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ELABORAÇÃO DE ORIGINAIS

JOÃO MANOEL DE ALBUQUERQUE – Graduado em letras anglo-germânicas pela Universidade de São

Paulo (USP).

NELSON BORALLI FILHO – Graduado em literatura inglesa pela Pontifícia Universidade Católica (PUC)de São Paulo-SP.

Material integrante do Sistema Ético de Ensino

I n g l ê sLinguagens, Códigos e suas Tecnologias

cadernode



PREZADO EDUCADOR,

Ao longo de quase um século, professores e alunos de todo o Brasil têm

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compartilhar com você a tarefa de garantir o acesso a materiais que contribuam

para o bom desempenho escolar, a boa formação e a realização de todo o

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Motivados por essa intenção, apresentamos a você este Caderno de

Revisão, concebido como ferramenta de reforço e apoio ao período de

preparação dos alunos para as avaliações de final do Ensino Médio, como os

vestibulares e o Enem.

O Caderno de Revisão está organizado em módulos. Cada módulo, que

pode ser ministrado em uma aula, é composto de:– uma apresentação concisa do conteúdo teórico trabalhado durante o curso;

– atividades inéditas e questões selecionadas de exames vestibulares.

Prático e objetivo, este material reforça os pontos mais importantes trabalhados

durante o curso. Sem dúvida, seus alunos vestibulandos encontrarão nele uma

ajuda valiosa para a indispensável revisão de conteúdo que antecede as provas.

Além deste Caderno de Revisão, você encontra em nossas coleções

didáticas para o Ensino Médio e seus sites, em nossa biblioteca digital, no portal

Saraiva Educa e em nossos serviços de assessoria didática todo um conjunto de

recursos pensados especialmente para fazer de suas aulas as melhores aulas e

de seus alunos, jovens bem preparados para a nova fase de vida que chega com

o final da Educação Básica.

Um bom trabalho!

www.editorasaraiva.com.br



I n g l ê s

IN.01 Simple present × Present continuous/Articles ....................... 4

IN.02 Simple past × Past continuous/Simple future/Future with “going to”/Future continuous ............................................. 10

IN.04 Present perfect continuous/

Personal pronouns (subject and object) ............................... 22

IN.03 Present perfect/Plural forms of nouns .................................... 16

IN.05 Past perfect/Past perfect continuous .................................... 28

IN.06 Wh- questions/Possessives (adjectives and pronouns) .......... 33

IN.07 First conditional/Second conditional .................................... 39

IN.08 Third conditional/Special cases ............................................ 45 Tradução dos textos e resolução do HOMEWORK 51

Parte 1

IN.09 Relative pronouns/Degrees of adjectives ............................... 57

IN.10 Modal verbs/Reflexive pronouns .......................................... 65

IN.11 Reported speech .................................................................. 72

IN.12 Prepositions/Genitive case ................................................... 78

IN.13 Infinitive x gerund/Indefinite pronouns ................................ 85

IN.14 Passive voice ........................................................................ 93

Tradução dos textos e resolução do HOMEWORK 100

Anotações 104

Parte 2



R e p r o d u ç ã o p r o i b i d a . A r t . 1 8 4 d o C ó d i g o P e n a l e L e i 9 . 6 1 0 d e 1 9 d e f e v e r e i r o d e 1 9 9 8 .

Why God hates Haiti

Haiti is surely a Job among nations. It is the poorest country in the Western Hemisphere: half itspopulation lives on less than a dollar a day. With 98 percent of its forests felled and burned for

firewood, Haiti is uniquely vulnerable toflooding from hurricanes. In 2008, fourstorms left a million homeless. Haiti has aninfant-mortality rate worse than that ofmany African nations, and its people areplagued by disease: diarrhea, hepatitis,typhoid fever, dengue fever, malaria, andleptospirosis are rampant there. This litanydoesn’t even touch on Haiti’s disastrouspolitical history, most notably the reign ofFrançois (Papa Doc) Duvalier, whoassassinated and tortured more than30,000 in the 1960s.

Now, with as many as 100,000 deadin last week’s earthquake, people areasking themselves some questions: ifGod is good and intervenes in the world,then why does He make innocents suffer?Why, as Job might have said, would God

“crush an impoverished people with a tempest and multiply theirwounds without cause?”

For Pat Robertson, the TV evangelist, the answer is simple:it’s the Haitians’ own fault, presumably for practicing voodoo.Nearly all Haitians are Christian, but about half also practice

voodoo, an adaptation of their African ancestors’ native religion.In his narrow, malicious way, Robertson is making a First Commandment argument: when

the God of Israel thunders from his mountaintop that “you shall have no other gods before me,”He means it. This God rains down disaster—floods and so forth — on those who disobey.

Adapted from Lisa Miller. Newsweek , January 25, 2010.

MóduloIN.01

Job: Jó, personagem bíblico.Fell: cortar, abater.Flooding: inundação, enchente.Rampant: devastador.Wounds: feridas, ferimentos.

M A R

C E L L O C

A S A L J R / A B R

Simple present x Present continuous/

Articles




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Comprehension

1 What does the author mean by “Haiti is surely a Job among nations”? She means that:a) very few people have jobs in Haiti.b) God loves Haiti above all nations.c) half of the Haitians practice voodoo, which God does not approve of.d) God is constantly punishing Haiti.Alternativa d

2 What happened in Haiti in 2008?a) Papa Doc had more than 30,000 people tortured and killed.

b) Most of its forests were felled and burned.c) 1,000,000 people lost their homes in consequence of four storms.d) More people died of diarrhea, hepatitis, typhoid fever, dengue fever, malaria and leptospirosis than in any other African

country.Alternativa c

3 What do you know about Pat Roberston?a) He wrote the article above.b) He’s a religious broadcaster.c) He believes the First Commandment does not apply to Haiti.d) He lives in Haiti.Alternativa b

4 According to Pat Robertson:

a) Haiti is the poorest country in the Western Hemisphere.b) haitians themselves are to be blamed for all the disasters that have struck their country.c) 50% of Haitians live on less than a dollar a day.d) practically all of Haiti’s forests have been destroyed for firewood.Alternativa b

Grammar ab yz

1. SIMPLE PRESENT x PRESENT CONTINUOUS

• Usa-se o simple present para ações habituais e o present continuous para uma ação que está acontecendo.• O simple present é formado pelo infinitivo do verbo sem to (acrescenta-se s na 3ª pessoa do singular).• Forma-se o present continuous com o verbo to be no presente + o verbo principal, acrescido de -ing. As formas negativa e interrogativa:• Para o simple present , usamos o auxiliar do (does para a 3ª pessoa do singular).• No present continuous, o verbo to be funciona como auxiliar.

USOS PRINCIPAIS — SIMPLE PRESENT • Ações habituais, sempre acompanhadas de advérbios de frequência.

He never lies to his mother.

• Fatos que são imutáveis.Water boils at 100 degrees Celsius.

• Situações presentes.I don’t have a car.

• Eventos futuros.The plane leaves in 15 minutes.

USOS PRINCIPAIS — PRESENT CONTINUOUS• Ações que estão acontecendo no presente.

Listen! The baby is crying .

• Situações temporárias.Sue is living with some friends until she can find an

apartment.

• Ações predeterminadas a se realizarem no futuro.I’m going to the doctor tomorrow morning.

B I P




Attention

Alguns verbos não são usados com -ing.• Sense verbs: see, hear, taste, smell (use can para substituir a forma contínua).

• Mental process verbs: believe, know, understand, remember, recollect, forget, suppose, mean, notice, recognize, think.• Emotion verbs: love, hate, (dis)like, care, want, wish, forgive, refuse.

• Intrinsic-characteristic verbs: seem, appear, belong to, contain, consist of, possess, have, own, matter.

2. DEFINITE AND INDEFINITE ARTICLES

INDEFINITE ARTICLESA: usado antes de palavras no singular começadas por consoantes (a book, a chair ) e antes de palavras com

som inicial de consoante (a uniform, a university).An: usado antes de palavras no singular que começam por vogais (an orange, an elephant ) e diante de palavras

com som inicial de vogal (an heir , an honest man).

DEFINITE ARTICLE The: único definite article em inglês. É usado no singular e no plural; com substantivos masculinos, femininos e

neutros.Usa-se o definite article:

• antes de substantivos ou adjetivos que representam uma classe ou espécie;• antes de nomes de mares, rios, oceanos, montanhas, florestas;• antes de nomes de família e dos habitantes de um país.

Não se usa o definite article:• antes de nomes próprios;• antes de substantivos usados no sentido geral;• antes de church, school , hospital , bed , prison, se usados para seu propósito original;• antes de nomes de países, a menos que estejam no plural ou sejam compostos por Republic , Kingdom, States.

EXERCISES

1 Identify in the text “Why God hates Haiti” eight verbs in the simple present and two in the present continuous.

Simple present : hates, lives, has, doesn’t touch, does He make, practice, means, disobey, thunders, rains.

Present continuous: are asking, is making.

2 In my country, the wind usually from the north. here?a) is blowing / Is the same thing happenningb) is blowing / Is the same thing happening

c) blows / Does the same thing happend) blow / Is the same thing happeninge) blows / The same thing happenAlternativa c

3 what now?a) Does anyone here know / Lucy is doingb) You know / is Lucy doingc) Don’t they know / does Lucy dod) Don’t your husband know / Lucy doese) Does he knows / Lucy is doingAlternativa a

4 bread is made from flour.a) The / Øb) Ø / Øc) A / thed) Some / somee) The / the Alternativa b




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Texto para as questões de 5 a 7.

What these indicators revealThe population explosion that is occurring in many areas of the developing world is putting pressures on local environments.It has created the need for more natural resources, including land, water, food and other basic necessities of life.The statistics on development and economic growth are also especially revealing about the environment. Historically, economical

development has been one of the main factors in environmental change. In the modern world as well, development and industrializationare having major environmental effects.

[…] One of the most important things these statistics show is that the environment is a global issue, and that problems in oneregion of the world affect every country. Furthermore, as the regions of the world begin to interact more, their futures will becomeeven more interdependent.

Adapted from www.thinkquest.org (acesso em 7 ago. 2010)

5 (Cefet-SP) De acordo com o texto:a) uma explosão demográfica está ocorrendo em certas partes do mundo.b) a explosão demográfica provoca pressões no meio ambiente dos países desenvolvidos.c) os recursos naturais do mundo desenvolvido estão ameaçados pela explosão demográfica.d) as necessidades básicas da vida estão se incrementando no mundo desenvolvido.e) os países em desenvolvimento salvaguardam seu meio ambiente.As letras b, c e d falam países desenvolvidos, ou mundo desenvolvido. O texto, porém, fala em “developing world”, ou seja, mundo em desenvolvimento, mundo dos paísesemergentes. Com relação à letra e, basta atentar para o nosso próprio país, para sabermos que “os países em desenvolvimentos não salvaguardam seu meio ambiente”.Alternativa a

6 (Cefet-SP) No mundo moderno:a) o aumento da população cria uma interdependência entre as várias regiões do planeta.b) um dos principais agentes das mudanças ambientais continua a ser o desenvolvimento econômico.c) o crescimento econômico ainda reflete a preocupação com o meio ambiente.d) a industrialização é o que melhor reflete a histórica tendência ao desenvolvimento econômico.

e) o maior desenvolvimento econômico continua a ser um revelador da história.Letra a: não é o aumento da população que cria uma interdependência entre as regiões do planeta, e sim o futuro de uma delas.Letra c : é o contrário, isto é, é o meio ambiente que se ressente do crescimento econômico.Letras d e e: mero jogo de palavras. Muitas vezes o examinador simplesmente embaralha palavras do texto, criando uma afirmação complicadíssima, que não querdizer absolutamente nada.Alternativa b

7 (Cefet-SP) Indique a alternativa que completa o segundo parágrafo do texto correta e adequadamente.a) All these statistics say great deal on the environment over the world.b) Every statistics says much deal in the environment of the world.c) Each of these statistics says a good deal at the environment of the world.d) Every statistics say many a good deal of the environment about the world.e) All of these statistics say a great deal about the environment around the world.Letra a: a great deal about the environment (não on).Letra b: much deal não existe.Letra c : a good deal about .

Letra d : every é singular e statistics é plural.Alternativa e

HOMEWORK

Texto para as questões 1e 2.

The end of the summer job?For anyone looking for a job, it’s been a cruel summer.It’s especially hard out there for teenagers who are

facing, as one report puts it, the “worst summer job market

since 1948”. Working retail or scooping ice cream was, forgenerations, a rite of passage for many high-schoolers inthe United States. But with national unemployment at 9.4percent, first-time job hunters are finding themselvescompeting with unemployed adults who are now willing totake positions that were considered entry-level inprerecessionary times.

Where does that leave high-school-and-college-agestudents, apart from spending their summers lying on thecouch? It leaves them with little income and, worse, few jobskills, says Andrew Sum, director of the Center for LaborMarket Studies at Northeastern University in Boston. “Ithurts their ability to get jobs in the future”, he says. Teenswho work in high school and college on average earnsalaries 16 percent higher than teens who don’t work,

according to the center’s research.www.newsweek.com/id/210916/output/print (acesso em 7 ago. 2010)

R E U T E R S / R E U T E R S / L A T I N S T O C K




1 (ESPM-SP) The expression “first-time job hunters” refers to:a) unemployed adults.b) youths who look for their first job.c) adults and teenagers who have lost their jobs for the first time.d) job hunters in general.e) all college students who come home for the summer and, for the first time in their lives, cannot find a job.

2 (ESPM-SP) You can infer from the text that:a) most teenagers would rather spend summers lying on the couch than working retail or scooping ice cream.b) most teenagers have been hired this summer.c) if a teenager has few job skills, he/she will certainly have a hard time finding a job this summer.

d) skilled teenagers have improved their income by working during the summer.e) working summer jobs may translate into higher earning power in the long term.

Texto para as questões 3 e 4.

A taste of prison foodSix reinforced steel doors stand between

the outside world and the Clink, a restaurantlocated inside Her Majesty’s High Down Prison,Surrey. Diners are stripped of their mobilephones and tobacco products, and whiskedthrough an airless waiting room filled withswaggering “screws,” who clank keys and slamdoors. Inside lies a slick restaurant withchromotherapy mood lighting, polished blackgranite surfaces, and gray wool upholsteredchairs that wouldn’t be out of place in a WestEnd eatery. Only the plastic cutlery gives thegame away — as well as the fact that all of thechefs face special restrictions on the usage ofthe knives. It looks like a West End eatery, butthe plastic cutlery suggests otherwise.

The Clink is the brainchild of prison officerKathleen Ruby and professional chef AlbertoCrisci, who coaches offenders on how to makeadventurous dishes like avocado sorbet. Theirhope is that the culinary skills prisoners learn inthe sparkling-clean open kitchen might helpthem get jobs on release. The restaurant, which serves surprisingly tasty dishes — like steak onglet with béarnaise sauce, slow-cooked pork belly, cheese soufflé omelette, and organic salad grown from the prisoners’ own garden resembles somethingbetween Hell’s Kitchen and Prison Break. A charming French waiter (serving a 14-year sentence for drug offenses) completes the

haute cuisine mirage. And a good-looking Spanish prisoner makes a mean espresso on the huge Gaggia machine, beforesending guests back into the concrete courtyard surrounded by barbed wire and seven meter fences — definitely putting thekibosh on anyone planning to dine and dash (www.theclinkonline. com).

Newsweek , September 2009. p. 48.

3 (Fatec-SP) A função do restaurante Clink, localizado numa prisão norte-americana, é:a) recepcionar chefs de cozinha famosos.b) proporcionar aos prisioneiros com boa conduta oportunidade de receber seus familiares.c) oferecer cenário para as filmagens da série Prision break.d) fornecer pratos prontos para orfanatos locais.e) promover situações de socialização aos prisioneiros, por meio do incentivo a habilidades culinárias.

4 (Fatec-SP) Fazem parte da decoração do restaurante Clink:a) sofás charmosos revestidos com couro.b) poltronas confortáveis revestidas com veludo.

c) cadeiras revestidas com lã.d) cadeiras de couro e sofás revestidos com lã.e) cadeiras de madeira com almofadas de veludo.

Texto para as questões de 5 a 9.

Something rather exciting is happening in Latin AmericaAugust, 16th 2007

Much of the news coming out of Latin America in recent years has been of radical populists proclaiming “revolution” or, as Venezuela’s Hugo Chávez would have it, “21st century socialism”.

In their widely propagated caricature, a tiny white elite in Latin America oppresses an indigenous majority whose poverty hasbeen exacerbated by the free-market reforms imposed by the IMF and the United States.

So it might be hard to believe that in many countries in the region, and especially in Brazil and Mexico, Latin America’s two giants,things are in fact going better today than they have done since the mid-1970s. The region is in its fourth successive year of economicgrowth averaging a steady 5%. In most places inflation is in low single digits. And for the first time in memory, growth has gone hand-

in-hand with a current-account surplus, holding out hope that it will not be scotched by a habitual Latin American balance-of-payments crunch.

T H E C L I N K R E S T A U R A N T




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What is more, financial stability and faster growth are starting to transform social conditions with astonishing speed. The numberof people living in poverty is falling, not only because of growth but also thanks to the social policies of reforming democraticgovernments. The incomes of the poor are rising faster than those of the rich in Brazil (where income inequality is at its least extremefor a generation) and in Mexico.

In both these countries a new lower-middle class is emerging from poverty. Low inflation, achieved through more disciplinedpublic finances and trade liberalization, has brought falling interest rates. Credit has at last returned. So these new consumers arebuying cars and DVD players or taking out mortgages. No wonder Latin Americans are in an optimistic mood: earlier this year a pollby the Pew Global Attitudes Project found a greater increase in personal satisfaction in Brazil and Mexico over the past five years thanin any of the other 45 countries it surveyed.

Adapted from www.economist.com (acesso em 23 set. 2010)

5(FGV-SP) According to the text, Latin American radical populists:a) managed to implant the 21st century socialism in many countries.

b) believe that a small white elite dominates the majority of the poor population.c) think that the IMF is not interested in free-market reforms to please the USA.d) proclaim that the IMF dominates the USA’s decisions towards socialism.e) propagate a caricature of Uncle Sam and capitalism.

6 (FGV-SP) A América Latina:a) apresenta um desenvolvimento constante desde a década de 1970.b) controlou a inflação em quase todos os países, mantendo-a no máximo de 5%.c) está demonstrando um superávit comercial que ainda pode ser afetado pela dívida interna.d) exibe um crescimento econômico médio de 5% há quatro anos com inflação abaixo de dois dígitos.e) tem o Brasil e o México como exemplos de países que aderiram ao livre mercado e conseguiram crescimento recorde.

7 (FGV-SP) No Brasil:a) a distribuição de renda historicamente desigual está menos díspar.

b) as condições sociais estão promovendo a redução da pobreza sem prejudicar a elite.c) os pobres são favorecidos pelo socialismo populista.d) a estabilidade financeira ainda é precária e é necessário programar reformas democráticas.e) a polícia deve ser reformada para ter um papel mais social e democrático no governo.

8 (FGV-SP) No Brasil e no México, o surgimento da nova classe média baixa que emerge da pobreza se deve:a) ao clima de otimismo e ao aumento da satisfação pessoal.b) ao parcelamento das dívidas para compra de bens como automóveis e aparelhos eletrônicos.c) ao comércio liberalizado que permite a importação de produtos baratos em escala global.d) ao controle das despesas públicas e privatização de serviços como saúde e educação.e) à inflação baixa que permite juros menores para o crédito parcelado.

9 (FGV-SP) In the following excerpt of the fourth paragraph of the text “The incomes of the poor are rising faster than those of the richin Brazil (where income inequality is at its least extreme for a generation) and in Mexico” — the word those refers to:

a) the poor.

b) the rich.c) the incomes.d) rising faster.e) Brazil and Mexico.

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