- Texto (1) – | Teaching English as a Second or Foreign Language. | 4th ed. USA, Cengage Learning (2013) |
- Texto (2) – | An Introduction to Language. | 10th edition Wadsworth Cengage. Learning. 2013 |
- Texto (3) – | Is other a verb? | https://www.merriam-webster.com/dictionary/other |
- Texto (4) – | Here’s how researchers are helping AIs get their facts straight | https://theconversation.com |
- Texto (5) – | Calvin and Hobbes | https://screenrant.com |
- 12 Multiple Choice Questions | Five-Option Question |
Conteúdo.
31 – (M2CDPE0902_01)
Read the following exchange:
- A: Why was the king only able to draw straight lines?
- B: Because he is a ruler.
Humor is caused by a linguistic property named
(A) synonymy.
(B) antonymy.
(C) homonymy.
(D) homography.
(E) homophony.
• Gabarito C
Read the following exchange:
Leia a seguinte conversa:
- A: Why was the king only able to draw straight lines?
- Porque é que o rei só conseguia desenhar linhas retas?
- B: Because he is a ruler.
- Porque ele é um governante.
Humor is caused by a linguistic property named
O humor é causado por uma propriedade linguística chamada
(A) synonymy.
sinonímia.
(B) antonymy.
antonímia.
https://www.ldoceonline.com/dictionary/antonym
(C) homonymy.
homonímia.
(D) homography.
homografia.
(E) homophony.
homofonia.
Because the culture of any community has many facets and
manifestations, it would be practically impossible to deal with all
of them in the classroom and prepare students for the many
situations that they might encounter in the course of their
functioning in ESL/EFL environments.
Uma vez que a cultura de qualquer comunidade tem muitas facetas e manifestações, seria praticamente impossível lidar com todas elas na sala de aula e preparar os alunos para as muitas situações que podem encontrar no decurso da sua atuação em ambientes de ESL/EFL.
However, many important
aspects of teaching the second culture can be brought forth and
addressed via classroom instruction, and some of these are
discussed here.
No entanto, muitos aspectos importantes do ensino da segunda cultura podem ser trazidos à luz e abordados, através de instruções em sala de aula, e alguns deles são aqui discutidos.
The most important long-term benefits of
teaching culture may be to provide learners with the awareness
and the tools that will allow them to achieve their academic,
professional, social, and personal goals and become successful in
their daily functioning in L2 environments.
Os benefícios mais importantes a longo prazo do ensino da cultura podem ser o de proporcionar aos alunos a sensibilização e as ferramentas que lhes permitirão atingir os seus objetivos acadêmicos, profissionais, sociais e pessoais e ter sucesso no seu funcionamento diário em ambientes de L2.
- CELCE-MURCIA, M. et alii. Teaching English as a Second or Foreign Language. 4th ed. USA, Cengage Learning (2013). Adaptado.
- CELCE-MURCIA, M. et alii. Ensino do Inglês como Segunda Língua ou Língua Estrangeira. 4ª ed. EUA, Cengage Learning (2013). Adaptado.
32 – (M2CDPE0902_02)
O conectivo em negrito no trecho retirado do texto “Because the
culture of any community has many facets and manifestations”
pode ser substituído, sem alteração de significado ou estrutura
da frase, por
(A) Although.
(B) As.
(C) In case.
(D) If.
(E) Despite.
• Gabarito B
O conectivo em negrito no trecho retirado do texto “Because the culture of any community has many facets and manifestations”(Porque[Já que] a cultura de qualquer comunidade tem muitas facetas e manifestações) pode ser substituído, sem alteração de significado ou estrutura da frase, por
(A) Although.
Embora.
(B) As.
"Como", "Já que"
(C) In case.
No caso.
(D) If.
Se.
(E) Despite.
Apesar.
33 – (M2CDPE0902_03)
In the excerpt “and some of these are discussed below”, the
referent of the word in bold is
(A) the many situations.
(B) facets and manifestations.
(C) long term benefits.
(D) important aspects of teaching the second culture.
(E) esl/efl environments.
• Gabarito D
In the excerpt “and some of these are discussed below”, the referent of the word in bold is
No excerto "e alguns deles são discutidos mais abaixo", o referente da palavra a negrito é
(A) the many situations.
as muitas situações.
(B) facets and manifestations.
facetas e manifestações.
(C) long term benefits.
benefícios a longo prazo.
(D) important aspects of teaching the second culture.
aspectos importantes do ensino da segunda cultura.
(E) esl/efl environments.
ambientes de inglês como segunda língua (ESL/EFL).
34 – (M2CDPE0902_04)
In the part of the text “the awareness and the tools that will
allow them to achieve their academic, professional, social, and
personal goals” the bolded portion is
(A) a noun clause.
(B) a noun phrase.
(C) an adjective clause.
(D) an adjective phrase.
(E) an adverb clause.
• Gabarito C
In the part of the text “the awareness and the tools that will allow them to achieve their academic, professional, social, and personal goals” the bolded portion is
(A) a noun clause.
(B) a noun phrase.
(C) an adjective clause.
(D) an adjective phrase.
(E) an adverb clause.
>> TRECHO QUE JUSTIFICA OPÇÃO (C):
• "[...] The most important long-term benefits of teaching culture may be to provide learners with the awareness and the tools that will allow them to achieve their academic, professional, social, and personal goals and become successful in their daily functioning in L2 environments."
• Os benefícios mais importantes a longo prazo do ensino da cultura podem ser o de proporcionar aos alunos a sensibilização e as ferramentas que lhes permitirão atingir os seus objetivos acadêmicos, profissionais, sociais e pessoais e ter sucesso no seu funcionamento diário em ambientes de L2.
35 – (M2CDPE0902_05)
A father earns the gratitude of his children by nurturing them
to be preeminent in the Assembly of the Learned.
- Thirukural, verse 67, circa 100 A.D. in: KUMARAVADIVELU, B. 2003.
Regular verbs ending in voiced sounds are pronounced with the
sound /d/ in the simple past and past perfect, and so are most
adjectives with the same form. However, the word “Learned”,
present in the quotation above, has a distinctive pronunciation
feature when functioning as an adjective or a noun: /ˈlɜːnɪd/.
Among the words below, choose the one that follows the same
characteristic of pronunciation when used in such functions.
(A) amused.
(B) boiled.
(C) beloved.
(D) canned.
(E) dazed.
• Gabarito C
A father earns the gratitude of his children by nurturing them to be preeminent in the Assembly of the Learned.
Um pai conquista a gratidão dos seus filhos ao educá-los para que sejam proeminentes na Assembleia dos Sábios.
- Thirukural, verse 67, circa 100 A.D. in: KUMARAVADIVELU, B. 2003.
Regular verbs ending in voiced sounds are pronounced with the sound /d/ in the simple past and past perfect, and so are most adjectives with the same form.
Os verbos regulares terminados em sons sonoros são pronunciados com o som /d/ no passado simples e no passado perfeito, assim como a maioria dos adjetivos com a mesma forma.
However, the word “Learned”, present in the quotation above, has a distinctive pronunciation feature when functioning as an adjective or a noun: /ˈlɜːnɪd/.
No entanto, a palavra “Learned”, presente na citação acima, tem uma característica de pronúncia distinta quando funciona como adjetivo ou substantivo: /ˈlɜːnɪd/.
Among the words below, choose the one that follows the same characteristic of pronunciation when used in such functions.
De entre as palavras abaixo, escolha aquela que segue a mesma característica de pronúncia quando utilizada em tais funções.
(A) amused.
(B) boiled.
(C) beloved.
(D) canned.
(E) dazed.
36 – (M2CDPE0902_06)
A student who does not know the meaning of the acronym A.D.
would correctly ask for clarification from the teacher using the
question
(A) What means A.D.?
(B) How do you say A.D.?
(C) What does mean A.D.?
(D) What does A.D. stand for?
(E) What the letters A and D do mean?
• Gabarito D
A student who does not know the meaning of the acronym A.D. would correctly ask for clarification from the teacher using the question
Um aluno que não conhece o significado da sigla A.D. pediria corretamente esclarecimentos ao professor utilizando a seguinte questão:
(A) What means A.D.?
(B) How do you say A.D.?
(C) What does mean A.D.?
(D) What does A.D. stand for?
(E) What the letters A and D do mean?
❑ TEXTO 2: Leia o texto a seguir para responder às próximas três questões.
Speakers use a finite set of rules to produce and understand
an infinite set of possible sentences.
Os falantes utilizam um conjunto finito de regras para produzir e compreender um conjunto infinito de frases possíveis.
These rules comprise the
grammar of a language, which is learned when you acquire the
language and includes the sound system, the structure of words,
how words may be combined into phrases and sentences, the
ways in which sounds and meanings are related, and the wordsor lexicon.
Estas regras compõem a gramática de uma língua, que é aprendida quando se adquire a língua e inclui o sistema sonoro, a estrutura das palavras, como as palavras podem ser combinadas em frases e orações, as formas como os sons e significados estão relacionados e as palavras ou o léxico.
The sounds and meanings of these words are related
in an arbitrary fashion.
Os sons e os significados destas palavras relacionam-se de forma arbitrária.
And so are the gestures used by deaf
signers.
Assim como os gestos utilizados pelos surdos que utilizam a língua gestual.
Language, then, is a system that relates sounds (or hand
and body gestures) with meanings; when you know a language
you know this system.
A linguagem, então, é um sistema que relaciona os sons (ou gestos das mãos e dos corpos) com os significados; quando se conhece uma língua, conhece-se esse sistema.
- FROMKIN, V., Rodman, R., Hyams, N. An Introduction to Language. 10th edition Wadsworth Cengage. Learning. 2013. Adaptado.
- FROMKIN, V., Rodman, R., Hyams, N. Uma Introdução à Linguagem. 10ª edição. Wadsworth Cengage. Aprendizagem. 2013. Adaptado.
37 – (M2CDPE0902_07)
Os verbos regulares a seguir foram retirados do texto e estão no
tempo presente. Marque a alternativa em que os dois verbos têm
seu sufixo -ed do passado e particípio passado pronunciado com
/d/.
(A) produce – comprise.
(B) learn – include.
(C) acquire – use.
(D) combine – relate.
(E) include – relate.
• Gabarito C
Os verbos regulares a seguir foram retirados do texto e estão no tempo presente. Marque a alternativa em que os dois verbos têm seu sufixo -ed do passado e particípio passado pronunciado com /d/.
(A) produce – comprise.
(B) learn – include.
(C) acquire – use.
(D) combine – relate.
(E) include – relate.
38 – (M2CDPE0902_08)
In the fraction of the text “Speakers use a finite set of rules to
produce and understand an infinite set of possible sentences.”,
the words in bold carry opposite meaning because of the prefix
“in”. The word which results in opposite meaning because of the
same prefix is
(A) controllable.
(B) agreeable.
(C) sustainable.
(D) pleasant.
(E) defensible.
• Gabarito E
In the fraction of the text “Speakers use a finite set of rules to produce and understand an infinite set of possible sentences.”, the words in bold carry opposite meaning because of the prefix “in”.
Na fração do texto “Os falantes utilizam um conjunto finito de regras para produzir e compreender um conjunto infinito de frases possíveis.”, as palavras a negrito têm significado oposto devido ao prefixo “in”.
The word which results in opposite meaning because of the same prefix is
A palavra que resulta em significado oposto devido ao mesmo prefixo é
(A) controllable.
(B) agreeable.
(C) sustainable.
(D) pleasant.
(E) defensible.
39 – (M2CDPE0902_09)
A área da linguística que estuda os afixos é a
(A) Fonologia.
(B) Morfologia.
(C) Sintaxe.
(D) Semântica.
(E) Estilística.
• Gabarito B
A área da linguística que estuda os afixos é a
(A) Fonologia.
(B) Morfologia.
(C) Sintaxe.
(D) Semântica.
(E) Estilística.
❑ TEXTO 3: Leia o texto a seguir para responder às próximas três questões.
Is other a verb?
Like many English words, other possesses great flexibility in
meaning and function. Over the past few centuries, it has served
as an adjective, an adverb, a noun, and a pronoun. In recent
decades, other has increased its part-of-speech portfolio to
include verb use, having acquired the meaning "to treat or
consider (a person or a group of people) as alien to oneself or
one's group.” Some people find it disconcerting when a word
takes on a new part of speech, a process known as functional
shift. The phenomenon is quite common, however -- our
language contains many thousands of words which are reported
to have been formed in this fashion.
40 – (M2CDPE0902_13)
In the sentence taken from the text “Over the past few centuries,
it has served as an adjective, an adverb, a noun, and a pronoun”,
the pronoun in bold letters refers to the word “other”.
Sometimes, though, “it” does not have a referent and serves a
grammatical function only, thus being named, for example,
“dummy it”. Mark the alternative in which “it” has a referent.
(A) When I left the office, it was way past midnight.
(B) I like it better when I don’t have to worry about driving to the
beach.
(C) Would it be possible to leave now?
(D) It is too late to try to fix what was damaged.
(E) The weather is beautiful today, isn’t it?
• Gabarito E
In the sentence taken from the text “Over the past few centuries, it has served as an adjective, an adverb, a noun, and a pronoun”, the pronoun in bold letters refers to the word “other”.
Na frase retirada do texto “Ao longo dos últimos séculos, serviu como adjetivo, advérbio, substantivo e pronome”, o pronome em negrito refere-se à palavra “other”.
Sometimes, though, “it” does not have a referent and serves a grammatical function only, thus being named, for example, “dummy it”.
Às vezes, porém, “it” não possui referente e cumpre apenas uma função gramatical, sendo assim denominado, por exemplo, “dummy it”.
Mark the alternative in which “it” has a referent.
Marque a alternativa em que “it” possui referente.
(A) When I left the office, it was way past midnight.
(B) I like it better when I don’t have to worry about driving to the beach.
(C) Would it be possible to leave now?
(D) It is too late to try to fix what was damaged.
(E) The weather is beautiful today, isn’t it?
41 – (M2CDPE0902_14)
The stretch of text “many thousands of words which are reported
to have been formed in this fashion” is an example of impersonal
passive voice – which shows, for instance, what an unspecified
group of people say or believe. One instance of this type of
passive is
(A) The family were believed to have gone missing as a result of
extreme weather events.
(B) NGO’s now have their likelihood of securing grant funding for
impactful social projects increased with grants from the UNO.
(C) The spectators were taken aback seeing the chaos caused by
the fall of the grandstand.
(D) It is hard to tell whether she is interested in studying hard for
the whole summer or not.
(E) The huge black hole was located after telescope James Web
was capable of seeing some of the most distant galaxies in
our Universe.
• Gabarito A
The stretch of text “many thousands of words which are reported to have been formed in this fashion” is an example of impersonal passive voice – which shows, for instance, what an unspecified group of people say or believe.
O trecho de texto “milhares de palavras que supostamente foram formadas dessa maneira” é um exemplo de voz passiva impessoal – que demonstra, por exemplo, o que um grupo não especificado de pessoas diz ou acredita.
One instance of this type of passive is
Um exemplo desse tipo de voz passiva é
(A) The family were believed to have gone missing as a result of extreme weather events.
(B) NGO’s now have their likelihood of securing grant funding for impactful social projects increased with grants from the UNO.
(C) The spectators were taken aback seeing the chaos caused by the fall of the grandstand.
(D) It is hard to tell whether she is interested in studying hard for the whole summer or not.
(E) The huge black hole was located after telescope James Web was capable of seeing some of the most distant galaxies in our Universe.
42 – (M2CDPE0902_15)
Forms of other can be used as either adjectives or pronouns –
besides the more recent verb form. They include others, the
other, the others, another. Indicate the correct use of one of
these forms:
(A) One of the students is from Portugal; anothers are from Spain
and Italy.
(B) In my opinion, the English language is easier to learn than
others.
(C) Another day she told me she’d like to learn how to drive.
(D) Some people need 8 hours of sleep, but the others don’t.
(E) I lost my passport and had to apply for the other.
• Gabarito B
Forms of other can be used as either adjectives or pronouns – besides the more recent verb form. They include others, the other, the others, another. Indicate the correct use of one of these forms:
Formas de other podem ser usadas como adjetivos ou pronomes – além da forma verbal mais recente. Elas incluem others, the other, the others, another. Indique o uso correto de uma destas formas:
(A) One of the students is from Portugal; anothers are from Spain and Italy.
(B) In my opinion, the English language is easier to learn than others.
(C) Another day she told me she’d like to learn how to drive.
(D) Some people need 8 hours of sleep, but the others don’t.
(E) I lost my passport and had to apply for the other.
43 – (M2CDPE0902_16)
Read the quote.
“If the teacher is indeed wise, he does not bid you into the
house of his wisdom but rather leads you to the threshold of your
own mind.”
- Kahlil Gibran – The Prophet (in HARMER, Jeremy. How to teach English. Pearson Education Limited 2007.
Gibran’s quote is an instance of use of conditionals in a sentence.
Complete the blank spaces to make the sentence an improbable
past condition.
- “If the teacher ____________ indeed wise, he __________you into the house of his wisdom, but rather ____________you to the threshold of your own mind.”
(A) would be – would bid – would lead.
(B) be -would not bid – would lead.
(C) was – would not bid – would not lead.
(D) were – would have bid –led.
(E) were -would not bid – lead.
• Gabarito E
“If the teacher is indeed wise, he does not bid you into the house of his wisdom but rather leads you to the threshold of your own mind.”
“Se o professor é realmente sábio, ele não o convida para a casa da sua sabedoria, mas sim o conduz ao limiar da sua própria mente.”
- Kahlil Gibran – The Prophet (in HARMER, Jeremy. How to teach English. Pearson Education Limited 2007.
Gibran’s quote is an instance of use of conditionals in a sentence. Complete the blank spaces to make the sentence an improbable past condition.
A citação de Gibran é um exemplo do uso de condicionais em uma frase. Complete os espaços em branco para tornar a frase uma condição improvável no passado.
- “If the teacher were indeed wise, he would not bid you into the house of his wisdom, but rather lead you to the threshold of your own mind.”
- Se o professor fosse realmente sábio, ele não o convidaria para a casa de sua sabedoria, mas sim o levaria ao limiar de sua própria mente.
(A) would be – would bid – would lead.
(B) be – would not bid – would lead.
(C) was – would not bid – would not lead.
(D) were – would have bid – led.
(E) were – would not bid – lead.
❑ TEXTO 4: Leia o texto a seguir para responder às próximas três questões.
AI has made it easier than ever to find information: Ask
ChatGPT almost anything, and the system swiftly delivers an
answer.
A IA tornou a busca por informações mais fácil do que nunca: pergunte quase tudo ao ChatGPT e o sistema responde rapidamente.
But the large language models that power popular tools
like OpenAI’s ChatGPT or Anthropic’s Claude were not designed
to be accurate or factual.
Mas os grandes modelos de linguagem que impulsionam ferramentas populares como o ChatGPT da OpenAI ou o Claude da Anthropic não foram projetados para serem precisos ou fatuais.
They regularly “hallucinate” and offer
up falsehoods as if they were hard facts.
Eles frequentemente "alucinam" e oferecem mentiras como se fossem fatos concretos.
Yet people are relying more and more on AI to answer their
questions.
No entanto, as pessoas estão confiando cada vez mais na IA para responder às suas perguntas.
Half of all people in the U.S. between the ages of 14
and 22 now use AI to get information, according to a 2024
Harvard study.
Metade da população americana entre 14 e 22 anos agora usa IA para obter informações, de acordo com um estudo de Harvard de 2024.
44 – (M2CDPE0902_17)
A palavra “information” é um substantivo incontável em inglês e
não recebe plural. Das palavras a seguir, a que acompanha a
mesma regra é
(A) study.
(B) review.
(C) phenomenon.
(D) research.
(E) stimulus.
• Gabarito D
A palavra “information” é um substantivo incontável em inglês e não recebe plural. Das palavras a seguir, a que acompanha a mesma regra é
(A) study.
(B) review.
(C) phenomenon.
(D) research.
(E) stimulus.
45 – (M2CDPE0902_18)
From the alternatives, choose the one in which the pronunciation
of the plural form of the words given follows the sequence /s/,
/z/, /iz/.
(A) shirts – minds - blouses.
(B) students – ducks - reaches.
(C) toys – readers - coaches.
(D) photographs – shapes - wages.
(E) socks - bridges - places.
• Gabarito A
From the alternatives, choose the one in which the pronunciation of the plural form of the words given follows the sequence /s/, /z/, /iz/.
Dentre as alternativas, escolha aquela em que a pronúncia do plural das palavras fornecidas segue a sequência /s/, /z/, /iz/.
(A) shirts – minds - blouses.
(B) students – ducks - reaches.
(C) toys – readers - coaches.
(D) photographs – shapes - wages.
(E) socks - bridges - places.
46 – (M2CDPE0902_19)
The word “Yet”, in the beginning of the second paragraph, is
polysemic and its meaning depends on the context. In the
sentences below, the one in which the word carries the same
meaning as the one used in the text is
(A) We don’t yet know what their plans are.
(B) She has yet to spend a Christmas with her closest relatives.
(C) As yet, there has not been any disruption to planned work
activities.
(D) They’d decided for yet another place to spend their holidays.
(E) They disagree with the date and yet were not brave enough
to say it.
• Gabarito E
The word “Yet”, in the beginning of the second paragraph, is polysemic and its meaning depends on the context. In the sentences below, the one in which the word carries the same meaning as the one used in the text is
A palavra “Yet”, no início do segundo parágrafo, é polissêmica e seu significado depende do contexto. Nas frases abaixo, aquela em que a palavra carrega o mesmo significado que a usada no texto é
(A) We don’t yet know what their plans are.
(B) She has yet to spend a Christmas with her closest relatives.
(C) As yet, there has not been any disruption to planned work activities.
(D) They’d decided for yet another place to spend their holidays.
(E) They disagree with the date and yet were not brave enough to say it.
47 – (M2CDPE0902_20)
In the image, the idea of affection between the child and the tiger
stands out. The word that best describes the relationship
between the two characters is
(A) tenderness.
(B) liveliness.
(C) briskness.
(D) drowsiness.
(E) idleness.
• Gabarito A
In the image, the idea of affection between the child and the tiger stands out. The word that best describes the relationship between the two characters is
Na imagem, destaca-se a ideia de afeto entre a criança e o tigre. A palavra que melhor descreve a relação entre os dois personagens é:
(A) tenderness.
ternura.
(B) liveliness.
vivacidade.
(C) briskness.
vivacidade.
(D) drowsiness.
sonolência.
(E) idleness.
ociosidade.
❑ TEXTO 5: Leia a tirinha a seguir para responder às próximas três questões
48 – (M2CDPE0902_10)
The bolded parts in the extracts “we just have to do the best we
can” (frame 2), and “I guess that makes sense” (frame 3) are
examples of collocations – a combination of two or more words
that often go together. Collocations with “make” and “do” are a
difficulty Brazilian learners frequently face.
The sentence with a
correct collocation among the ones below is
(A) I did a booking for a table for six people, but I’ll have to
change it.
(B) She’s just asking you to do an effort!
(C) As soon as you start making research your knowledge on the
subject will expand.
(D) Anyway, she will know whether or not she has made the right
choice.
(E) If I were you, I’d look for another person to make business
with.
• Gabarito D
The bolded parts in the extracts “we just have to do the best we can” (frame 2), and “I guess that makes sense” (frame 3) are examples of collocations – a combination of two or more words that often go together. Collocations with “make” and “do” are a difficulty Brazilian learners frequently face.
As partes em negrito nos trechos “nós só temos que fazer o melhor que podemos” (quadro 2) e “Eu acho que isso faz sentido” (quadro 3) são exemplos de colocações – uma combinação de duas ou mais palavras que frequentemente andam juntas. Colocações com “make” e “do” são uma dificuldade que os estudantes brasileiros frequentemente enfrentam.
The sentence with a correct collocation among the ones below is
A frase com uma colocação correta entre as abaixo é
(A) I did a booking for a table for six people, but I’ll have to change it.
(B) She’s just asking you to do an effort!
(C) As soon as you start making research your knowledge on the subject will expand.
(D) Anyway, she will know whether or not she has made the right choice.
(E) If I were you, I’d look for another person to make business with.
49 – (M2CDPE0902_11)
The boy reports his mother’s words to the tiger using the
expression “she says”. Read the following sentence and decide
the most adequate reporting verb to fill in the blank with
appropriate meaning and structure.
- After calling an emergency meeting to happen in the situation room, Mr. President _________________ the ministers that the state of affairs might become critical.
(A) advised.
(B) promised.
(C) warned.
(D) proclaimed.
(E) remarked.
• Gabarito C
The boy reports his mother’s words to the tiger using the expression “she says”. Read the following sentence and decide the most adequate reporting verb to fill in the blank with appropriate meaning and structure.
O menino relata as palavras de sua mãe ao tigre usando a expressão "ela diz". Leia a frase a seguir e decida qual o verbo de relato mais adequado para preencher a lacuna com significado e estrutura apropriados.
- After calling an emergency meeting to happen in the situation room, Mr. President warned the ministers that the state of affairs might become critical.
- Após convocar uma reunião de emergência na sala de situação, o Sr. Presidente alertou os ministros de que a situação poderia se tornar crítica.
(A) advised.
(B) promised.
(C) warned.
(D) proclaimed.
(E) remarked.
50 – (M2CDPE0902_12)
The tiger’s words in the final frame are: “Don’t worry”. In a
reporting situation, one would say that the tiger
(A) told the boy not to worry.
(B) said the boy to not to worry.
(C) advised the boy didn’t worry.
(D) assured the boy to don’t worry.
(E) answered the boy to don’t worry.
• Gabarito A
The tiger’s words in the final frame are: “Don’t worry”. In a reporting situation, one would say that the tiger
As palavras do tigre no quadro final são: “Não se preocupe”. Em uma situação de reportagem, alguém diria que o tigre
(A) told the boy not to worry.
(B) said the boy to not to worry.
(C) advised the boy didn’t worry.
(D) assured the boy to don’t worry.
(E) answered the boy to don’t worry.