3RD GRADE / K-12

English Language Learning: An Interdisciplinary Approach

2017 General Content

3RD GRADE / K-12

CLIL - Content and Language Integrated Learning

UNIT THEME(S) / MAIN GRAMMAR EMPHASIS SECONDARY TOPICS READING 

VOCABULARY
I
II TEST II: AV1: Prefixes Past Entrance
suffixes Exams:
Current affairs 1. Word Formation (affixes)
CONSULTEC
BAHIANA
CONVEST
EXAM II: AV2: FUVEST

Current affairs 2. Modals

Ordinary
Auxiliaries
3. Tag Questions

EXERCISE #1 FOR TEST 2 – AV1 / UNIT II

GRAMMATICAL SYLLABUS: THEORY AND PRACTICE

WORD-FORMATION / (MORPHOLOGY)
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A) SUFFIXES

COUNT NOUN + …ship = NONCOUNT ABSTRACT NOUN

A low productivity suffix meaning “the state of being”. The origin of the suffix “-ship” is a story similar to the
suffix “-hood”. It was an independent word at the time of the Old English, related to shape and
others. Over the centuries coalesced with the noun that meant “acquiring the meaning of state” or
“condition of being such a thing”.

COUNT NOUN …ship ABSTRACT NOUN

citizen (cidadão) citizenship (cidadania)
court courtship
dealer (negociante, revendedor) dealership (revenda)
dictator (ditador) dictatorship (ditadura)
fellow fellowship
friend (amigo) friendship (amizade)
intern (residente, estagiário) internship (estágio, residência)
leader (líder) leadership (liderança)
member (sócio, membro de um clube) membership (qualidade de quem é sócio)
owner (proprietário) ownership (posse, propriedade)
partner (sócio, companheiro) partnership (sociedade comercial)
relation (relação) relationship (relacionamento)
scholar scholarship
sponsor (patrocinador) sponsorship (patrocínio)
statesman (estadista) statesmanship
workman workmanship
worth worship

COUNT NOUN + …hood = NONCOUNT ABSTRACT NOUN

A suffix of low productivity signifying the state of being. About a thousand years ago, during the period known
as Old English, “hood” was an independent word with a broad meaning, related to the person, their
personality, gender, and social status. The word occurred in conjunction with other nouns later on and over
the centuries became a suffix.
COUNT NOUN …hood ABSTRACT NOUN
adult (adulto) adulthood (maturidade)
boy (menino) boyhood
brother (irmão) brotherhood (fraternidade)
mother (mãe) motherhood (maternidade)
neighbor (vizinho)) neighborhood (vizinhança)
priest (padre) priesthood
sister (irmã) sisterhood (irmandade)
widow (viúva) widowhood (viuvez)

NOUN + ...ful = ADJECTIVE (significando full of …, having …)

NOUN + ...less = ADJECTIVE (significando without …)

NOUN ...ful ADJECTIVE ...less ADJECTIVE

art (arte) artful (criativo) artless (grosseiro)
care (cuidado) careful (cuidadoso) careless (descuidado)
color (cor) colorful (colorido) colorless (que não tem cor)
faith (fé) faithful (fiel) faithless (infiel)
fear (medo) fearful (medroso) fearless (destemido)
force (força) forceful (vigoroso, coercitivo) forceless (sem força, que não se impõe)
fruit (fruto) fruitful (frutífero) fruitless (infrutífero)
grace (graça) graceful (gracioso) graceless (que não é gracioso)
harm (dano, prejuízo) harmful (prejudicial) harmless (inócuo, inofensivo)
hope (esperança) hopeful (esperançoso) hopeless (que não tem esperança)
law (lei) lawful (legal, dentro da lei) lawless (sem lei, fora-da-lei)
meaning (significado) meaningful (significativo) meaningless (sem sentido)
mercy (piedade) merciful (piedoso) merciless (impiedoso)
mind (mente) mindful (consciente) mindless (inconseqüente, que não se dá conta, que não requer concentração)
pain (dor) painful (doloroso) painless (indolor)
power (potência) powerful (potente) powerless (impotente)
shame (vergonha) shameful (vergonhoso) shameless (sem-vergonha)
taste (sabor) tasteful (saboroso) tasteless (sem sabor)
thought (pensamento) thoughtful (bem pensado, pensativo) thoughtless (mal pensado, sem consideração)
use (uso) useful (útil) useless (inútil)
beauty (beleza) beautiful (belo, bonito)
play (jogo, brinquedo) playful (brincalhão)
respect (respeito) respectful (respeitoso)
skill (habilidade) skillful (habilidoso)
success (sucesso) successful (bem-sucedido)
youth (juventude) youthful (com aspecto de jovem)
wonder (maravilha) wonderful (maravilhoso)
child (criança, filho) childless (sem filhos)
cord (fio) cordless (sem fio)
count (conta) countless (incontável)
defense (defesa) defenseless (indefeso)
end (fim) endless (interminável)
head (cabeça) headless (sem-cabeça, acéfalo)
heart (coração) heartless (sem coração, cruel)
home (casa) homeless (sem-teto)
land (terra) landless (sem-terra)
penny (centavo) penniless (que não tem nem um centavo)
price (preço) priceless (que não tem preço)
rest (descanso) restless (inquieto)
seam (emenda) seamless (sem emenda)
speech (fala) speechless (sem fala)
stain (mancha) stainless (sem mancha, inoxidável)
time (tempo) timeless (eterno)
top (topo) topless (sem a parte de cima)
wire (arame, fio) wireless (sem fio)
word (palavra) wordless (sem fala, mudo)
worth (valor) worthless (que não vale nada)

ADJECTIVE + …ness = NONCOUNT ABSTRACT NOUN (significando o estado, a qualidade de)

ADJECTIVE …ness ABSTRACT NOUN

appropriate (apropriado) appropriateness (propriedade)
aware (ciente) awareness (ciência)
clever (esperto, inteligente) cleverness (esperteza)
conscious (consciente) consciousness (consciência)
dark (escuro) darkness (escuridão)
dizzy (tonto) dizziness (tontura)
empty (vazio) emptiness (o vazio)
faithful (fiel) faithfulness (lealdade)
happy (feliz) happiness (felicidade)
hard (duro) hardness (dureza)
kind (gentil) kindness (gentileza)
polite (bem-educado) politeness (boa educação)
rich (rico) richness (riqueza)
rude (rude, mal-educado) rudeness (falta de educação)
selfish (egoísta) selfishness (egoísmo)

ADJECTIVE + …ity = ABSTRACT NOUN

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Significando o mesmo que o anterior: o estado, a qualidade de; equivalente ao sufixo ...idade do
português). Uma vez que a origem deste sufixo é o latim, as palavras a que se aplica são na grande maioria
de origem latina, mostrando uma grande semelhança com o português.
ADJECTIVE …ity ABSTRACT NOUN
able (apto, que tem condições de)) ability (habilidade, capacidade)
feasible (viável) feasibility (viabilidade)
porous (poroso) porosity (porosidade)
scarce (escasso) scarcity (escassez)

VERB + …tion (…sion) = NOUN

Sufixo de alta produtividade significando o estado, a ação ou a instituição; equivalente ao sufixo

...ção do português). A origem deste sufixo é o latim. Portanto, as palavras a que se aplica são na grande
maioria de origem latina, mostrando uma grande semelhança e equivalência com o português.
VERB ...tion NOUN
edit (editar) edition (edição)
educate (educar, instruir) education (educação, instrução)
elect (eleger) election (eleição)
evaluate (avaliar) evaluation (avaliação)
evict (expulsar) eviction (expulsão, despejo)
evolve (evoluir) evolution (evolução)

VERB + …er = NOUN (significando o agente da ação; sufixo de alta produtividade).

VERB ...er NOUN

analyzer (analisador)
analyze (analisar)
announcer (apresentador)
announce (anunciar, apresentar)
baker (padeiro, confeiteiro)
bake (cozer no forno, fazer pão)
banker (banqueiro)
bank (banco)
blender (liquidificador)
blend (misturar)
boiler (tanque de aquecimento, caldeira)
boil (ferver)
caller (aquele que faz uma ligação telefônica)
call (chamar, ligar)
cleaner (limpador)
clean (limpar)
climber (aquele que escala, sobe)
climb (escalar, subit)
composer (compositor)
compose (compor)
computer (computador)
compute (computar)
converter (conversor)
convert (converter)

ADJECTIVE + …ly = ADVERB

O mesmo que o sufixo …mente do português; sufixo de alta produtividade.

ADJECTIVE …ly ADVERB
abrupt (abrupto) abruptly (abruptamente)
absolute (absoluto) absolutely (absolutamente)
actual (real) actually (de fato, na realidade)
 approximate (aproximado) approximately (aproximadamente))

B) PREFIXES
PEJORATIVE PREFIXES
Meaning: wrongly, astray
MIS_ Added to: verbs, participles,
abstract nouns
Ex: misbehave / misbehavior
miscalculate / miscalculation
misconduct
misfire
misfortune
mishap
mishear

OVER_ Meaning: excessive, too much

Added to: verbs, adjectives
Ex: overconfident
overdressed
overdue
overeat
overestimate
overflow
overreact
overwork

PREFIXES OF TIME AND ORDER

Meaning: before
Added to: verbs, nouns
forecast
foreknowledge
foreshadow
foretell
forewarn

PREFIXES OF OUTSIDE, MORE AND/OR BETTER

Meaning: better, going further
Added to: verbs, nouns
outdo
outlive
outnumber
By Ricardo SchützSOURCE: www.sk.com.br
REFERENCES:
Quirk, Randolph, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik. A Grammar of Contemporary English. Essex, UK: Longman, 1972
Quirk, Randolph, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik. A Comprehensive Grammar of the English Language. Longman 1985

GRAMMAR SECTION 1

AFIXOS
WORD-FORMATION: MORFOLOGIA (FORMAÇÃO DE PALAVRAS)

A partir de agora, ao nos depararmos com um texto novo, temos a certeza de que conseguiremos
uma compreensão maior em conseqüência da observação dos AFIXOS. Afixo é a designação genérica dos
PREFIXOS e SUFIXOS.
 6

Prefixo – Sílaba que se antepõe ao radical de uma palavra para formar uma palavra nova.

Ex.: Disagree (discordar)

Impolite (indelicado)
Unhappy (infeliz)

Sufixo – Sílaba ou letra que pospõe à raiz de uma palavra para formar uma palavra derivada.

Ex.: sailor (marinheiro)

Teacher (professor)
Sadness (tristeza)
Careful (cuidadoso)
Childhood (infância)

Prefixos e Sufixos
UNFAIRNESS (injustiça) – “fair” significa “justo”
DISRESPECTFUL (desrespeitoso) – “respect” significa “respeito”
UNEMPLOYMENT (desemprego) – “employ” significa “empregar”
TRANSPORTATION (transporte) – “port” significa “cidade, porto”
UNCERTAINTY (incerteza) – “certain” significa “certo”

A – PREFIXOS

Vejamos alguns prefixos que podem ser usados antes de adjetivo, verbo ou substantivo.

a) Indicam negação IN– com as “il” – antes de “l“

UN– variantes “im” – antes de “m” e “p”
DIS–

Ex.: legal ________ illegal

legible ______ illegible
mature ______ immature
polite ________impolite
accurate _____ inaccurate
active _______ inactive

b) Indica excesso – OVER–

Ex.: To oversleep (dormir mais que o necessário)
To overdose (dose excessive)

c) Indica ação mal feita – MIS–

To understand To misunderstand (entender mal)
To behave To misbehave (comporta-se mal)

B – SUFIXOS

a) Que transformam verbo em substantivo:

–ING
–MENT
–AR
–ER indicam a pessoa (agente) que pratica a ação
–OR

Ex.: To read = ler  reading = leitura

To swim = nadar  swimming = natação
To develop = desenvolver  development = desenvolvimento
To agree = concordar  agreement = acordo
To beg = pedir  beggar = pedinte
To teach = ensinar  teacher = professor
To read = ler  reader = leitor
To act = atuar  actor = ator

b) Que transformam substantivo em substantivo abstrato.

(–HOOD / –DOM / –SHIP)

brother = irmão  brotherhood = irmandade
neighbor = vizinho  neighborhood = vizinhança
citizen = cidadão  citizenship = cidadania
relation = relação  relationship = relacionamento

c) Que transformam adjetivo em substantivo.

–NESS good = bom  goodness = bondade
dark = escuro  darkness = escuridão
sleep = sono  sleepless = insone  sleeplessness = insônia

d) Que transformam substantivo em adjetivo.

–FUL (expressa abundância; significa “cheio”, “com muito”. É um sufixo positivo)
care = cuidado  careful = cuidadoso
doubt = dúvida  doubtful = duvidoso

–LESS (expressa falta; significa “sem”. É um sufixo negativo)

care = cuidado  careless = descuidado
doubt = dúvida  doubtless = sem dúvida

–OUS (corresponde à terminação “-oso”)

danger = perigo  dangerous = perigoso
fame = fama  famous = famoso

–Y (expressa abundância)
sun = sol  sunny = ensolarado
rock = rocha  rocky = rochoso

–ABLE (corresponde à terminação -ável, -ível; denota aptidão)

to break = quebrar  breakable = quebrável
comfort = conforto  comfortable = confortável

e) Que transformam adjetivo em advérbio.

–LY (corresponde à terminação – mente)
easy = fácil  easily = facilmente
slow = lento  slowly = lentamente
 8

–WARD (expressa tendência)

back = fundo  backward = tende para o fundo.
down = baixo  downward = tende para baixo

f) Que transformam adjetivo ou substantivo em verbo.

–IZE
modern = moderno  modernize = modernizar
industrial = industrial  industrialize = industrializar

–EN (significa fazer)

short = curto  to shorten = (fazer curto), encurtar
sharp = afiado  to sharpen = afiar
strength = força  to strengthen = fortalecer

–FY ample = amplo  to amplify = (fazer amplo), amplificar

01) Complete the table with the appropriate translations.

NOUN ...ful ...less

art (arte)
care (cuidado)
color (cor)
faith (_____________)
fear (medo)
_____________ (força)
grace (graça)
harm (dano, prejuízo)
hope (________________)
______________ (lei)
meaning (significado)
mercy (piedade)
pain (dor)
_____________ (potência)
shame (vergonha)
____________ (sabor)
use (uso)
artful (criativo)
careful (________________)
colorful (__________________)
faithful (fiel)
fearful (______________________)
_________________ (vigoroso,
coercitivo)
graceful (gracioso)
harmful (_________________)
hopeful (esperançoso)
lawful (legal, dentro da lei)
meaningful (significativo)
merciful (piedoso)
_______________________ (doloroso)
_______________________ (potente)
shameful (_____________________)
tasteful (______________________)
useful (________________________)
artless (grosseiro)
___________________ (descuidado)
____________________ (que não tem cor)
faithless (______________)
fearless (destemido)
forceless (sem força, que não se impõe)
graceless (que não é gracioso)
harmless (inócuo)
hopeless (que não tem esperança)
lawless (sem lei, fora-da-lei)
_______________________ (sem sentido)
merciless (_____________________)
____________________ (indolor)
____________________ (impotente)
shameless (sem-vergonha)
tasteless (________________________)
useless (________________________)

02) Leia o texto abaixo e perceba o processo de formação (afixos) e, se possível, cada aplicação
e/ou justificativa de uso do sufixo, bem como o sentido agregado, quando prefixo.

Child labor is a pervasive problem throughout the world, especially in developing countries. Africa and Asia
together account for over 90 percent of total child employment. Child labor is especially prevalent in rural
areas where the capacity to enforce minimum age requirements for schooling and work is lacking. Children
work for a variety of reasons, the most important being poverty and the induced pressure upon them to
escape from this plight. Though children are not well paid, they still serve as major contributors to family
income in developing countries. Schooling problems also contribute to child labor, whether it be the
inaccessibility of schools or the lack of quality education which spurs parents to enter their children in more
profitable pursuits. Traditional factors such as rigid cultural and social roles in certain countries further limit
educational attainment and increase child labor.
Working children are the objects of extreme exploitation in terms of toiling for long hours for minimal pay.
Their work conditions are especially severe, often not providing the stimulation for
proper physical and mental development. Many of these children endure lives of pure
deprivation. However, there are problems with the intuitive solution of immediately
abolishing child labor to prevent such abuse. First, there is no international agreement
defining child labor, making it hard to isolate cases of abuse, let alone abolish them.
Second, many children may have to work in order to attend school so abolishing child
labor may only hinder their education. Any plan of abolishment depends on schooling.
The state could help by making it worthwhile for a child to attend school, whether it be by providing students
with nutritional supplements or increasing the quality and usefulness of obtaining an education. There
must be an economic change in the condition of a struggling family to free a child from the responsibility of
working. Family subsidies can help provide this support.
This analysis leads to certain implications for the international community. Further investigation into this
subject is required before calls are made for banning child labor across the board. By establishing
partnerships with humanitarian organizations, the international community can focus on immediately
solving the remediable problems of working children.

03) Only one explanation for the words below is INCORRECT. Based on the rules word formation
(affixes) and each meaning expressed, identify 1 mistake and correct this wrong translation!
Attention: write “OK” in the other propositions that are right.

A) The hotel was overbooked.

(USAGE: excess, too much – TRANSLATION: “superlotado”)

Correct usage1:__________________________________________________________________________
Correct translation:_______________________________________________________________________

B) The rewards2 of motherhood outweigh the anguish3.

(USAGE: better, more – TRANSLATION: “pesa mais, sobrepõe”)

Correct usage:__________________________________________________________________________
Correct translation:_______________________________________________________________________

C) She finally found fulfillment in motherhood.

(USAGE: forming abstract nouns – TRANSLATION: “maternidade”)

Correct usage:__________________________________________________________________________

1 Uso do afixo, explicação, morfologia (classe gramatical)

2 recompensa

3 angústia
 10

Correct translation:_______________________________________________________________________

D) Our best intentions are sometimes subverted4 by our tendency to selfishness.

(USAGE: forming nouns – TRANSLATION: “egoismo”)

Correct usage:__________________________________________________________________________
Correct translation:_______________________________________________________________________

E) French learners of English often mispronounce "ch" as "sh".

(USAGE: absence, lack – TRANSLATION: “sem pronúncia”)

Correct usage:__________________________________________________________________________
Correct translation:_______________________________________________________________________

F) I've had to loosen my belt. I ate too much.

(USAGE: forming verbs – TRANSLATION: “folgar, frouxar”)

Correct usage:__________________________________________________________________________
Correct translation:_______________________________________________________________________

G) Judge Keenan concluded that the measure had been lawful.

(USAGE: having the stated quality – TRANSLATION: “legítima, legal”)

Correct usage5:__________________________________________________________________________
Correct translation:_______________________________________________________________________

04) Com base nos seus estudos sobre formação de palavras, marque as alternativas cujas
definições entre parênteses, representem corretamente o valor semântico agregado pelo afixo.
Preencha com V ou F

A) ( ) He made a careless remark about her appearance that really upset her. (with)
B) ( ) He always tries to outdo everybody else in the class. (be better)
C) ( ) You've got a guilty conscience - that's why you can't sleep. (without)
D) ( ) These dried apples will soften up if you soak them in water. (become)
E) ( ) The public's admiration is misdirected, as he has done nothing to deserve it. (badly)

F) ( ) The world market for telecommunications is already overcrowded with businesses. (finished)

G) ( ) Sian had very wisely left the party before all the trouble started. (manner)

05) Indicate what each underlined affix below expresses. You can write your answer in Portuguese.
A) His writing is almost illegible.

4 afundadas

5 Uso do afixo, explicação, morfologia (classe gramatical)

______________________________________________________________________________________
B) The boy overslept. I will talk to the teacher.
______________________________________________________________________________________
C) I never said about certainty! You must have misheard me.
______________________________________________________________________________________
D) She was not friendly. She’s totally uncertain about her future.
______________________________________________________________________________________
E) The deforestation of the rainforests will cost us a greater price than we might ever think.
______________________________________________________________________________________

06) What does each suffix mean or what is it used for? You can also translate into your mother
tongue.

A) She loves eating those tasty snacks.

______________________________________________________________________________________
B) She was depressed and hopeless about the future.
______________________________________________________________________________________
C) Sweeten to taste with honey or brown sugar.

D) I wanted to thank them for all their kindnesses.

______________________________________________________________________________________
E) Everyone admired Tyler's growth style.
______________________________________________________________________________________

07) Choose the sentence in which the highlighted6 is INAPPROPRIATE.

A) Sweeten to taste with honey or brown sugar.

B) The villagers are powerless against the armed invaders.
C) The instructions were written in simply English.
D) Friendless and jobless, he wondered how he would survive the year ahead.
E) A healthy diet can lessen the risk of heart disease.

08) Choose the sentence in which the highlighted7 word is correctly written and makes sense8.

A) Can’t we think different?

B) That heartless lady doesn’t care about anyone but herself.
C) Wow! This food is really tasteless. It’s so delicious.
D) It’s pretty ease to learn English if you try really hard.

6 destacada

7 destacada

8 faça sentido
 12

E) The teacher was in a playful mood. He was too serious and looked a little sad.

09) Choose the options whose affixes of the words in bold are correctly explained in parentheses. Write
T for True and F for false.
A) ( ) He was an actor. (used to mean “agent”)

B) ( ) My brotherhood is great. (used to form abstract nouns)

C) ( ) The road was too narrow, so they had to widen it. (used to add comparative degree)

D) ( ) The outcome was rather surprising. (used to transform nouns into verbs)

E) ( ) It really isn't mine. I think that you are mistaken. (used to mean “lacking”)

F) ( ) I arrived late for work because I had sleeplessness. (used to transform adjectives)

G) ( ) The number of employees in Brazil has been rising steadily. (used to turn verbs into a nouns)

 CLASSWORK ON AFFIXES

01. Choose the only option whose affix of the words in bold is correctly explained in parentheses.

A) His citizenship is Russian. (used to form concrete nouns)

B) The runner won the race. (used to add comparative degree)
C) There’s a misspelling in my name. It’s written with a “y” not “i”. (used to mean “lacking”)
D) The fire weakened the central tower, which eventually collapsed. (used to turn adjectives into verbs)
E) My daughter is lovely. (used to turn adjectives into nouns)

02. Which explanation below is correct?

A) This tool is useless. Get another one! (with / noun)

B) I outdid all my classmates class. (the opposite of ´inside´ / preposition)
C) Today is a very sunny day! Let's enjoy the beach! (without / adverb)
D) You have misunderstood me. as he has done nothing to deserve it. (well done)
E) Mom’s sleeplessness is because of coffee. (the quality of the adjective / noun)

03. Highlight the morphemes in the words below, formed by either prefixes or suffixes.

A) We don’t choose Peter for the leader because he’s very immature.
B) Those children are completely illiterate.
C) The secretary will be fired if she answers me disrespectfully.
D) He wasn’t promoted because he had the misfortune to displease his superiors.
E) The little girl used different crayons and made a colorful drawing.
F) She was deaf in one ear. Her deafness was caused by a serious accident.
 G) The neighborhood of this noisy airport is a serious disadvantage.
H) I had a very interesting childhood.
I) That poor man begged her for some money. He’s a beggar.
J) The courageous sailor was a victim of a holdup.
K) Unfortunately the physician can’t help him now. It’s a hopeless case.
L) Swimming is the best sport for our health.
M) The expansion of the factory will mean the employment of sixty extra workers.

04. Choose the options whose affixes of the words in bold are correctly explained in parentheses.

( ) He was acting in a very childish way. (used to mean “like”)

( ) There is a very high likelihood that they will be late. (used to form abstract nouns)

( ) The road was too narrow, so they had to widen it. (used to add comparative degree)

( ) The outcome was rather surprising. (used to transform nouns into verbs)

( ) It really isn't mine. I think that you are mistaken. (used to mean “lacking”)

( ) I arrived late for work because I had sleeplessness. (used to transform adjectives)

( ) The number of employees in Brazil has been rising steadily. (used to turn verbs into a nouns)

05. Based on your studies of word formation, check the alternatives whose definitions in parentheses
represent correctly the semantic value added by the affix:

A) ( ) He made a careless remark about her appearance that really upset her. (with)
B) ( ) He always tries to outdo everybody else in the class. (be better)
C) ( ) You've got a guilty conscience - that's why you can't sleep. (without)
D) ( ) These dried apples will soften up if you soak them in water. (become)
E) ( ) The public's admiration is misdirected, as he has done nothing to deserve it. (badly)
F) ( ) The world market for telecommunications is already overcrowded with businesses. (finished)
G) ( ) Sian had very wisely left the party before all the trouble started. (manner)

REVIEW EXERCISE #1

PART I – TEXT COMPREHENSION AND ENGLISH USAGE

Text for questions 01 to 10

APPROPRIATE FOR ALL AGES

Japanese toymakers are focusing on senior citizens
By Hideko Takayama

So far, much has been made in Japan of the clout of teenage girls, the arbiters of taste and uncrowned
queens of the fashion industry. But when it comes to toys, a radically different demographic is beginning to
call the shots. Japanese toymakers now see senior citizens as their most dynamic market. Nearly 22 million
Japanese – 17.4 percent of the population – are over 65, and that number is expected to top 25 percent by
2020. Three million senior citizens live alone, and 1.55 million Japanese are senile (their numbers are also
 14

expected to grow rapidly). This aging population presents a huge “silver market” – estimated at 50 trillion yen
($416 billion) – for everything from beds to cosmetics to homecare nurses and helpers.
Major industries such as electronics, construction and foodstuffs have already begun developing
products tailored to old folks: robots to help out around the house, homes that have no steps or stairs and
healthy, oil free foods. The toy industry wants a piece of the action. “There is a great potential” says Yoshinori
Haga, an official at Bandai, the biggest toymaker in Japan. “Toys can be used for entertainment, to give the
old people nostalgic feelings or to be a companion for those who live alone.”
Indeed, playthings are not just for fun anymore. Toshimitsu Musha, president of the Brain Functions
Lab near Tokyo, argues that playing with toys can help human brains stay active and sharp. While
researching Alzheimer’s disease, Musha found that art therapy such as painting and claywork ______01 to
prevent the brains of Alzheimer’s patients from deteriorating. “What works best for the elderly is something
that they enjoy, where they must use their brain and which requires concentration from 30 minutes to one
hour,” he says. (...)
Newsweek August 6, 2011.
01. Blank “01” is Best filled in with
A) help
B) helping
C) helped
D) have helped
E) had helped

02. Consider the following statements:

I. In Japan, the garment industry is heavily influenced by the preference of foreigners.
II. An investment of about 416,000 dollars in products for the elderly will be done.
III. The toy industry has as its main goal the sale of games and toys for the elderly living abroad.

Based on the text, the correct one(s) is/are:

A) Only I.
B) Only III.
C) Only I and II.
D) Only I and III.
E) None of them.

03. O “aging population” (l. 06) a que o texto se refere no segundo parágrafo é composto:
A) por 3 milhões de idosos que vivem sozinhos atualmente no Japão.
B) por 1 milhão e 550 mil japoneses senis.
C) por 22 milhões de japoneses com mais de 65 anos.
D) por 25% da atual população japonesa composta por idosos.
E) pelos idosos japoneses de um modo geral.

04. De acordo com o texto, os seguintes segmentos da indústria já desenvolvem produtos para melhorar a
qualidade de vida dos idosos:
A) eletro-eletrônica e brinquedos.
 B) construção civil e farmacêutica.
C) alimentos e eletro-eletrônica.
D) farmacêutica e vestuário.
E) vestuário e construção civil.

05. Considere as afirmações abaixo:

I. Trabalhos manuais como pintura e argila são benéficos na prevenção do Mal de Alzheimer.
II. Pessoas idosas não conseguem se concentrar em uma única atividade por um período superior a 60
minutos.
III. Atividades lúdicas são importantes para a saúde mental dos idosos.

Está(ão) condizente(s) com o texto:

A) Apenas a I.
B) Apenas a III.
C) Apenas a I e II.
D) Apenas a II e III.
E) Todas as alternativas.

06. Assinale a alternativa que contém o mesmo uso do tempo verbal “Present Perfect”, como no exemplo
extraído: “Major industries such as electronics, construction and foodstuffs have already begun developing
products tailored to old folks” (l. 8/9).
A) You have seen that movie many times.
B) You have grown since the last time I saw you.
C) I have had a cold for two weeks.
D) I haven't had a weekend off for months.
E) Have you written that report yet?

07. The modal verb “must” in “where they must use their brain” (l. 16/17) conveys
A) permission.
B) capacity.
C) deduction.
D) necessity.
E) obligation.

08. O verb tense employed in “So far, much has been made in Japan” (l. 01) conveys:
A) An action whose time is specified.
B) A sequence of actions in the past.
C) An unfinished period of time, that is, an action which began and continues until today.
D) An action which happened before another one also in the past.
E) An action which started and finished in the past.
 16

09. De acordo com o uso padrão da língua inglesa no texto, escreva (V) ou (F):
A) ( ) “is expected” (l. 04) representa uma voz ativa.
B) ( ) “live” (l. 05) é um adjetivo, modificador de “citizens” (l. 05).
C) ( ) “have” (l. 09) é um verbo que compõe uma estrutura de Presente Perfeito.
D) ( ) “those” (l. 12) é a forma plural para o pronome demonstrativo “that”.
E) ( ) “helpers” (l. 07) é formado por sufixação.
F) ( ) “that” (l. 16) e “which” (l. 17) não podem ser corretamente intercambiáveis.
G) ( ) Os termos destacados em “...give the old people nostalgic feelings” (l. 02) classificam-se como
objeto indireto.

10. Read the following sentences extracted from the text, then say which grammar class each of the
highlighted words belong to. When verbs, explain the reason for each gerund or present participle form.

SENTENCE GRAMMAR CLASS JUSTIFICATION FOR

THE ‘ING’ FORM

A) “a radically different __________________________

demographic is beginning to
call …” (l. 02)

B) “This aging population _________________________

presents a huge…” (l. 06)

C) “(…) and foodstuffs have __________________________

already begun developing
products tailored to old folks.”
(l. 08/09)

D) “(…)to give the old people __________________________

nostalgic feelings or to be a
companion for those who live
alone (l. 11/12)

E) “Toshimitsu Musha, (…), __________________________

argues that playing with toys
can help human brains (…)” (l.
20)

F) “Musha found that art __________________________

therapy such as painting and
claywork (…)” (l. 15)

G) “(…)to prevent the brains _________________________

of Alzheimer’s patients from
 deteriorating (…)” (l. 14/15)

PART II – GRAMMAR
11. Em qual alternativa abaixo o sufixo “-ING” tem aplicação DIFERENTE das sete frases extraídas do texto,
listadas na questão anterior?
A) From the first day to this, sheer greed was the driving spirit of civilization.
B) There was consumption of alcohol during and after prohibition.
C) Age is a matter of feeling, not of years.
D) It's not the drinking to be blamed, but the excess.
E) I want to avoid being cheesy, here

12. Há correspondência entre o verbo anômalo destacado m negrito e a idéia por ele sugerida à direita em:
A) ( ) “You would always complain about me getting too much attention, remember?” – probability
B) ( ) “You may imitate, but never counterfeit.” – capacity
C) ( ) “A kiss may ruin a human life.” – permission
D) ( ) “Should anything happen, let me know!” – possibility
E) ( ) “You ought not to ruin your career like that.” – advice
F) ( ) “Treat your friend as if he might become an enemy.” – unlikely possibility.
G) ( ) “Many must go to heaven with half the labor they go to hell.” – necessity.

PART III – VOCABULARY FOR AV1

13. Fill in the blanks with the most appropriate word from the box.

A) The _________________ of alcoholic beverages must be forbidden.

B) Which is your favorite ___________________ during the day?

C) You ___________________ not ace this test, but I´m sure you´ll pass it.

D) Does ____________________ always goes hand in hand with criminality. Absolutely not.

E) Haven’t you ever been ________________, ma’am?

F) I do ________________ you guys pass the best entrance exam in Brazil.

G) Let´s deal and cut off the ______________________. We don’t need anyone’s help, right?

H) Everyone feels tired; _____________________ we’ve got to keep up the good work.

I) She _____________________ right after her ____________________ stopped working.

J) What is the minimum ________________ here in Brazil?

K) Someone’s ________________ is one’s greatest wealth.

L) Do you ___________________ your room with your sibling or do you sleep alone?

M) Let me give you a simple __________________: stay away from drugs.

GRAMMAR CONTENT FOR AV2 / UNIT 2

 18

AUXILIARES ESPECIAIS (VERBOS MODAIS)

I. DEFINIÇÃO
Os modais são uma classe de verbos auxiliares que se combinam com
a forma básica dos verbos para formar frases verbais com uma ampla variedade
de significados. O uso gramatical dos modais é extremamente simples; é o seu
significado que pode causar alguma dificuldade. Isso porque os modais
geralmente expressam situações não-factuais, ou seja, eles não se referem a
acontecimentos objetivos; ao invés disso, referem-se a opiniões, julgamentos,
desejos, intenções, probabilidades, obrigações etc.

GRAMMAR SECTION 2

MODAL VERBS

There are different kinds of modals and each of them has not only a different meaning but also a different
usage. Check the following aspects:
 A modal is always followed by a verb which always comes in the original form i.e. in the infinitive form
without the ‘TO’. So, don’t use “S, ES, IES, ING, ED” or any other ending for the main verb after a modal.
No suffixes are allowed in this case.
 The only modal which is followed by ‘TO’ is ought. (ought to)

 A modal works like an auxiliary although it has a meaning, which is different for DO, DOES or DID.

CAN – used to express ability, permission, probability and deduction.

1. She can speak French and German.
2. Can I use your cellular phone?
3. It can rain during the show.
4. It can’t be Mary at the door. She has traveled.

COULD – used to express past ability and deduction.

1. I could ski well when I was a little child.
2. I am not sure who was knocking on the door. It could be either Mike or Steve.

WILL – used to express future idea; promise, not sure prediction, threat.
1. I will graduate next semester.
2. They won’t get angry at you.

WOULD – used for present unreal conditional.

1. Dad would see you if he didn’t have to travel.
2. If he said it, they wouldn’t like the idea.
3. You would pass the exam if you studied harder.
 SHALL – same usage as will, but especially for “I” and “we”.
1. Shall we go?
2. I shall win. You’ll see. (rather old-fashioned nowadays)

MAY – used to express permission and probability.

1. May I talk to you?
2. This plan may go wrong.

MIGHT – used to express probability and deduction.

1. She might not be interested in this subject.
3. This noise might be from a cat. I don’t know.

SHOULD – used to express opinion, give advice.

1. You shouldn’t drive so fast .
2. Should he go out so late?
3. They shouldn’t smoke cigarettes.

OUGHT TO – used to give strong advice.

Your doctor said you ought to take this medicine.
1. You ought to study more.

MUST – used to give command, prohibition and also deduction.

1. You must pay your debts!
2. The cop said you must not park in front of the bank.
3. That guy must be her boyfriend. Look at the way he’s hugging her.
They can’t be just friends.

PRACTICE

01) Fill in the sentences below with the most suitable modal verbs.

A) I __________________ talk to him if I were you.

B) They ___________ go to the party because they have to go to work very early tomorrow morning.
C) __________________ you speak any other languages?
D) Don’t wake him up. Your father ________________ be very tired. He worked all night long.
E) It __________________ rain tonight. Look at those black clouds in the sky.

02) Which of the following modals below does not match the explanation in parenthesis?
A) May we get to know one another more and more as time goes by! – polite request
B) She can't have been dismissed since her income will be affected! – most likely deduction
C) There's water on the floor - we must have a leak. – present deduction
D) She needn’t pay the very same invoice twice, right? – lack of necessity
E) We shouldn’t have defaulted on our mortgage. – regret

03) The modal verb highlighted in “He must be in his early twenties” expresses:
 20

A) a present necessity.
B) an imperative and authoritative command.
C) an external obligation.
D) a most likely deduction.
E) a personal demand.

04) The modal verb in bold in the example: “Dad might get the TV set fixed by noon, perchance” conveys9:
A) an unlikely accomplishment of an action.
B) a hypothetical conditional situation.
C) a very certain future possibility.
D) an ability.
E) a future intention.

05) Read the following sentences and choose the option whose meaning on the right matches the modal
verb highlighted in the sentence.

A) Will he deny being involved in the wrongdoing?– unlikely possibility

B) They’d better compromise, but weren’t given the chance to. – deduction
C) I must tell the ones in charge. – personal obligation
D) I could leave home by myself after I turned 15. – past unlikely deduction
E) May they learn to love and respect each other. – polite request

06) Which of the following modals below does not match the explanation on the right?

A) It can't have any errors. I have double-checked it myself. – most likely deduction
B) Must we check in two hours in advance even if it is a domestic flight? – necessity
C) I should’ve asked her email before. – regret
D) The huge blueprint printer must’ve been really expensive, uh? – past obligation

07) Indicate, in parentheses, the idea each10 MODAL VERB is expressing. You can write in
Portuguese.
A) May I leave now, sir? ( )
11
B) I can draw very well. Did you know that? ( )
C) We shouldn’t pollute. Let’s clean up. ( )
D) They may not like “Acarajé”. ( )
E) I mustn’t disobey my parents. ( )

9 shows an idea of

10 cada

11 desenhar
 PRACTICE FOR AV2 / UNIT II

PART I – TEXT COMPREHENSION

Text for question 01 up to 07

POWER PAPER: ENERGY STORAGE BY THE SHEET

Could paper be the future of power in electronic gadgetry? Just as plastics

unleashed a revolution in the manufacture of everyday materials, a new power

source composed of cellulose, carbon nanotubes and a dash 12 of liquid salts

could revolutionize the energy behind gadgets from iPhones to pacemakers.
“We have a paper battery, supercapacitor and hybrid device that could be
used in a variety of energy storage applications,” says biological and chemical
engineer Robert Linhardt of Rensselaer Polytechnic Institute (R.P.I), who helped
lead the team that made the discovery. “These devices are lightweight and

12 a small amount of something, especially liquid food, that is added to something else
 22

flexible and are primarily composed of cellulose paper—an environmentally friendly and biocompatible
material, thus it _____01______ used instead, in a near future, in order to decrease today’s e-waste.”
In addition to all the flexibility gained from creating this thin dry sheet 13 of “nanocomposite paper,” the

paper battery can also be cut up or stacked 14 and works at a wide range of temperatures, from –100 degrees
Fahrenheit to 350 degrees F (without bursting into flame). And, depending on how the paper is made, it can
function as a battery, a supercapacitor (an unusually efficient energy storage device that can deliver a quick
burst of power) or both. “The nanotubes on which the cellulose is cast contact the paper at the molecular
level with an enormous surface area, allowing the device to efficiently store and release power,” Linhardt
says.
The power paper could also absorb salty bodily fluids, such as sweat or blood, to function as a
supercapacitor. “The use of these electrolytes based on bodily fluids suggests the possibility of the device

being useful as a dry body implant,” Linhardt notes. “We are very interested in the possibility of disposable 15
paper defibrillators as a potential medical application.”
If the power sheets can be rolled off a printing press, as scientists hope, the future of energy storage
may be in paper. “We are realistic enough to recognize that the actual scale up of a process can be fraught

with16 unanticipated difficulties,” Linhardt says. But “we do not see any insurmountable challenges.”
Adapted from the article by David Biello

01. Blank “01” in the text (l. 10) is best filled in with:

A) must’ve been
B) have to be
C) should have been
D) ought to be
E) would better be

02. Which of the following options best replaces the highlighted terms below without any changes in
meaning?
“Could paper be the future of power in electronic gadgetry?” (l. 01)

A) Should paper be…

B) Must paper be…
C) Might paper be…
D) Would paper able to be…

13 a piece of paper

14 to arrange things in an ordered pile

15 describes an item that is intended to be thrown away after use

16 full of unpleasant things such as problems or dangers

 E) Will paper be…

03. In synthesis, the article describes a

A) gadget that uses up all the stored power in batteries.

B) process that can be riddled with unanticipated difficulties.
C) device that can be used as a dry body implant.
D) flexible, paper-thin power source derived from carbon nanotubes and cellulose.
E) possibility of creating disposable paper defibrillators.

04. The new discovery exhibits all of the following aspects but one, which is that it

A) works at a wide temperature range.

B) is lightweight and flexible.
C) can be cut up or stacked.
D) is environmentally friendly.
E) is a source of paper.

05. What does the text say about the defibrillators?

A) They have become disposable items since the power paper technology has been available.
B) There has been disagreement upon its use nowadays.
C) They are far too expensive equipment, so the disposable power paper device has been an advantage.
D) They are unavoidable pieces of equipment in emergency.
E) Researchers are hopeful and willing to turn them into a power paper device someday.

06. According to the text, the possibility of using this process on a large scale in the future seems

A) intractable17.
B) insurmountable.
C) unlikely.
D) feasible.
E) daunting18.

07. What does the author mean by ““We are realistic enough to recognize that the actual scale up of a
process can be fraught with unanticipated difficulties (…)”?

A) Things shouldn’t be as hard as they seem to be.

B) There must be troubles ahead awaiting to be faced.
17 very difficult and seeming to be impossible to control, manage or solve

18 making you feel slightly frightened or worried about your ability to achieve something
 24

C) Scientists couldn’t have been held back by ordinary hurdles.

D) High-tech devices will become even more old-fashioned as time goes by.
E) The advent of such new device has brought great difficulties which have already been overcome.

08. Choose the options whose word on the right is semantically associated with the one from the text.

( ) “unleashed” (l. 02) – “ended”.

( ) “In addition to” (l. 11) – “besides”.
( ) “store” (l. 16) – “keep”.
( ) “such as” (l. 17) – “like”.
( ) “possibility” (l. 19) – “likelihood”.
( ) “allowing” (l. 16) – “forbidding”
( ) “hope” (l. 21) – “wait”

SECTION III – GRAMMAR

09. Choose the sentences in which the sentences are meaningful and correctly written according to
standard English.

( ) Should he faint, take his blood pressure immediately. (advice)

( ) May you have a long and fruitful marriage. (wish)
( ) Setbacks could´ve prevented us from succeeding! (past ability)
( ) Someone must have misunderstood the message. (past obligation)
( ) You can’t be over forty! You look young for your age. (most likely deduction)
( ) I would revenge whenever I was scolded. Now, I’m much more thick-skinned, I guess. (past habit)
( )You shouldn’t have come to the board meeting last night, Sue. (unlikely possibility)

10. I can’t find my cousin anywhere. She _________________ since she had a previously arranged
commitment.

A) might leave

B) should’ve left

C) must’ve left

D) could’ve left

E) needed leave.
11. Choose the correct explanation for the modal verb underlined in each sentence below.
A) “You should've come to the party last night, Maria.” (regret for something she has done).

B) “It could've been much worse, you know.” (least logical deduction).

C) “It can’t be your grade. You didn’t study for the exam at all.” (very unlikely possibility).

D) “You must’ve arrived later than your classmates.” (past obligation).

E) “I would take a different route to work when I lived there.” (uncertain future).

12. Which use of the modal / expression is correctly defined?

A) “He managed to make a little less noise now? Quite an improvement.” (specific past ability).

B) “You can’t have shown this letter to anyone.” (prohibition).

C) “She’d rather get to her officer earlier than usual.” (advice).

D) “Don't go any closer - it mightn't be safe.” (certainty).

E) “We'd better not interfere - she may not like it.” (permission).

SECTION II – GRAMMAR

Instruction for questions 08 and 10:

Choose the best modal verb for each sentence below.

13. I ________________ go to your farewell party, but I’m not that sure yet. Maybe I won’t go.
A) might
B) shouldn’t
C) shall
D) ought to not
E) could have

14. You _______________ tell anyone my secret. It is not allowed.

A) mustn’t

B) should

C) ‘d rather

D) ‘d better

E) may
 26

15. ___________ you need any help, let me know, please.

A) Should
B) May
C) Would
D) Could
E) Must

16. In which of the following sentences is there equivalence between the MODAL VERB and the term on
right? Write (T) for the true statements and (F) for the false ones.

A) ( ) “Would you rather have soda or some juice, Neto?” – Preference

B) ( ) “Jessie had better go home for lunch instead of eating junk food here.” – Advice
C) ( ) “Duda is doing all she can to help her classmates.” – Ability
D) ( ) “Bruno would always prevent me from going into the classroom” – Uncertain future
E) ( ) “Jasley said he might be a few minutes late.” – Most likely possibility
F) ( ) “Josi says that no one may borrow over 3 books from the library.” – Probability
G) ( ) "Cica must be at SAT. She is always there."– Obligation

SECTION III – FINAL VOCABULARY FOR AV2

17. Choose only twelve verbs from the box wand write meaningful contextualized sentences with each one of
them in their simple past form.

A) __________________________________________________________________________________.

B) __________________________________________________________________________________.

C) __________________________________________________________________________________.

D) __________________________________________________________________________________.

E) __________________________________________________________________________________.

F) __________________________________________________________________________________.

G) __________________________________________________________________________________.

H) __________________________________________________________________________________.

I) __________________________________________________________________________________.

J) __________________________________________________________________________________.

K) __________________________________________________________________________________.
L) __________________________________________________________________________________.

ENTRANCE EXAMS – PRACTICE

Text I – UFMG
In broad terms, political corruption is the misuse of
public (governmental) power for illegitimate, usually
secret, private advantage. All forms of government are
susceptible to political corruption. Forms of corruption
vary, but the most common are patronage, bribery,
extortion, influence peddling, fraud, embezzlement,
and nepotism. While corruption often facilitates
criminal enterprise such as drug trafficking, money laundering, and criminal prostitution, it is not
restricted to these organized crime activities, and it does not always support or shield other crimes. What
constitutes corruption differs depending on the country or jurisdiction. Certain political funding practices
that are legal in one place may be illegal in another. In some countries, police and prosecutors have
broad discretion over who to arrest and charge, and the line between discretion and corruption can be
difficult to draw, as in racial profiling. In countries with strong interest group politics, practices that could
easily constitute corruption elsewhere are sometimes sanctified as official group preferences.

http://en.wikipedia.org/wiki/Political_corruption#Bribery:_Bribe-takers_and_bribe-givers Access: Apr. 2006.(Adapted)

01. According to the text, whenever public power is used for illegal purposes,
A) crime activities are restricted.
B) personal benefits are reached.
C) political corruption is banned.
D) public advantage is achieved.

02. A map was included in the text in order to show that corruption is a
A) long banned enterprise.
B) government top secret.
C) few nations’ problem.
D) worldwide phenomenon.

03. According to the text, the notion of corruption

A) changes from place to place.
B) constitutes legal activities.
C) reflects the official elections.
D) results in racial profiling.

04. “Racial profiling” (line 13) is mentioned in the text as a kind of practice
A) difficult to categorize.
B) impossible to fight.
28

C) resultant from arrest.

D) seen as corruption.

05. Both occurrences of the word “it” in lines 7 and 8 refer to

A) criminal enterprise.
B) organized crime.
C) political corruption.
D) racial illegitimacy.

Text II – UFMG

SMALL BRIBES, BIG CHALLENGE

Extent and nature of petty corruption in South Africa

Although grand corruption like that associated with the arms deal receives most media attention, petty
corruption can be as damaging if left unchecked. According to the ISS 2003 National Victims of Crime
survey, petty corruption was the second most prevalent crime in the country after housebreaking. Of
most concern is that many citizens do not know how to report corruption, do not believe that doing so will
change anything, and, despite good whistleblower provisions, are afraid of the consequences if they do
report.
It should be noted from the outset that many incidents of corruption or attempted corruption were
probably not reported to the survey. Some victims may be aware of their perceived ‘complicity’ as the
bribe payer (albeit on demand, possibly accompanied with the threat of withholding a service) and would
worry that by answering the questions they might implicate themselves. Others may not know that being
asked for a bribe in return for a service constitutes a crime, and may instead see this as a ‘normal’
transaction fee required to ensure the delivery of services. Similarly, requests for ‘favours’ and ‘gifts’ may
be overlooked as a form of corruption. These acts typically involve the purchase of a cold drink, alcohol
or a meal in return for speeding up a service or the efficient delivery of a service. Some members of the
public may regard this as an accepted form of gratitude.
The view that it would not change anything, and the lack of knowledge about where and how to report
(which together represent two thirds of responses) could be addressed in the short term by a sustained
awareness campaign by the public service. This should be geared towards informing citizens of why
they need to counter corruption, thus popularising a whistleblowing culture, as well as ensuring that
people know what channels to use to report (i.e. through national hotlines).
A dedicated public education campaign is needed to address the lack of awareness about what
constitutes corruption and how to report it. Consensus among the elite will not be enough to stop corrupt
practices. Ultimately broad public participation is required to promote a culture of whistleblowing in the
public and private sectors, but also to ensure that corruption is prevented in future.

Hennie van Vuuren, Institute for Security Studies

hvanvuuren@issct.org.za Access: Apr. 2006. (Adapted)
01. This text contains all the following topics, EXCEPT
A) corruption effects.
B) army transactions.
C) research findings.
D) small irregularities.

02. The people studied in the survey were

A) counsellors of justice.
B) officers in the police.
C) staff in security firms.
D) victims of illegal acts.

03. Whistleblower provisions could be interpreted as a means of

A) committing crimes.
B) providing whistles.
C) reporting corruption.
D) rewarding reports.

04. The text argues that the best way to fight petty corruption is to
A) conduct surveys.
B) give punishment.
C) interrupt services.
D) raise awareness.

Text III – UNB

This text refers to items from 16 through 27.

In the minds of many, the words Brazil and culture conjure up images of beaches, footballers and
dancers in vivid carnival costumes. Filmmaking and cinema, on the other hand, haven’t always figured
amongst Brazil’s cultural staples.
Repressed and censored by a military dictatorship throughout much of the 1970s and 1980s, Brazilian
filmmakers struggled to make an impact on audiences abroad.
Shortly after the country’s return to democracy, the Ministry of Culture was closed and the state-
supported film industry crumbled almost overnight. The consequent lack of funding caused Brazilian
cinema to reach a low point in the early1990s. Today, less than two decades after the collapse of the
industry, Brazilian cinema is enjoying a renaissance, wowing audiences and critics alike.
So, why all the excitement over Brazilian cinema now? Since the start of 2008 Brazilian films have gone
from strength to strength on the festival circuit.
In February 2008, director Jose Padilha’s controversial drama about police violence and corruption, Elite
Squad, took Berlin Film Festival’s top award, the Golden Bear. Another triumph followed at Cannes Film
Festival in April. Sandra Corvelloni won the best actress award for her role in Walter Salles’ Linha de
Passe. She plays a heavily pregnant, chain-smoking mother of four boys who are all in their own ways
attempting to transcend their working-class lives.
30

Salles’ film was also nominated for the prestigious Palme d’Or, as was Blindness, the latest offering from
fellow Brazilian and director of City of God, Fernando Meirelles.
Brazilian films are all about favelas and violence, then? Indeed, one of the most celebrated Brazilian
releases of the past years, 2003’s City of God, as well as this year’s Elite Squad, feature ultra-violent
narratives set mainly in slums, or favelas, as they are known in Brazil. Both of these films, incidentally,
were scripted by screenwriter Braulio Mantovani. Both films were widely acclaimed for their honesty and
gripping storytelling, but condemned by certain critics for excessive depictions of violence.
At the time of its release, City of God — which has inspired a whole genre of imitators with its fast-paced
editing and bright colors — was accused of glamorizing cruelty.
Similarly, Elite Squad has been said to promote fascism, as it depicts the often-brutal methods employed
by Brazil’s special police force in the ongoing battle with drug gangs in the favelas. Variety magazine
even dubbed Padilha’s oeuvre “a recruitment film for fascist thugs”, with Rambo style heroes.
But Padilha defends the film’s violent tone, insisting that it was necessary in order to drive home its
message.
“The bottom line is we are trying to say that the whole violence that goes on in Rio is mainly caused by
ourselves and we can possibly undo that”, he told CNN. Other Brazilian directors are taking a less
bloody approach in telling the stories, of the working classes. Lucia Murat’s Mare, Nossa História de
Amor, for example, is a Musical adaptation of Romeo and Juliet set in one of Rio’s hillside shantytowns
— a novelty in Brazilian cinema.
Internet: <www.cnn.com> (adapted).

According to the text, judge the items from 16 through 25.

16 Military dictatorship repression and censorship in Brazil lasted for more than ten years.
17 Since the beginning of 2008, Brazilian films have gradually become remarkably successful in the
festival circuit.
18 Some people equate Elite Squad with fascist ideas.
19 Padilha said that the most important aspect in the situations presented in Elite Squad was to raise
people’ consciousness about the responsibility they have for the continuing violence.
20 Murat directed a lighter story than Padilha’s, in a wealthier setting.
21 Elite Squad was bitterly criticized by most critics for showing police violence and corruption.
22 Linha de Passe, a Walter Salles’ film, won the Palm d’Or.
23 City of God and Elite Squad, both written by Mantovani, became a success by accident.
24 The movies City of God and Elite Squad were regarded for their earnestness and for keeping
people’s close attention, notwithstanding the violence they presented.
25 City of God became a success due to its slow motion editing and its pale colors.

In the text,
26 “thugs” (R.47) is the same as criminals.
27 “latest” (R.29) means last.