The document is a Portuguese language exam containing grammar exercises on verbs in the present simple tense. It includes fill-in-the-blank questions with short texts using common verbs like "listen", "do", "be", etc. It also includes multiple choice questions testing forms of to be, interrogatives, negatives, and subjects/objects. There are reading comprehension questions on a short dialogue and questions about preferences.
This document appears to be a table of contents for an English language textbook divided into various units on topics like interests, health, community service, music, food, school, transport, movies, and festivals. The table of contents lists the titles of passages and exercises within each unit as well as the page numbers. It also lists the vocabulary, skills, and content covered in each unit.
This document provides a summary of the present simple tense in English. It discusses how the present simple is used to talk about habitual or repeated actions. It provides examples of how to conjugate regular and irregular verbs in the present simple. It also discusses the use of question words and expression words related to likes, dislikes and preferences when using the present simple tense.
This document contains a bank of English language exercises for first grade students. It includes multiple choice, fill in the blank, matching and true/false questions about greetings, family, daily routines, foods, activities and other basic topics. The exercises are meant to help students practice and improve their English vocabulary and conversational skills.
Here are the sentences in affirmative, negative and interrogative form:
Affirmative: You speak English.
Negative: You don't speak English.
Interrogative: Do you speak English?
Affirmative: He goes home.
Negative: He doesn't go home.
Interrogative: Does he go home?
Affirmative: They clean the bathroom.
Negative: They don't clean the bathroom.
Interrogative: Do they clean the bathroom?
Affirmative: She washes the dishes.
Negative: She doesn't wash the dishes.
Interrogative: Does she wash the dishes?
The document provides a list of questions to get to know someone, such as their name, age, hobbies, favorite subject, family, friends and where they are from. It also includes a list of body parts and their pronunciations to learn.
1. This document is from a Brazilian public school and provides instructions for an English homework assignment for 1st year students. It contains 8 questions to translate passages and lists of vocabulary to write.
2. The homework is worth 40 points and is divided into two parts - open response questions requiring written answers and closed questions to fill in a multiple choice answer sheet.
3. Students are asked to write lists of verbs, explain grammar tenses and structures, translate passages, and demonstrate knowledge of vocabulary through multiple choice questions.
The document contains questions to get to know someone by asking about their name, age, hobbies, favorite school subject, family background, friends and where they live. It also contains the pronunciation of body parts and questions asking students to identify different body parts. Finally, it provides examples of filling in missing words to complete sentences in the past continuous tense. The overall document focuses on introducing oneself, learning anatomy terminology, and practicing the past continuous verb form.
The document provides an introduction to basic English grammar concepts for ESL students. It includes a table of contents that lists grammar topics such as the present simple tense, possessives, articles, pronouns and more. Each topic is then explained in detail over multiple pages with examples and exercises. The document aims to help learners improve their understanding of foundational English grammar structures.
This document appears to be a table of contents for an English language textbook divided into various units on topics like interests, health, community service, music, food, school, transport, movies, and festivals. The table of contents lists the titles of passages and exercises within each unit as well as the page numbers. It also lists the vocabulary, skills, and content covered in each unit.
This document provides a summary of the present simple tense in English. It discusses how the present simple is used to talk about habitual or repeated actions. It provides examples of how to conjugate regular and irregular verbs in the present simple. It also discusses the use of question words and expression words related to likes, dislikes and preferences when using the present simple tense.
This document contains a bank of English language exercises for first grade students. It includes multiple choice, fill in the blank, matching and true/false questions about greetings, family, daily routines, foods, activities and other basic topics. The exercises are meant to help students practice and improve their English vocabulary and conversational skills.
Here are the sentences in affirmative, negative and interrogative form:
Affirmative: You speak English.
Negative: You don't speak English.
Interrogative: Do you speak English?
Affirmative: He goes home.
Negative: He doesn't go home.
Interrogative: Does he go home?
Affirmative: They clean the bathroom.
Negative: They don't clean the bathroom.
Interrogative: Do they clean the bathroom?
Affirmative: She washes the dishes.
Negative: She doesn't wash the dishes.
Interrogative: Does she wash the dishes?
The document provides a list of questions to get to know someone, such as their name, age, hobbies, favorite subject, family, friends and where they are from. It also includes a list of body parts and their pronunciations to learn.
1. This document is from a Brazilian public school and provides instructions for an English homework assignment for 1st year students. It contains 8 questions to translate passages and lists of vocabulary to write.
2. The homework is worth 40 points and is divided into two parts - open response questions requiring written answers and closed questions to fill in a multiple choice answer sheet.
3. Students are asked to write lists of verbs, explain grammar tenses and structures, translate passages, and demonstrate knowledge of vocabulary through multiple choice questions.
The document contains questions to get to know someone by asking about their name, age, hobbies, favorite school subject, family background, friends and where they live. It also contains the pronunciation of body parts and questions asking students to identify different body parts. Finally, it provides examples of filling in missing words to complete sentences in the past continuous tense. The overall document focuses on introducing oneself, learning anatomy terminology, and practicing the past continuous verb form.
The document provides an introduction to basic English grammar concepts for ESL students. It includes a table of contents that lists grammar topics such as the present simple tense, possessives, articles, pronouns and more. Each topic is then explained in detail over multiple pages with examples and exercises. The document aims to help learners improve their understanding of foundational English grammar structures.
The document provides an introduction to basic English grammar lessons from the website Espresso English. It includes a table of contents that lists grammar topics such as the present simple tense of to be verbs, possessives, articles, and more. Each topic is explained over multiple pages with examples and exercises. The summary concludes by welcoming students to the site and providing contact information for the author.
Here are the main verb patterns covered in the document:
- Verbs + -ing or to + infinitive (with a change of meaning)
- Verbs + -ing (no change in meaning)
- Verbs + to + infinitive (with no change in meaning)
The document discusses how like can be used as a verb followed by -ing or to + infinitive, and how the meaning may change depending on which is used. It also mentions other common verb patterns in English like verbs + -ing and verbs + to + infinitive.
This document provides a summary of a 298-page textbook titled "Revision Lessons" published in 2016. The textbook contains lessons to help students practice and review the English language. It covers topics like describing friends, communication, health, reading, music, media, and school life both in Ukraine and other English-speaking countries like the UK. While students have learned about Ukraine, the textbook provides more information about Ukrainian culture and life. It also shares facts about the UK. The summary promises to limit grammar lessons and make them fun. Students are encouraged to make the most of this learning experience to improve their English skills and open more opportunities since English is a global language.
This document provides information about a textbook titled "Revision Lessons" published in 2016. It contains lessons on various topics like describing friends, healthy lifestyles, music, and life in Ukraine and the UK. The textbook aims to improve students' English skills while discussing interesting topics. It promises to have minimal grammar lessons and make grammar learning fun. Students are encouraged to fully engage with the exercises in the book to better learn English as it is important for communicating globally.
This document provides an overview of the topics and activities covered in a basic conversation class for week 4. It includes:
1. A music activity matching words to song lyrics and practicing minimal word pairs.
2. An activity matching verb phrases to pictures and making sample sentences.
3. Discussions comparing Americans and Taiwanese culture related to topics like food, weather, animals, and more.
4. Additional speaking activities including describing photos, answering true/false questions about a story, and comparing places in Taiwan and America.
5. A work-themed roleplay game and exercises identifying jobs and qualifications.
6. Tongue twisters to practice pronunciation.
Here are some examples of verb tenses in sentences:
Present Tense:
- I walk to school every day.
- She studies hard for her exams.
Past Tense:
- I walked to school yesterday.
- They studied all night for the test.
Future Tense:
- I will walk to school tomorrow.
- She will study more for the next exam.
By changing the form of the verb, we can indicate whether an action happened in the past, is happening now, or will happen in the future. Identifying the verb tense helps the reader understand when events are occurring.
Workbook 2019 sec. 3 - collected by Mr. Ayman MahgoubMahgoubAyman
This document contains an English language lesson with exercises about grammar, vocabulary, and language skills. In the first exercise, students are asked to match phrases using new vocabulary words. The second exercise has students complete sentences with words from the first exercise. The third exercise involves using a dictionary to answer questions about related words.
The lesson continues with additional exercises that focus on grammar, such as choosing the correct verb form and finding mistakes in sentences. Students are tasked with answering questions using the present perfect tense. Vocabulary is further developed through exercises involving word forms, meanings, and filling in tables. The document closes with a dialogue for students to finish and additional language practice.
This document provides an overview of the topics and activities covered in a basic English conversation class for week 4. The topics included matching words with similar sounds, distinguishing between vowel sounds, verb phrases, questions about American culture and stereotypes, a story about state parks and things to do in America vs. Taiwan, checking verb phrases, jobs, a board game, and tongue twisters. The class involves listening exercises, matching activities, fill-in-the-blank questions, discussions of cultural similarities and differences, and a game.
This document contains a seminar outline prepared by an English language teacher. It includes topics like character descriptions, personality traits, frequency adverbs, verb tenses, and verb forms. Sample dialogues are provided to demonstrate questioning about characters' traits and people's habits. Various verb forms and their usage are defined, such as have/has got, do/does, and verb+ing. Guidelines are given for regular and irregular verbs.
Santi is a Spanish teenager who is forced to move to London, England with his mother. His English skills are very poor since he has never shown much interest in the language. In London, he meets some girls who help him improve his English. Dorothy, a relative who already lives in London, speaks English fluently. Sergio, one of Santi's friends in Spain, tries to help Santi practice English over the internet. Santi struggles to navigate London without being able to communicate effectively in English.
Santi is a Spanish teenager who is forced to move to London, England with his mother. His English skills are very poor since he has never shown much interest in the language. In London, he meets some girls who help him improve his English. Dorothy, a relative who already lives in London, speaks English fluently. Sergio, one of Santi's friends in Spain, tries to help Santi practice English over the internet. Santi struggles to navigate London without being able to communicate effectively in English.
This document introduces basic English vocabulary and grammar structures. It begins with greetings and introducing oneself, including name, occupation, and asking how someone is. Directions and locations are then covered, using prepositions of place. Common verbs for daily activities, work, hobbies and travel are listed. Basic numbers, countable/uncountable nouns, and using quantities are explained. Ability is then discussed using the verb "can".
This document introduces basic English vocabulary and grammar structures. It begins with greetings and introducing oneself, including name, occupation, and asking how someone is. Directions and locations are then covered, using prepositions of place. Common verbs for daily activities, work, hobbies and travel are listed. Basic numbers, countable/uncountable nouns, and using quantities are explained. Ability is then discussed using the verb "can".
The document provides examples of questions using different parts of speech and tenses. It then gives examples of questions using what, where, when and how to ask for additional details in responses. Finally, it provides a series of questions for the reader to answer about themselves.
The document is an English test containing questions about a passage describing children in a library. [1] Some boys and girls are reading books and magazines while Bob takes a book from a shelf and Meg reads a yellow book. [2] Danny is looking at a picture on the wall instead of reading. [3] The test contains multiple choice and fill-in-the-blank questions about the passage and English verb tenses and modals.
The document provides a summary of creative activities that can be used in an English classroom to help students practice language skills. Some of the activities described include role-playing conversations with different situations, using hand motions to answer true/false questions, demonstrating pronunciation of sounds, singing songs that incorporate target grammar patterns, and using familiar tunes to teach grammar concepts like "there is/are" and "has/have." The document advocates adapting the activities using imagination and creativity.
This document contains a sample multiple choice exam for an 8th grade class. It includes sections on listening, reading, grammar and vocabulary. The listening section contains questions about conversations between students discussing their daily routines and activities. The reading section contains short passages followed by true/false questions about the content. The grammar section tests verb tenses, pronouns and prepositions. The vocabulary section asks students to match words to definitions and choose the correct words to complete sentences.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The document provides an introduction to basic English grammar lessons from the website Espresso English. It includes a table of contents that lists grammar topics such as the present simple tense of to be verbs, possessives, articles, and more. Each topic is explained over multiple pages with examples and exercises. The summary concludes by welcoming students to the site and providing contact information for the author.
Here are the main verb patterns covered in the document:
- Verbs + -ing or to + infinitive (with a change of meaning)
- Verbs + -ing (no change in meaning)
- Verbs + to + infinitive (with no change in meaning)
The document discusses how like can be used as a verb followed by -ing or to + infinitive, and how the meaning may change depending on which is used. It also mentions other common verb patterns in English like verbs + -ing and verbs + to + infinitive.
This document provides a summary of a 298-page textbook titled "Revision Lessons" published in 2016. The textbook contains lessons to help students practice and review the English language. It covers topics like describing friends, communication, health, reading, music, media, and school life both in Ukraine and other English-speaking countries like the UK. While students have learned about Ukraine, the textbook provides more information about Ukrainian culture and life. It also shares facts about the UK. The summary promises to limit grammar lessons and make them fun. Students are encouraged to make the most of this learning experience to improve their English skills and open more opportunities since English is a global language.
This document provides information about a textbook titled "Revision Lessons" published in 2016. It contains lessons on various topics like describing friends, healthy lifestyles, music, and life in Ukraine and the UK. The textbook aims to improve students' English skills while discussing interesting topics. It promises to have minimal grammar lessons and make grammar learning fun. Students are encouraged to fully engage with the exercises in the book to better learn English as it is important for communicating globally.
This document provides an overview of the topics and activities covered in a basic conversation class for week 4. It includes:
1. A music activity matching words to song lyrics and practicing minimal word pairs.
2. An activity matching verb phrases to pictures and making sample sentences.
3. Discussions comparing Americans and Taiwanese culture related to topics like food, weather, animals, and more.
4. Additional speaking activities including describing photos, answering true/false questions about a story, and comparing places in Taiwan and America.
5. A work-themed roleplay game and exercises identifying jobs and qualifications.
6. Tongue twisters to practice pronunciation.
Here are some examples of verb tenses in sentences:
Present Tense:
- I walk to school every day.
- She studies hard for her exams.
Past Tense:
- I walked to school yesterday.
- They studied all night for the test.
Future Tense:
- I will walk to school tomorrow.
- She will study more for the next exam.
By changing the form of the verb, we can indicate whether an action happened in the past, is happening now, or will happen in the future. Identifying the verb tense helps the reader understand when events are occurring.
Workbook 2019 sec. 3 - collected by Mr. Ayman MahgoubMahgoubAyman
This document contains an English language lesson with exercises about grammar, vocabulary, and language skills. In the first exercise, students are asked to match phrases using new vocabulary words. The second exercise has students complete sentences with words from the first exercise. The third exercise involves using a dictionary to answer questions about related words.
The lesson continues with additional exercises that focus on grammar, such as choosing the correct verb form and finding mistakes in sentences. Students are tasked with answering questions using the present perfect tense. Vocabulary is further developed through exercises involving word forms, meanings, and filling in tables. The document closes with a dialogue for students to finish and additional language practice.
This document provides an overview of the topics and activities covered in a basic English conversation class for week 4. The topics included matching words with similar sounds, distinguishing between vowel sounds, verb phrases, questions about American culture and stereotypes, a story about state parks and things to do in America vs. Taiwan, checking verb phrases, jobs, a board game, and tongue twisters. The class involves listening exercises, matching activities, fill-in-the-blank questions, discussions of cultural similarities and differences, and a game.
This document contains a seminar outline prepared by an English language teacher. It includes topics like character descriptions, personality traits, frequency adverbs, verb tenses, and verb forms. Sample dialogues are provided to demonstrate questioning about characters' traits and people's habits. Various verb forms and their usage are defined, such as have/has got, do/does, and verb+ing. Guidelines are given for regular and irregular verbs.
Santi is a Spanish teenager who is forced to move to London, England with his mother. His English skills are very poor since he has never shown much interest in the language. In London, he meets some girls who help him improve his English. Dorothy, a relative who already lives in London, speaks English fluently. Sergio, one of Santi's friends in Spain, tries to help Santi practice English over the internet. Santi struggles to navigate London without being able to communicate effectively in English.
Santi is a Spanish teenager who is forced to move to London, England with his mother. His English skills are very poor since he has never shown much interest in the language. In London, he meets some girls who help him improve his English. Dorothy, a relative who already lives in London, speaks English fluently. Sergio, one of Santi's friends in Spain, tries to help Santi practice English over the internet. Santi struggles to navigate London without being able to communicate effectively in English.
This document introduces basic English vocabulary and grammar structures. It begins with greetings and introducing oneself, including name, occupation, and asking how someone is. Directions and locations are then covered, using prepositions of place. Common verbs for daily activities, work, hobbies and travel are listed. Basic numbers, countable/uncountable nouns, and using quantities are explained. Ability is then discussed using the verb "can".
This document introduces basic English vocabulary and grammar structures. It begins with greetings and introducing oneself, including name, occupation, and asking how someone is. Directions and locations are then covered, using prepositions of place. Common verbs for daily activities, work, hobbies and travel are listed. Basic numbers, countable/uncountable nouns, and using quantities are explained. Ability is then discussed using the verb "can".
The document provides examples of questions using different parts of speech and tenses. It then gives examples of questions using what, where, when and how to ask for additional details in responses. Finally, it provides a series of questions for the reader to answer about themselves.
The document is an English test containing questions about a passage describing children in a library. [1] Some boys and girls are reading books and magazines while Bob takes a book from a shelf and Meg reads a yellow book. [2] Danny is looking at a picture on the wall instead of reading. [3] The test contains multiple choice and fill-in-the-blank questions about the passage and English verb tenses and modals.
The document provides a summary of creative activities that can be used in an English classroom to help students practice language skills. Some of the activities described include role-playing conversations with different situations, using hand motions to answer true/false questions, demonstrating pronunciation of sounds, singing songs that incorporate target grammar patterns, and using familiar tunes to teach grammar concepts like "there is/are" and "has/have." The document advocates adapting the activities using imagination and creativity.
This document contains a sample multiple choice exam for an 8th grade class. It includes sections on listening, reading, grammar and vocabulary. The listening section contains questions about conversations between students discussing their daily routines and activities. The reading section contains short passages followed by true/false questions about the content. The grammar section tests verb tenses, pronouns and prepositions. The vocabulary section asks students to match words to definitions and choose the correct words to complete sentences.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. Nome: _______________________________________________________ nº __________
Professor(a): ______________________________ Série: 1ª Turma: __________
Data: _____/_____/2014 Desconto Ortográfico: _________
EXERCÍCIOS DE INGLÊS
1. Leia o texto e complete com a forma correta do verbo no Presente Simples:
Billy always _____ (listen) to his mother. He always ____ (do) what she ____ (say). If his mother says, "Brush
your teeth," Billy ____ (brush) his teeth. If his mother says, "Go to bed," Billy ____ (go) to bed. Billy is a very
good boy. A good boy listens to his mother. His mother ____ ____ (neg + have) to ask him again. She asks him to
do something one time, and she ____ ____ (neg + ask) again. Billy ____ (be) a good boy. He does what his
mother asks the first time. She doesn't have to ask again. She ____ (tell) Billy, "You ____ (be) my best child." Of
course Billy is her best child. Billy is her only child.
2. Complete com a forma correta do verbo TO BE:
a) My name ___ James.
b) Mary ___ the secretary.
c) John and Lucy ___ at school.
d) I ___ a student.
e) The boys ___ in the garden.
f) He ___ a lawyer.
g) Susie ___ a housewife.
h) She ___ a student.
i) They ___ my friends.
j) You ___ a student.
3. Faça as interrogativas das frases do Exercício 2:
4. Agora, faça as negativas:
5. Complete corretamente com o verbo TO BE e depois escreve as formas contraídas.
Forma completa Forma contraída
___ am
He ___
___ is
It ___
We ___
You ___
___ are
1º Trimestre
“Sem limite para crescer”
2. 6. Complete a tabela com o pronome correspondente:
I My
his
Her
It Its
your
We
their
7. Leia o texto e responda em Portugês:
This is Juan Uribe. He’s from Madrid in Spain but he lives in Argentina. He is an actor. Mr Uribe is 23 years old.
He works for TV ARGENTINA. He also studies; he studies Journalism at the Federal University of Argentina.
Mr Uribe can not sing or dance but he can play the violin very well. He loves classical music and he listens to it
every day from 5:10 am to 8:45am every morning. After this he has fruit juice for breakfast and goes to
university. Mr Uribe is a very good student. He speaks Spanish, Portuguese, and English. Mr Uribe lives in a flat.
His flat number is 133, on the 1st floor. Mr Uribe loves Spanish food but he doesn’t like Argentine food. He loves
milk caramels but he doesn’t like chocolate. He doesn’t smoke.
Glossário:
Also – também
Can – Poder, saber fazer
Breakfast – café da manhã
a) Onde Juan vive atualmente?
________________________________________________________________
b) Qual a profissão dele?
________________________________________________________________
c) O que ele sabe e o que ele não sabe fazer?
________________________________________________________________
d) O que ele toma no café da manhã?
________________________________________________________________
e) Quantos idiomas Juan fala?
________________________________________________________________
8. Agora, volte no texto e encontre 3 frases no presente simples:
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
9. Complete com o pronome correto:
Every Saturday Daniel and ___ family go to the beach. ___ live far from the beach, but once a week the family
gets into the car and ___ father drives for hours until ___ arrive.
___ parents love the beach. Daniel and his sister and brother love the beach. The family's dog loves the beach
very much.
But it is a problem to go to the beach every week. Daniel's father gets tired from driving so many hours. The rest
of the family gets tired from sitting in the car for so many hours. Daniel's mother says: "It's fun in the beach, but it
takes too much time to get there and back!"
Daniel and ___ brothers are very sad. ___ want to go to the beach, but it is a problem. They try to go the
swimming pool, but ___ is not the same thing.
One day Daniel's parents come to talk with the kids. They say: "___ have a problem to go to the beach every
week, but we love the beach, and ___ love the beach, and the dog loves the beach. So we have a solution. We
need to live near the beach!"
Daniel and his sister and brother are very happy! Now they live near the beach. They go to the beach every day!
10. De acordo com o texto, responda as seguintes questões:
a) Quantas pessoas têm na família? ______________________________________
b) Eles têm animal de estimação? _______________________________________
c) Qual foi o problema deles? __________________________________________
d) Qual a solução encontrada? __________________________________________
11. Marque a alternativa que complete corretamente a frase “_________ they __________ ecology?”
a) Does – study.
b) Do – study.
c) Do – studies.
d) Does – studies.
12. Marque a alternativa que complete corretamente a frase “Peter ____________ many books”.
a) have.
b) haves.
c) has.
4. d) Hases
13. Marque a alternativa que complete corretamente a frase “John and Mary __________ in the lake”.
a) don’t swim.
b) doesn’t swim.
c) don’t swims.
d) doesn’t swims
14. Qual é a forma negativa da frase “John cries all night.”?
a) John doesn’t cries all night.
b) John not cry all night.
c) John don’t cries all night.
d) John doesn’t cry all night
15. Qual é a forma interrogativa da frase “They eat vegetables every day”?
a) Does they eat vegetables every day?
b) Do they eat vegetables every day?
c) Does they eats vegetables every day?
d) Do they eats vegetables every day?
16. Marque a alternativa cuja frase esteja correta em relação ao estudo do Simple Present.
a) I washes the dishes.
b) They corrects the composition.
c) You need money.
d) She live in New York.
17. Marque a alternativa que empregou corretamente o verbo auxiliar to do
(do / does) no Simple Present.
a) Does my friends play basketball every day?
b) You doesn’t have a good English dictionary.
c) She don’t work here.
5. d) Do those children study English?
18. Relacione as colunas e depois marque a alternativa que contenha a seqüência correta.
(1) Do you drink milk?
(2) Do they take the subway?
(3) Do we like to play football?
(4) Does she speak French?
( ) No, we don’t.
( ) Yes, I do.
( ) No, she doesn’t.
( ) No, they don’t.
a) 3 – 1 – 4 – 2
b) 1 – 3 – 2 – 4
c) 4 – 2 – 3 – 1
d) 3 – 1 – 2 – 4
19. A conjugação correta dos verbos abaixo na 3ª pessoa do singular é:
to fly – to stay – to Kiss – to drink
a) flies – staies – kiss – drinkies.
b) flys – stays – kisses – drinkes.
c) flys – staies – kissies – drinks.
d) flies – stays – kisses – drinks.
20. Marque a alternativa que tenha a frase “We cry when we are sad” transformada na a 3ª pessoa do
singular.
a) I cry when I am sad.
b) They cry when they are sad.
c) She cries when she is sad.
d) You cries when you is sad.
Leia o diálogo abaixo e responda as questões de 21 a 30:
Interview
MARK: Hello! Can I ask you some questions for
a interview?
JENNIFER:
Yes, I can answer some questions.
MARK: Thank you for taking the time. Now first
question: What do you do?
JENNIFER: I work in a library. I am librarian.
MARK: Are you married?
JENNIFER: Yes, I am.
MARK: What does your husband do?
6. JENNIFER: He works as a policeman.
MARK: Do you usually have dinner together?
JENNIFER: Yes, We do.
MARK: How often does your husband exercise?
JENNIFER: He sometimes exercises four times a
week. But he usually exercises only twice a
week.
MARK: Where do you like going on holiday?
JENNIFER: We rarely go on holiday. However,
we like going to the mountains if we can.
MARK: What type of books do you read?
JENNIFER: I often read horror stories.
MARK:Thank you very much for answering my
questions.
JENNIFER:You’re welcome!
21. De acordo com o texto Jennifer é uma:
a) professora
b) artista plástica
c) bibliotecária
d) secretária.
22. Todos têm um estado civil, indique a alternativa que corresponde ao estado civil dela:
a) casada
b) divorciada
c) solteira
d) viúva
23. O marido de Jennifer também trabalha, a profissão dele é:
a) policial
b) dentista
c) engenheiro
d) advogado
24. Além da profissão, ele pratica exercícios de quanto em quanto tempo?
a) duas vezes por semana.
b) três vezes por dia.
c) uma vez ao mês.
d) quatro vezes por semana.
25. Todos nós gostamos de lazer aos feriados. Nos feriados eles costumam ir:
a) à praia.
7. b) a museus.
c) às montanhas.
d) ao teatro.
26. Como Jennifer trabalha em uma livraria, ela adora ler livros. Marque a alternativa que corresponde a
preferência de livros de Jennifer:
a) aventura
b) romances
c) ficção científica
d) terror
27. Marque a alternativa que corresponde a forma negativa “I read horror stories”. Na forma negativa ficará:
a) I read not horror stories.
b) I not read horror stories.
c) I don’t read horror stories.
d) n.d.a
28. Na frase: “He works as a policeman”, se passarmos a frase destacada para a 2ª pessoa do plural e para a
forma interrogativa, teremos:
a) Does he works as a policeman?
b) Works he as a policeman:
c) Do you work as a policeman?
d) Does you work as a policeman?
29. No simple present os verbos “DO” “GO” e “READ”, nas terceiras pessoas do singular, obterão a
seguinte forma:
a) DOES, GOES e READS
b) DOS, GOS, READES
c) DOIS, GOIS, READIS
d) n.d.a
30. “I work in a library”, na 3ª pessoa do singular, a frase obterá a seguinte forma:
a) I works in a library.
b) I don’t work in a library.
c) She work in a library.
d) She works in a library.
31. Escreva frases positivas e negativas usando o verbo TO BE:
8. a) (It / hot day) ______________________________________________________
b) (It / windy today) __________________________________________________
c) (my hands / cold) __________________________________________________
d) (Brazil / a very big country) _________________________________________
e) (Diamonds / cheap) ________________________________________________
f) (Toronto / in the US) _______________________________________________
32. Complete as frases. Use as palavras abaixo:
Boil – Close – Cost – Cost – Like – Like – Meet – Open – Speak – Teach – Wash
a) Maria _____ four languages.
b) The shops in the city centre usually _____ at 9 o’clock in the morning.
c) The City Museum _____ at 5 o’clock in the evening.
d) Tina is a teacher. She _____ mathematics to Young children.
e) My job is very interesting. I _____ a lot of people.
f) Peter’s car is always dirty. He never _____ it.
g) Food is expensive. It _____ a lot of money.
h) Shoes are expensive. They _____ a lot of money.
i) Water _____ at 100 degrees Celsius.
j) Julia and I are good friends. I _____ her and she _____ me.
33. Marque a resposta correta:
1) Tom ___________________ in politics.
a) Isn’t intereted
b) Not interested
c) Doesn’t interested
d) Doesn’t interest
2) ‘___________________?’ No, she’s out.
a) Is at home your mother
b) Does your mother at home
c) Is your mother at home
d) Are your mother ate home
3) These postcards are Nice. ____________________.
a) How much are they?
b) How many are they?
9. c) How much they are?
d) How much is they?
4) The earth ________________ round the Sun.
a) Going
b) Go
c) Goes
d) Does go
e) Is go
5) We _________________ away at weekends.
a) Often go
b) Goes often
c) Often going
d) Are often go
6) We _________________ television very often.
a) Not watch
b) Doesn’t watch
c) Don’t watch
d) Don’t watching
e) Watch not
7) ‘____________________on Sunday?’ No, not usually.
a) Do you work
b) Are you work
c) Does you work
d) Do you working
e) Work you
8) I don’t understand this sentence. What _______________________?
a) Mean this word
b) Means this word
c) Does mean this word
d) Does this word mean
e) This word means
9) Tom _____________________ shower every morning.
10. a) Has
b) Having
c) Is having
d) Have
10)What ___________________ at the weekends?
a) Do you usually
b) Are you usually doing
c) Are you usually do
d) Do you usually do
Leia o trecho da canção Viva La Vida do Coldplay e responda a questão 34.
Viva la Vida
I used to rule the world
Seas would rise when I gave the word
Now in the morning and I sleep alone
Sweep the streets I used to own
I used to roll the dice
Feel the fear in my enemy’s eyes
Listen as the crowd would sing
“Now the old king is dead! Long live the king!”
One minute I held the key
Next the walls were closed on me
And I discovered that my castles stand
Upon pillars of salt and pillars of sand
[…]
34. Letras de músicas abordam temas que, de certa forma, podem ser reforçados pela repetição de trechos
ou palavras. O fragmento da canção Viva la vida, por exemplo, permite conhecer o relato de alguém
que...
a) costumava ter o mundo aos seus pés e, de repente, se viu sem nada.
b) almeja o título de rei e, por ele, tem enfrentado inúmeros inimigos.
c) causa pouco temor a seus inimigos, embora tenha muito poder.
d) limpava as ruas e, com seu esforço, tornou-se rei de seu povo.
e) tinha a chave para todos os castelos nos quais desejava morar.
Leia o texto e responda a questão 34.
THE WEATHER MAN
11. They say that the British love talking about the weather. For other nationalities this can be a banal and boring
subject of conversation, something that people talk about when they have nothing else to say to each other. And
yet the weather is a very important part of our lives. That at least is the opinion of Barry Gromett, press officer
for The Met Office. This is located in Exeter, a pretty cathedral city in the southwest of England. Here
employees – and computers – supply weather forecasts for much of the world.
Speak Up. Ano XXIII, nº 275.
35. Ao conversar sobre a previsão do tempo, o texto mostra
a) o aborrecimento do cidadão britânico ao falar sobre banalidades.
b) a falta de ter o que falar em situações de avaliação de línguas.
c) a importância de se entender sobre meteorologia para falar inglês.
d) as diferenças e as particularidades culturais no uso de uma língua.
e) o confliito entre diferentes ideias e opiniões ao se comunicar em inglês.
Leia o texto e responda as questões de 36.
To live the longest and healthiest life possible, get smarter. Institute for Health Metrics and Evaluation (IHME)
data show that past a certain threshold, health and wealth are just weakly correlated. However, overall health is
closely tied to how many years people spend in school. Mexico, for instance, has a fifth the per capita gross
domestic product (GDP) of the United States, but, for women, more than 50 percent of the latter’s schooling.
In line with the trend, Mexico’s female adult mortality rate is only narrowly higher. Vietnam and Yemen have
roughly equivalent per capita GDP. Yet Vietnamese women average 6.3 more years in school and are half as
likely to die between the ages of 15 and 60. “Economic growth is also significantly associated with child
mortality reductions, but the magnitude of the association is much smaller than that of increased education,”
comments Emmanuela Gakidou, IHME’s director of education and training. “One year of schooling gives you
about 10 percent lower mortality rates, whereas with a 10 percent increase in GDP, your mortality rate would
go down only by 1 to 2 percent.”
Discover, May 31, 2013. Adaptado.
36. De acordo como texto, “about 10 percent lower mortality rates” é resultado de
a) “10 percent increase in GDP”.
b) “child mortality reductions”.
c) “equivalent per capita GDP”.
d) “economic growth”.
e) “one year of schooling”.
37. No texto, ao se comparar o México aos Estados Unidos, afirma-se que, no México,
a) o produto interno bruto é equivalente a 50% do produto interno bruto dos Estados Unidos.
b) os índices de mortalidade adulta vêm crescendo, nos últimos anos.
12. c) as mulheres representam 50% da população escolarizada.
d) as políticas educacionais são suficientes e estão defasadas.
e) as taxas de mortalidade feminina adulta são pouco superiores às norte-americanas.
38. O argumento central do texto é o de que níveis mais altos de escolaridade estão diretamente
relacionados a
a) índices mais baixos de mortalidade.
b) crescimento econômico acentuado.
c) mais empregos para as mulheres.
d) menores taxas de natalidade.
e) melhorias nos serviços de saúde.
Leia o texto
We live in a complex world of abstract entities and obscure developments where we often forget that our reality
is made of individuals and their relations to one another and the world. The forward-looking thinker Theodore
Zeldin observes this deficit in present-day human co-existence as follows: “We know a lot about the material
world but we don’t really know who inhabits this planet. That to me is the big agenda of the 21st century.” This
observation suggests that we ought to find ways to make empathy and understanding tangible, inspiring and
exciting on a person-to-person level. In his view, truly relevant and responsible service means facing the urgent
issues of our times by working from within the fabric of life. As such, Zeldin stresses that this is the only way
to ensure sustainable living conditions in centuries to come.
Service is as old as human kind. In its original sense to be in service is an ethical obligation for every
sustainable life. When you help, you see life as weak; when you fix, you see life as broken; yet, when you
serve, you see life as a whole. Thus, when I serve I am not in a position of strength because we serve with the
whole of ourselves. Being in service means that we employ all our experiences and creativity. This wholeness
in us serve the wholeness in others.
To encourage civility and civic responsibility, individuals need to get involved in taking action that makes a
difference to others. This way, humans are a part of the solution rather than passive observers. This kind of
engagement promotes one’s sense of self, refines the sensibility for connectedness to others, and generates one
of the most rewarding feelings that results from contributing to something larger than oneself. Empathy and
service are the bridges to community, which add depth and meaning to our life, stretching into a civility that
enriches us all.
The understanding of being in service deals directly with life realities and is not just contemplating from an
exiled and self-indulged position. In most of the so-called developed world, service has been only adopted in
the realm of work in order to substantiate and replace means of production that optimize profit (wealth) or gain
(power). However, service goes beyond that. It should be present in all walks of life as a transforming,
supposedly mutually beneficial process. In order to meet the ever-growing and unprecedented challenges of our
times, we need to unleash the full potential of all individual human creativity by profoundly reorganizing our
relations to life and the world.
13. 39. Responda:
a) Quais os Personal pronouns encontrados no texto?
______________________________________________________________________
b) Quais os Adjective pronouns encontrados no texto?
______________________________________________________________________
c) Quais os verbos no Presente Simples?
40. Escreva em, NO MÁXIMO, 5 linhas qual a ideia principal do texto
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
41. Complete as lacunas com a forma correta dos verbos.
a) Andrew ____ in Sao Paulo, Brazil. ( to live )
b) Jennifer and I ____ up early on Saturdays. ( to get )
c) We____ in good luck and bad luck. ( to believe )
d) I ____ a blue dress every Sunday. ( to wear )
e) He ____ soccer every Saturday with friends. ( to play )
f) Julio ____ his father at work. ( to help )
g) Sarah ____ the dish after work. ( to wash )
h) Lisa ____ English at School ( to study )
i) She always ____ downtown with her friends. ( to go )
42. Escreva as formas negativas das frases acima
a) ________________________________________________________________
b) ________________________________________________________________
c) ________________________________________________________________
d) ________________________________________________________________
e) ________________________________________________________________
f) ________________________________________________________________
g) ________________________________________________________________
h) ________________________________________________________________
i) ________________________________________________________________
43. Agora, escreva as interrogativas dessas frases
14. a) ________________________________________________________________
b) ________________________________________________________________
c) ________________________________________________________________
d) ________________________________________________________________
e) ________________________________________________________________
f) ________________________________________________________________
g) ________________________________________________________________
h) ________________________________________________________________
i) ________________________________________________________________
44. Use o pronome correto
a) I have a bike. It's ____ bike.
b) Mum and I have a boat. It's ____ boat.
c) The horse has an apple. It's ____ apple.
d) John and Max have a skateboard. It's ____ skateboard.
e) You have a dog. It's ____ dog.
f) Max and you have a dad. It's ____ dad
g) I have a dog. That dog is ____!
h) She has a cat. That cat is ____!
i) We have a car. That car is ____!
j) They have a bike. That bike is ____!
k) He has a key. That key is ____!
l) You have a hat. That hat is ____!
45. Relacione as colunas
I
She
He
They
We
You
It
His
Our
My
Her
Your
Their
Its
Its
Mine
His
Yours
Theris
Ours
Hers
46. Crie frases utilizando os pronomes indicados.
a) (I / them / mine) __________________________________________________
b) (you / her / his) ___________________________________________________
15. c) (it / his / his) _____________________________________________________
d) (she / her / hers) __________________________________________________
47. Escolha a melhor opção.
a) It’s their/theirs problem, not our/ours
b) This is a nice camera. Is it your/yours?
c) That’s not my/mine umbrella. My/Mine is Black
d) Whose books are these? Your/Yours or my/mine?
e) Catherine is going out with her/hers friends this evening.
f) My/Mine room is bigger than her/hers.
g) They have two children, but I don’t know their/theirs names.
48. Use o pronome adequado para completar os quadrinhos:
49. Dê o significado das palavras
Afraid
Angry
Bored
Confused