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1. Choose the best option to complete the sentence:
“Thomas arrived late last night, _________?”
a) didn’t Thomas
b) did not he
c) didn’t he
d) did he
TEXTO PARA A PRÓXIMA QUESTÃO:
1Many parents are concerned with their child’s
seemingly obsessive video game play. 2Fortnite, 3the
most recent gaming phenomenon, 4has taken the
world by storm and has parents asking if the shooter
game is okay for kids. The short answer is yes, Fortnite
is generally fine. 5Furthermore, parents can breathe
easier knowing that research suggests gaming (on its
own) does not cause disorders like addiction.
However, there’s more to the story. 6A
comprehensive answer to the question of whether
video games are prejudicial must take into account
other factors, and parents need to understand why kids
play, as well as when to worry and when to relax.
The word “addiction” gets tossed around quite
a bit these days, but 7if it isn’t causing serious harm
and disorder to daily function, it isn’t an addiction.
Parents may worry that their kids are addicted, but if
the children can pull themselves away from a game to
join the family for a conversation over dinner and
shows interest in other activities, like sports or
socializing with friends, then they are not addicted.
Generally, parents panic when their kid’s video
game playing comes at the expense of doing other
things, like studying or helping around the house. But
let’s be honest, 8kids have been avoiding these
activities for ages. 9Equally true is the fact that parents
have been complaining about their unhelpful children
well before the first video game was plugged into its
socket.
In fact, moderate video game play has been
shown to be beneficial. A study conducted at Oxford by
Dr. Andrew Przybylski revealed that 10playing about
one hour per day improved psychological well-being,
while when taken to an extreme, playing over three
hours per day, was correlated with less well-being.
The real question should be what is it about
the special attraction of gaming that makes it the
preferred pastime of so many millions of kids? What
makes it so difficult for even non addicted kids to step
away from video games sometimes? 11The answer has
to do with the way games address basic psychological
needs.
Fortnite, like any well-designed video game,
satisfies what we are all looking for. According to Drs.
Edward Deci and Richard Ryan, people need three
things to flourish. We look for competence – the need
for mastery, progression, achievement, and growth.
We seek autonomy – the need for volition and freedom
of control over our choice. And finally, we look for
relatedness – the need to feel like we matter to others,
and that others matter to us. Unfortunately, when
considering the state of modern childhood, 12many kids
aren’t getting enough of these three essential
elements.
School, 13where kids spend most of their
waking hours, is in many ways the antithesis of a place
where kids feel competence, autonomy, and
relatedness. 14There, kids are told what to do, where to
be, what to think, what to wear, and what to eat. While
some argue that discipline and control provide
structure, it’s clear why teachers and students might
struggle with motivation in the classroom.
Gamers feel competence when they practice
strengths to reach their goals. In a game, players have
the autonomy to call the shots, do what they want, and
experiment with creative strategies to solve problems.
Games are also social outlets where players can feel
relatedness. In Fortnite, for example, 15players often
meet in the virtual environment to chat and socialize,
because doing so in the real world is often
inconvenient or 16off limits.
Of course, none of this is to say video games
are a good substitution – quite the opposite. No game
can give a child the feeling of competence that comes
from accomplishing a difficult task or learning a new
skill on their own accord. Fortnite can’t compete with
the exhilaration that comes from the autonomy of
exploring reality, where a child is free to ask questions
and unlock mysteries in the real world. 17No social
media site can give a kid the sense of relatedness,
safety, and warmth that comes from an adult who loves
that child unconditionally just the way they are, no
matter what, and takes the time to tell them so.
Some kids suffer from gaming disorders, but
such dependencies are often combined with
preexisting conditions, including problems with impulse
control. 18For most children, however, parents
understanding the deeper truth behind what kids are
getting out of games empowers them to take steps to
give their children more of what they need. Video
games are this generation’s outlet, and some kids use
them as a tool to escape the same way some of us use
our own flavor of dissociative devices to tune out
reality for a while.
(Adapted from https://www.psychologytoday.com.
Access on March 25th, 2021)
Glossary:
1. to toss around – to discuss possibilities or new ideas
2. to step away – to not become involved with
something
3. to flourish – to grow or develop successfully
4. volition – the power to make your own decision
5. exhilaration – excitement and happiness
6. to call the shots – to be in position to decide
7. outlet – a way in which emotions, energy or abilities
can be expressed or made use of
8. to tune out – to stop paying attention to something
or someone
2. Mark the alternative that shows the appropriate
question tag for the sentence.
Many parents are concerned with their child’s
seemingly obsessive video game play, ______?
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a) isn't it
b) doesn't it
c) don't they
d) aren't they
3. Analyse the sentences:
I. – Nobody remembered to turn off the light, did they?
II. And Peter's father said:
– Son, like your father, I'll help you as much as I
can.
III. I've stopped to buy the newspaper everyday to try
to save money.
IV. She's getting used to drive on the right.
V. Despite of the bad weather, there was a large crowd
at the match.
VI. I've visited Russia for the first time in 2006.
Now, mark the correct alternative.
a) Only I is grammatically correct.
b) I, III and IV are grammatically correct.
c) I, II, V and VI are grammatically correct.
d) I, II, III, IV, V and VI are grammatically incorrect.
4. Which option completes the paragraph below
correctly?
“Would you like to go to Vyas Chhatri,
madam?” Lal asks, as I get back into the car. "It was
built in honour of Maharishi Ved Vyas. I'm sure your
head tells you to go back, but your heart doesn’t want
to let go of the opportunity, _______?"
(Adapted from www.travelandleisureindia.in)
a) aren’t you
b) isn’t it
c) does it
d) is it
e) doesn’t it
5. Mark the correct alternative.
a) We had better not to call him today.
b) I ought to read this book, oughtn’t I?
c) John is eighteen, so his sister must to be twenty.
d) I suggested she added this book to the list, and she
finally would.
e) Last year I lived with my boyfriend but I knew I can
live with my parents again at any time.
TEXTO PARA A PRÓXIMA QUESTÃO:
Read the text below and answer the question(s)
according to it.
SOME OF THE INTERNET'S CRAZIEST
CONSPIRACY THEORIES
Michael Jackson Is Still Alive
1The advent of the internet hasn't just 2cooked
up new conspiracy theories, it's also accelerated
existing ones. If you refuse to believe that it was the
Iranians that killed him, perhaps you'll be convinced
that MJ is actually still alive. Proof? 3His own daughter
Paris Jackson took a photo of him. Seriously. What do
you mean you don't see him? 4He's right there in the
back seat, 5stacked under that pile of clothes wearing
his iconic hat. Believe, man. Thriller Vol.2 to drop next
year.
The Moon Doesn't Exist
It's no good looking at it, night after night. The
moon doesn't exist. It's a hologram, put there by
persons unknown. Of course, serial conspiracy theorist
David Icke has a theory. There are also countless
YouTubers keeping an eye out, one of whom has gone
as far as "looking at it regularly for a year".
Jay Z Is A Time-Travelling Vampire
There are vast regions of the internet devoted
to explaining why Jay Z is part of the Illuminati. 6Hence
when this photo, which was taken in New York in 1939,
appeared last year, he was accused of being a time-
traveller. And a vampire. This video lists other old-time
celebrity 7lookalikes, as well as suggesting that
8Hollywood stars don't age because they're the
immortal bloodsucking undead. Not because they're
9stuffed with botox, then?
The Earth Is Hollow
10Don't give up, readers. We're halfway
through this list. We can make it to the end. 11Dig deep.
Well, not 12too deep. You see, the Earth is 13hollow and
accessible via portals at the north and south poles.
Luckily though, it's quite habitable down there,
providing excellent living 14quarters for the lost Viking
colonies of Greenland and the Nazis, while "aliens" are
in fact just visitors from the subterranean areas.
Siri Can Predict The Apocalypse
Amazing as it may seem, given that 15it can't
do anything else you actually ask it to do, Siri can
predict the apocalypse. When asked "What day is 27th
July 2014?", Apple's assistant replied, "The opening of
the gate of Hades", 16aka The End Of The World. That
date has now passed without 17issue. Say what you
like about the maligned MS Office paperclip, but at
least he didn't 18scaremonger that the end was near.
19We All Live In The Matrix And Billionaires Want To
Break Us Out Of It
The New Yorker’s Tad Friend claims that many
people in Silicon Valley are obsessed with the idea that
we're all living in a Matrix-like simulation, and some are
taking that obsession a stage 20further: “Two tech
billionaires have gone so far as to secretly engage
scientists to work on breaking us out of the simulation.”
Here's hoping Mark Zuckerberg is 'The One', yeah?
Hitler Is Still Alive
"21Hitler is still alive" rumours have circulated
since the 1970s, fuelled by the fact that his crony Josef
Mengele hid in South America. Stories like this one,
however, speculate the 125-year-old Hitler has been
responsible for various world disasters, including 9/11
and the 2010 Gulf oil spill, which happened on his
birthday. Other theories say he died in 1984 in Brazil,
aged 94. Or in Argentina, aged 73.
Adapted from http://www.shortlist.com/entertainment/
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20-of-the-internets-craziestconspiracy-theories/.
Acesso em: 14 de fev 2017.
Glossary:
2. cook up – to invent a story, a plan, etc.
5. stacked – covered with things
6. hence – the reason, the explanation for
7. lookalikes – similar in appearance
9. stuffed – filled with something
11. dig – to make a hole in the ground
13. hollow – a hole or empty space
14. quarter – a place to live
16. aka – abbreviation for also known as
17. issue – problem
18. scaremonger – a person that creates stories that
cause public fear
6. Mark the option that shows the appropriate
question tag for the sentence.
“He's right there in the back seat”, __________?
(reference 4)
a) isn't he
b) hasn't he
c) isn't there
d) is he
TEXTO PARA A PRÓXIMA QUESTÃO:
Read the text below and answer the question(s)
according to it.
Howard Gardner: ‘Multiple intelligences’ are not
‘learning styles’
by Valerie Strauss
The fields of psychology and education were
revolutionized 30 years ago when we now world
renowned psychologist Howard Gardner published his
1983 book Frames of Mind: The Theory of Multiple
Intelligences, which detailed a new model of human
intelligence that went beyond the traditional view that
1there was a single kind that could be measured by
standardized tests.
Gardner’s theory initially listed seven
intelligences which work together: linguistic, logical-
mathematical, musical, bodily-kinesthetic,
interpersonal and intrapersonal; he later added an
eighth, naturalist intelligence and says there may be a
few more. The theory became highly popular with
2K-12 educators around the world seeking ways to
reach students who did not respond to traditional
approaches, but over time, ‘multiple intelligences’
somehow became synonymous with the concept of
‘learning styles’. In this important post, Gardner
explains 3why the former is not the latter.
4It’s been 30 years since I developed the
notion of ‘multiple intelligences’. I have been gratified
by the interest shown in this idea and the ways it’s
been used in schools, museums, and business around
the world. But 5one unanticipated consequence has
driven me to distraction and that’s the tendency of
many people, including persons whom I cherish, to
credit me with the notion of ‘learning styles’ or to
collapse ‘multiple intelligences’ with ‘learning styles’.
6It’s high time to relieve my pain and to set the record
straight.
First a word about ‘MI theory’. On the basis of
research in several disciplines, including the study of
how 7human capacities are represented in the brain, I
developed the idea that each of us has a number of
relatively independent mental faculties, which can be
termed our ‘multiple intelligences’. The basic idea is
simplicity itself. A belief in a single intelligence
assumes that we have one central, all-purpose
computer, and it determines how well we perform in
every sector of life. In contrast, a belief in multiple
intelligences assumes that human beings have 7 to
10 distinct intelligences.
Even before I spoke and wrote about ‘MI’, the
term ‘learning styles’ was being bandied about in
educational circles. The idea, reasonable enough on
the surface, is that all children (indeed all of us) have
distinctive minds and personalities. Accordingly, it
makes sense to find out about learners and to teach
and nurture them in ways that are appropriate, that
they value, and above all, are effective.
Two problems: first, the notion of ‘learning
styles’ is itself not coherent. Those who use this term
do not define the criteria for a style, nor where styles
come from, how they are recognized/assessed/
exploited. Say that Johnny is said to have a learning
style that is ‘impulsive’. Does that mean that Johnny is
‘impulsive’ about everything? How do we know this?
What does this imply about teaching? Should we teach
‘impulsively’, or should we compensate by ‘teaching
reflectively’? What of learning style is ‘right-brained’ or
visual or tactile? Same issues apply.
Problem #2: when 8researchers have tried to
identify learning styles, teach consistently with those
styles, and examine outcomes, there is not persuasive
evidence that the learning style analysis produces
more effective outcomes than a 9‘one size fits all
approach’. Of course, the learning style analysis might
have been inadequate. Or even if it is on the mark, the
fact that one intervention did not work does not mean
that the concept of learning styles is fatally imperfect;
another intervention might have proved effective.
Absence of evidence does not prove non-existence of
a 10phenomenon; it signals to educational researchers:
11‘back to the drawing boards’.
Here’s my considered judgment about the best
way to analyze this lexical terrain:
Intelligence: We all have the multiple intelligences. But
we signed out, as a strong intelligence, an area where
the person has considerable computational power.
Style or learning style: A hypothesis of how an
individual approaches the range of materials. If an
individual has a ‘reflective style’, he/she is
hypothesized to be reflective about the full range of
materials. We cannot assume that reflectiveness in
writing necessarily signals reflectiveness in one’s
interaction with the others.
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Senses: Sometimes people speak about a ‘visual’
learner or an ‘auditory’ learner. The implication is that
some people learn through their eyes, others through
their ears. This notion is incoherent. Both spatial
information and reading occur with the eyes, but they
make use of entirely different cognitive faculties. What
matters is the power of the mental computer, the
intelligence that acts upon that sensory information
once picked up.
12These distinctions are consequential. If
people want to talk about ‘an impulsive style’ or a
‘visual learner’, that’s their prerogative. But they should
recognize that these labels may be unhelpful, at best,
and ill-conceived at worst. In contrast, there is strong
evidence that human
beings have a range of intelligences and that strength
(or weakness) in one intelligence does not predict
strength (or weakness) in any other intelligences. All of
us exhibit jagged profiles of intelligences. There are
common sense ways of assessing our own
intelligences, and even if it seems appropriate, we can
take a more formal test battery. And then, as teachers,
parents, or self-assessors, we can decide how best to
make use of this information.
(Adapted from https://www.washingtonpost.com/news/
answer-sheet)
Glossary:
2K-12 educators defend the adoption of an
interdisciplinary curriculum and methods for teaching
with objects.
7. Mark the option which shows the appropriate
question tag for the sentence “one unanticipated
consequence has driven me to distraction” (reference
5).
a) Hasn’t driven it?
b) Not has it?
c) Has it?
d) Hasn’t it?
8. Which of the options completes the sentence
correctly?
Peter’s got blue eyes, __________?
a) isn’t he
b) does Peter
c) doesn’t he
d) has Peter
e) hasn’t he
TEXTO PARA A PRÓXIMA QUESTÃO:
CYBERBULLYING ON THE RISE
Bullying among children and teenagers is not
something new but it is getting more and more
common by modern methods of communication.
Cyberbullying happens when an adolescent is
put in danger by another child or teenager by photos or
text messages sent to cell phones or posted on social
networks. Sometimes cyberbullies send mails with
sexual comments or take passwords of other
teenagers and log on to websites with false identities.
Children also play Internet games and make fun of
each other in many ways.
A study by a Canadian University shows that
1half of the young people interviewed said that they
suffer bullying. 2One of the reasons is the great use of
cell phones over the past years. Today’s children are
connected with each other electronically. They call
friends every time they want or communicate with them
on Facebook.
3Cyberbullying is getting extremely popular
because teens can stay anonymous. 4Many
adolescents act this way because they feel frustrated
or angry and want to punish somebody for something
that happened to them. 5At other times they do it just
for fun or because have nothing else to do. 6Parents
usually don’t know their child is a cyberbully. 7They
perceive it just when the victim or the victim’s parents
contact them.
This kind of bullying is not as inoffensive as
many people think. In some cases it can lead to
suicide. 8Many countries have organized campaigns to
inform adults and children of its dangers.
9There are a few ways to prevent
cyberbullying. First, it is important to show children that
they have to respect others and they are responsible
for what they do. For victims it is important not to play
the bully’s game or answer their emails and text
messages. It is also important to get help from parents
and teachers.
Often schools get involved. 10They bring
together the parents of victims and cyberbullies and
talk with them. Cyberbullying does not always end at
school. Often, parents go to the police and accuse the
bullies.
(Adapted from http://www.english-online.at/society/
cyberbullying/cyberbullying-on-the-rise.htm)
9. Mark the option to complete the sentence with the
correct tag question form. “They bring together the
parents of victims,__________” (reference 10)
a) do they?
b) are they?
c) don't they?
d) aren’t they?
TEXTO PARA A PRÓXIMA QUESTÃO:
Why Bilinguals Are Smarter
Speaking two languages 5rather than just one
has obvious practical benefits in an increasingly
globalized world. But in recent years, scientists have
begun to show that 10the advantages of bilingualism
are even more fundamental than being able to
converse with 11a wider range of people. Being
bilingual, it turns out, makes you smarter. It can have a
profound effect on your brain, improving cognitive skills
not related to language and even protecting from
dementia in old age.
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This view of bilingualism is 1remarkably
different from 12the understanding of bilingualism
through much of the 20th century. Researchers,
educators and policy makers long considered a second
language to be an interference, cognitively speaking,
that delayed a child’s academic and intellectual
development. They were not wrong about the
interference: there is ample evidence that in a
bilingual’s brain both language systems are active
even when he is using only one language, thus
creating situations in which one system obstructs the
other. But this interference, researchers are finding out,
isn’t so much a handicap as a blessing in disguise. It
forces the brain to resolve internal conflict, giving the
mind a workout that strengthens its cognitive muscles.
Bilinguals, 2for instance, seem to be more
adept than monolinguals at solving certain kinds of
mental puzzles. In a 2004 study by the psychologists
Ellen Bialystok and Michelle Martin-Rhee, bilingual and
monolingual preschoolers were asked to sort blue
circles and red squares presented on a computer
screen into two digital bins — one marked with a blue
square and the other marked with a red circle. In the
first task, the children had to sort the shapes by color,
placing blue circles in the bin marked with the blue
square and red squares in the bin marked with the red
circle. Both groups did this with comparable ease.
Next, the children were asked to sort by shape, which
was more challenging because it required placing the
images in a bin marked with a conflicting color. 13The
bilinguals were quicker at performing this task.
6The collective evidence from a number of
such studies suggests that the bilingual experience
improves the brain’s 3so-called executive function — a
command system that directs the attention processes
that we use for planning, solving problems and
performing various other mentally demanding tasks.
These processes include ignoring distractions to stay
focused, switching attention willfully from one thing to
another and holding information in mind — like
remembering a sequence of directions while driving.
14Why does the fight between two
simultaneously active language systems improve these
aspects of cognition? Until recently, researchers
thought 7the bilingual advantage was centered
primarily in an ability for inhibition that was improved
by the exercise of suppressing one language system:
this suppression, it was thought, would help train the
bilingual mind to ignore distractions in other contexts.
But that explanation increasingly appears to be
inadequate, since studies have shown that bilinguals
perform better than monolinguals 4even at tasks that
do not require inhibition, like threading a line through
an ascending series of numbers scattered randomly on
a page.
The bilingual experience appears to influence
the brain from infancy to old age (and 8there is reason
to believe that it may also apply to those who learn a
second language later in life).
In a 2009 study led by Agnes Kovacs of the
International School for Advanced Studies in Trieste,
Italy, 7-month-old babies exposed to two languages
from birth were compared with peers raised with one
language. In an initial set of tests, the infants were
presented with an audio stimulus and then shown a
puppet on one side of a screen. Both infant groups
learned to look at that side of the screen in anticipation
of the puppet. But in a later set of tests, when the
puppet began appearing on the opposite side of the
screen, the babies exposed to a bilingual environment
quickly learned to switch their anticipatory gaze in the
new direction while the other babies did not.
Bilingualism’s effects also extend into the
twilight years. In a recent study of 44 elderly Spanish-
English bilinguals, scientists led by the
neuropsychologist Tamar Gollan of the University of
California, San Diego, found that individuals with a
higher degree of bilingualism — measured through a
comparative evaluation of proficiency in each language
— were more resistant than others to the beginning of
dementia and other symptoms of Alzheimer’s disease:
the higher the degree of bilingualism, the later the age
of occurrence.
Nobody ever doubted the power of language.
9But who would have imagined that the words we hear
and the sentences we speak might be leaving such a
deep imprint?
Adapted from http://www.nytimes.com/2012/03/18/
opinion/sunday/the-benefitsof-bilingualism.html
10. One extracted fragment has its correct Tag
Question. Mark the item.
a) The bilingual experience appears to influence the
brain from infancy to old age, don’t they?
b) Bilingualism’s effects also extend into the twilight
years, has it?
c) These processes include ignoring distractions to
stay focused, aren’t they?
d) Nobody ever doubted the power of language, did
they?
TEXTO PARA A PRÓXIMA QUESTÃO:
Science talent redirected
"Is Science Talent Squandered?" (SN: 5/31/97, p. 338)
sent me into a reverie of my precollege days. Having
achieved, at 10 years of age, minor celebrity status in
Nation's Business by inventing a "new" cotton picker,
having burned holes in my parents' basement ceiling
with my huge Gilbert chemistry set, and having been
given a key to the high school lab to conduct my own
experiments on weekends, 1I knew I would be a
scientist.
Then came college and the public denigration (in an
introductory chemistry class) of my poetic expression
of the practical application of combustion. Literary and
artistic teachers and friends enjoyed my "weird"
presentation, so I joined their ranks instead, achieving
modest adult recognition as a writer but still finding my
real reading interest in science. 2If I had found a Carl
Sagan some 40 years ago, I might be in a different
college in my University today, but perhaps with
different regrets.
F. Richard Thomas, Professor of American Thought
and Language, Michigan State University, East
Lansing, Mich.
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[Science News, 26 July 1997, vol. 152] Your new friend is very smart, ___________?
a) aren't you
b) is he
c) isn't she
11. Escolha a "question tag' correta para: "I knew I d) doesn't she
would be a scientist." (ref. 1) e) hasn't she
a) didn't I ?
b) wasn't I ? 18. Assinale a alternativa que preenche corretamente
c) won't I ? a lacuna.
d) don't I ?
e) would I ? Our Math teacher said his test will be difficult,
__________?
12. Complete with the CORRECT alternative: a) Oh, does she?
b) Oh, is he?
c) Oh, will he?
The sun shone the whole day, __________ it? d) Oh, didn't he?
a) is e) Oh, did he?
b) did
c) doesn't 19. Choose the correct answer.
d) didn't
e) isn't
They were cleaning the room when I arrived, _____ ?
13. Complete: a) did they
b) were they
c) didn't they
He'll be back soon, __________ ? d) weren't they
a) will he e) were they not
b) doesn't he
c) shall he 20. Choose the correct answer.
d) won't he
e) couldn't he
They won't arrive early, _____ ?
14. Choose the correct answer. a) do they
b) did they
c) are they
The teacher prefers the red pen, _____? d) were they
a) doesn't she e) will they
b) don't he
c) hasn't she 21. Assinale a alternativa que preenche corretamente
d) didn't he a lacuna.
e) does he
Stella can play the keyboards, __________?
15. Assinale a alternativa que preenche corretamente a) can she
a lacuna. b) can't she
c) doesn't she
You don't read a lot, __________? d) isn't he
a) do you e) is she
b) are you
c) aren't you 22. Assinale o question tag que melhor complementa
d) don't you a frase:
e) read you

16. Choose the correct answer. "The traffic is terrible today, ____________?"
a) doesn't it?
b) it isn't?
Ted and Ton arrived at five, _____ ? c) isn't he?
a) didn't he d) isn't it?
b) hadn't they e) n.d.a.
c) didn't they
d) did they 23. Assinale a alternativa que preenche corretamente
e) don't they a lacuna.

17. Assinale a alternativa que preenche corretamente I'm your friend, __________?
a lacuna. a) do I
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b) aren't I c) did
c) ain't I d) does
d) isn't I e) don't
e) don't I

24. Choose the correct answer.

Jimmy has left his book at school, _____ ?

a) has he
b) hasn't he
c) doesn't he
d) didn't he
e) hasn't Jimmy

25. Assinale a alternativa que corresponde à

sequência de "question-tags" adequados para
completar as frases a seguir:

1. He isn't at home,___________?
2. That will happen,___________?
3. She hasn't a cue,___________?
4. It rains a lot,_______________?
a) isn't; won't; has he; doesn't it
b) is it; will it; does she; has it
c) isn't he; will it; has she; hasn't it
d) is he; won't it; has she; doesn't it
e) isn't he; won't he; has she; does it

26. He hasn't seen you lately, ......?

a) has he
b) is it
c) have you
d) have we
e) haven't you

27. Assinale a alternativa correta.

Politics is a science, ______?

a) weren't they
b) isn't it
c) wouldn't he
d) wasn't it
e) won't they

28. Assinale a alternativa correta:

Your name is Mary, ______?

a) isn't you
b) isn't it
c) aren't it
d) aren't you
e) isn't he

29. Assinale a alternativa que preenche corretamente

a lacuna:

He doesn't study here, .......... he?

a) doesn't
b) do
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Gabarito: [A]

Resposta da questão 1: A alternativa [A] está correta, pois pelo fato de a

[C]
A opção que melhor completa a frase se encontra na
alternativa de letra [C], didn’t he. A alternativa é
composta pela construção chamada question tag, que
consiste em perguntas curtas utilizadas no fim de uma
frase para solicitar uma confirmação dita na frase
anterior.
Assim, a frase “Thomas arrived late last night, didn’t
he?” exige uma confirmação ao final, Thomas chegou
tarde ontem à noite, não foi?
Resposta da questão 2:
[D]
A alternativa [D] está correta, pois a question tag está
na forma negativa do simple present do verbo to be.
Resposta da questão 3:
[A]
[I] Correta. Uso correto da question tag did they, por se
tratar de uma oração com ideia negativa (nobody).
[II] Incorreta. Ao invés da preposição “like” (ideia de
comparação), “as” (pelo fato de) deveria ter sido
usado. “Filho, pelo fato de ser seu pai...”.
[III] Incorreta. Como a pessoa parou de comprar
jornais para economizar dinheiro, a oração deveria
ser “I’ve stopped buying...”.
[IV] Incorreta. Após a expressão “get used to”, o verbo
deve estar na -ING form. “She’s getting used to
driving”.
[V] Incorreta. A conjunção “despite” não admite o uso
de “of”.
[VI] Incorreta. Pelo fato de termos uma expressão
temporal no passado (in 2006), deve-se usar o Simple
Past. “I visited...”.
oração estar no simple present na forma afirmativa, o
question-tag deve estar no mesmo tempo verbal,
porém na forma negativa.
Resposta da questão 7:
[D]
A alternativa [D] está correta, pois pelo fato de a
oração estar na forma afirmativa do Present Perfect
Simple, o question-tag deve estar na forma negativa
do mesmo tempo verbal. É importante ressaltar que no
question-tag apenas o verbo auxiliar é utilizado.
Resposta da questão 8:
[E]
A alternativa [E] é a correta, pois o question-tag hasn't
he deve ser usado devido à expressão 's (has) got.
Resposta da questão 9:
[C]
O question-tag correto está na alternativa [C], pois a
oração que o precede está na forma afirmativa do
simple present. Sendo assim, o question-tag deve
estar no mesmo tempo verbal, porém na forma
negativa.
Resposta da questão 10:
[D]
A alternativa [D] possui uma oração com um pronome
indefinido de cunho negativo (nobody) e no simple
past (doubted). Com isso, deve-se utilizar o pronome
they e o auxiliar did. O pronome noboby também
permite o uso de he no tag question, porém tal opção
é demasiadamente formal.

Resposta da questão 4: Resposta da questão 11:

[C] [A]

As tag questions são constituídas de verbos auxiliares Resposta da questão 12:

utilizados ao final da frase para confirmar ou [D]
questionar informações, acompanhando sempre o
tempo verbal da mesa.
Na frase em questão o uso de “doesn’t”, antes da Resposta da questão 13:
virgula, determina o uso de “does it”, sendo a frase [D]
completa: “I'm sure your head tells you to go back, but
your heart doesn’t want to let go of the opportunity, Resposta da questão 14:
does it?”. [A]

Resposta da questão 5: Resposta da questão 15:

[B] [A]

A alternativa [B] está correta, pois possui uso correto Resposta da questão 16:
do modal ought to e da tag question. Tradução: "Eu [C]
deveria ler este livro, não é?".
Resposta da questão 17:
Resposta da questão 6: [C]
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Resposta da questão 18:

[D]

Resposta da questão 19:

[D]

Resposta da questão 20:

[E]

Resposta da questão 21:

[B]

Resposta da questão 22:

[D]

Resposta da questão 23:

[B]

Resposta da questão 24:

[B]

Resposta da questão 25:

[D]

Resposta da questão 26:

[A]

Resposta da questão 27:

[B]

Resposta da questão 28:

[B]

Resposta da questão 29:

[D]