Read the text and answer questions 28 and 29.

Homeless crack addict revitalizes small square in downtown São Paulo A homeless man has chosen to occupy his
free time revitalizing a small square on the corner of avenues São João and Duque de Caxias, in downtown São
Paulo. He planted pau-brasil, palm, banana and avocado trees. He also planted boldo, sweet potatoes, beans,
peppers and ornamental plants, such as snake plants. Residents noticed the square’s gradual changes and
congratulated the author for the modifications.

Fonte: Folha de São Paulo Internacional – 21/03/2017

Morador de rua viciado em crack revitaliza pequena praça no centro de São Paulo Um morador de rua optou por

ocupar seu tempo livre revitalizando uma pequena praça na esquina das avenidas São João e Duque de Caxias, no

centro de São Paulo. Ele plantou pau-brasil, palmeira, banana e abacate. Ele também plantou boldo, batata-doce,

feijão, pimentão e plantas ornamentais, como plantas de cobra. Os moradores perceberam as mudanças graduais da

praça e parabenizaram o autor pelas modificações.

29 – The words “small”, “sweet” e “ornamental”, underlined in the text, are __________.

a) nouns

b) adverbs

c) pronouns

d) adjectives

Celebrity Doubles

A group of teenagers is standing outside a shop in Manchester, England. Many of _____ have cameras and
are looking in the shop window. ____ want to see the movie star Daniel Radcliffe. A man in the shop looks like
Radcliffe, but ______ isn’t the famous actor. He’s Andrew Walker - a twenty-two-year old shop clerk.

Walker isn’t surprised by the teenagers. People often stop _____ on the street and want to take his picture.
Walker is a clerk, but he also makes money as Daniel’s double. Today, many companies work with celebrity doubles.
They look like famous athletes, pop singers, and actors. The companies pay doubles to go to parties and business
meetings. Doubles are also on TV and in newspapers ads.

Why do people want to look like a celebrity? One double in the USA says, “I can make good money. I also
make a lot of people happy”.

Adapted from World Link - Developing English Fluency

Um grupo de adolescentes está do lado de fora de uma loja em Manchester, na Inglaterra. Muitos de _____

têm câmeras e estão olhando pela janela. ____ Quero ver o astro de cinema Daniel Radcliffe. Um homem na loja se

parece com Radcliffe, mas ______ não é o ator famoso. Ele é Andrew Walker - um balconista de 22 anos.

Walker não se surpreende com os adolescentes. As pessoas costumam parar _____ na rua e querem tirar uma foto

dele. Walker é um escriturário, mas também ganha dinheiro como um sósia de Daniel. Hoje, muitas empresas
trabalham com dublês de celebridades. Eles se parecem com atletas famosos, cantores pop e atores. As empresas

pagam o dobro para ir a festas e reuniões de negócios. As duplas também estão na TV e nos anúncios de jornais.

Por que as pessoas querem parecer uma celebridade? Um duplo nos EUA diz: “Posso ganhar um bom dinheiro. Eu

também faço muita gente feliz ”.

38 - Fill in the blanks with the correct personal pronouns:

a) they – them – him – he

b) them – they – he – him

c) he – him – they – them

d) them – they – him – he

44 – Choose the best alternative that shows the irregular plural form:

a) mice, children, goose, woman.

b) mice, children, geese, women.

c) mouses, kids, goose, women.

d) mice, child, geese, woman.

TEXT:

It’s never too late to make changes to prevent diseases that may end your flying career. And becoming healthier
doesn’t mean you have to make major changes. Here are some tips on what you can do today to keep yourself in the
air for years to come.

- take the stairs instead of riding the elevator;

- limit red meat; - consume more vegetables;

- wear UV-blocking sunglasses; - walk more;

- try a yoga class;

- don’t smoke;

- drink a lot of water;

- find an activity that you love after retirement.

Fonte:[Link] Acess 30/05/2017

Nunca é tarde demais para fazer mudanças para prevenir doenças que podem encerrar sua carreira de aviador. E se

tornar mais saudável não significa que você tenha que fazer grandes mudanças. Aqui estão algumas dicas sobre o que

você pode fazer hoje para se manter no ar nos próximos anos.

- suba as escadas em vez de subir no elevador;

- use óculos de sol com proteção UV; - ande mais;

- tente uma aula de ioga;

- não fume;

- beber muita água;

- encontre uma atividade que você ame após a aposentadoria.

37 – The word “yourself”, in bold in the text, is a __________ pronoun.

a) personal

b) reflexive

c) possessive

d) demonstrative

48 – The correct way of writing the cardinal number 30,000 using words is __________.

a) third thousand

b) thirty thousand

c) thirteen thousand

d) thirtieth Thousand

36 – Choose the best alternative for the written form of “1844”.

a) eight fourty – four

b) one eight four four

c) eighteen forty-four

d) eighteen fourth-four

Read the text below:

“George Washington was born February 22, 1732, the first child of Augustine Washington and his wife Mary Ball
Washington, at Wakefield on their Popes Creek Estate in the Colony of Virginia. He was a subject of the British
Empire at that time, under the reign of George II, descended primarily from the gentry of Sulgrave, England. His
great-grandfather John Washington emigrated to Virginia in 1656. He was a tobacco planter who accumulated
land and slaves, as did his son Lawrence and his grandson Augustine.”

“George Washington nasceu em 22 de fevereiro de 1732, o primeiro filho de Augustine Washington e sua esposa

Mary Ball Washington, em Wakefield em seu Popes Creek Estate na Colônia da Virgínia. Ele era um súdito do
Império Britânico na época, sob o reinado de George II, descendendo principalmente da pequena nobreza de Sulgrave,

na Inglaterra. Seu bisavô John Washington emigrou para a Virgínia em 1656. Ele era um plantador de tabaco que

acumulava terras e escravos, assim como seu filho Lawrence e seu neto Augustine. ”

How many possessive pronouns are there in this text?

a. 3

b. 5

c. 4

d. 0

e. 6

QUESTÃO: According to the picture, what is the correct possessive pronoun to use?

a. Ours
b. Our
c. Their
d. Theirs
e. My

QUESTÃO: How’s Daisy? Give _______ my love.

A. Him
B. Hers
C. Them
D. Her
E. His
 Answers the question according to the text below.
TEXT II 

When you’re in a long line waiting for your turn with a bunch of other cranky people, a good wallet is
essential. For everyone’s benefit, you want to be able to find the right card or bills, make your
transaction, and get out of there as quickly as possible. Mobile payments, vendor apps, and the decline
of cash have lessened the amount of space you need for library cards and twenties, and they’ve
lessened the need for bulky, old-school leather cash carriers. There’s never been a better time to trim
down your wallet and your carbon footprint in turn by choosing a wallet made from recycled or eco-
friendly materials.
F. [Link]

Quando você está em uma longa fila esperando sua vez com um monte de outras pessoas mal-humoradas, uma boa

carteira é essencial. Para o benefício de todos, você deseja encontrar o cartão ou as contas certas, fazer sua transação e

sair de lá o mais rápido possível. Os pagamentos móveis, aplicativos de fornecedores e o declínio do dinheiro

diminuíram a quantidade de espaço de que você precisa para cartões de biblioteca e cartões de 20, e diminuíram a

necessidade de caixas de couro da velha escola. Nunca houve um momento melhor para reduzir sua carteira e sua

pegada de carbono, por sua vez, escolhendo uma carteira feita de materiais reciclados ou ecológicos.

The highlighted words: YOUR (line 01), EVERYONE (line 02), YOU(line 04), and YOUR (line 05) in the text are,
respectively:

A. possessive pronoun; indefinite pronoun; personal pronoun; possessive pronoun

B. possessive adjective; indefinite pronoun; personal pronoun; possessive adjective

C. reflexive pronoun; definite pronoun; possessive adjective; possessive adjective

D. possessive adjective; definite pronoun; personal pronoun; possessive pronoun

E. definite pronoun; personal pronoun; personal pronoun; reflexive pronoun

READ THE FOLLOWING TEXT CAREFULLY, AND THEN CHOOSE THE ALTERNATIVE THAT BEST
COMPLETES THE STATEMENTS BELOW, ACCORDING TO THE TEXT. 

Mrs Parker died suddenly in October. She and Mr Parker lived in a Victorian house next to ours, and Mr Parker
was my piano teacher. He commuted to Wall Street, where he was a securities analyst, but he had studied at
Juilliard and gave lessons on the side – for the pleasure of it, not for money. His only students were me and the
church organist.
The word “tragic” was mentioned in connection with her death. She and Mr Parker were in the middle of their
middle age, and neither of them had ever been seriously ill. It was heart failure, and unexpected. My parents
went to see Mr Parker as soon as they got the news, since they took their responsibilities as neighbours
seriously, and two days later they took me to pay a formal condolence call. 
I loved the Parkers’ house. It was a Victorian house, and was shaped like a wedding cake. The living-room was
round, and all the walls curved. The third floor was a tower. Every five years the house was painted chocolate
brown, which faded gradually to the colour of weak tea. The front-wall window was a stained-glass picture of a
fat baby holding a bunch of roses.
On Wednesday afternoons, Mr Parker came home on an early train, and I had my lesson. Mr Parker’s teaching
method never varied. He never scolded or corrected. The first fifteen minutes were devoted to a warm-up in
which I could play anything I liked. Then Mr Parker played the lesson of the week. His playing was terrifically
precise, but his eyes became dreamy and unfocused. Then I played the same lesson, and after that we worked
on the difficult passages, but basically he wanted me to hear my mistakes. After that, we sat in the solarium and
discussed the next week’s lesson. Mr Parker usually played a record and talked in detail about the composer,
his life and times. Mrs Parker used to leave us a tray of cookies and lemonade, cold in the summer and hot in
the winter. When the cookies were gone, the lesson was over and I left, passing the Victorian child in the
hallway. 

A Sra. Parker morreu repentinamente em outubro. Ela e o sr. Parker moravam em uma casa vitoriana ao lado da nossa,

e o sr. Parker era meu professor de piano. Ele viajou para Wall Street, onde era analista de valores mobiliários, mas

havia estudado na Juilliard e dava aulas paralelamente - por prazer, não por dinheiro. Seus únicos alunos fomos eu e o

organista da igreja.

A palavra “trágico” foi mencionada em conexão com sua morte. Ela e o sr. Parker estavam na meia-idade e nenhum

dos dois jamais estivera gravemente doente. Foi uma parada cardíaca inesperada. Meus pais foram ver o sr. Parker

assim que souberam da notícia, pois levavam a sério suas responsabilidades de vizinhos e, dois dias depois, me

levaram para fazer um telefonema formal de condolências.

Eu amei a casa dos Parker. Era uma casa vitoriana e tinha o formato de um bolo de casamento. A sala era redonda e

todas as paredes curvas. O terceiro andar era uma torre. A cada cinco anos, a casa era pintada de marrom chocolate,

que gradualmente desbotava para a cor de um chá fraco. A janela da parede da frente era uma imagem de vitral de um

bebê gordo segurando um buquê de rosas.

Nas tardes de quarta-feira, o Sr. Parker voltava para casa em um trem mais cedo e eu tinha minha aula. O método de

ensino do Sr. Parker nunca mudou. Ele nunca repreendeu ou corrigiu. Os primeiros quinze minutos foram dedicados a

um aquecimento no qual eu poderia tocar o que quisesse. Então o Sr. Parker deu a lição da semana. Sua execução era

terrivelmente precisa, mas seus olhos tornaram-se sonhadores e desfocados. Então eu joguei a mesma lição, e depois

disso nós trabalhamos nas passagens difíceis, mas basicamente ele queria que eu ouvisse meus erros. Depois disso,

sentamos no solário e discutimos a lição da semana seguinte. O Sr. Parker normalmente tocava um disco e falava em

detalhes sobre o compositor, sua vida e época. A Sra. Parker costumava nos deixar uma bandeja de biscoitos e

limonada, fria no verão e quente no inverno. Quando os biscoitos acabaram, a aula acabou e eu saí, passando pela

criança vitoriana no corredor.

(COLWIN, Laurie. Mr Parker. In: PIERCE, Tina and COCHRANE, Edward (eds.). Twentieth century English
short stories. London: Bell & Hyman, 1979, p. 48-9. Adapted.)

“I loved the Parkers’ house” means the same as “I loved _____ house”.
 A. YOUR
B. THEIR
C. OUR
D. HIS
E. THEIRS

QUESTÃO: Read the text below and classify the highlighted words, then choose the CORRECT
alternative.

a. They are reflexive pronouns.

b. They are verbs.

c. They are possessive pronouns.

d. None of the above.

QUESTÃO: Look at the picture and choose the CORRECT alternative.

A. In the picture there are only relative pronouns.

Going Mobile, Going Further!

By Anderson Francisco Guimarães Maia – October 28, 2016

So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of
mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the
attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.

The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning,
which for language learners may be realized through supplementary out-of-classroom practice, translation
support when communicating with target language speakers and the capture of difficulties and discoveries which
can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver,
supplement and extend formal language learning; or it can be the primary way for learners to explore a target
language informally and direct their own development through immediacy of encounter and challenge within a
social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is
mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit:
formal education remains somewhat detached from rapid socio-technological change, and informal learning is
frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving
personal and social motivations for learning.

One example of how mobile devices can bridge formal and informal learning is through instantmessaging
applications. Both synchronous and asynchronous activities can be developed for language practice outside the
classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice
vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns
to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and
grammar to support classroom learning.

Digital and mobile media are changing and extending language use to new environments as well as creating
opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts
of language use which will ultimately influence the ways that language is used and learned. Therefore, let us
incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.

        (Disponível em [Link]

In “Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat
detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored
when it could be used as a resource and a way to discover more about evolving personal and social
motivations for learning.”, the pronoun it (paragraph 2, line 10) refers to:

“Consequentemente, há oportunidades perdidas em termos de benefício mútuo: a educação formal permanece um

tanto desligada da rápida mudança sociotecnológica, e a aprendizagem informal é frequentemente deixada de lado ou

ignorada quando poderia ser usada como um recurso e uma maneira de descobrir mais sobre a evolução pessoal e

motivações sociais para aprender. ”

A. formal education
B. informal learning

C. mutual benefit

D. change

E. resource