ❌
Pegadinha: Essa é sutil, porque can realmente expressa possibilidade em outros contextos. No entanto, aqui o foco é a habilidade ou capacidade concreta de lecionar, não uma possibilidade hipotética.
E) prohibition ❌
Pegadinha: Alguns confundem com cannot, mas o texto não indica nenhuma proibição.
60 – The adverb ACTUALLY in the sentence
- “Perhaps this explains why it's actually rather difficult to get a job...” (fifth paragraph)
means:
A) simply
B) really
C) generally
D) nowadays
E) currently
💡 GABARITO Ⓑ
🧊 Enunciado: “Perhaps this explains why it's actually rather difficult to get a job…”
A) simply ❌
Pegadinha: Alguns confundem actually com simply por traduzirem como “simplesmente”. Porém, actually não indica simplicidade, mas reforça a realidade ou verdade de algo.
B) really ✅
Explicação: Aqui, actually funciona como ênfase, equivalente a “realmente” ou “de fato”, reforçando que é de fato difícil conseguir um emprego.
C) generally ❌
Pegadinha: Alguns podem pensar que actually indica “geralmente”, mas não há ideia de frequência no contexto.
D) nowadays ❌
Pegadinha: Traduzir literalmente como “atualmente” é um erro comum, confundindo actually com currently ou nowadays.
E) currently ❌
Pegadinha: Embora currently signifique “atualmente”, aqui actually não tem sentido temporal, mas de reforço de realidade.
61 – “Teachers in Finland are seen as very important.” (fifth paragraph)
The corresponding sentence in the active voice is:
A) People see teachers in Finland as very important.
B) People saw teachers in Finland as very important.
C) People have seen teachers in Finland as very important.
D) People are seeing teachers in Finland as very important.
E) People were seeing teachers in Finland as very important.
💡 GABARITO Ⓐ
🧊 Frase original (voz passiva):
Teachers in Finland are seen as very important.
Sujeito da passiva: Teachers in Finland
Verbo: are seen → presente simples, voz passiva
Agente implícito: “by people” (quem vê/considera)
Transformação para voz ativa:
O sujeito da passiva (Teachers in Finland) vira objeto da frase ativa.
O agente (implícito) vira sujeito da ativa: People
O verbo deve estar no mesmo tempo: presente simples → see
✅ Resultado: People see teachers in Finland as very important.
Análise das alternativas:
A) People see teachers in Finland as very important. ✅
Correta. Mantém o presente simples, que corresponde a are seen.
B) People saw teachers in Finland as very important.
Pegadinha: Usa passado simples (saw). A frase original está no presente, não passado.
C) People have seen teachers in Finland as very important.
Pegadinha: Presente perfeito (have seen). A passiva original está em presente simples, não presente perfeito.
D) People are seeing teachers in Finland as very important.
Pegadinha: Presente contínuo (are seeing). A frase original não indica ação em progresso, mas estado permanente.
E) People were seeing teachers in Finland as very important.
Pegadinha: Passado contínuo (were seeing). Totalmente incompatível com o tempo da passiva, que é presente simples.
✅ Resumo das pegadinhas:
Alternativas B, C, D, E alteram o tempo verbal, que é o ponto crucial da conversão para voz ativa.
Apenas A mantém o presente simples, correto para are seen.
62 – Choose the correct option.
- The author spoke to students who:
A) had thirteen years.
B) had thirteen years old.
C) were thirteen years.
D) was thirteen years old.
E) were thirteen years old.
💡 GABARITO Ⓔ
🧊 Vamos analisar a questão 62 passo a passo:
Frase: The author spoke to students who ___.
Gabarito: Ⓔ were thirteen years old. ✅
Regra principal:
Para falar a idade de alguém, em inglês usamos:
“to be + number + years old”
Exemplo: She is 20 years old. / They were 15 years old.
Análise das alternativas:
A) had thirteen years.
Erro: “have” não se usa para idade em inglês moderno. É típico do português literal (“tinha treze anos”), mas em inglês correto usamos be.
B) had thirteen years old.
Erro: Mesma explicação de A, e ainda adiciona old, o que é incorreto com have.
C) were thirteen years.
Erro: Falta old. Em inglês, apenas “years” não indica idade completa.
D) was thirteen years old.
Erro: O sujeito é plural (students), então o verbo deve concordar: were, não was.
E) were thirteen years old. ✅
Correto: verbo no plural were + idade + years old.
Resumo da “pegadinha”:
A e B: Tentativa de traduzir literalmente do português (have + anos).
C: Faltou old.
D: Concordância verbal errada (was com plural).
E: Correta: concordância e estrutura idiomática adequada.
63 – Choose the right alternative.
- The author interviewed students who were interested:
A) in the Finnish education system.
B) on the Finnish education system.
C) at the Finnish education system.
D) for the Finnish education system.
E) about the Finnish education system.
💡 GABARITO Ⓐ
🧊 Frase: The author interviewed students who were interested ___.
Gabarito: Ⓐ in the Finnish education system. ✅
Regra principal:
A expressão “interested in” é fixa em inglês.
Tradução literal: interessado em algo.
Preposição correta: in, nunca on/at/for/about nesse contexto.
Análise das alternativas:
A) in the Finnish education system. ✅
Correta. Mantém a expressão idiomática interested in.
B) on the Finnish education system.
Erro: “interested on” não existe em inglês.
C) at the Finnish education system.
Erro: “interested at” também não é correto.
D) for the Finnish education system.
Erro: “interested for” não se usa nesse sentido.
E) about the Finnish education system.
Erro comum: “about” aparece em frases como talk about, learn about, mas não com “interested”.
Resumo da pegadinha:
A questão testa preposição correta com “interested”.
Muitas vezes, quem traduz literalmente do português pensa em “interessados sobre” → about, mas o correto é in.
64 – In the sentence
- “I asked them if they thought British schools were too strict...” (sixth paragraph),
the pronouns THEM and THEY refer, in this context, to:
A) Finnish schools
B) Finnish students
C) British schools
D) Finnish teachers
E) the thirteen-year-olds
💡 GABARITO Ⓔ
🧊 Frase:
“I asked them if they thought British schools were too strict...”
Gabarito: Ⓔ the thirteen-year-olds ✅
Como identificar o referente de pronomes:
Them → objeto da frase. Quem foi perguntado?
O autor asked them → quem respondeu? São os alunos entrevistados.
They → sujeito da oração subordinada (if they thought...).
Refere-se à mesma pessoa que “them”, ou seja, os alunos.
Análise das alternativas:
A) Finnish schools
Erro: “them” não pode se referir a escolas, porque escolas não pensam (thought indica seres humanos).
B) Finnish students
Parcialmente correto, mas o texto menciona que a faixa etária específica é entrevistada: os thirteen-year-olds.
C) British schools
Erro: British schools são o objeto da opinião (too strict), não os que respondem à pergunta.
D) Finnish teachers
Erro: Não são os entrevistados da frase.
E) the thirteen-year-olds ✅
Correta. São os estudantes de 13 anos, os que o autor perguntou.
Trecho do texto que confirma:
“The author spoke to students who were interested in the Finnish education system…”
E mais adiante, fala sobre thirteen-year-olds.
Resumo da pegadinha:
“Them” e “they” → o autor pergunta sobre algo, logo quem responde deve ser pessoas (não escolas).
A alternativa E especifica corretamente a idade do grupo, que é o foco do estudo.
65 – In the sentence
- “... the Finnish education system has come up with a formula that works successfully ...”, (seventh paragraph)
the pronoun THAT could be correctly replaced by:
A) who
B) which
C) where
D) whose
E) whom
💡 GABARITO Ⓑ
🧊 Frase:
“… the Finnish education system has come up with a formula that works successfully …”
Gabarito: Ⓑ which ✅
Explicação:
Pronome relativo “that”:
Usado para introduzir uma oração relativa definidora (defining relative clause).
Refere-se a “a formula”, que é uma coisa, não pessoa.
Em inglês, para coisas, podemos usar:
that → “a formula that works” ✅
which → “a formula which works” ✅
Ambos corretos; “that” é mais comum em inglês americano informal.
Análise das alternativas:
A) who
Erro: usado para pessoas. “Formula” não é pessoa.
B) which ✅
Correto. Substitui “that” sem alterar o sentido.
C) where
Erro: indica lugar, mas “formula” não é um lugar.
D) whose
Erro: indica posse. Seria algo como “the formula whose result is effective” → não se encaixa aqui.
E) whom
Erro: usado para pessoas, como objeto de verbo ou preposição.
Resumo da pegadinha:
“That” pode ser substituído por “which” quando se refere a coisas.
Alternativas com “who/whom” confundem com pessoas.
“Where” e “whose” alteram totalmente o sentido da frase.
66 – “It seems that the Finnish education system has come up with a formula.” (seventh paragraph).
In the negative:
A) It isn't seem that the Finnish education system has come up with a formula.
B) It doesn't seems that the Finnish education system has come up with a formula.
C) It don't seem that the Finnish education system has come up with a formula.
D) It doesn't seem that the Finnish education system has come up with a formula.
E) It isn't seeming that the Finnish education system has come up with a formula.
💡 GABARITO Ⓓ
🧊 Frase original:
“It seems that the Finnish education system has come up with a formula.”
Verbo principal: seem → presente simples
Sujeito: it
Queremos transformar em negativa.
Regra de negativa no presente simples:
Para verbos que não sejam “to be”, usamos do/does + not + verbo base
Estrutura:
Sujeito + does not (doesn't) + verbo base + complemento
Exceção: com be, apenas adicionamos not → is not / isn’t
Análise das alternativas:
A) It isn't seem …
Erro: “seem” não é verbo be, então não usamos isn't.
B) It doesn't seems …
Erro: com does, o verbo principal não leva -s. Correto seria doesn't seem.
C) It don't seem …
Erro: sujeito it exige does, não do.
D) It doesn't seem … ✅
Correto: presente simples negativo com sujeito it → doesn't + verbo base seem.
E) It isn't seeming …
Erro: “seem” normalmente não usa forma contínua (it isn't seeming soa estranho e não é padrão).
Resumo da pegadinha:
Verbo seem → não é “to be” → usar doesn't + verbo base.
Evitar confusão com isn't seem ou isn't seeming.
Evitar colocar -s após o verbo quando já tem doesn't.
67 – Fay finished school and went on to higher education.
Choose the only question that is grammatically correct.
A) Did Fay finished school?
B) Does she finishes school?
C) Did she went to higher education?
D) Does she goes to higher education?
E) Did she go to higher education?
💡 GABARITO Ⓔ
🧊 Frase original:
“Fay finished school and went on to higher education.”
Verbos: finished e went → passado simples.
Queremos formar pergunta correta no passado.
Regra de formação de perguntas no passado simples:
Estrutura: Did + sujeito + verbo base + complemento
Importante: O verbo principal volta à forma base, sem -ed ou passado irregular.
Análise das alternativas:
A) Did Fay finished school?
Erro: com Did, o verbo não leva -ed → deveria ser finish.
B) Does she finishes school?
Erro: Does é para presente simples; verbo principal não leva -s → Does she finish seria correto, mas o contexto é passado.
C) Did she went to higher education?
Erro: Did + verbo deve usar forma base → go, não went.
D) Does she goes to higher education?
Erro: Does → verbo não leva -s, e contexto é passado, não presente.
E) Did she go to higher education? ✅
Correta: passado simples, Did + sujeito + verbo base, mantendo sentido da frase original.
Resumo da pegadinha:
Com Did, o verbo sempre volta à forma base, mesmo se o original está no passado.
Usar -ed ou forma irregular após Did é erro clássico em concursos.
68 – Choose the correct question for the following answer:
- She has been studying in a British school for five years.
A) How long Fay is studying in a British school?
B) How long does Fay studies in a British school?
C) How long has been Fay studying in a British school?
D) How long has Fay been studying in a British school?
E) How long has Fay studying in a British school?
💡 GABARITO Ⓓ
🧊 TÍTULO:
69 –“They are rebuilding all the Finnish schools”
in the passive voice:
A) All the Finnish schools have been rebuilt.
B) All the Finnish schools are been rebuilt.
C) All the Finnish schools are being rebuilt.
D) All the Finnish schools were being rebuilt.
E) All the Finnish schools are being rebuilding.
💡 GABARITO Ⓒ
🧊 TÍTULO:
70 – The pronouns that complete the sentences below, respectively, are:
- Fay studies in a British school. She believes that ____ teachers aren't strict enough. Teachers should help ____ students to get better grades.
A) your / her
B) your / their
C) your / your
D) her / your
E) her / their
💡 GABARITO Ⓔ
🧊 TÍTULO:
71 – Choose the verb form that completes the sentence below correctly:
- Fay was late for school yesterday.
- When she arrived at school, the final test ___________.
A) begun
B) had begun yet
C) has just began
D) had already begun
E) had already began
💡 GABARITO Ⓓ
🧊 TÍTULO:
72 – Choose the verb that completes the following sentence correctly:
- Fay was studying English last night when suddenly the lights _______
A) go off.
B) went off.
C) will go off.
D) was going off.
E) were going off
💡 GABARITO Ⓑ
🧊 TÍTULO:
73 – The verb that completes Fay's answer correctly is:
- "Fay, what are you going to do on your next vacation?
- I'm going _________”
A) travel to Canada.
B) travels to Canada.
C) to travel to Canada.
D) will travel to Canada.
E) to go travel to Canada.
💡 GABARITO Ⓒ
🧊 TÍTULO:
74 – Choose the verb that completes the sentence above correctly:
- Peter is Fay's best friend. He smokes a lot.
- What should Peter do?
- He should _____________
A) give up smoking.
B) to give up smoking.
C) gave up smoking.
D) give up to smoke.
E) to give up to smoke.
💡 GABARITO Ⓐ
🧊 TÍTULO:
75 –
- That naughty child has been _______ from three different schools for bullying.
The verb that completes the sentence above correctly is:
A) punished
B) suspended
C) expelled
D) graduated
E) misbehaved
💡 GABARITO Ⓒ
🧊 TÍTULO:
76 –
As students progress through school, they are asked to read increasingly complex informational and graphical texts in their courses. The ability to understand and use the information in these texts is key to a student's success in learning. Successful students have a repertoire of strategies to draw upon, and know how to use them in different contexts. Struggling students need explicit teaching of these strategies to become better readers.
The strategies referred to in this text are:
A) writing strategies
B) reading strategies
C) listening strategies
D) speaking strategies
E) integrated strategies
💡 GABARITO Ⓑ
🧊 TÍTULO:
77 –
What is reading for gist? Gist is the overall meaning, the core idea, the main idea of a spoken or written discourse. When we take a quick look at a written text to establish its genre and the main message that its writer means to get across, we're reading for gist. A text can provide readers with lots of clues that help readers quickly establish what it's all about. These needn't be just the words. A quick glance at the arrangement – densely written columns, for example – can tell us that we're looking at a newspaper article, even when it's been reproduced in an exam paper.
This texts explains what reading for gist is.
This reading strategy is also known as:
A) prediction
B) scanning
C) skimming
D) intensive reading
E) extensive reading
💡 GABARITO Ⓒ
🧊 TÍTULO:
78 –
Confronted with texts, language learners may be stuck by shortage of vocabulary inventory and thus be unable to understand what texts are about. The first thing that a learner does to understand a difficult word is to look it up using the nearest dictionary. There are however techniques learners may use to get the meaning of such vocabulary items. One of these techniques is guessing meaning from context. No matter what level our students are in, they will often come across difficult words in texts they are exposed to. Guessing meanings of unfamiliar words is a strategy which is worth developing. Guessing the meaning of unknown words from the context is really a very useful reading strategy.
This strategy is also called:
A) skimming
B) scanning
C) previewing
D) inference
E) rephrasing
💡 GABARITO Ⓓ
🧊 TÍTULO:
79 – “Eu pretendo trabalhar em uma fábrica.”
In English:
A) I pretend to work in a factory.
B) I pretend to work in an office.
C) I pretend to work in a fabric.
D) I intend to work in a fabric.
E) I intend to work in a factory.
💡 GABARITO Ⓔ
🧊 TÍTULO:
80 – Ele está fumando um cigarro na livraria.”
In English:
A) He's smoking a cigar in the library.
B) He's smoking a cigarette in the library.
C) He's smoking a cigarette in the bookstore.
D) He's smoking a cigar in the bookstore.
E) He's smoking a cigar in the lecture.
💡 GABARITO Ⓒ
🧊 TÍTULO:
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