Ol\u00e1 pessoal,<\/p>\n
Bom dia, boa tarde, boa noite, boa madrugada….Bom, aproxima-se a prova da EAM \u2013 Escola de Aprendizes Marinheiros. Essa \u00e9 a segunda vez que haver\u00e1 prova de L\u00edngua Inglesa para esse certame. Portanto, n\u00e3o temos como fazer uma an\u00e1lise mais profunda do que mais cair\u00e1 na prova. Nossa sugest\u00e3o \u00e9 que voc\u00eas estudem todos os t\u00f3picos do edital, os quais est\u00e3o no curso de Ingl\u00eas para a EAM. Segue abaixo a primeira prova comentada da EAM bem como algumas quest\u00f5es de concursos militares.<\/p>\n
Abra\u00e7os e bons estudos,<\/p>\n
EsPCEx – 2018<\/p>\n
Leia o texto a seguir e responda a\u0300s questo\u0303es 45, 46 e 47.<\/p>\n
Learn to code, it\u2019s more important than English as a second language<\/p>\n
Apple CEO Tim Cook says coding is the best foreign language that a student in any country can learn. The tech executive made the remarks to French outlet Konbini while in the country for a meeting with French President Emmanuel Macron. The tech leader gave some brief thoughts on education:<\/p>\n
\u201cIf I were a French student and I were 10 years old, I think it would be more important for me to learn coding than English. I\u2019m not telling people not to learn English in some form \u2013 but I think you understand what I am saying is that this is a language that you can use to express yourself to 7 billion people in the world. I think that coding should be required in every public school in the world.\u201d<\/p>\n
Of course, it\u2019s in Cook\u2019s best interest to have the world learning how to code. He runs a tech company that depends on access to a constantly growing pipeline of talent. But it could be in your interest too: studying coding could increase your chances of pulling in a big salary. A computer-science education, at least in countries like the US, is one of the most viable and lucrative career paths open to young people today.<\/p>\n
But, Cook says, the benefits go beyond that. \u201cIt\u2019s the language that everyone needs, and not just for the computer scientists. It\u2019s for all of us\u201d. He added that programming encourages<\/p>\n
students of all disciplines to be inventive and experimental: \u201cCreativity is the goal. Coding is just to allow that. Creativity is in the front seat; technology is in the backseat. With the combination of both of these you can do such powerful things now.\u201d
\nAdapted from https:\/\/www.cnbc.com\/2017\/10\/12\/apple-ceo-tim-cook-learning-to-code-is-so-important.html<\/p>\n
Coment\u00e1rios:
\n45. The sentence \u201cThe tech leader gave some brief thoughts on education\u201d (paragraph 1) can be correctly paraphrased in the following terms:<\/p>\n
[A] The tech leader created regulations on education.
\n[B] The tech leader underestimated education.
\n[C] The tech leader was concerned about private education.
\n[D] The tech leader has been studying coding.
\n[E] The tech leader stated his opinion about education.<\/p>\n
45. The sentence \u201cThe tech leader gave some brief thoughts on education\u201d (paragraph 1) can be correctly paraphrased in the following terms:
\n45. A frase \u201cO l\u00edder t\u00e9cnico deu algumas breves reflex\u00f5es sobre educa\u00e7\u00e3o\u201d (par\u00e1grafo 1) pode ser corretamente parafraseada nos seguintes termos:<\/p>\n
[A] The tech leader created regulations on education. – O l\u00edder tecnol\u00f3gico criou regulamentos sobre educa\u00e7\u00e3o.<\/p>\n
Criar algo \u00e9 diferente de apenas emitir uma opini\u00e3o sobre o assunto. Errada.<\/p>\n
[B] The tech leader underestimated education. – O l\u00edder de tecnologia subestimou a educa\u00e7\u00e3o.<\/p>\n
A frase n\u00e3o quer dizer que ele menosprezou a educa\u00e7\u00e3o. Errada.<\/p>\n
[C] The tech leader was concerned about private education. – O l\u00edder da tecnologia estava preocupado com a educa\u00e7\u00e3o particular.<\/p>\n
A frase n\u00e3o restringe a educa\u00e7\u00e3o particular, se fala da educa\u00e7\u00e3o em geral. Errada.<\/p>\n
[D] The tech leader has been studying coding. – O l\u00edder t\u00e9cnico estuda codifica\u00e7\u00e3o.<\/p>\n
Essa frase n\u00e3o parafraseia o que \u00e9 ditto na frase do texto. Errada.<\/p>\n
[E] The tech leader stated his opinion about education. – O l\u00edder t\u00e9cnico declarou sua opini\u00e3o sobre educa\u00e7\u00e3o.<\/p>\n
\u201cThe tech leader gave some brief thoughts on education\u201d
\n\u201cO l\u00edder t\u00e9cnico deu algumas breves reflex\u00f5es sobre educa\u00e7\u00e3o\u201d<\/p>\n
give \u2013 dar, apresentar, contribuir = state \u2013 declarar, estabelecer
\nthought \u2013 pensamento, opini\u00e3o = opinion<\/p>\n
Observe que a frase parafraseia corretamente o que diz o texto usando sin\u00f4nimos de palavras. Correta.<\/p>\n
GABARITO: E<\/p>\n
46. Which one from the underlined verbs in the text conveys a verb tense that is different from the others?<\/p>\n
[A] says (paragraph 1)
\n[B] made (paragraph 1)
\n[C] think (paragraph 2)
\n[D] runs (paragraph 3)
\n[E] needs (paragraph 4)<\/p>\n
46. Which one from the underlined verbs in the text conveys a verb tense that is different from the others?
\n46. Quais dos verbos sublinhados no texto conv\u00e9m o tempo verbal que \u00e9 diferente de outros?<\/p>\n
[A] says (paragraph 1) \u2013 diz (par\u00e1grafo 1)
\n[B] made (paragraph 1) \u2013 fez (par\u00e1grafo 1)
\n[C] think (paragraph 2) \u2013 acho (par\u00e1grafo 2)
\n[D] runs (paragraph 3) \u2013 administra (par\u00e1grafo 3)
\n[E] needs (paragraph 4) \u2013 precisa (par\u00e1grafo 4)<\/p>\n
Quase todos os verbos sublinhados no texto says, think, runs e needs est\u00e3o no tempo verbal Presente Simples. O \u00fanico diferente dos outros \u00e9 o made que est\u00e1 no Passado Simples. Ele faz o passado irregular do verbo make (fazer).<\/p>\n
GABARITO: B<\/p>\n
47. According to the text, choose the correct statement.<\/p>\n
[A] Creativity is not a big issue for Tim Cook.
\n[B] Coding is going to be required in every public school.
\n[C] Cook went to France to learn how to code.
\n[D] Cook and people in general can benefit from coding.
\n[E] Coding and creativity don\u2019t make a good combination.<\/p>\n
47. According to the text, choose the correct statement.
\n47. De acordo com o texto, escolha a declara\u00e7\u00e3o correta.<\/p>\n
[A] Creativity is not a big issue for Tim Cook. – Criatividade n\u00e3o \u00e9 uma quest\u00e3o importante para Tim Cook.<\/p>\n
Tim Cook declarou: \u201cA criatividade \u00e9 o objetivo. A codifica\u00e7\u00e3o \u00e9 apenas para permitir isso. Criatividade est\u00e1 no banco da frente; a tecnologia est\u00e1 no banco de tr\u00e1s. Com a combina\u00e7\u00e3o de ambos, voc\u00ea pode fazer coisas grandiosas hoje em dia.\u201d Portanto, est\u00e1 claro que a criatividade \u00e9 sim uma quest\u00e3o importante para ele. Errada.<\/p>\n
[B] Coding is going to be required in every public school. – A codifica\u00e7\u00e3o ser\u00e1 necess\u00e1ria em todas as escolas p\u00fablicas.<\/p>\n
O que o texto diz \u00e9 que na opini\u00e3o de Tim Cook, a codifica\u00e7\u00e3o deveria ser exigida em todas as escolas p\u00fablicas do mundo. Errada.<\/p>\n
[C] Cook went to France to learn how to code.- Cook foi para a Fran\u00e7a para aprender a codificar.<\/p>\n
Segundo o texto, ele foi para a Fran\u00e7a para uma reuni\u00e3o com o presidente franc\u00eas Emmanuel Macron. Errada.<\/p>\n
[D] Cook and people in general can benefit from coding. – Cook e as pessoas em geral podem se beneficiar da codifica\u00e7\u00e3o.<\/p>\n
Of course, it\u2019s in Cook\u2019s best interest to have the world learning how to code. He runs a tech company that depends on access to a constantly growing pipeline of talent. But it could be in your interest too: studying coding could increase your chances of pulling in a big salary
\n\u00c9 claro que \u00e9 do interesse de Cook que o mundo aprenda a codificar. Ele administra uma empresa de tecnologia que depende do acesso a um fluxo constante de talentos. Mas tamb\u00e9m pode ser do seu interesse: estudar codifica\u00e7\u00e3o pode aumentar suas chances de obter um grande sal\u00e1rio.<\/p>\n
O segmento do texto acima deixa bem claro que tanto Cook como as pessoas em geral podem se beneficiar da codifica\u00e7\u00e3o. Correta.<\/p>\n
[E] Coding and creativity don\u2019t make a good combination. – A codifica\u00e7\u00e3o e a criatividade n\u00e3o combinam bem.<\/p>\n
Pelo contr\u00e1rio, o texto diz que com a combina\u00e7\u00e3o de ambos, voc\u00ea pode fazer coisas grandiosas hoje em dia. Errada.<\/p>\n
GABARITO: D<\/p>\n
Leia o texto a seguir e responda a\u0300s questo\u0303es 48, 49 e 50.<\/p>\n
(Ti\u0301tulo omitido propositadamente)<\/p>\n
German explosives experts defused a massive Second World War bomb in the financial capital of Frankfurt on Sunday after tens of thousands of people evacuated their homes.
\nAbout 60,000 people were ordered to leave in what was Germany\u2019s biggest evacuation since the war, with more than 1,000 emergency service workers helping to clear the area around the bomb, which was discovered on a building site last week. Police set up cordons around the evacuation area, which covered a radius of just under a mile (1.5km), as residents dragged suitcases with them and many families left by bicycle.
\nThe fire service said the evacuation of two hospitals, including premature babies and patients in intensive care, had been completed and they were helping about 500 elderly people to leave residences and care homes.
\nMore than 2,000 tonnes of live bombs and munitions are found each year in Germany, even under buildings. In July, a kindergarten was evacuated after teachers discovered an unexploded Second World War bomb on a shelf among some toys. British and American warplanes pummelled Germany with 1.5 million tonnes of bombs that killed 600,000 people. Officials estimate that 15% of the bombs failed to explode.
\nFrankfurt police said they rang every doorbell and used helicopters with heat-sensing cameras to make sure nobody was left behind before they began defusing the bomb on Sunday.
\nAdapted from https:\/\/www.theguardian.com\/world\/<\/p>\n
Coment\u00e1rios:
\n48. Choose the most appropriate title for the text.<\/p>\n
[A] Discovery of Germany\u2019s biggest evacuation since the war forces bombs to explode.
\n[B] Kindergarten was evacuated after a World War II bomb exploded among the toys.
\n[C] Discovery of unexploded bomb in German financial capital forces evacuation.
\n[D] 15% of World War II bombs were discovered on a building site.
\n[E] Emergency service workers exploded American warplanes and killed 600,000 people in Germany.<\/p>\n
48. Choose the most appropriate title for the text.
\n48. Escolha o t\u00edtulo mais apropriado para o texto.<\/p>\n
[A] Discovery of Germany\u2019s biggest evacuation since the war forces bombs to explode. – Descoberta da maior evacua\u00e7\u00e3o da Alemanha desde que a guerra obriga as bombas a explodir.<\/p>\n
O que foi descoberto foi uma bomba e n\u00e3o uma evacua\u00e7\u00e3o. Observe que a banca troca as palavras e ideias para testar se o candidato est\u00e1 compreendendo o texto. Errada.<\/p>\n
[B] Kindergarten was evacuated after a World War II bomb exploded among the toys. – O jardim de inf\u00e2ncia foi evacuado depois que uma bomba da Segunda Guerra Mundial explodiu entre os brinquedos.<\/p>\n
O texto diz que um jardim de inf\u00e2ncia foi evacuado depois que os professores descobriram uma bomba n\u00e3o detonada da Segunda Guerra Mundial em uma prateleira entre alguns brinquedos. A bomba encontrada l\u00e1 n\u00e3o explodiu. Al\u00e9m disso, esse n\u00e3o seria um t\u00edtulo adequado pois ele n\u00e3o resume o assunto principal do texto. Ele apenas menciona, e ainda de maneira equivocada, algo que foi citado no final do texto. Errada.<\/p>\n
[C] Discovery of unexploded bomb in German financial capital forces evacuation. – Descoberta de bomba n\u00e3o detonada na capital financeira alem\u00e3 for\u00e7a evacua\u00e7\u00e3o.<\/p>\n
German explosives experts defused a massive Second World War bomb in the financial capital of Frankfurt on Sunday after tens of thousands of people evacuated their homes.
\nEspecialistas em explosivos alem\u00e3es desativaram uma enorme bomba da Segunda Guerra Mundial na capital financeira de Frankfurt, no domingo, ap\u00f3s dezenas de milhares de pessoas terem evacuado suas casas.<\/p>\n
German financial capital – capital financeira alem\u00e3 = financial capital of Frankfurt – capital financeira de Frankfurt<\/p>\n
evacuation – evacua\u00e7\u00e3o = people evacuated their homes – pessoas terem evacuado suas casas<\/p>\n
O t\u00edtulo de um texto resume a sua mensagem ou assunto principal. \u00c9 como uma manchete de jornal. Dica: numa quest\u00e3o como essa procure aquela op\u00e7\u00e3o com mais palavras iguais ou sin\u00f4nimas, como as express\u00f5es que destaquei acima. Correta.<\/p>\n
[D] 15% of World War II bombs were discovered on a building site. – 15% das bombas da Segunda Guerra Mundial foram descobertas em um canteiro de obras.<\/p>\n
O que o texto diz \u00e9 que as autoridades estimam que 15% das bombas, largadas sobre a Alemanha durante a segunda Guerra mundial, n\u00e3o explodiram. Errada.<\/p>\n
[E] Emergency service workers exploded American warplanes and killed 600,000 people in Germany. \u2013 Equipes de socorristas explodiram avi\u00f5es americanos e mataram 600.000 pessoas na Alemanha.<\/p>\n
Os funcion\u00e1rios socorristas ajudam os feridos, n\u00e3o s\u00e3o eles que explodem avi\u00f5es e matam pessoas. Errada.<\/p>\n
GABARITO: C<\/p>\n
49. Choose the alternative with the correct reference for the underlined words from the text.<\/p>\n
[A] their (paragraph 1) = experts.
\n[B] which (paragraph 2) = the area.
\n[C] them (paragraph 2) = suitcases.
\n[D] they (paragraph 3) = the fire service.
\n[E] that (paragraph 4) = warplanes.<\/p>\n
49. Choose the alternative with the correct reference for the underlined words from the text.
\n49. Escolha a alternativa com a refer\u00eancia correta para as palavras sublinhadas do texto.<\/p>\n
[A] their (paragraph 1) = experts. \u2013 suas (par\u00e1grafo 1) = experts.<\/p>\n
German explosives experts defused a massive Second World War bomb in the financial capital of Frankfurt on Sunday after tens of thousands of people evacuated their homes.
\nEspecialistas em explosivos alem\u00e3es desativaram uma enorme bomba da Segunda Guerra Mundial na capital financeira de Frankfurt, no domingo, ap\u00f3s dezenas de milhares de pessoas terem evacuado suas casas.<\/p>\n
Essa \u00e9 uma quest\u00e3o que aborda pronomes e \u00e9 essencial que se analise o contexto. Dica: Fa\u00e7a a pergunta ao verbo, assim: terem evacuado as casas de quem? Delas (das pessoas). Portanto, o pronome their (suas) n\u00e3o se refere a experts e sim a people (pessoas). Errada.<\/p>\n
[B] which (paragraph 2) = the area. – que (par\u00e1grafo 2) = a \u00e1rea<\/p>\n
Police set up cordons around the evacuation area, which covered a radius of just under a mile (1.5km), as residents dragged suitcases with them and many families left by bicycle.
\nA pol\u00edcia instalou cord\u00f5es de isolamento ao redor da \u00e1rea de evacua\u00e7\u00e3o, que cobriram um raio de pouco menos de 1,5 quil\u00f4metro, enquanto os moradores arrastavam as malas com eles e muitas fam\u00edlias partiam de bicicleta.<\/p>\n
O que cobriu um raio de pouco menos de 1,5 quil\u00f4metro? Os cord\u00f5es de isolamento. Portanto, o pronome relative which n\u00e3o se refere a the area (a \u00e1rea) e sim a cordons (cord\u00f5es de isolamento). Errada.<\/p>\n
[C] them (paragraph 2) = suitcases. \u2013 eles (par\u00e1grafo 2) = malas<\/p>\n
Police set up cordons around the evacuation area, which covered a radius of just under a mile (1.5km), as residents dragged suitcases with them and many families left by bicycle.
\nA pol\u00edcia instalou cord\u00f5es de isolamento ao redor da \u00e1rea de evacua\u00e7\u00e3o, que cobriram um raio de pouco menos de 1,5 quil\u00f4metro, enquanto os moradores arrastavam as malas com eles e muitas fam\u00edlias partiam de bicicleta.<\/p>\n
Os moradores arrastavam as malas com quem? Com eles mesmos. Portanto, o pronome them n\u00e3o se refere a suitcases (malas) e sim a residents (moradores). Errada.<\/p>\n
[D] they (paragraph 3) = the fire service. – eles (par\u00e1grafo 3) = o corpo de bombeiros<\/p>\n
The fire service said the evacuation of two hospitals, including premature babies and patients in intensive care, had been completed and they were helping about 500 elderly people to leave residences and care homes.
\nO corpo de bombeiros disse que a evacua\u00e7\u00e3o de dois hospitais, incluindo beb\u00eas prematuros e pacientes em tratamento intensivo, foi conclu\u00edda e eles ajudaram cerca de 500 idosos a deixar resid\u00eancias e casas de repouso.<\/p>\n
Quem ajudou cerca de 500 idosos a deixar resid\u00eancias e casas de repouso? Os bombeiros. Portanto o pronome pessoal they (eles) refere-se a the fire service (o corpo de bombeiors). O pronome they (eles) retoma ou refere-se ao sujeito citado no in\u00edcio da frase. Esse \u00e9 o papel do pronome pessoal: substituir a pessoa citada anteriormente para n\u00e3o ter que repeti-la. Correta.<\/p>\n
[E] that (paragraph 4) = warplanes. \u2013 que (par\u00e1grafo 4) = avi\u00f5es de guerra<\/p>\n
British and American warplanes pummelled Germany with 1.5 million tonnes of bombs that killed 600,000 people.
\nAvi\u00f5es de guerra brit\u00e2nicos e americanos atacaram a Alemanha com 1,5 milh\u00e3o de toneladas de bombas que mataram 600 mil pessoas.<\/p>\n
O que matou 600 mil pessoas? As bombas. Portanto, o pronome that (que) refere-se a bombs (bombas) e n\u00e3o a warplanes (avi\u00f5es de guerra). Errada.<\/p>\n
GABARITO: D<\/p>\n
50. According to the text, choose the alternative that correctly substitutes \u201cwas left behind\u201d in the sentence \u201c …to make sure nobody was left behind before they began…\u201d (paragraph 5).<\/p>\n
[A] remained in the evacuation area.
\n[B] exploded in the evacuation area.
\n[C] destroyed buildings in the evacuation area.
\n[D] discovered bombs in the evacuation area.
\n[E] entered kindergarten in the evacuation area.<\/p>\n
50. According to the text, choose the alternative that correctly substitutes \u201cwas left behind\u201d in the sentence \u201c …to make sure nobody was left behind before they began…\u201d (paragraph 5).
\n50. De acordo com o texto, escolha a alternativa que substitui corretamente \u201cfoi deixado para tr\u00e1s\u201d na frase \u201c… para ter certeza de que ningu\u00e9m foi deixado para tr\u00e1s antes de come\u00e7ar …\u201d (par\u00e1grafo 5).<\/p>\n
[A] remained in the evacuation area. \u2013 permaneceu na \u00e1rea de evacua\u00e7\u00e3o.<\/p>\n
Frankfurt police said they rang every doorbell and used helicopters with heat-sensing cameras to make sure nobody was left behind before they began defusing the bomb on Sunday.
\nA pol\u00edcia de Frankfurt disse que tocou todas as campainhas e usou helic\u00f3pteros com c\u00e2meras sens\u00edveis ao calor para garantir que ningu\u00e9m fosse deixado para tr\u00e1s antes de come\u00e7ar a desarmar a bomba no domingo.<\/p>\n
Leave behind \u2013 deixar para tr\u00e1s = remain in the area \u2013 permanecer na \u00e1rea<\/p>\n
A alternativa substitui corretamente a frase destacada no enunciado. Correta.<\/p>\n
[B] exploded in the evacuation area. \u2013 explodiu na \u00e1rea de evacua\u00e7\u00e3o.<\/p>\n
O verbo exploded (exploded) n\u00e3o \u00e9 sin\u00f4nimo do leave behind (deixado para tr\u00e1s) no texto. Errada.<\/p>\n
[C] destroyed buildings in the evacuation area. \u2013 destruiu pr\u00e9dios na \u00e1rea de evacua\u00e7\u00e3o.<\/p>\n
O verbo destroyed (destruiu) n\u00e3o \u00e9 sin\u00f4nimo do leave behind (deixado para tr\u00e1s) no texto. Se o substitu\u00edsse deixaria o texto incoerente. Errada.<\/p>\n
[D] discovered bombs in the evacuation area. \u2013 descobriu bombas na \u00e1rea de evacua\u00e7\u00e3o.<\/p>\n
N\u00e3o tem sentido dizer \u201cpara garantir que ningu\u00e9m descobriu bombas na \u00e1rea de evacua\u00e7\u00e3o\u201d antes de come\u00e7ar a desarmar a bomba no domingo. Errada.<\/p>\n
[E] entered kindergarten in the evacuation area. \u2013 entrou no jardim de inf\u00e2ncia na \u00e1rea de evacua\u00e7\u00e3o.<\/p>\n
Ser deixado para tr\u00e1s n\u00e3o \u00e9 o mesmo que entrar no jardim de inf\u00e2ncia na \u00e1rea de evacua\u00e7\u00e3o. Errada.<\/p>\n
GABARITO: A<\/p>\n
Escola de Aprendizes Marinheiros – 2018<\/p>\n
QUESTA\u0303O 16
\nRead the dialogue and mark the right option to fill in the gaps respectively.<\/p>\n
A: Good morning, Pedro!
\nB: Hi, Anne! How are you?
\nA: I’m great. And you?
\nB: I’m OK.<\/p>\n
A : __________you at Tom’s party last night?
\nB: Yes, I _________.
\nA: Who_________ you go with?
\nB: I __________ with my friends from work. And you? Were you there?
\nA: No, I __________ . I __________ home.<\/p>\n
(A) Did\/ did\/ went\/ was\/ weren’t\/ was
\n(B) Were \/was \/were \/go \/ didn’t \/went
\n(C) Was \/was \/did \/was \/ weren’t \/was
\n(D) Were \/ was \/ did \/ went \/ wasn’t \/ stayed
\n(E) Did \/ did \/ did \/ went \/ didn’t \/ went<\/p>\n
QUESTA\u0303O 16
\nRead the dialogue and mark the right option to fill in the gaps respectively.
\nLeia o di\u00e1logo e marque a op\u00e7\u00e3o correta para preencher os espa\u00e7os respectivamente.<\/p>\n
A: Good morning, Pedro! \u2013 Bom dia, Pedro!
\nB: Hi, Anne! How are you? \u2013 Oi, Anne! Como voc\u00ea est\u00e1?<\/p>\n
A: I’m great. And you? \u2013 Estou \u00f3tima. E voc\u00ea?
\nB: I’m OK. \u2013 Estou bem.<\/p>\n
A : __Were________you at Tom’s party last night? \u2013 Voc\u00ea estava na festa do Tom ontem \u00e0 noite?
\nB: Yes, I ___was______. \u2013 Sim, Eu estava.
\nA: Who___did______ you go with? \u2013 Quem foi com voc\u00ea?
\nB: I ____went______ with my friends from work. And you? Were you there? \u2013 Eu fui com meus amigos do trabalho. E voce? Voc\u00ea estava l\u00e1?
\nA: No, I __________ . I __________ home. \u2013 N\u00e3o, eu n\u00e3o estava. Eu fiquei em casa.<\/p>\n
(A) Did \/did \/ went \/was \/weren’t \/was e (E) Did \/ did \/ did \/ went \/ didn’t \/ went<\/p>\n
A : __Were________you at Tom’s party last night? \u2013 Voc\u00ea estava na festa do Tom ontem \u00e0 noite?<\/p>\n
Dica: Esse tipo de quest\u00e3o se resolve por elimina\u00e7\u00e3o a fim de ganhar tempo na hora da prova. No primeiro espa\u00e7o n\u00e3o pode ser colocado o DID pois esse auxiliar s\u00f3 \u00e9 usado com verbos no passado que n\u00e3o sejam o verbo to be (ser, estar). A pergunta \u00e9 feita no passado mais \u00e9 o verbo estar, e esse verbo n\u00e3o precisa do auxiliar DID. Para fazer interrogativas com o verbo to be \u00e9 s\u00f3 inverter a posi\u00e7\u00e3o do verbo que est\u00e1 depois do sujeito na frase afirmativa e p\u00f5e no in\u00edcio da frase antes do sujeito. Ent\u00e3o voce j\u00e1 elimina as op\u00e7\u00f5es A e E. Erradas.<\/p>\n
(B) Were \/ was \/ were \/ go \/didn’t \/went<\/p>\n
A : __Were________you at Tom’s party last night? \u2013 Voc\u00ea estava na festa do Tom ontem \u00e0 noite?
\nB: Yes, I ___was______. \u2013 Sim, eu estava.
\nA: Who___did______ you go with? \u2013 Quem foi com voc\u00ea?<\/p>\n
O primeiro espa\u00e7o est\u00e1 preenchido corretamente. O verbo to be (ser, estar) est\u00e1 no passado pois no final da frase vemos a express\u00e3o last night (ontem \u00e0 noite), o que indica que a a\u00e7\u00e3o ocorreu no passado. O sujeito \u00e9 a 2a pessoa you (voce) cujo verbo \u00e9 were (estava) e a posi\u00e7\u00e3o do verbo est\u00e1 correta: no in\u00edcio da frase pois \u00e9 uma frase interrogativa. A frase B tamb\u00e9m est\u00e1 correta. O sujeito \u00e9 a 1a pessoa do singular I (eu) cujo verbo correspondente \u00e9 was (estava). A terceira frase est\u00e1 errada pois n\u00e3o pode se usar were visto que n\u00e3o se trata do verbo to be. Portanto, errada.<\/p>\n
(C) Was \/ was \/did \/was \/weren’t \/was<\/p>\n
O primeiro espa\u00e7o est\u00e1 errado pois a flex\u00e3o verbal para o sujeito da 2a pessoa do singular you se faz com were e n\u00e3o com was. Errada.<\/p>\n
(D) Were \/ was \/ did \/ went \/ wasn’t \/ stayed \u2013 Estava \u2013 estava \u2013 foi – fui \u2013 n\u00e3o estava – fiquei<\/p>\n
A : __Were________you at Tom’s party last night? \u2013 Voc\u00ea estava na festa do Tom ontem \u00e0 noite?
\nB: Yes, I ___was______. \u2013 Sim, Eu estava.
\nA: Who___did______ you go with? \u2013 Quem foi com voc\u00ea?
\nB: I ____went______ with my friends from work. And you? Were you there? \u2013 Eu fui com meus amigos do trabalho. E voce? Voc\u00ea estava l\u00e1?
\nA: No, I ____wasn\u2019t______ . I ____stayed______ home. \u2013 N\u00e3o, eu n\u00e3o estava. Eu fiquei em casa.<\/p>\n
Correta. O primeiro espa\u00e7o est\u00e1 preenchido corretamente. O verbo to be (ser, estar) est\u00e1 no passado pois no final da frase vemos a express\u00e3o last night (ontem \u00e0 noite), o que indica que a a\u00e7\u00e3o ocorreu no passado. O sujeito \u00e9 a 2a pessoa you (voce) cujo verbo \u00e9 were (estava) e a posi\u00e7\u00e3o do verbo est\u00e1 correta: no in\u00edcio da frase pois \u00e9 uma frase interrogativa. A frase B tamb\u00e9m est\u00e1 correta. O sujeito \u00e9 a 1a pessoa do singular I (eu) cujo verbo correspondente \u00e9 was (estava). A terceira frase est\u00e1 correta pois n\u00e3o pode se usar were visto que n\u00e3o se trata do verbo to be. O auxiliar usado \u00e9 o DID pois a frase est\u00e1 no passado. O pen\u00faltimo espa\u00e7o est\u00e1 corretamente preenchido com o went (passado do verbo go). A \u00faltima frase est\u00e1 corretamente preenchida com wasn\u2019t (n\u00e3o estava) pois a pessoa \u00e9 a 1a pess. Do singular e a frase est\u00e1 na negativa. O verbo stay faz o passado stayed com o acrescimo do ED visto que \u00e9 um verbo regular.<\/p>\n
GABARITO: D<\/p>\n
QUESTA\u0303O 17
\nRead the sentences and mark the correct option to fill in the blanks respectively.<\/p>\n
Sarah is ____________friend.____________ lives next to my house. We love riding our bikes.___________ bike is red. ____________ is green. We love spending time together!<\/p>\n
(A) my \/ She \/ My \/ Hers
\n(B) your \/ I \/ My \/ Her
\n(C) her \/ He \/ Her \/ Mine
\n(D) my \/ Her \/My \/She
\n(E) his \/ He \/ My \/ His<\/p>\n
QUESTA\u0303O 17
\nRead the sentences and mark the correct option to fill in the blanks respectively.
\nLeia as frases e marque a op\u00e7\u00e3o correta para preencher os espa\u00e7os em branco respectivamente.<\/p>\n
Sarah is ____my________friend._____She_______ lives next to my house. We love riding our bikes.______My_____ bike is red. ______Hers______ is green. We love spending time together!
\nSarah \u00e9 ____ minha ________ amiga. _____ Ela _______ mora ao lado da minha casa. N\u00f3s amamos andar de bicicleta. ______ Minha bicicleta ____ \u00e9 vermelha. ______A dela______ \u00e9 verde. N\u00f3s amamos passar tempo juntos.<\/p>\n
(A) my \/ She \/ My \/ Hers \u2013 minha \u2013 Ela \u2013 Minha – Dela<\/p>\n
Correta. Nesse tipo de quest\u00e3o analise o contexto. A narra\u00e7\u00e3o \u00e9 feita na primeira pessoa do singular e se usa a terceira pessoa do singular para se referir a uma amiga. No primeiro espa\u00e7o o pronome possessivo correto \u00e9 o my (minha). No segundo espa\u00e7o o correto \u00e9 o<\/p>\n
pronome pessoal she (ela) pois est\u00e1 se refindo a Sara que \u00e9 3a pess. do singular feminino. O terceiro espa\u00e7o \u00e9 corretamente preenchido com o pronome possessivo na 1a pessoa do singular My (Minha) com letra mai\u00fascula pois se trata de um in\u00edcio de frase. No \u00faltimo espa\u00e7o o correto \u00e9 o pronome possessivo na 3a pess. do singular feminino hers (dela) para n\u00e3o ter que repetir a palavra bike (bicicleta).<\/p>\n
(B) your \/ I \/ My \/ Her \u2013 seu \/ Eu \/ Meu \/ Dela<\/p>\n
O narrador est\u00e1 falando da amiga dele. Portanto, ele tem que dizer my (minha), n\u00e3o cabe o your (seu) pois o texto ficaria sem nexo. No segundo espa\u00e7o o sujeito precisa ser 3a pessoa do singular para concordar com o verbo lives (mora). No \u00faltimo espa\u00e7o s\u00f3 poderia ser her se tivesse o nome bike, ent\u00e3o ficaria her bike (a bicicleta dela). Errada.<\/p>\n
(C) her \/ He \/ Her\/ Mine \u2013 dela \/ Ele \/ Dela \/ Meu<\/p>\n
O narrador est\u00e1 falando da amiga dele. Portanto, ele tem que dizer my (minha), n\u00e3o cabe o her (dela) pois o texto ficaria sem nexo. No segundo espa\u00e7o o sujeito precisa ser 3a pessoa do singular no feminino para concordar com a pessoa a que o pronome se refere que \u00e9 Sara. Errada.<\/p>\n
(D) my \/ Her \/ My \/ She \u2013 meu \/ Dela \/ Meu \/ Ela<\/p>\n
No segundo espa\u00e7o n\u00e3o cabe um pronome possessivo. Observe que depois do espa\u00e7o h\u00e1 o verbo lives. Portanto se exige um pronome pessoal. Errada.<\/p>\n
(E) his \/ He \/ My \/ His \u2013 dele \/ Ele \/ Meu \/ Dele<\/p>\n
O narrador est\u00e1 falando da amiga dele. Portanto, ele tem que dizer my (minha), n\u00e3o cabe o his (dele) pois o texto ficaria sem nexo. Errada.<\/p>\n
GABARITO: A
\nQUESTA\u0303O 18
\nRead the text below.<\/p>\n
In the cartoon, the future tense is used to express<\/p>\n
(A) a plan.
\n(B) an order.
\n(C) a possibility.
\n(D) a prediction.
\n(E) an offer.<\/p>\n
QUESTA\u0303O 18
\nRead the text below.
\nLeia o texto abaixo.<\/p>\n
In the cartoon, the future tense is used to express
\nNo cartum o tempo verbal futuro \u00e9 usado para expressar<\/p>\n
(A) a plan. \u2013 um plano.<\/p>\n
O auxiliar will pode ser usado para decis\u00f5es instant\u00e2neas ou feitas no momento da fala ou planos para o futuro. Mas n\u00e3o \u00e9 assim que ele est\u00e1 sendo usado no cartum. Errada.<\/p>\n
(B) an order. \u2013 uma ordem.<\/p>\n
As vezes o auxiliar will \u00e9 usado para dar uma ordem ou fazer um pedido. Ex: Will you please be quiet? (Fa\u00e7a sil\u00eancio por favor). No entanto, n\u00e3o \u00e9 dessa forma que ele \u00e9 usado no cartum. Errada.<\/p>\n
(C) a possibility. \u2013 uma possibilidade.<\/p>\n
Geralmente o auxiliar would que \u00e9 o passado de will \u00e9 usado para expressar uma possibilidade. Errada.<\/p>\n
(D) a prediction. \u2013 uma predi\u00e7\u00e3o.<\/p>\n
This will never end.
\nIsso nunca vai acabar.<\/p>\n
O auxiliar will na frase \u00e9 usado para fazer uma predi\u00e7\u00e3o. Correta.<\/p>\n
(E) an offer. \u2013 uma oferta.<\/p>\n
Em alguns contextos o auxiliar will pode ser usado para fazer uma oferta. Ex: I will talk to them. (Deixa que eu falo com eles). Mas esse n\u00e3o \u00e9 o seu uso no cartum. Errada.<\/p>\n
GABARITO: D<\/p>\n
Translation<\/p>\n
The end is near.
\nO fim est\u00e1 pr\u00f3ximo.<\/p>\n
This will never end.
\nIsso nunca vai acabar.<\/p>\n
Your optimism disgusts me.
\nSeu otimismo me enoja.<\/p>\n
QUESTA\u0303O 19<\/p>\n
Use the verbs in parentheses to complete the following statements.<\/p>\n
I- I usually ___________ (listen) to music in the evenings, but at the moment I___________(watch) my favorite program on TV.<\/p>\n
II- Janeth ___________ (love) films. Sometimes, she ___________ (prefer) to go to the theater with her friends.
\nIII- Mr. Steven ___________ (live) in Rio de Janeiro, Brazil. During the week, his parents ___________ (work) as lawyers for a big company downtown.<\/p>\n
Now mark the option which completes them respectively.<\/p>\n
(A) am listening \/ am watching \/ is loving \/ prefers \/ lives \/ working
\n(B) am listening \/ watch \/ loves \/ is prefering \/ is living \/ works
\n(C) am listening \/ watch \/ love \/ is prefering \/ is living \/works
\n(D) listen \/ watch \/ is loving \/ prefer \/ live \/ is working
\n(E) listen \/ am watching \/ loves \/ prefers \/ lives \/ work<\/p>\n
QUESTA\u0303O 19
\nUse the verbs in parentheses to complete the following statements.
\nUse os verbos em parent\u00eases para completar as declara\u00e7\u00f5es seguintes.<\/p>\n
I- I usually ______listen_____ (listen) to music in the evenings, but at the moment I____am watching_______(watch) my favorite program on TV.
\nEu geralmente ____ escuto _____ (escutar) m\u00fasica \u00e0 noite, mas no momento eu estou assistindo _______ (assistir) meu programa favorito na TV.<\/p>\n
II- Janeth _____loves______ (love) films. Sometimes, she ____prefers_______ (prefer) to go to the theater with her friends.
\nI- A Janete _____ama______ (amor) filmes. \u00c0s vezes, ela ____prefere_______ (preferir) ir ao teatro com seus amigos.<\/p>\n
III- Mr. Steven ____lives_______ (live) in Rio de Janeiro, Brazil. During the week, his parents ____work_______ (work) as lawyers for a big company downtown.
\nIII – O Sr. Steven ____mora_______ (morar) no Rio de Janeiro, Brasil. Durante a semana, seus pais ____ trabalham (trabalhar) como advogados de uma grande empresa no centro da cidade.<\/p>\n
Now mark the option which completes them respectively.
\nAgora marque a op\u00e7\u00e3o que os completa respectivamente.<\/p>\n
(A) am listening \/ am watching \/ is loving \/ prefers \/ lives \/ working. \u2013 estou escutando \u2013 estou assistindo \u2013 est\u00e1 amando \u2013 prefere \u2013 mora \u2013 trabalhando.
\n(B) am listening \/ watch \/ loves \/ is prefering \/ is living \/ works. – estou escutando \u2013assisto \u2013 ama \u2013 est\u00e1 preferindo \u2013 est\u00e1 morando \u2013 trabalha.
\n(C) am listening \/ watch \/ love \/ is prefering \/ is living \/works. – estou escutando \u2013assisto \u2013 amo \u2013 est\u00e1 preferindo \u2013 est\u00e1 morando \u2013 trabalha.<\/p>\n
Nas tr\u00eas op\u00e7\u00f5es acima temos os verbos do primeiro espa\u00e7o no Presente Cont\u00ednuo. Esse tempo verbal \u00e9 usado para expressar uma a\u00e7\u00e3o que acontece no momento e n\u00e3o esporaticamente. Visto que a frase usa o adv\u00e9rbio usually (geralmente), n\u00e3o \u00e9 correto que se use esse tempo verbal pois a frase ficaria incoerente. Erradas.<\/p>\n
(D) listen \/ watch \/ is loving \/ prefer \/ live \/ is working. – escuto \u2013 assisto \u2013 est\u00e1 amando \u2013 prefere \u2013 mora \u2013 est\u00e1 trabalhando.<\/p>\n
II- Janeth _____loves______ (love) films. Sometimes, she ____prefers_______ (prefer) to go to the theater with her friends.
\nI- A Janete _____ama______ (amor) filmes. \u00c0s vezes, ela ____prefere_______ (preferir) ir ao teatro com seus amigos.<\/p>\n
Dica: Para resolver esse tipo de quest\u00e3o mais r\u00e1pido, observe o verbo que corresponde \u00e0 terceira pessoa do singular. Veja que na op\u00e7\u00e3o o verbo prefer est\u00e1 sem o \u201cs\u201d no final. Esse \u201cs\u201d \u00e9 colocado no final dos verbos no presente simples nas 3a pessoas do singular (he\/ele, she\/ela e it\/ele, ela). Errada.<\/p>\n
(E) listen \/ am watching \/ loves \/ prefers \/ lives \/ work. \u2013 escuto \u2013 estou assistindo – ama \u2013 prefere – mora \u2013 trabalha.<\/p>\n
Correta. A alternativa preenche corretamente todos os espa\u00e7os sem alterar a interpreta\u00e7\u00e3o e sem deixar o texto incoerente.<\/p>\n
GABARITO: E<\/p>\n
QUESTA\u0303O 20
\nLook at the picture below.<\/p>\n
What are they doing in the picture?<\/p>\n
(A) The children play basketball every day.
\n(B) They are playing basketball now.
\n(C) The boys didn\u2019t play basketball yesterday.
\n(D) They never play basketball together.
\n(E) The boy and the girl won\u2019t play basketball.<\/p>\n
QUESTA\u0303O 20
\nLook at the picture below.
\nAnalise a gravura abaixo.<\/p>\n
What are they doing in the picture?
\nO que eles est\u00e3o fazendo na gravura?<\/p>\n
(A) The children play basketball every day. \u2013 As crian\u00e7as jogam basquetebol todo dia.<\/p>\n
Pela gravura n\u00e3o tem como saber se as crian\u00e7as jogam diariamente. Errada.<\/p>\n
(B) They are playing basketball now. \u2013 Eles est\u00e3o jogando basquete agora.<\/p>\n
Correta. A pessoa \u00e9 they (eles) que \u00e9 a 3a pess. do plural pois h\u00e1 mais de uma crian\u00e7a na gravura. O verbo est\u00e1 no Presente Cont\u00ednuo pois a a\u00e7\u00e3o ocorre no momento. Observe a palavra now (agora) no final da frase. E o jogo \u00e9 basquetebol.<\/p>\n
(C) The boys didn\u2019t play basketball yesterday. \u2013 Os meninos n\u00e3o jogaram basquete ontem.<\/p>\n
H\u00e1 uma menina na gravura. Portanto, o sujeito n\u00e3o pode ser the boys (os meninos). A frase est\u00e1 na negativa e no passado, deveria est\u00e1 na afirmativa e no presente. Errada.<\/p>\n
(D) They never play basketball together. \u2013 Eles nunca jogam basquete juntos.<\/p>\n
A frase est\u00e1 na negativa, deveria est\u00e1 na afirmativa. Errada.<\/p>\n
(E) The boy and the girl won\u2019t play basketball. \u2013 O menino e a menina n\u00e3o v\u00e3o jogar basquete.<\/p>\n
A frase est\u00e1 na negativa e no futuro, deveria est\u00e1 na afirmativa e no presente. Errada.<\/p>\n
GABARITO: B<\/p>\n","protected":false},"excerpt":{"rendered":"
Ol\u00e1 pessoal, Bom dia, boa tarde, boa noite, boa madrugada….Bom, aproxima-se a prova da EAM \u2013 Escola de Aprendizes Marinheiros. Essa \u00e9 a segunda vez que haver\u00e1 prova de L\u00edngua Inglesa para esse certame. Portanto, n\u00e3o temos como fazer uma an\u00e1lise mais profunda do que mais cair\u00e1 na prova. Nossa sugest\u00e3o \u00e9 que voc\u00eas estudem […]<\/p>\n","protected":false},"author":433,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"post_tipo":"article","footnotes":""},"categories":[1,6741],"tags":[],"tax_estado":[],"class_list":["post-182911","post","type-post","status-publish","format-standard","hentry","category-cursos-e-concursos","category-forcas-armadas-oficiais"],"acf":[],"yoast_head":"\n