LÍNGUA FRENTE MÓDULO

INGLESA A 02
Articles, Nouns and Genitive Case
ARTICLES • Antes de substantivos quando se sabe que só existe
um único tipo desse substantivo.
Artigos são palavras que precedem os substantivos para
Exemplos:
determiná-los ou indeterminá-los. Como em português,
há dois tipos de artigos em inglês: definite (definidos) e – The rain
indefinite (indefinidos). O artigo definido the (o, a, os, as),
– The sun
de modo geral, indica seres determinados, conhecidos da
pessoa que fala ou escreve. Os artigos indefinidos a / an – The world
(um, uma) indicam os seres de modo vago, impreciso.
– The Earth

Definite article – “the” Entretanto, se você quiser descrever uma instância

particular de um desses substantivos, deve-se usar a ou an.
O artigo definido the pode ser usado tanto no singular quanto
no plural. Ele corresponde a o, a, os e as em português. Exemplos:

Exemplos: – I could hear the rain. It was a cold rain.

– The cell phone my father gave me is awesome! – A: What are your expectations for the future?
B: I guess I have a promising future ahead of me.
– Did you shut the doors before leaving?

• Antes de nomes de oceanos, mares, rios, grupos de ilhas,

Usos de “the” classes de pessoas, cadeias de montanhas, desertos,
regiões e instrumentos musicais.
• Antes de superlativos.
Exemplos:
Exemplos:
– The Atlantic – The guitar
– Some people say Monday is the worst day of
the week. – The Alps – The French Riviera

– Civil War was the most successful movie last – The Azores – The city of Miami
year.
– The Sahara – The poor
• Para se referir a pontos geográficos do globo.
– The Amazon
Exemplos:
• Antes de nomes compostos de países quando eles
– The Equator
contêm palavras como: State, Kingdom, Republic,
– The North Pole Union, United.

• Quando o substantivo já tiver sido mencionado. Exemplos:

Exemplos: – The United States

– Tracy has got two children: a girl and a boy. – The United Kingdom
The girl is nine and the boy is five.
OBSERVAÇÃO
– A thief broke into our property yesterday.
We still don’t know who the thief is. – The Netherlands; the Philippines; the Gambia.

Bernoulli Sistema de Ensino 17

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Não se usa artigo
• Antes de substantivos quando se fala em termos gerais.
Exemplos:
– lnflation is rising.
– People tend to judge others by their beliefs.
• Ao se falar sobre esportes.
Exemplos:
– My brother plays soccer.
– Tennis is very good.
• Antes de substantivos incontáveis.
Exemplos:
– Coffee is delicious.
– lnformation is important to any organization.
• Antes de nomes de países, exceto os compostos que
contêm as palavras State, Kingdom, Republic, Union,
United.
Exemplo:
– Germany won the 2014 World Cup.
• Antes de adjetivos possessivos ou adjetivos
demonstrativos.
Exemplos:
– These papers are hers.
– My teacher is here today.
• Antes de estações do ano, feriados e dias da semana.
Exemplo:
– I take English classes on Tuesdays.
Indefinite articles – “a / an”
A e an referem-se a algo não conhecido, especificamente
para a pessoa com a qual se está falando. Esses artigos são
usados antes de substantivos que introduzem alguma coisa
ou pessoa ainda não mencionadas no discurso. Os artigos
indefinidos da Língua Inglesa correspondem a um e uma
em português. Sendo assim, é importante ressaltar que,
em inglês, não se usam artigos indefinidos com substantivo
no plural. O que ocorre é simplesmente a ausência de artigo
quando, na frase, houver referência a mais de um objeto.
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Exemplos:
Istockphoto
– I’m starving! I just ate an apple in the morning.
– I watched a very good movie last weekend.
– I needed Ø mangoes to prepare the dessert.
Ø = No article
OBSERVAÇÃO
A palavra one, quando pertencente a um grupo adjetivo,
é antecedida pelo artigo a.
– He has got a one-hundred dollar bill.
Sons consonantais e sons vocálicos
O que define o uso de a ou an é o som inicial da palavra que
o artigo indefinido precede. Se a palavra começar com um som
consonantal, usa-se a. Por exemplo: a book. Se começar com
um som vocálico, usa-se an. Por exemplo: an apple, an exercise.
Certas palavras, apesar de iniciadas por vogais, possuem um
som inicial que é realizado como um som consonantal. Do
mesmo modo, há também certas palavras que, apesar de
iniciadas por consoantes, apresentam som inicial de vogal.
Compare:
– a house, a hand, a head MAS an hour, an honor
(devido ao h- mudo).
– an uncle, an umbrella MAS a university, a European
girl, a uniform, a ewe (ew-, u- e eu- são pronunciados
como you no início de palavras).
– an orange, an opera, an office MAS a one-story house.
OBSERVAÇÃO
Apesar de as letras Y e W parecerem soar como vogais,
emprega-se a (e não an).
– a woman, a year, a word
CHECK IT OUT
Quando dizemos, por exemplo, “um ator famoso”
ou “um professor inteligente” em inglês, devemos nos
lembrar que o adjetivo virá sempre antes do substantivo,
e isso influencia no uso dos artigos indefinidos a / an,
já que eles dependem do som vocálico ou consonantal
da palavra à frente, que, no caso, será o adjetivo.
Observe:
an actor —> a famous actor
a teacher —> an intelligent teacher
a university —> an excellent university
 Articles, Nouns and Genitive Case

LEARN BY DOING I
01. (EN-RJ) Which sequence best completes the following quotation?
“__________ Ebola outbreak in West Africa is already __________ global threat to __________ public health and it’s vital
that __________ UK remains at __________ forefront of responding to __________ epidemic.” Michael Fallon, Defense
Secretary, 2014.
Available at: <http://www.royalnavy.mod.uk>.

A) An / a / the / – / the / an
B) – / the / – / the / – / an
C) The / the / the / – / the / the

LÍNGUA INGLESA
D) An / – / – / the / – / –
E) The / a / – / the / the / the

NOUNS Porém, existem alguns substantivos que possuem forma

diferenciada para o feminino, acrescentando-se o sufixo -ess:
General overview Masculino Feminino
Substantivos são palavras que se referem a pessoas, coisas actor (ator)* actress (atriz)
ou ideias abstratas. author (autor)* authoress (autora)
Em inglês, há vários tipos de substantivos, tais como: baron (barão) baroness (baronesa)

• common nouns (comuns): ball, horse, cheese, water; count (conde) countess (condessa)

• proper nouns (próprios): Brazil, Robert, Tommy Hilfiger, Paris; god (deus) goddess (deusa)
heir (herdeiro) heiress (herdeira)
• countable nouns (contáveis): ball, horse, pen, computer;
host (anfitrião) hostess (anfitriã)
• uncountable nouns (incontáveis): cheese, water, love, money;
murderer (assassino) murderess (assassina)
• collective nouns (coletivos): audience, school, bunch, crew;
priest (sacerdote) priestess (sacerdotisa)
• compound nouns (compostos): toothbrush, blackboard,
prince (príncipe) princess (princesa)
underground, full moon;
poet (poeta) poetess (poetisa)
• gerunds (gerúndios): walking, collecting, traveling, shopping. steward (comissário) stewardess (comissária)
tiger (tigre) tigress (tigresa)
Gender waiter (garçom) waitress (garçonete)
Os substantivos em inglês, em geral, possuem a mesma forma, * Actor e author também servem, respectivamente, para
tanto para o masculino quanto para o feminino. atriz e autora.
Exemplos:

Dancer – (dançarino / dançarina)

Minerva Studio / Shutterstock

Doctor – (doutor / doutora)

Child – (criança)
Enemy – (inimigo / inimiga)
Engineer – (engenheiro / engenheira)
Friend – (amigo / amiga)
Waiter.
Guest – (convidado / convidada)
Lawyer – (advogado / advogada)
Ekaterina Pokrovskaya / Shutterstock

Neighbor – (vizinho / vizinha)

Reader – (leitor / leitora)
Singer – (cantor / cantora)
Student – (aluno / aluna)
Istockphoto

Teacher – (professor / professora)

Dancers. Writer – (escritor / escritora) Waitress.

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Outros substantivos possuem formas diferentes para Singular and Plural Forms
cada gênero:
Regra geral: Forma-se plural, na maioria dos substantivos
Masculino Feminino
em inglês, acrescentando -s ao singular.
bachelor (solteiro) spinster (solteira)
Exemplos:
boy (garoto) girl (garota)
actor – actors
bridegroom (noivo) bride (noiva)
chair – chairs

Istockphoto
brother (irmão) sister (irmã) coat – coats
bull (touro) cow (vaca) eye – eyes
meeting – meetings
cock (galo) hen (galinha)
notebook – notebooks
dog (cachorro) bitch (cadela)
piano – pianos
father (pai) mother (mãe) Chairs.

fox (raposa macho) vixen (raposa fêmea)

Substantivos terminados em -ch, -o, -sh, -ss, -x e -z:
friar (frade) nun (freira)
acrescenta-se -es.
hero (herói) heroine (heroína)
Exemplos:
horse (cavalo) mare (égua)
watch – watches
king (rei) queen (rainha)
tomato – tomatoes
man (homem) woman (mulher) brush – brushes
nephew (sobrinho) niece (sobrinha) kiss – kisses

sir (senhor) lady (senhora) box – boxes

Istockphoto
son (filho) daughter (filha)

uncle (tio) aunt (tia) Watches.

wizard (bruxo) witch (bruxa) Substantivos terminados em -y precedidos de consoante:

elimina-se -y, coloca-se -i em seu lugar e, em seguida,
acrescenta-se o sufixo -es.

Exemplos:
country – countries
dictionary – dictionaries
Monkey Business Image / Shutterstock

Substantivos terminados em -y precedido por vogal:

acrescenta-se -s, seguindo a regra geral.

Exemplos:
toy – toys
ashtray – ashtrays
Nos substantivos compostos, troca-se apenas o elemento
que contém a ideia de gênero:

Masculino Feminino

boyfriend (namorado) girlfriend (namorada)

grandfather (avô) grandmother (avó)

grandson (neto) granddaughter (neta)

father-in-law (sogro) mother-in-law (sogra)

Istockphoto

brother-in-law (cunhado) sister-in-law (cunhada)

son-in-law (genro) daughter-in-law (nora)

Toys.

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 Articles, Nouns and Genitive Case

Alguns substantivos terminados em -f ou -fe fazem o plural Plural de origem grega e latina:
com -ves.
A) Os substantivos com final -on (grego) fazem o
Exemplos:
plural substituindo-se essa terminação por -a.
knife – knives calf – calves
life – lives elf – elves Exemplos:
shelf – shelves half – halves criterion – criteria
thief – thieves leaf – leaves phenomenon – phenomena
wife – wives loaf – loaves
wolf – wolves self – selves Exceções:
demon – demons
electron – electrons

LÍNGUA INGLESA
neutron – neutrons
proton – protons

B) Os substantivos com final -is (grego) fazem o

Istockphoto plural substituindo-se essa terminação por -es.

Exemplos:
Halves. analysis – analyses

OBSERVAÇÃO basis – bases

crisis – crises
• Outros substantivos terminados em -f e -fe fazem o
plural com -s, seguindo a regra geral. hypothesis – hypotheses

Exemplos: Exceção:

chief – chiefs metropolis – metropolises

handkerchief – handkerchiefs
roof – roofs C) Os substantivos com o final -um (latino) fazem
o plural substituindo-se essa terminação por -a.
Exceções:
Exemplos:
• Substantivos hoof (casco), scarf (cachecol) e wharf
bacterium – bacteria
(cais) fazem plural com -s ou -ves.
curriculum – curricula
• Letras e numerais fazem o plural com ‘s (às vezes, erratum – errata
apenas com s).
medium – media
Exemplos:
Exceções:
In the 70’s / In the 1970s (Nos anos 70) album – albums
The 3 R’s (Reduce, Reuse, Recycle)
forum – forums
NGOs (non-governmental organizations)
museum – museums
Alguns substantivos têm uma forma própria no plural, que
chamamos de plural irregular. D) Os substantivos com o final -us (latino) fazem
Exemplos: o plural substituindo-se essa terminação por -i.
child – children Exemplos:
die – dice bacillus – bacilli
foot – feet
fungus – fungi
goose – geese
louse – lice Exceções:
Istockphoto

man – men bus – buses

mouse – mice bonus – bonuses
ox – oxen chorus – choruses
tooth – teeth circus – circuses
Dice. woman – women virus – viruses

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Alguns substantivos possuem a mesma forma para o singular e para o plural.

Exemplos:

Sheep (ovelha, ovelhas) Fish (peixe, peixes) Means (meio, meios) Species (espécie, espécies)

Deer (veado, veados) Fruit (fruta, frutas) Series (série, séries)

Istockphoto
Fruit.

Os substantivos que indicam objetos, instrumentos e vestimentas que consistem em duas partes, ou seja, formam-se aos pares,
são sempre usados no plural.

Exemplos:

Batholith / Domínio Público

Binoculars Pajamas Pliers Scissors

Glasses Pants Scales Trousers

Binoculars.
OBSERVAÇÃO
• O substantivo news (notícia) e outros terminados em -ics (politics, physics, etc.), apesar de parecerem estar no plural,
fazem a concordância no singular.
• Os substantivos coletivos cattle (gado) e police (polícia) são usados com o verbo no plural.
• O substantivo people, que pode ser traduzido para “povo” ou “pessoas”, é usado geralmente com o verbo no plural. Quando se
refere a “povo” ou “povos”, tem o plural peoples.

• Os substantivos fish e fruit também possuem, respectivamente, o plural fishes e fruits; porém, essas formas são menos usadas.

Uncountable nouns
Esses substantivos não podem ser contados, tendo a mesma forma para o singular e para o plural.

Exemplos:
Advice Bread Coffee Experience Hair / hairs Luck Music Salt Water
Air Butter Equipment Fear Information Milk News Sugar Work
Baggage Cheese Evidence Furniture Jewelry Money Rain Time

Em certas ocasiões, palavras que geralmente têm função de

substantivo podem funcionar como adjetivos. Isso acontece
quando um substantivo é usado para definir outro substantivo.
Istockphoto

Istockphoto

Exemplos:
Coffee. Bread.
– I love eating cheese pizza!
Istockphoto

ADJ. SUBS.
Istockphoto

– Dog food has become more and more expensive lately.

ADJ. SUBS.
Money.

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 Articles, Nouns and Genitive Case

LEARN BY DOING II Substantivos próprios não terminados em -s recebem ’s.

Exemplos:
01. (UFRGS-RS) Select the alternative which presents only – Peter’s book
nouns in their plural forms. – John’s flat
A) mathematics – analysis – previous Substantivos próprios terminados em -s podem receber ’s
B) decades – analysis – places ou somente apóstrofo (’).

C) humanities – phenomena – approaches Exemplos:

D) places – success – approaches – James’s book ou James’ book

E) aesthetics – mathematics – media – Louis’s car ou Louis’ car

Substantivos próprios terminados em -s recebem somente o

LÍNGUA INGLESA
02. (AFA-SP–2017) Mark the option which shows the apóstrofo (’) se forem nome histórico ou clássico.
appropriate plural form for the word “phenomenon”: Exemplos:
A) Phenomenae C) Phenomenons – Jesus’ love
B) Phenomena D) Phenomenos – Hercules’ power

03. (Cesgranrio) The word that doesn’t have an irregular

Plural
plural form like “tooth – teeth” is
Substantivos que possuem plural regular, ou seja, terminado
em -s, recebem apenas apóstrofo (’).
A) ox. D) goose.
Exemplos:
B) foot. E) mouse.
– The boys’ cars
C) cloth.
– The parents’ approval

04. (Unioeste-PR) Mark the noun that does not have the same Substantivos que tenham plural irregular, ou seja, não
terminado em -s, recebem ’s.
plural form as in residents.
Exemplos:
A) Criminals D) Slums
– The women’s cars
B) Forces E) Dealers
– The children’s toys
C) Women

Outros casos
Coloca-se ’s no último possuidor se há dois ou mais possuidores
GENITIVE CASE para o mesmo item possuído.
Exemplo:
É uma forma da Língua Inglesa usada para indicar posse.
O genitive case é representado pelo apóstrofo + s (’s) – John and Mark’s house
ou apenas pelo apóstrofo (’). Em alguns casos, ele é Coloca-se ’s em todos os possuidores se cada um possuir
representado pela preposição of. sua própria coisa.
Exemplo:
Regra geral
– Lucy’s and John’s houses
Possuidor com ’s + coisa possuída
Coloca-se ’s para indicar local de moradia ou trabalho.
Exemplo:
Exemplos:
– Mark’s car
– He was at Bruno’s.
Singular – She went to the doctor’s.
Substantivos comuns, não terminados em -s, recebem ’s. Coloca-se ’s em expressões de tempo.
Exemplos: Exemplos:
– The teacher’s notebook
– Today’s program
– The child’s toy
– Tomorrow’s class
Substantivos comuns, terminados em -s, recebem apenas Para indicar posse de objetos inanimados, normalmente não
o apóstrofo (’). se usa o genitive case, usa-se a preposição of.
Exemplos:
Exemplo:
– The boss’ office
– The princess’ diary – The edge of the bed

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 Frente A Módulo 02

LEARN BY DOING III Exemplos:

– John and Mary are here and are ready to work.

01. (UFRGS-RS) The use of ‘s is the same in “anyone’s
– The game was difficult, but we won.
partying spirit” and in:
– You can go or stay.
A) Everyone’s invited for Carnival in Rio.
B) The American’s luggage was checked carefully.
C) My friend Jeremy’s arrived. Correlative conjunctions
D) Nobody’s pleased with the situation.
As Correlative conjunctions são sempre usadas em pares,
E) The Mexican tourist’s coming tomorrow. mas nunca vêm uma logo após a outra. Elas são utilizadas para
estabelecer alguma relação entre dois elementos de uma frase.
02. (EPCAR-MG–2017) Mark the option which shows the same
meaning as in “a person’s body size or weight”.
Alternative idea
A) A person and body size or weight.
Conjunction Translation
B) The body size or weight of a person.
C) Body size and person’s weight. ou ... ou (afirmativa)
either ... or ...
D) The body’s size or weight of a person. nem ... nem (negativa)

03. (EPCAR-MG–2016) Mark the option which shows the same neither ... nor... nem ... nem ...
meaning as in “Americans’ dependence on family”.
A) The family’s dependence on Americans’. both ... and ... tanto ... quanto ...

B) The Americans family dependence.

not only ... but also ... não só ... mas também ...
C) The Americans dependence of family’s.
D) The dependence of Americans on family. whether ... or ... se ... ou ...

04. (UFRGS-RS) O possessivo, usado como em “Woody Exemplos:

Allen’s Sweet and Lowdown”, está correto em todas as
alternativas a seguir, exceto em: – Both John and Lucy went to the grocery store yesterday.

A) There was a two hours’ delay at the airport in London. – I can neither speak nor read Chinese.
B) Anthony Burgess’s A Clockwork Orange is a milestone – I am not only glad but also surprised.
in modern literature.
– We don’t know whether she is a good professor or not.
C) In our last holidays we had to cope with our young
relatives’ weird ideas.
D) Elizabeth I’s interest on sea voyages brought PHRASAL VERBS
development to England.
E) Maggie and Millie’s eyebrows are so thin you can
TO PUT, PUT, PUT – COLOCAR
hardly see them.

• Put away = economizar / guardar

COHESIVE ELEMENTS – Put away your money! You never know about
your future.
Coordinating conjunctions – Put away your toys.
• Put off = adiar / apagar
Coordinating conjunctions ligam duas palavras ou orações
independentes dentro de um período. – The game had to be put off due to the heavy rain.

Conjunction Translation – Put off the light!

for pois • Put on = vestir
and e – Put on heavy clothes! It’s very cold outside.
nor nem
• Put out = apagar (fogo)
but mas
or ou – The firemen were able to put out the fire quickly.
yet no entanto • Put up = construir
so então – The building was put up in 2 years.

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 Articles, Nouns and Genitive Case

PROPOSED 06. (UFRGS-RS) Which of the following alternatives has the

EXERCISES
01. (UNITAU-SP) Assinale a alternativa que corresponde à
sequência na qual se inclui um uso inadequado do artigo
em inglês:
A) a watch; a pity; an orange.
B) an umbrella; a real effort; a year.
C) a small plane; an idea; a whale.
same structure as “The fans’ transgression of bourgeois
taste”?
A) The government’s interference with middle class
education.
B) The students’s discussion and their argument.
C) The girl’s reading an interesting book.
D) The fan’s harsh criticizing went unnoticed.
E) The teacher’s introduced quite complex matters.

LÍNGUA INGLESA
D) a one-man show; an university; a private investigator. 07. (Mackenzie-SP) Which alternative shows the correct plural

E) an egg; an uncle; a book. form of the words given?

A) mouse – mice / goose – geese / phenomenon –
02. (UNITAU-SP) Assinale a alternativa que corresponde à phenomena / deer – deer
sequência que completa as lacunas a seguir: B) mouse – mices / chick – chicken / person – persons
__________ indian the ecologist saw started __________ / child – children

horrible fire because of ___________ ordinary yellow bird C) mouse – mouses / goose – geeses / deer – deers /
___________ flew over his head. news – news

A) a; the; a; who D) mouse – mouses / new – newses / bus – buses /

person – people
B) an; the; a; whose
E) mouse – mises / child – children / police – polices /
C) the; a; an; which
news – news
D) the; an; a; whom
E) a; an; a; which 08. (UEL-PR)
At the Fourth World Conference on Women, Hillary
03. (UFSM-RS) No fragmento “a Union”, há uma eufonia.
Clinton stated, “It’s time for (I) to say here in Beijing,
O mesmo processo ocorre em
and for the world to hear, that it is no longer acceptable
A) a community. D) a long way.
to discuss (II) rights as separate from human rights.
B) a shared destiny. E) a Europe.
Assinale a letra correspondente à alternativa que preenche
C) a link.
corretamente a lacuna (II) da frase apresentada.
A) woman D) of women
04. (EPCAR-MG–2016) Choose the option that has the same
meaning of “Parents usually don’t know their child is a B) women E) women’s

cyberbully.” C) of woman

A) Parents’ child usually don’t know he is a cyberbully.

09. (UERJ–2018) “In reality not only are the elderly very
B) Parents child’s usually don’t know he is a cyberbully.
capable of using a range of complex modern technologies”
C) Child parents’ usually don’t know he is a cyberbully.
The underlined expression is used in the sentence to
D) Child’s parents usually don’t know he is a cyberbully.
introduce an idea of

05. (PUC RS) Nouns in English can be divided into “countable” A) doubt. C) addition.

or “uncountable” (e.g.: apple X water). In order to indicate B) contrast. D) restriction.

some kind of “measurement” in the case of uncountable
nouns, another noun is required (e.g.: “glasses” or “liters” 10. (UERJ–2017) But mother, aren’t you oppressing me by
of water). Accordingly, the expression that is equivalent ordering me to do this?
to the structure “blades of grass” is In the previous sentence, the word “but” fulfills the
A) structures of steel. function of
B) classes of Chinese. A) calling attention.
C) cups of coffee. B) signalling exception.
D) floors of wood. C) suggesting expectation.
E) letters of complaint. D) introducing objection.

Bernoulli Sistema de Ensino 25

 Frente A Módulo 02

TEXT I “The youth mock deployment was developed to

alleviate many of the stresses commonly experienced
by young family members when one or both parents are
01. (UPE–2016) De acordo com a tira cômica,
deployed,” said Thomas Cox, 460th FSS youth program
chief. “Everything from basic training, tech schools, camp
activities and accomplishing their mission as a team made
the event a one of a kind opportunity for military kids.”

Darryl MacPherson, the father in Baby Blues comic strip, is a
guy in his mid-thirties, mid-career, in the greatest adventure or
his... fatherhood. Now, he is in the office.
Lunch, Darryl? I'm skimping on lunches
so I can put my kids
Got
it.
Another time,
then.
Pencil me in
for 2035.
through college.
Brought my own.
Available at: <http://babyblues.com/family-tree/darryl/>
(Adapted).
I. Darryl, educadamente, oferece seu almoço ao colega,
que logo recusa por entender que se trata, apenas,
de uma gentileza.
II. O colega fica triste ao saber que, nem tão cedo, eles
poderão almoçar juntos, pois Darryl deixou claro que
sua esposa não concorda que ele almoce fora.
III. Diante da situação de Darryl, é possível perceber a
preocupação dos pais com o estudo dos filhos em
relação à universidade.
IV. O amigo fica desapontado tendo em vista essa
situação, porém compreende que Darryl tem seus
motivos para evitar almoçar fora diariamente.
V. Os dois nunca se entendem quando vão escolher o
restaurante, daí Darryl recusar-se a almoçar com o
colega por muitos anos à frente.
A few of the boys had their heads shaved before
heading off to “Basic Military Training.” The training
consisted of doing push-ups and sit-ups, jumping through
hula-hoops and running through an inflatable castle. They
were also taught how to stand at attention, salute and
do an about-face.
After basic training, each child attended “technical
school” and was taught a specific Air Force Specialty
Code to help them in their mock deployment. Some
children were taught lifesaving self-aid and buddy care
skills while others learned about the importance of radio
communications while on a deployment.
The tech-school graduates were then issued water
pistols before heading out. During their deployment, the
children encountered hostile and non-hostile citizens, a
water-balloon fight and injured allies who needed help
along the way.
At the end of a long day, loved ones waited outside the
youth center on base with homemade signs welcoming
the “troops” back home.
“This event was great,” said Senior Airman Jasmine
Madison, 460th FSS Force Support Force Management
technician. “It’s a way for kids to get a hands-on
understanding of what their parents do when they are
separated from them during deployments.”
Available at: <http://www.buckley.af.mil/news/story.
asp?id=123424927> (Adapted).

Estão corretas apenas

01. (EsPCEx-SP–2016) According to the text, choose the
A) I e II.
correct statement.
B) I, II e IV.
A) All the children had their heads shaved.
C) II, III e V.
B) Some children were injured during the event.
D) III e IV.
C) All the children learned about radio communications.
E) III e V.
D) The event happens every year and lasts only one day.
E) The objective of the program is to recruit civilian
TEXT II parents.

Children experience basic training and

02. (EsPCEx-SP–2016) According to the text, what is a mock
mock deployment
deployment?
The 460th Force Support Squadron (FSS) hosted the A) Traveling on a peacekeeping mission.
6th Annual Operation Future Forces (OFF) Sept. 13, 2014,
B) Simulation of a movement of troops on a mission.
at Camp Rattlesnake. OFF allows children ages 8-18 to
C) Rescue mission in a conflict area.
experience what military members endure from basic
training to technical school to a mock deployment, ending D) Coming back home after a mission abroad.
with a homecoming party. E) Going on a real mission in another country.

26 Coleção 6V

TEXT III
High-flying ideas?
A camera-equipped drone flies around the outskirts
of Seoul, South Korea, hovering near an industrial plant
and capturing video of pollutants. Below, on the crowded,
litter-covered streets, residents wear white and black
masks that cover their noses and mouths. A gray haze
hangs in the sky.
The unmanned aerial vehicle, or UAV, is part of a
pilot program by South Korea’s Ministry of Environment.
Tasked with inspecting factory emissions in the capital’s
greater metropolitan area, it’s the latest in a series of tech
solutions aimed at solving Seoul’s dust dilemma. In fact,
the fine dust has South Koreans so concerned they’ve
cited it as their No. 1 stressor in life – more distressing
than the country’s economic stagnation, its rapidly aging
population and even North Korea’s erratic dictator and
nuclear weapons program.
Their worries are well-founded. The World Health
Organization (WHO) advises exposure to fine dust, or
PM10, of no more than a daily average of 50 micrograms
per cubic meter, and to ultra-fine dust, or PM2.5, of no
more than 25. At one point in 2017, Seoul’s PM10 hit
179. In late March 2018, Seoul’s PM2.5 soared to over
100. PM2.5 is of greatest concern. So small it can get
lodged into the lungs and penetrate the lining to enter
the bloodstream, PM2.5 is comprised of black carbon,
nitrates, ammonia and other harmful compounds linked
to respiratory diseases and cancer. The WHO has classified
fine and ultra-fine dust as carcinogenic since 2013.
Developed by the government-run National Institute
of Environmental Research, the drone is the first of what
the environment ministry intends to be a fleet deployed
nationwide. Some South Korean tech companies, too, are
stepping in with their own innovations. Although much
of the new tech appears promising, Greenpeace’s Seoul
office stresses the importance of addressing the root
of the problem. Part of the solution is getting residents
to recognize their own role in curbing carbon output.
So, even though the new fixes may do a good job of
measuring dust, what about actually busting it? That’s
where the technology hasn’t quite caught up yet.
BABE, Ann. Available at: <www.usnews.com>.
Accessed on: Aug. 08, 2018 (Adapted).
01. (Albert Einstein-SP–2019) The text deals with a main
public interest issue in South Korea related to
A) the dirt and dust deriving from the overcrowded
streets in the country’s capital.
B) air pollution and the health risks brought about by
fine-dust particulates.
Articles, Nouns and Genitive Case
C) a variety of factors impacting on the South Koreans’
quality of life in the present days.
D) the great number of camera-equipped drones flying
all around Seoul’s skies.
E) the many types of pollutants produced by the
country’s industries and residents.
02. (Albert Einstein-SP–2019) The pilot program mentioned
in the second paragraph uses UAVs primarily to
A) map the dirty and dust-affected streets in Seoul.
LÍNGUA INGLESA
B) predict critical points of pollution in Seoul’s
metropolitan area.
C) create technological solutions to solve Seoul’s dust
dilemma.
D) identify alternatives to some of the most distressing
factors affecting South Koreans.
E) monitor industrial plant emissions in the city and its
surroundings.
03. (Albert Einstein-SP–2019) According to the third
paragraph, PM2.5 is currently a topic of greatest concern
in Seoul because
A) it has recently reached levels far beyond those the
WHO admits as safe for humans to live with.
B) its particles have just been discovered to be even
tinier than the average PM10 particles.
C) it has, in the latest years, surpassed PM10 in numbers
and as the origin of incurable diseases.
D) it is composed of black carbon, nitrates and ammonia,
a combination inevitably resulting in deadly side-
effects.
E) it has been announced by the WHO as the main cause
for respiratory diseases and cancer in the country.
04. (Albert Einstein-SP–2019) The text concludes by stating
that tech innovations in South Korea
A) come from companies in close cooperation with
Greenpeace in their common goal to protect the
environment.
B) are promising, though South Korea has been ranked
as the world’s deadliest country for outdoor air
pollution these days.
C) have made the measurement of dust emissions
possible, but have not yet found ways to suppress
them.
D) have led South Koreans to control carbon pollution
production in their own homes.
E) have had greater participation from non-governmental
groups than from the Korean government itself.
Bernoulli Sistema de Ensino 27
 Frente A Módulo 02
TEXT IV
We raise girls to cater to the fragile egos of men.
We teach girls do shrink themselves, to make themselves
smaller. We tell girls ‘You can have ambition, but not
too much’. ‘You should aim to be successful, but not too
successful, otherwise you will threaten the man’. […]
We teach girls shame – ‘Close your legs, cover yourself!’.
We make them feel as though by being born female,
they’re already guilty of something. And so, girls grow
up to be women who cannot see they have desire. They
grow up to be women who silence themselves. They grow
up to be women who cannot say what they truly think.
And they grow up – and this is the worst thing we do to
girls – to be women who turn pretense into an art form.
We should all be feminists. Disponível em:
<https://www.youtube.com/watch?v=hg3umXU_
qWc&t=797s>. Acesso em: 14 maio 2018 (Adaptação).
01. (Unicamp-SP–2019) O texto anterior reproduz trechos
de uma palestra proferida pela escritora nigeriana
Chimamanda Adichie em 2009. Segundo a autora, o fato
de serem criadas para agradar aos homens faz com que
as mulheres
A) valorizem sua sexualidade ao longo de suas vidas.
B) cresçam vendo a dissimulação como algo normal.
C) sejam ameaçadas, caso se tornem bem-sucedidas.
D) tenham suas vozes silenciadas pelos homens.
TEXT V
Smallpox [VARÍOLA]
Smallpox is a horrible disease. It is easily transmitted,
causes blisters all over the body, and kills around 30%
of those it infects. Or rather, it did, for smallpox no
longer exists in nature. After a decades-long campaign
of vaccination, the last wild case was diagnosed in 1977.
Three years later, the World Health Organisation (WHO)
declared the world free of the disease. The annihilation
of an illness that as recently as 1967 was slaughtering
2 million people a year is rightly seen as a triumph of
modern medicine.
But the virus is not gone completely. Officially,
two reservoirs remain, behind locked doors and strict
biosafety protocols, in secure laboratories run by
America’s Centres for Disease Control (CDC) and the State
Research Centre of Virology and Biotechnology, in Russia.
On July 8th, though, the CDC announced that health
researchers in Maryland had discovered vials of smallpox
sitting in a forgotten refrigerator in a corner of a storehouse
belonging to the Food and Drug Administration, America’s
medical regulator.
28 Coleção 6V
As soon as the vials were discovered they were taken to
the CDC’s headquarters, in Atlanta, where they are being
tested to see if they are still infectious. That done, they
will be destroyed under the supervision of the WHO. The
FBI, meanwhile, is trying to work out where they came
from – they seem to date from the 1950s – and how they
were forgotten. The whole episode is embarrassing. It
will also provide more fuel for a long-running argument
about whether hanging on to smallpox samples, even in
the official labs, is a good idea.
Many, including scientists involved in the original
eradication campaign, think there is no reason to
retain such a pestilential pathogen, and that the job of
eliminating it should be finished properly. A report by the
WHO in 2010 agreed. The revelation that America, which
might be expected to have good record-keeping, cannot
keep track of all its samples does little to inspire trust.
But the discovery can be argued the other way, too.
The official justification for keeping the samples is that
they would help researchers to fight a renewed outbreak
of the disease, either from an undetected natural reservoir
or if some unethical country had hung on to samples of its
own, perhaps with a view to building a biological weapon
out of them. And this is not the first time that forgotten
samples have been discovered: a cache turned up in
eastern Europe in the 1990s, and in 2003 an envelope
full of scabs from 19th-century vaccinations was found in
a library in New Mexico.
THE ECONOMIST, July 12th-18th, 2014 (Adapted).
01. (FGV-RJ–2016) The first sentence in the last paragraph,
“But the discovery can be argued the other way, too,”
most likely refers to which of the following?
A) It is not necessarily the CDC’s fault that the Maryland
smallpox samples had been forgotten for such a long
time.
B) The discovery of the Maryland smallpox samples
shows why it is so important to inspect security
measures regularly.
C) Despite the danger involved, no one was hurt by the
Maryland smallpox samples.
D) The discovery of the Maryland smallpox samples
suggests that keeping some smallpox samples in
secure storage may in fact be a good idea.
E) This is probably not the last time that forgotten
smallpox samples will be discovered.
02. (FGV-RJ–2016) The article most likely mentions the
smallpox samples found in eastern Europe and New
Mexico in order to support the idea that
A) destroying all known smallpox samples is the only
way to guarantee that the disease will never again
afflict humanity.
B) many scientists believe that a renewed of occurrence
of smallpox somewhere in the world is only a question
of time.

C) America and Russia may one day become allies in a
war against smallpox.
D) there is still no practical way to immunize large
populations against the smallpox virus.
E) it is not impossible that, one day, some country may
try to use smallpox as biological weapon.
03. (FGV-RJ–2016) According to the information in the article,
America’s Centres for Disease Control (CDC)
A) discovered that, when stored for a certain number
of years, the smallpox virus loses its ability to infect.
B) maintains the world’s safest storage area for the
smallpox virus.
C) accused the Food and Drug Administration of
secretly maintaining an unauthorized reservoir of the
smallpox virus.
D) declared that the Food and Drug Administration,
without knowing it, had been storing a sample of the
smallpox virus.
E) revealed the existence of a previously unknown and
highly lethal variety of the smallpox virus.
04. (FGV-RJ–2016) According to the information in the article,
the forgotten smallpox samples in Maryland
A) were fortunately being kept in a rigidly secure storage
area when they were found.
B) were discovered and then investigated by the FBI.
C) were the first forgotten smallpox samples ever found
in America.
D) have proved to be an embarrassment especially for
the WHO.
E) will add to the controversy already surrounding a
certain public policy concerning an infectious disease.
05. (FGV-RJ–2016) In paragraph 3, the phrase “That done…”
most likely means the same as which of the following?
A) When the smallpox samples have been made harmless
B) When it has been determined whether or not the
smallpox samples are dangerous
C) When the smallpox samples are taken to Atlanta for
examination
D) When the smallpox samples have finally been
destroyed by the World Health Organisation (WHO)
E) When the WHO decides which official entity should
retain possession of the smallpox samples
TEXT VI
“Fan” is abbreviated form of “fanatic”, which has
roots in Latin word “fanaticus”, which simply meant
“belonging to the temple, a devotee”. But these words
quickly assumed negative connotations, to the point of
5 becoming references to excessive religious belief and to
any mistaken enthusiasm.
Articles, Nouns and Genitive Case
Based on such connotations, news reports frequently
characterize fans as psychopaths frustrated fantasies
of intimate relationships with stars or unsatisfied desires
10 to achieve stardom take violent and antisocial forms.
Whether viewed as a religious fanatic, a psychopathic
killer, a neurotic fantasist, or a lust-crazed groupie, the
fan remains a “fanatic” with interests alien to the realm of
“normal” cultural experience and a mentality dangerously
15 out of touch with reality.
To understand the logic behind this discursive
construction of fans, we must reconsider what we mean
by taste. Concepts of “good taste,” appropriate conduct,
LÍNGUA INGLESA
or aesthetic merit are not natural or universal; rather,
20 they are rooted in social experience and reflect particular
class interests. Taste becomes one of the important
means by which social distinctions are maintained and
class identities are forged. Those who “naturally” possess
appropriate tastes “deserve” a privileged position, while
25 the tastes of others are seen as underdeveloped. Taste
distinctions determine desirable and undesirable ways of
relating to cultural objects, strategies of interpretation
and styles of consumption.
The stereotypical conception of the fan reflects
30 anxieties about the violation of dominant cultural
hierarchies. The fans’ transgression of bourgeois taste
disrupt dominant cultural hierarchies, insuring that their
preferences be seen as abnormal and threatening by
those who have an interest in the maintenance of these
35 standards (even by those who may share similar tastes
but express them in different ways).
JENKINS, Henry. Textual Poachers: Television Fans and
Participatory Culture. New York / London: Routledge, 1992,
p. 12-16 (Adapted).
01. (UFRGS-RS–2017) Select the alternative which correctly
fills in the gaps in lines 01 and 02, in the order they
appear.
A) the – the – a D) an – it’s – the
B) the – its – a E) an – its – the
C) the – it’s – the
02. (UFRGS-RS–2017) According to the text,
A) the word “fan” is just short for “fanatic” and both
forms mean basically the same as their Latin root did.
B) though the word “fanatic” refers only to religious
excesses, “fan” has a broader meaning, being
associated to forms of antisocial behavior and
abnormal taste.
C) despite the bad connotations of the word “fanatic”,
fans are generally perceived as people of good taste
who hold privileged positions in society.
D) the words “fanatic” and “fan” evolved from quite
negative references to forms of religious worship to
a fairly democratic view on cultural tastes and styles
of consumption.
E) the word “fan” is often used in prejudicious and
stereotypical references to people who display
excessive enthusiasm in stating their cultural tastes.
Bernoulli Sistema de Ensino 29
 Frente A Módulo 02

03. (UFRGS-RS–2017) Consider the following statements. – But mother, won’t this be stealing work from the
I. Fans are fanatic people who often display antisocial people who have struggled for years to earn the right to
behavior due to excessive enthusiasm. carry all packages between various people in the woods?

II. The characterization of fans as “fanatic” mirrors social
hierarchies based on the notion of taste.
III. Fans have an important social role because they
challenge artistic standards by transgressing
Red Riding Hood’s mother assured her that she
10 had called the union secretary and had been given
a special compassionate mission exemption form.
– But mother, aren’t you oppressing me by ordering

bourgeois taste. me to do this?

Red Riding Hood’s mother pointed out that it was
Which are correct, according to the text?
15 impossible for women to oppress each other, since all
A) Only I. D) Only II and III. women were equally oppressed until all women were free.
B) Only II. E) I, II and III. On her way to grandma’s house, Red Riding Hood
C) Only III. passed a woodchopper and wandered off the path in order
to examine some flowers. She was startled to find herself
04. (UFRGS-RS–2017) Select the alternative which could 20 standing before a wolf, who asked her what was in her basket.
replace assumed (l. 04) without significant change – I am taking my grandmother some healthy snacks in
in meaning. a gesture of solidarity. Now, if you’ll excuse me, I would
A) took on D) got into prefer to be on my way.
B) became E) formed Red Riding Hood returned to the main path and
C) earned 25 proceeded towards her grandmother’s house. But the
wolf knew of a quicker route to grandma’s house. He
05. (UFRGS-RS-2017) Consider the following clauses. burst into the house and ate grandma, a course of
action affirmative of his nature as a predator. He put on
I. One must reconsider what one means by taste.
grandma’s nightclothes and awaited.
II. We must reconsider what is meant by taste.
30 Red Riding Hood entered the cottage and said:
III. We may reconsider what taste means.
– Goodness! Grandma, what big eyes you have!
Which could replace, without significant changes in
– You forget that I am optically challenged.
meaning, the clause “we must reconsider what we mean
– And grandma, what an enormous nose you have!
by taste” (l. 17-18)?
– Naturally, I could have had it surgically fixed, but I
A) Only I.
35 didn’t give in to such societal pressures, my child.
B) Only II.
– And grandma, what very big, sharp teeth you have!
C) Only I and II.
The wolf could not take any more of this, grabbed
D) Only II and III. Little Red Riding Hood and opened his jaws so wide
E) I, II and III. that she could see her poor grandmother in his belly.
40 At the same time, the woodchopper burst into the
06. (UFRGS-RS-2017) Select the alternative which could cottage, brandishing an axe.
replace rather (l. 19) without significant change
– Hands off!, cried the woodchopper.
in meaning.
– And what do you think you’re doing?, cried Little
A) instead
Red Riding Hood. If I let you help me now, I would be
B) indeed 45 expressing a lack of confidence in my own abilities.
C) but – Get your hands off that endangered species! This is
D) although a police raid!, screamed the woodchopper.
E) however – Thank goodness you got here in time, said the Wolf.
I thought I was a goner.

TEXT VII Available at: <guy-sports.com>.

Little Red Riding Hood 01. (UERJ–2017) Little Red Riding Hood’s mother mentions a
special compassionate mission exemption form (l. 10-11).
There once was a young person named Little Red
This form includes a permission to perform the following
Riding Hood who lived on the edge of a large forest
action:
full of endangered fauna and rare plants. One day her
mother asked her to take a basket of organically grown A) Pick the flowers. C) Carry the basket.
5 fruit and mineral water to her grandmother’s house. B) Cross the forest. D) Prepare the snacks.

30 Coleção 6V

02. (UERJ–2017) The classic fairy tale finishes by the
woodchopper killing another character. However, this
does not happen in this modern version. In the end of
this version, the woodchopper carries out the act of
A) saving the wolf.
B) arresting the girl.
02. (Enem–2016)
C) calling the police.
D) hiding the grandmother.
03. (UERJ–2017) This modern version of the fairy tale
Little Red Riding Hood addresses different social issues.
One of these issues is
A) religious tolerance.
B) animal protection.
C) linguistic prejudice.
D) racial discrimination.
04. (UERJ–2017) A fairy tale consists of both narrative and
descriptive sequences. The lines of the story that present
predominantly descriptive sequences are
A) 16 to 24.
B) 25 to 30.
C) 31 to 37.
D) 38 to 46.
ENEM EXERCISES
01. (Enem–2018)
Lava Mae: Creating Showers on Wheels
for the Homeless
San Francisco, according to recent city numbers, has
4,300 people living on the streets. Among the many
problems the homeless face is little or no access to
showers. San Francisco only has about 16 to 20 shower
stalls to accommodate them. But Doniece Sandoval has
made it her mission to change that. The 51-year-old
03. (Enem–2016)
former marketing executive started Lava Mae, a sort
of showers on wheels, a new project that aims to turn
decommissioned city buses into shower stations for the
homeless. Each bus will have two shower stations and
Sandoval expects that they’ll be able to provide 2,000
showers a week.
ANDREANO, C. Disponível em: <http://abcnews.go.com>.
Acesso em: 26 jun. 2015 (Adaptação).
A relação dos vocábulos shower, bus e homeless, no
texto, refere-se a
A) empregar moradores de rua em lava a jatos para
ônibus.
B) criar acesso a banhos gratuitos para moradores de
rua.
Articles, Nouns and Genitive Case
C) comissionar sem-teto para dirigir os ônibus da cidade.
D) exigir das autoridades que os ônibus municipais
tenham banheiros.
E) abrigar dois mil moradores de rua em ônibus que
foram adaptados.
Hunger Games Review: Family Film Guide
Parent Concerns: There is definitely violence in this
film. The central Hunger Games may not be as bloody
LÍNGUA INGLESA
and brutal as author Suzanne Collins describes in the
novel, but there’s a visceral reaction to seeing the kid-
-on-kid violence rather than conjuring it in your own
imagination. The tributes kill each other in a host of ways,
from spear, knife and arrow wounds to hand-to-hand
battles that leave teens with their heads smashed in or
necks snapped. The editing is quick and the shots never
linger on anything overly graphic, but there is blood and
twenty-two adolescents, aged 12-18, die in the annual
blood sport pageant. Immature teens, even if they’ve
read the books, may not be ready to handle to the film
just yet. A good rule of thumb: if they’re not old enough
to be reaped into the Hunger Games, they’re probably
not mature enough to see it.
ANGULO-CHEN, S.
Disponível em: <http://news.moviefone.com>.
Acesso em: 28 jun. 2012.
Produções literárias e cinematográficas estão, muitas
vezes, articuladas. No caso do filme Hunger Games, a
autora da resenha chama a atenção para a questão da
violência, que é mais
A) detalhada do que a autora do livro gostaria que fosse.
B) brutal do que os pais permitiriam para seus filhos.
C) amena do que os adolescentes imaginavam.
D) superficial do que o público poderia esperar.
E) impactante do que a representada no livro.
Are Twitter and Facebook Affecting
How We Think?
Is constant use of electronic gadgets reshaping
our brains and making our thinking shallower?
By Neil Tweedie
How many times do you click on your email icon in
a day? Or look at Facebook, or Twitter? And how many
times when reading on the Internet do you click on a link
navigating away from the text that was the original object
of your enquiry? The web, it seems, is like an electronic
sweet shop, forever tempting us in different directions.
But does this mental promiscuity, this tendency to flit
around online, make us, well, thicker?
Bernoulli Sistema de Ensino 31
 Frente A Módulo 02

Nicholas Carr, the American science writer, has mined

this theme for his new book, The Shallows, in which he
ANSWER KEY My progress

argues that new media are not just changing our habits
Learn by doing I Right ______ Wrong ______
but our brains. It turns out that the mature human brain
is not an immutable seat of personality and intellect • 01. E
but a changeable thing, subject to “neuroplasticity”.
When our activities alter, so does the architecture of our
Learn by doing II Right ______ Wrong ______
brain. “I’m not thinking the way I used to think,” writes • 01. C • 02. B • 03. C • 04. C
Carr. “I feel it most strongly when I’m reading.”
Disponível em: <www.telegraph.co.uk>. Learn by doing III Right ______ Wrong ______
Acesso em: 27 fev. 2012.

Neil Tweedie levanta vários questionamentos sobre a

• 01. B • 02. B • 03. D • 04. E
utilização de diferentes recursos tecnológicos disponíveis Proposed Exercises Right ______ Wrong ______
hoje em dia. A partir desses questionamentos e dos
argumentos do escritor norte-americano Nicholas Carr,
• 01. D • 04. D • 07. A • 10. D
o texto sugere que • 02. C • 05. C • 08. E
A) o ato de clicar em ícones e manusear aparelhos • 03. E • 06. A • 09. C
prejudica o comportamento.
B) o mundo virtual pode ser nocivo aos jovens, por ser
Text I Right ______ Wrong ______
muito promíscuo. • 01. D
C) a Internet contribui para o amadurecimento intelectual
dos usuários. Text II  Right ______ Wrong ______
D) o uso intenso de recursos tecnológicos pode afetar
• 01. D
nosso cérebro.
E) as redes sociais virtuais ajudam a melhorar nossa
• 02. B
forma de pensar. Text III  Right ______ Wrong ______

04. (Enem) • 01. B • 02. E • 03. A • 04. C

Text IV  Right ______ Wrong ______

• 01. B
Text V  Right ______ Wrong _______

• 01. D • 03. D • 05. B

• 02. E • 04. E
Text VI Right ______ Wrong ______

• 01. E
• 02. E
• 03. D
Glasbergen, R. Today’s cartoon.
Available at: <http://www.glasbergen.com>.
Accessed on: Jul. 23, 2010.
• 04. A
Na fase escolar, é prática comum que os professores • 05. C
passem atividades extraclasse e marquem uma data para • 06. A
que as mesmas sejam entregues para correção. No caso
da cena da charge, a professora ouve uma estudante Text VII  Right ______ Wrong ______
apresentando argumentos para
A) discutir sobre o conteúdo do seu trabalho já entregue.
• 01. C • 02. A • 03. B • 04. C
B) elogiar o tema proposto para o relatório solicitado. Enem Exercises Right ______ Wrong ______
C) sugerir temas para novas pesquisas e relatórios.
• 01. B • 02. E • 03. D • 04. E
D) reclamar do curto prazo para entrega do trabalho.
E) convencer de que fez o relatório solicitado. My total score was: _____ out of _____ . ______ %

32 Coleção 6V