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CONDITIONAL SENTENCES
As conditional sentences (orações condicionais) são frases que expressam a ideia de que algo só
aconteceu, acontece ou acontecerá sob uma determinada condição.

Na maioria das vezes, a construção das conditional sentences é feita com a palavra if (se). No
entanto, essa não é a única forma de expressarmos uma condição em uma frase.

Confira as informações abaixo para saber como formar frases condicionais.

Condicional com if
Na língua inglesa, a maioria das frases com verbos condicionais são construídas com o uso
de if (se).

Essas frases com if, são chamadas de if clauses. Existem 5 tipos de if clauses. Confira abaixo.

Tipo 0: if + Simple Present + Simple Present

As frases condicionais de tipo 0 abordam situações gerais.

Exemplos:

 If I go there, I call you. (Se eu for lá, te ligo.)

 If he calls, she gets happy. (Se ele liga, ela fica feliz.)

Tipo 1: if + Simple Present + Simple Future

As frases condicionais de tipo 1 são utilizadas para indicar uma condição que pode acontecer e um
resultado provável.

Exemplos:

 If she arrives on time, we will go to the party. (Se ela chegar a tempo, vamos à festa.)
 If I see Adrian, I am going to invite him for the concert. (Se eu vir o Adrian, o convidarei
para o show.)

Tipo 2: if + Simple Past + Present Conditional ou Present Continuous Conditional

As conditional sentences de tipo 2 indicam uma hipótese e um resultado provável.

Exemplos:

 If I had money, I would travel around the world. (Se eu tivesse dinheiro, viajaria pelo
mundo.) - Present Conditional.

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 If I had money, I would be traveling around the world. (Se eu tivesse dinheiro, estaria
viajando pelo mundo.) - Present Continuous Conditional

Tipo 3: if + Past Perfect + Perfect Conditional ou Perfect Continuous Conditional

Frases condicionais de tipo 3 são utilizadas para indicar condições irreais no passado e um
resultado provável.

Exemplos:

 If we had studied, we would have passed the exam. (Se tivéssemos estudado, teríamos
passado na prova.) - Perfect Conditional.
 If you had listened to your mother, you would have been enjoying your vacations. (Se você
tivesse ouvido sua mãe, estaria curtindo suas férias.) - Perfect Continuous Conditional.

Mista: If + Past Perfect ou Simple Past + Present Conditional ou Perfect Conditional

Frases condicionais mistas são utilizadas para indicar condições irreais no presente e um resultado
provável.

Exemplos:

 If you hadn't been late, you would have arrived in time to catch the bus. (Se você não
estivesse atrasada, teria chegado a tempo de pegar o ônibus.) - Past Perfect + Perfect
Conditional
 If you studied, you would get a better grade. (Se você estudasse, tiraria uma nota melhor.)
- Simple Past + Present Conditiona

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Complete the sentences below using the verbs in brackets in the appropriate
form.

1. If I __________________, I wouldn’t lie to them. (to be)

(Se eu fosse você, eu não mentiria pra eles.)

2. If we _________________ on foot, we’ll be late. (to go)

(Se nós formos a pé, nós vamos nos atrasar.)

3. I would call the police if someone __________________ my house. (break into)

(Eu chamaria a polícia se alguém arrombasse minha casa.)

4. I_________________ weight if I eat too much chocolate. (to gain)

(Eu vou ganhar peso se eu comer muito chocolate.)

5. She will be tired in class if she _________________ to bed early.(not/ to go)

(Ela vai ficar cansada na aula se ela não for pra cama cedo.)

6. She __________________ me if she could. (to help)

(Ela me ajudaria se ela pudesse.)

7. I would buy that car if I _______________ you. It’s a real bargain! (to be)
(Eu compraria aquele carro se eu fosse você. Está uma pechincha!)

8. You _________________ if you don’t take your medicine. (not / to get better)
(Você não vai melhorar se você não tomar seu remédio.)

9. What would you do if you _______________ a wallet on the street? (to find)
(O que você faria se achasse uma carteira na rua?)

10. I will stay home if dad ________________ me the money. (not/ to lend)
(Eu vou ficar em casa se o meu pai não me emprestar o dinheiro.)

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Condicional sem if
Orações condicionais sem if
When I go to Brazil, I visit my relatives.
(Quando eu vou ao Brasil, visito meus
Pode ser usada para substituir o if em parentes.)
When (quando)
frases condicionais de tipo 0 (zero).
When he calls, she gets happy. (Quando ele
liga, ela fica feliz.)

I wouldn’t drink that juice unless I was really

thirsty. (Eu não beberia aquele suco, a menos
que estivesse com muita sede.)
Unless (a menos que; a É usada antes de um verbo na afirmativa,
não ser que, exceto se) mas expressa ideia negativa. She wouldn't have sent him a message unless I
had suggested it. (Ela não teria enviado uma
mensagem para ele se eu não tivesse
sugerido.)

Provided that he studies more, he'll get better

grades. (Contanto que ele estude mais, tirará
Provided/Providing melhores notas.)
Podem ser utilizadas como substitutas
that (desde que; contanto
de if nas frases. Studying Math is easy providing that you have
que)
a good teacher. (Estudar matemática é fácil
desde que você tenha um bom professor.)

You can go by yourself as long as you promisse

you’ll call me when you arrive there. (Você
pode ir sozinho desde que me prometa que
As long as (desde que; Pode ser utilizada como substituta ligará quando chegar lá.)
contanto que) de if. É mais formal que provided that.
As long as you gave him food, he would be
calm. (Contanto que você tivesse dado comida
a ele, ele ficaria calmo.)

Supposing you won the prize, what would you

Podem substituir o if em frases
Suppose/Supposing (se;
condicionais. Geralmente são utilizadas
supondo que; imaginando
em conversações e em frases sem
que) orações principais.
do? (Se você tivesse ganho o prêmio, o que
você faria?)
Suppose there are no tickets availabe
anymore? (Se não houver mais ingressos
disponíveis?)

I will eat a hamburguer in case I get

hungry. (Vou comer um hambúrguer caso eu
In case (caso) Indica motivo. fique com fome.)

I will buy an umbrella in case it rains. (Vou

comprar um guarda-chuva caso chova.)

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Faça os exercícios com gabarito para testar os seus conhecimentos sobre as conditional sentences.

1. (UEL/1995) If you don’t go, __________ very angry.

a) I was
b) I feel
c) I am
d) I have been
e) I’ll be

2. (Mackenzie/2002) If she had gone to the movies, __________.

a) she would have met Jane

b) she would like to call Jane
c) Jane would be busy
d) she might be sick now
e) Jane will be happy

3. (UECE/2008) In the sentence “If the criteria of quality become exacting, a canon may emerge
…” the part in italics is a/an:

a) noun clause
b) relative clause
c) conditional clause
d) restrictive clause

4. (FPS/2015) In the sentence “If you haven’t tried a fresh brewed coffee in its natural state, you
should give it a try.”, the IF clause indicates

a) a condition
b) a real situation
c) an imagined situation
d) a concession
e) a result

5. (FPS/2015) In the sentence “These can transmit the disease if they make contact with the mucus
membranes (…)”, the IF clause indicates

a) a real possibility
b) a condition
c) a result
d) an imagined situation
e) a concession

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A passive voice (voz passiva) é um tipo de construção frasal onde o sujeito é paciente, ou seja, sofre a
ação da frase em vez de praticá-la. É destacado o que acontece com o sujeito, porém, sem enfatizá-lo.
Exemplo: The car was washed. (O carro foi lavado.)
O foco do exemplo acima é o objeto do período (the car), uma vez que ele recebe a ação de ser lavado.

Regras e exemplos de uso da passive voice

A voz passiva pode ser utilizada em frases afirmativas, negativas e interrogativas. Sua formação é expressa por:

Objeto + verbo to be + Past Participle (Particípio passado) do verbo principal + complemento

Essa estrutura pode ser utilizada em diversos tempos verbais do presente, do passado e do futuro. Para isso,
basta flexionar o verbo to be.

Passive voice no Simple Present

Objeto + am/is/are + Past Participle (Particípio passado) do verbo principal + complemento

 Affirmative Form: The school is painted by John. (A escola é pintada pelo John.)
 Negative Form: The school isn’t painted by John. (A escola não é pintada pelo John.)
 Interrogative Form: Is the school painted by Jonh? (A escola é pintada pelo John?)

Passive voice no Present Continuous

Objeto + am being/is being/are being + Past Participle (Particípio passado) do verbo principal + complemento

 Affirmative Form: The school is being painted by John. (A escola está sendo pintada pelo John.)
 Negative Form: The school isn’t being painted by John. (A escola não está sendo pintada pelo
John.)
 Interrogative Form: Is the school being painted by John? (A escola está sendo pintada pelo John?)

Passive voice no Present Perfect

Objeto + has been/have been + Past Participle (Particípio passado) do verbo principal + complemento

 Affirmative Form: The school has been painted by John. (A escola tem sido pintada pelo John.)
 Negative Form: The school hasn’t been painted by John. (A escola não tem sido pintada pelo
John.)
 Interrogative Form: Has the school been painted by John? (A escola tem sido pintada pelo John?)

Passive voice no Simple Past

Objeto + was/were + Past Participle (Particípio passado) do verbo principal + complemento

 Affirmative Form: The school was painted by John. (A escola foi pintada pelo John.)
 Negative Form: The school wasn’t painted by John. (A escola não foi pintada pelo John.)
 Interrogative Form: Was the school painted by John? (A escola foi pintada pelo John?)

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Passive voice no Past Continuous

Objeto + was being/were being + Past Participle (Particípio passado) do verbo principal + complemento

 Affirmative Form: The school was being painted by John. (A escola estava sendo pintada pelo
John.)
 Negative Form: The school wasn’t being painted by John. (A escola não estava sendo pintada pelo
John.)
 Interrogative Form: Was the school being painted by John? (A escola estava sendo pintada pelo
John?)

Passive voice no Past Perfect

Objeto + had been + Past Participle (Particípio passado) do verbo principal + complemento

 Affirmative Form: The school had been painted by John. (A escola tinha sido pintada pelo John.)
 Negative Form: The school hadn’t been painted by John. (A escola não tinha sido pintada pelo
John.)
 Interrogative Form: Had the school been painted by John? (A escola tinha sido pintada pelo John?)

Passive voice no Simple Future

Objeto + will be + Past Participle (Particípio passado) do verbo principal + complemento

 Affirmative Form: The school will be painted by John. (A escola será pintada pelo John.)
 Negative Form: The school won’t be painted by John. (A escola não será pintada pelo John.)
 Interrogative Form: Will the school be painted by John? (A escola será pintada pelo John?)

Passive voice com verbos modais

No caso dos verbos modais, a construção da passive voice é feita da seguinte maneira:

Modal verb (verbo modal) + be + Past Participle (Particípio passado)

Os principais verbos modais são: will, would, can, could, must, should, may, might e ought to. Confira
abaixo exemplos com o verbo modal could.

 Affirmative Form: The school could be painted by John. (A escola poderia ser pintada pelo John.)
 Negative Form: The school couldn't be painted by John. (A escola não poderia ser pintada pelo
John.)
 Interrogative Form: Could the school be painted by John. (A escola poderia ser pintada pelo
John?)

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Active voice x Passive voice

Diferentemente do que acontece na passive voice, na active voice (voz ativa) o sujeito da
ação é posto em evidência. Confira abaixo alguns exemplos:

Exemplos Active voice (Voz ativa) Passive voice (Voz passiva)

Simple John paints the school every year. (John The school is painted by John every year. (A
Present pinta a escola todos os anos.) escola é pintada pelo John todos os anos.)

John painted the school. (John pintou a The school was painted by John. (A escola foi
Simple Past
escola) pintada pelo John.)

Simple John will paint the school. (John pintará The school will be painted by John. (A escola
Future a escola.) será pintada pelo John.)

Passive Voice – Exercícios

01. A voz passiva de I’m reading the magazine é:

a) The magazine is being read (by me).

b) The magazine was being read (by me).
c) The magazine has been read (by me).
d) The magazine had been read (by me).
e) The magazine were read (by me).

02. He said: “Can you show me your passport?”

a) He asked me can you show your passport?

b) He asked to show my passport.
c) He asked: show you passport.
d) He asked to me show you passport.
e) He asked me whether I could show him my passport.

03. He said: “ I am sweeping my floor.”

a) He said he sweeps his floor.

b) He said he was sweeping his floor.
c) He said that he was sweeping my floor.
d) He said his floor sweeps.
e) He said that floors are to be swept.

04. She said to me: “Go!”

She told me_______________.

a) had
b) going
c) go
d) to go
e) has gone
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05. They said to us: “Don’t go!” They told us _______________.

a) go to not
b) not go
c) not going
d) not to go
e) going not

06. I said to him: “I’ll leave soon.” I told him that I ______ soon.

a) will leave
b) ‘d left
c) ‘s left
d) ‘d leave
e) am leaving

07. (FATEC) She said: “I had to leave”. – She said (that) ______.

a) she is leaving
b) she had leaving
c) she had to leaves
d) she had to leave
e) she had to leaving

08. (UNESP) Sue asked Barbara: “What movie do you want to see?”
Sue asked her what movie ______________

a) did she want to see.

b) does she want to see.
c) to see.
d) she wanted to see.
e) she want to see.

09. He said: “I have slept a lot”.

a) He said: slept a lot, I have.

b) He said: I have slept a lot.
c) He told slept a lot.
d) He told me to sleep a lot.
e) He said he had slept a lot.

10. She said to me: “I’m washing my car.”

a) She said that she washes cars.

b) She said that she was washing her car.
c) She said to wash her car.
d) She said to her car: wash!
e) She said she is washes cars.
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EPCAR (AFA) 2011
The Lion King
This article is about Disney's 1994 film.
1 2
The Lion King is a 1994 American animated feature produced by Walt Disney Feature Animation. Released to theaters on
3
June 15, 1994 by Walt Disney Pictures, it is the 32nd film in the Walt Disney Animated Classics. The story, which was
influenced by the Bible stories of Joseph and Moses and the William Shakespeare play Hamlet, takes place in a kingdom of
4
anthropomorphic animals in Africa. The film was the highest grossing animated film of all time until the release of Finding
5
Nemo. The Lion King still holds the record as the highest grossing traditionally animated film in history and belongs to an era
known as the Disney Renaissance.
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The Lion King is the highest grossing 2D animated film of all time in the United States, and received positive reviews from
8
critics, who praised the film for its music and story. During its release in 1994, the film grossed more than $783 million
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worldwide, becoming the most successful film released that year, and it is currently the twenty-eighth highest-grossing feature
film.
http://en.wikipedia.org/wiki/The_Lion_King

GLOSSARY:
Feature film – a film that is 90 or more minutes long
Gross – total
Release – make public
Praise – show approval

Read the sentences below extracted from the text and mark the alternative that has the only ones in the Passive Voice.

I. “The Lion King is a 1994 American animated feature produced by Walt Disney...” (ref. 1)
II. “Released to theaters on June 15, 1994 by Walt Disney Pictures.” (ref.2)
III. “The story, which was influenced by the Bible stories of Joseph and Moses and the William Shakespeare play Hamlet...”
(ref.3)
IV. “The film was the highest grossing animated film of all time until the release of Finding Nemo.” (ref.4)

a. I and III.

b. II and IV.

c. III and II.

d. IV and I.

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EPCAR (AFA) 2013
BRAZILIAN AIR FORCE ACADEMY

AFA (Air Force Academy), located at Pirassununga, State of São Paulo, is responsible for the training of Pilots,
Administrative and Aeronautics Infantry Officers for the Brazilian Air Force.
The history of the Brazilian military pilots schools goes back to 1913, when the Brazilian Aviation Schoolwas founded,
at Campo dos Afonsos, State of Rio de Janeiro. Its mission was to provide instruction at similar levels to those of the best
European schools at the time; Blériot and Farman aircraft, made in France, were available for the instruction of the
pupils. The Great War 1914-1918, however, forced its instructors to leave and the school was closed.
At that time, both the Brazilian Army and Navy had their own air arms, the Military Aviation and the Naval Aviation. The
Navy bought Curtiss F seaplanes in May 1916 to equip the latter, and in August of the same year, the Naval Aviation
School was created.
The Military Aviation, however, only activated its Military Aviation School after the Great War, on 10 July 1919. Among
the aircrafts used at the school, one could find the Sopwith 1A2, Bréguet 14A2, and Spad 7.
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Until the beginning of the 1940s, both schools continued with their activities. The Brazilian Government was concerned
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with the air war in Europe and decided to concentrate under a single command the military aviation activities. Thus, on
20 January 1941, the Air Ministry was created and both the Army and Navy air arms were disbanded, their personnel and
equipment forming the Brazilian Air Force. On 25 March 1941, the Aeronautics School was based at Campo dos
Afonsos, and its students became known as Aeronautics Cadets from 1943 to the current days.
As early as 1942, it became clear that the Aeronautics School would need to be transferred to another place, offering
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better climate and little interference with the flight instruction of the future pilots. The town of Pirassununga was chosen
among others, and, in 1952, the first buildings construction was initiated. The transfer of the School activities to
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Pirassununga occurred from 1960 to 1971. The School was redesigned as the Air Force Academy in 1969.
The motto of the Academy is the Latin expression “Macte Animo! Generose Puer, sic itur ad astra”, extracted from the
poem Thebaida, by the Roman poet Tatius. It is an exhortation to the cadets, which can be translated as Courage! This is
the way, oh noble youngster, to the stars.
The instruction of the Aeronautics Cadets, during the four-year-long course, has its activities centred in the
words COURAGE – LOYALTY – HONOUR – DUTY – MOTHERLAND. The future officers take courses on several
subjects, including Calculus, Computer Science, Mechanics, Portuguese and English, given by civilian lecturers, Air
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Force instructors and supervisors. The military instruction itself is given on a daily basis, and the Cadets are trained on
different subjects, including parachuting, and sea and jungle survival.

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According to the chosen specialization, the Cadet will receive specific instruction:

Pilots: Instruction on precision maneuvering, aerobatics, formation flying and by instruments, with 75 flying hours on the
primary/basic training aircraft T-25 Universal, beginning on the 2nd term of the 1st year and completed in the 3rd year.
Advanced training is given on T-27 Tucano aircraft, with 125 flying hours.
Administrative: Training on the scientific and technological modern foundations of economics and financial management,
and logistics training.
Aeronautics Infantry: Instruction on defense and security techniques of military Aeronautics installations, anti-aircraft
measures, command of troops and firefighting teams, military laws and regulations, armament usage, military service and
call-up procedures.
During their leisure time, the Cadets participate on the activities of seven different
clubs: Aeromodelling, Literature, Informatics, Firearms shooting, Gauchos Heritage (for those coming from the South of
Brazil), Gerais Club and Sail Flying. The clubs are directed by the Cadets themselves, under supervision of Air Force
officers.
The Academy also houses the Brazilian Air Force Air Demonstration Squadron – The Smoke Squadron.
Flying as the eagles do!
Adapted from http://www.rudnei.cunha.nom.br/FAB/en/afa.html

Mark the alternative that has the fragment from the text INCORRECTLY changed into Active Voice.

a.The air war in Europe concerned The Brazilian Government. (ref. 1)

b.Someone chose the town of Pirassununga among others. (ref. 2)

c.Somebody redesigned the School as the Air Force Academy. (ref. 3)

d.The officers trained the Cadets on different subjects. (ref. 4)

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EEAR: The sentence in the text “As you know, if you dedicate to your studies, you will succeed in life.”,
lines 11 and 12, is classified by

A Second Conditional.

B Third Conditional.

C First Conditional.

D Zero Conditional.

EFOMM (2019) - Mark the only option which is INCORRECT.

A If I were you, I wouldn't ask for bank loans so often.

B If she had worked harder, she wouldn't be out-ofwork now.

C Lisa wouldn't have met John if she hadn't gone to that party.

D I'd be more patient with my parents if I didn't live with them.

E They'd leam how to cook if they need to live by themselves.

ESOLA NAVAL - Which of the sentences below is correct?

A You wouldn’t spend so much if you didn’t have a good salary.

B If you would plan to use Wi-Fi, connect your TV with your router.

C Unless he tried hard, he won’t get the job of his dreams.

D If he were married, he won’t travel alone so much.

E She won’t buy a new car even if she'll have the money.

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