SóProvas



Questões de Aspectos linguísticos | Linguistic aspects


ID
27733
Banca
CESGRANRIO
Órgão
Transpetro
Ano
2006
Provas
Disciplina
Inglês
Assuntos

          What are the best energy sources? "Best" depends
     on many factors - how the energy is being used, where
     it is being used, what energy sources are available,
     which sources are most convenient and reliable, which
5   are easiest to use, what each costs, and the effects on
     public safety, health, and the environment. Making smart
     energy choices means understanding resources and their
     relative costs and benefits.
          Some energy sources have advantages for specific
10  uses or locations. For example, fuels from petroleum
     are well suited for transportation because they pack a
     lot of energy in a small space and are easily transported
     and stored. Small hydroelectric installations are a good
     solution for supplying power or mechanical energy close
15  to where it is used. Coal is widely used for power
     generation in many fast-developing countries - including
     China, India, and many others - because domestic
     supplies are readily available.
          Efficiency is an important factor in energy costs.
20  How efficiently can the energy be produced, delivered,
     and used? How much energy value is lost in that process,
     and how much ends up being transformed into useful
     work? Industries that produce or use energy continually
     look for ways to improve efficiency, since this is a key to
25  making their products more competitive.
          The ideal energy source - cheap, plentiful, and
     pollution-free - may prove unattainable in our lifetime,
     but that is the ultimate goal. The energy industry is
     continuing to improve its technologies and practices, to
30  produce and use energy more efficiently and cleanly.
          Energy resources are often categorized as
     renewable or nonrenewable.
          Renewable energy resources are those that can be
     replenished quickly - examples are solar power,
35  biomass, geothermal, hydroelectric, wind power, and
     fast-reaction nuclear power. They supply about seven
     percent of energy needs in the United States; the other
     93 percent comes from nonrenewables. The two largest
     categories of renewable energy now in use in the U.S.
40  are biomass - primarily wood wastes that are used by
     the forest products industry to generate electricity and
     heat - and hydroelectricity.
          Nonrenewable energy resources include coal, oil,
     natural gas, and uranium-235, which is used to fuel
45  slow-reaction nuclear power. Projections of how long a
     nonrenewable energy resource will last depend on many
     changeable factors. These include the growth rate of
     consumption, and estimates of how much of the remaining
     resources can be economically recovered. New exploration
50  and production technologies often increase the ability of
     producers to locate and recover resources. World
     reserves of fossil energy are projected to last for many
     more decades - and, in the case of coal, for centuries.

In: http://www.classroom-energy.org/teachers/energy_tour/pg5.html

A "pollution-free" energy source (line 27) means an energy source that is free of pollution. Check the option in which the phrase is also correctly explained.

Alternativas
Comentários
  • A ten-page sales contract = a sales contract that has ten pages = um contrato de vendas de dez páginas.

  • b-

    A compound adjective is an adjective of two or more words. A hyphen is used when we want them to act as a single idea that modifies a noun or noun phrase.

     

    I live in a Russian_speaking country. The hyphen joins two concepts to describe a noun. . It means I live in a country where Russian is spoken.

     

    Other examples:

     

    We live in a two-story house - a house that has two stories.

    He developed these weird goofy-like ears since he started wearing ear plugs 6 months ago. 

     

    Types of compound adjectives:

     

    1- Periods of Time

    Join it with a hyphenated number!

    I work eight hours every day --> I work an eight-hour day

    I'm going on holidays for four weeks --> I'm going on a four-week holiday.

     

     

    2- Adverb + Past Participle

     

    This snake has a brightly-coloured pattern. 

    Sadly, the king is bed-ridden. 

     

    3- Noun + Past Participle

     

    The noun is the active agent in this class of compound adjectives, meaning that it is responsible for the action contained in the past participle.

     

    The manager has been reading about a new thread-fed loom. A loom that is fed by threads. 

    I love sun-dried raisins. - raisins dried by the sun. 

     

    4- Noun + Present Participle

    The modified noun is the active entity.

    He has been reading about power-saving practices. 

    He is a well-meaning guy, although he does badly with the ladies.

     

    5- Noun + Adjective

    WWW stands for the world-wide web.

     

    6- Adjective + Noun

    That was a serious last-ditch effort. 

    That was a last-place performance by the track runner.

     

    7- Adjective + Past Participle

     

    That is an old-fashioned dress - A dress whose fashion pattern is considered old.

    The demand was made like a half-thrusted knife - A knife that was thrusted halfway.

     

    8- Adjective + Present Participle

     

    It's a good-looking picture. A picture that looks good.


ID
263260
Banca
COPEVE-UFAL
Órgão
UFAL
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Cada opção abaixo revela uma mensagem eletrônica que um aluno universitário enviou para uma universidade americana solicitando informações sobre os cursos de pós-graduação. Qual é a única opção que apresenta a mensagem gramaticalmente correta?

Alternativas
Comentários
  • Apesar dessa ser a única opção sem erros gritantes, achei meio estranho a utilização do verbo have. Na verdade, nenhuma está 100% certa pra mim.
    • Reproduzo abaixo as alternativas em azul e comentários dos erros que achei em vermelho
    •  
    •  a) My name is Antonio Carlos and I am writing to have some information on Chemistry Graduation program at your University. I have my undergraduate degree in Chemistry at a local university here in Brazil. My intention is to have a Master in Biochemistry. Is it at all possible for me to enroll as a foreign student ? Item correto
    •  b) My name’s José Carlos and I’m writting to ask for informations ("information" é incontável, não pode ficar na forma plural) about post graduation courses of Advocacy. I pretend ("pretend" = "fingir"/ "pretender" = "intend") to study to have a Master in International Laws. My English is very good because I have had ( o correto seria "I have taken") the TOEFL test last year and I passed! I studied my graduation at a private University in São Paulo, Brazil. Please, give to me these informations. Item errado
    •  c) I am writing for to know  ( o correto seria "I am writing to know")some informations  ("information" é incontável, não pode ficar na forma plural) about Master Courses in Engineering. I am Mário José and I am cursing the last year of Civil Engineering here in Brazil. In fact, I am paying my last discipline this semester which is Research Operations. I am attaching my resume and my university historic. I look forward to your answer. Thank you. Item errado
    •  d) I am an Education graduate of University XX in Brazil, and I have a burning ambition. I want to be an instrument to help others people (o "other" não vai para o plural quando acompanha substantivo) help themselves. I strongly believe that through the Master of Social Work Program of your University, I will can ( o correto seria "I will be able to") update my knowledge thoroughly and prepare myself to assume leadership and mentoring roles in the social work profession. I consider me  ( o correto seria "I consider myself" ou, embora raro, "I consider that I am" )  a social worker because it is an exciting profession and I believe the Masters Program will can  ( o correto seria "I will be able to") provide future work opportunities for me in a variety of settings. Item errado
    •  e) In June 2011, I will be graduating from a Federal University in Brazil with a Bachelor’s Degree in Electrical Engineering. I am writing to know if I can to study ( o correto seria "I can study")  my Master Degree at your university. I love Electrical Engineering and I am planning to be a famous research in this field of knowledge. My name is Catarina Juliana and I am a 23 years old intelligent student (em inglês a ordem correta dos adjetivos seria "I am an intelligent 23 years old student"). I am awaiting anxiously your answer about the courses you have got. Thank you. Item errado


    Bons estudos!

  • Escolhi a letra A, mas achei essa parte "Is it at all possible for me to enroll as a foreign student ?" Muito estranha. Na verdade, achei o uso do AT ALL nessa posição muito estranha. Nem sei se tem alguma 100% correta para falar a verdade. 
  • Questão sem alternativa correta. A letra A tem erros e/ou discordância, um deles é university com letra minúscula.

  • sim tambem achei todas erradas

  • Belíssima análise de Ticiana. Thank you!

  • a-

    b- nao se usam abreviacoes em comunicacao escrita (informal/formal register)

    c- information é incountable noun

    d- muitos erros, inclusive gênero textual inadequado e transferência de estruturas da 1° para 2° lingua (tradução literal)

    e- erro de regência (verb patterns)

    ________________________________________________________________________________________________________________________________

    My intention is to have a Master in Biochemistry

    *Master's


ID
517534
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Write “T” if the sentence is grammatically correct, and “F” if it is grammatically incorrect. Then choose the alternative with the correct sequence.

( )Many animals are disappearing because of the greenhouse effect.

( )Most of the animals in the zoo are sick.

( )There are only a little monkeys in the zoo.

( )Birds need few water to live.

( )Lions eat a lot of meat.

Alternativas
Comentários
  • c


ID
527344
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

According to their pronunciation, how many syllables do these words have respectively?

“Chocolate-passenger-officer”:

Alternativas

ID
527347
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Read the statements below and choose the correct alternative:

I. Phonology is the study of the abstract side of the sounds of language.
II. Phonology studies how phonemes function in language, and the relationships among the different phonemes.
III. Phonology describes the sounds we use when speaking.

Alternativas

ID
527377
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Read the statements below and choose the correct alternative.

I. The United States are a large country.
II. The English are a good people.
III. The news is good today.

Alternativas
Comentários
  • I - errado - The United States é um país = it, logo o correto a usar seria is.

    II - certo - The English significa "Os Ingleses" = they, logo usa-se are.

    III - certo - The News significa "as noticias" = it, logo usa-se is.


ID
527380
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Choose the sentence that is grammatically correct.

Alternativas
Comentários
  • These Flowers Smell nice

  • qual é o erro da assertiva ´D´?


ID
527383
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Choose the option that correctly completes the sentence:

When I was a kid, I believed that my parents __________

Alternativas

ID
527389
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Read the statements below and choose the correct alternative.

I. The “-ed” is a marker that always denotes past time.
II. The English language has 12 tenses.
III. Simple, Perfect, Progressive and Perfect Progressive are the four aspects of English.

Alternativas

ID
527392
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Choose the sentence which is grammatically correct.

Alternativas

ID
527395
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Which word best completes the sentence?

Your _____ might break down.

Alternativas

ID
527398
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Which word best completes the sentence?

You can rule out the ___________.

Alternativas

ID
527434
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

“Pollution is one of the big problems in the world today. Towns a____ cities a_____ growing, indu_____ is gro_____ and t______ population o______ the wo______ is gro_________.”

The passage above is an example of what type of test?

Alternativas
Comentários
  • Questao bugada x1000 nível very shit!

    Resposta correta é (A) Cloze que usa essa técnica de blanked spaces que tem 2 tipos:

    1. Exact word method: so cabe 1 resposta

    2. Acceptable word method: resposta interpretativa e variável.


ID
527443
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Although computers are useful adjuncts in second language learning there are still things they cannot accomplish. Choose the alternative which describes such things.

Alternativas

ID
527461
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Which of the alternatives below is an example of a cognitive strategy?

Alternativas

ID
545347
Banca
CESGRANRIO
Órgão
PETROQUÍMICA SUAPE
Ano
2011
Provas
Disciplina
Inglês
Assuntos

                                                        Cleaning up a spill 
                                                       Written by Laura Hill

Water and oil don’t mix. We see this every day; just try washing olive oil off your hands without soap or washing your face in the morning with only water. It just doesn’t work!
When an oil spill occurs in the ocean, like the catastrophe in the Gulf of Mexico, what do scientists do to clean up the toxic mess? There are a number of options for an oil spill cleanup and most efforts use a combination of many techniques. The fact that oil and water don’t mix is a blessing and a curse. If oil mixed with water, it would be difficult to divide the two.
Crude oil is less dense than water; it spreads out to make a very thin layer (about one millimetre thick) that floats on top of the water. This is good because we can tell what is water and what is oil. It is also bad, because it means the oil can spread really quickly and cover a very large area, which becomes difficult to manage. Combined with wind, ocean currents and waves, oil spill cleanup starts to get really tricky.
Chemical dispersants can be used to break up big oil slicks into small oil droplets. They work like soaps by emulsifying the hydrophobic (waterrepelling) oil in the water. These small droplets can degrade in the ecosystem quicker than the big oil slick. But unfortunately, this means that marine life of all sizes ingest these toxic, broken-down particles and chemicals.
If the oil is thick enough, it could be set fire, a process called “in situ burning”. Because the oil is highly flammable and floats on top of the water, it is very easy to set it alight. It’s not environmentallyfriendly though; the combustion of oil releases thick smoke that contains greenhouse gases and other dangerous air pollutants.
Some techniques can contain and recapture spilled oil without changing its chemical composition. Booms float on top of the water and act as barriers to the movement of oil. Once the oil is controlled, it can be gathered using sorbents. “Sorbent” is a fancy word for sponge. These sponges absorb the oil and allow it to be collected by siphoning it off the water.
However, weather and sea conditions can prevent and obstruct the use of booms, sorbents and in situ burning. Imagine trying to perform these operations on the open sea with wind, waves and water currents moving the oil (and your boat!) around on the water.
What about the plants and animals? It’s easy to forget about the organisms in the sea that are under water. Out of sight, out of mind! There is not much we can do to help them. But when oil reaches the shore it impacts sensitive coastal environments including the many fish, bird, amphibian, reptilian, and crustaceanspecies that live there. We have easy access to these areas and there are some things we can do to clean up. For the plants, it is often a matter of setting them on fire, or leaving them to degrade the oil naturally. Sometimes, we can spray the oil with nutrients (phosphorus and nitrogen) that can encourage the growth of specialized microorganisms. For species that can tolerate our soaps, manpower is needed to wash every affected animal. Yet, if the animal has tried to lick itself clean, it can die from ingesting the toxic oil.
Unfortunately, there can be many negative economic and social impacts, in addition to the environmental impacts of oil spills and, as you’ve just read, the clean up techniques are far from perfect. Prevention is the very best cleanup technique we have. http://www.curiocity.ca/everyday-science/environme... -cleaning-up-a-spill.html, retrieved on Dec 10, 2010

The only sentence where the boldfaced word DOES NOT express an idea of contrast is

Alternativas
Comentários
  • A. but = mas → contraste

    B. because = porque → causa

    C. though = embora → contraste

    D. however = contudo → contraste

    E. yet = mas → contraste

  • GAB: LETRA B

    Complementando!

    Fonte: Izabella Paladine

    O enunciado pede a alternativa que NÃO apresenta uma ideia de contraste (DOES NOT express an idea of contrast)

    ===

    A - But unfortunately, this means that marine life of all sizes ingest these toxic, broken-down particles and chemicals.” (lines 25-27)

    • ERRADA

    • Na linha 25, temos a frase “But unfortunately, this means that marine life of all sizes ingest these toxic, broken-down particles and chemicals.”

    • Em português: "Mas, infelizmente, isso significa que a vida marinha de todos os tamanhos ingere essas partículas e produtos químicos tóxicos e degradados."

    • But expressa uma ideia de contraste, oposição de ideias.

    ===

    B - Because the oil is highly flammable and floats on top of the water, it is very easy to set it alight.” (lines 29-31)

    • CERTA

    • Na linha 29, temos a frase “Because the oil is highly flammable and floats on top of the water, it is very easy to set it alight.”

    • Em português: "Como o óleo é altamente inflamável e flutua sobre a água, é muito fácil acendê-lo".

    • Because tem sentido de explicação, portanto não expressa contraste.

    ===

    C - “It’s not environmentally-friendly though;” (lines 31-32)

    • ERRADA

    • Na linha 31, temos a frase “It’s not environmentally-friendly ;” 

    • Em português: "Porém, não é ecológico;"

    • Though expressa uma ideia de contraste, oposição de ideias.

    ===

    D - However, weather and sea conditions can prevent and obstruct the use of booms, sorbents and in situ burning.” (lines 42-44)

    • ERRADA

    • Na linha 42, temos a frase “However, weather and sea conditions can prevent and obstruct the use of booms, sorbents and in situ burning.” 

    • Em português: “No entanto, as condições climáticas e do mar podem impedir e obstruir o uso de barras, sorventes e queima in situ.

    • However expressa uma ideia de contraste, oposição de ideias.

    ===

    E - Yet, if the animal has tried to lick itself clean, it can die from ingesting the toxic oil.” (lines 61-63)

    • ERRADA

    • Na linha 16, temos a frase “Yet, if the animal has tried to lick itself clean, it can die from ingesting the toxic oil.

    • Em português: "No entanto, se o animal tentou se lamber, pode morrer por ingerir o óleo tóxico."

    • Yet expressa uma ideia de contraste, oposição de ideias.


ID
572392
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Which alternative expresses the same idea as this sentence?
The Superwoman has been replaced by a "real woman".

Alternativas

ID
572413
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the best reply to this statement.
Carol : I got caught up in the traffic.
You : ______________.

Alternativas

ID
572416
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Which is the correct option to complete the sentence below?
I don't mind paying to go to the dentist or_______ my eyes ______.

Alternativas

ID
572419
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Which sequence best completes the conversation below?
Jane: Did you paint your bedroom when you (1) ______ to your new flat?
Mary: Yes, I did.
Jane: But did you do it yourself or did you call a painter?
Mary: Oh, I don't think I'd able to do it myself. I (2) _______ my bedroom (3) _______ .

Alternativas
Comentários
  • VOCÊ PINTOU SEU QUARTO QUANDO SE (MUDOU - SIMPLE PAST) PARA O SEU NO APARTAMENTO

    SIM, EU PINTEI

    MAS VOCÊ FEZ ISSO VOCÊ MESMO OU CHAMOU UM PINTOR

    OH, EU ACHEI QUE DEVERIA SER CAPAZ DE FAZER ISSO EU MESMO. EU (TIVERA - PRETÉRITO MAIS QUE PERFEITO / PAST PERFECT) (PINTADO - SIMPLE PAST) MEU QUARTO


ID
574675
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Which alternative is grammatically correct?

Alternativas
Comentários
  • Passado Habitual:

    Would e Used to: Sujeito - Used to/would - base form

    Para ações repetidas no passado e que não acontecem no momento em que se fala.


ID
574684
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Which of the alternatives below completes the text correctly?

"Some people believe that if we are ___________ (1) that they're really, really ________ (2) in our school this will get them off the wait list."

Alternativas

ID
574696
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Choose the best reply to this statement.
Mary: I have all the books the teacher told us about last class.

You:___________ (1) .

Alternativas

ID
595849
Banca
FESMIP-BA
Órgão
MPE-BA
Ano
2011
Provas
Disciplina
Inglês
Assuntos

                                                 Computer Systems Analysts
Nearly all organizations rely on computer and information technology (IT) to conduct business and operate efficiently. Computer systems analysts use IT tools to help enterprises of all sizes achieve their goals. They may design and develop new computer systems by choosing and configuring hardware and software, or they may devise ways to apply existing systems resources to additional 5 tasks. Training requirements for computer systems analysts vary depending on the job, but many employers, when hiring computer systems analysts, usually prefer applicants who have a bachelor's degree. Relevant work experience also is very important. Advancement opportunities are good for those with the necessary skills and experience. For more technically complex jobs, people with graduate 10 degrees are preferred. For jobs in a technical or scientific environment, employers often seek applicants who have at least a bachelor's degree in a technical field, such as computer science, information science, applied mathematics, engineering, or the physical sciences. For jobs in a business environment, employers often seek applicants with at least a bachelor" degree in a business-related field such as management information systems (MIS). Increasingly, employers are seeking individuals 15 who have a master's degree in business administration (MBA) with a concentration in information systems. Despite the preference for technical degrees, however, people who have degrees in other areas may find employment as systems analysts if they also have technical skills. Courses in computer science or related subjects combined with practical experience can qualify people for some jobs in the 20 occupation. Employers generally look for people with expertise relevant to the job. For example, systems analysts who wish to work for a bank may need some expertise in finance, and systems analysts who wish to work for a hospital may need some knowledge of health management. Furthermore, business enterprises generally prefer individuals with information technology, business, and accounting skills and 25 frequently assist employees in obtaining these skills. Technological advances come so rapidly in the computer field that continuous study is necessary to remain competitive. Employers, hardware and software vendors, colleges and universities, and private training institutions offer continuing education to help workers attain the latest skills. Additional training may come from professional development seminars offered by professional 30 computing societies. COMPUTER Systems Analysts. Disponível em: . Acesso em: 5 jan. 2011. Adaptado. 

O conectivo “Furthermore" (linha 23) expressa

Alternativas

ID
667372
Banca
CS-UFG
Órgão
UFG
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Body language is a form of non-verbal communication, which consists of body posture, gestures, facial expressions, and eye movements. Which picture shows a typical expression of a dreamer who is waiting for a soul mate that will certainly appear at some point?

Alternativas

ID
737002
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the alternative that shows the correct question for the answer below:

Joana likes her school very much.

Alternativas
Comentários
  • A Joana gosta muito da escola dela.

    Como que ficaria em português?

    Como que ela gosta da escola dela?

    Portanto,

    LETRA D


ID
737248
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the alternative in which all the words have the same sound /θ/.

Alternativas

ID
737251
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

According to place and manner of articulation the consonant p is classified as:

Alternativas

ID
737266
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the alternative that correctly shows the missing words in the sentence below:

The teacher explained ____________.

Alternativas

ID
737272
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the alternative that correctly identifies the head of the noun phrase in brackets.

We really like [the amusing stories he tells] .

Alternativas

ID
737275
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the correct alternative.

Alternativas

ID
737281
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Write "T" if the sentence is true or "F" is the sentence is false and choose the alternative that represents the correct sequence.

( ) The simple aspect refers to events that are not presented as allowing for future development.
( ) The core meaning of the perfect aspect is "prior", used in relation to some other point in time.
( ) The progressive aspect refers to events that are incomplete or limited.

Alternativas
Comentários
  • Prior = anterior


ID
737293
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the correct alternative.

Alternativas

ID
737296
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the alternative that correctly completes the sentence below:

Ok! I'll ___________ an exception for you.

Alternativas
Comentários
  • Do

    fazer: no sentido de realizar ou executar alguma coisa

    Make

    fazer: no sentido de criar ou construir alguma coisa


ID
737299
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Chose the alternative that correctly collocates with the verbs below.

make - take - receive - return

Alternativas

ID
737305
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Despite the differences among the appraoches to teaching English, there are a few similarities. Choose the alternative that describes a similarity among them.

Alternativas

ID
737317
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Which is the most influential factor affecting a learner's pronunciation?

Alternativas

ID
737320
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Which of the reading strategies below is related to bottom-up procedures?

Alternativas

ID
737344
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Match the type of syllabus on the left to a syllabus item on the right. Then, choose the correct alternative.

TYPE OF SYLLABUS

1. Grammatical 

2. Notional-functional 

3. Content-based

4. Task-based 


SYLLABUS ITEM

( ) Express likes and dislikes.

( ) Simple present.

( ) Say hello formally and informally. 

( ) Listen to the weather forecast and decide what to wear.

( ) Addition and subtraction. 

( ) Answer a phone call and take a message. 



Alternativas

ID
737347
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Say whether the following statements are true "T" or false "F" about English as lingua franca ELF and then choose the alternative that shows the correct sequence.

( ) When English is used as a lingua franca, the speakers share the same LI and English is not their mother tongue.

( ) The non-use of the third person present simple tense -s is one of the characteristics of ELF.

( ) Non-native speakers of English seem to be better at ELF communication than native speakers are. 

Alternativas

ID
737350
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Mark the alternative that is an example of a metacognitive strategy.

Alternativas

ID
737353
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Match the learning strategy types with an example and choose the alternative that shows the correct sequence.

LEARNING STRATEGY 

1. Memory strategy 

2. Compensation strategy

3. Affective strategy

4. Social strategy


EXAMPLE

( ) Asking for correction.

( ) Making positive statements.

( ) Coining words.

( ) Using imagery.

( ) Grouping.

( ) Using mime or gesture.

( ) Taking risks wisely.

( ) Cooperating with others. 

Alternativas
Comentários
  • Grouping é de Cognitive strategy metacognitive strategies used for planning and organizing the learning process, thinking of it, monitoring language production and comprehension, as well as for evaluating the learning outcomes; • cognitive strategies, such asrepetition, resourcing, translation, grouping, note taking, deduction, recombination, auditory representation, contextualization, inferencing, are related to particular learning tasks and to the manipulation of the learning material; • socioaffective strategies are used when interacting with other and they include cooperation and asking questions for clarification. https://rate.org.ro/blog2.php/1/types-of-learning-strategies-how

ID
737356
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Which of the following statements describes a listening bottom-up processing goal?

Alternativas

ID
737359
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Match each school of thought in second language acquisition to its corresponding themes. Then, choose the alternative that shows the right sequence.

SCHOOLS OF THOUGHT

1. Structuralism and Behaviorism

2. Rationalism and Cognitive psychology

3. Constructivism 


THEMES 

( ) Innateness.

( ) Observable performance.

( ) Conditioning. 

( ) Universal grammar.

( ) Interlanguage variability.

( ) Interactive discourse. 

Alternativas
Comentários
  • Esta questão esta errada.... gramática universal é do GERATIVISMO e nao tem essa opção.

ID
737362
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

School-age children and adults require different approaches to teaching. Write "C" (children) if the statement below describes a category for teaching children and "A" (adult) if it describes a category for teaching adults or "B" if it applies to both. Then, choose the alternative that corresponds to the correct sequence.

( ) Don't explain grammar using terms like "relative clause" or " present perfect".
( ) Context-reduced language can be used temporarily.
( ) Certain more difficult concepts or pattern require more repetition.
( ) Activities should be designed to capture their immediate interest.
( ) Use a variety of activities to keep interest and attention alive.

Alternativas

ID
737365
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Match the technique for encouraging motivation with the general advice on motivation, Then choose the altemative that shows the correct sequence,


TECHNIQUES

1. Encourage leamer autonomy

2. Find out what students think

3. Make your feedback positive and constructive.

4. Build variety into your teaching.


GENERAL ADVICE

( ) Give comments on students work which are helpful and enable them to feel a sense of progress.

( ) Choose activities that different students can respond to in different ways, for example, making posters or writing poems.

( ) Train students to use reference resources to help them study successfully on their own. 

Alternativas

ID
757387
Banca
CESGRANRIO
Órgão
Transpetro
Ano
2012
Provas
Disciplina
Inglês
Assuntos

                                   Safety Meeting Presentation

  Today's meeting is really about you. I can stand in front of you and talk about working safely and what procedures to follow until I'm blue in the face. But until you understand the need for working safely, until you are willing to be responsible for your safety, it doesn't mean a whole lot.
   Some of you may be familiar with OSHA - the Occupational Safety & Health Administration. The sole purpose of this agency is to keep American workers safe. Complying with OSHA regulations isn't always easy, but if we work together, we can do it. Yet, complying with regulations is not the real reason for working safely. Our real motive is simple. We care about each and every one of you and will do what is necessary to prevent you from being injured.
   However, keeping our workplace safe takes input from everyone. Management, supervisor, and all of you have to come together on this issue, or we're in trouble. For example, upper management has to approve the purchase of safe equipment. Supervisors, including myself, have to ensure that each of you knows how to use that equipment safely. Then it's up to you to follow through the task and use the equipment as you were trained. If any one part of this chain fails, accidents are going to happen and people are going to get hurt.

Responsibility Number One - Recognize Hazards
   At the core of your safety responsibilities lies the task of recognizing safety and health hazards. In order to do that, you must first understand what constitutes a hazard. Extreme hazards are often obvious. Our hopes are that you won't find too many of those around here.
   There are, however, more subtle hazards that won't jump up and bite you. As a result of your safety training and meetings like these, some things may come to mind. For example, a machine may not be easy to lock out. Common practice may be to use a tag. This is a potential hazard and should be discussed. Maybe something can be changed to make it easier to use a lock. Other subtle hazards include such things as frayed electrical cords, a loose machine guard, a cluttered aisle, or maybe something that just doesn't look right.

Responsibility Number Two - Report Hazards
    A big part of recognizing hazards is using your instincts. Nobody knows your job as well as you do, so we're counting on you to let us know about possible problems. Beyond recognizing hazards, you have to correct them or report them to someone who can. This too, is a judgement call. For example, if something spills in your work area you can probably clean it up yourself. However, if there is an unlabeled chemical container and you have no idea what it is, you should report it to your supervisor.

Additional Employee Responsibilities
   Good housekeeping is a major part of keeping your work area safe. For example, you should take a few minutes each day to ensure that aisles, hallways, and stairways in your work area are not obstructed. If boxes, equipment, or anything else is left to pile up, you have a tripping hazard on your hands. Those obstructions could keep you from exiting the building quickly and safely should you face an emergency situation.
   Also watch out for spills. These can lead to slips and falls. Flammable materials are another thing to be aware of. Make sure they are disposed of properly.
   Keep Thinking. Even if you're doing your job safely and you are avoiding hazards, there are often even better ways to work safely. If you have ideas for improving the safety of your job or that of co-workers, share them.

   Concluding Remarks
  While nothing we do can completely eliminate the threat of an incident, we can work together to improve our odds. As I said, this must be a real team effort and I'm counting on input from all of you. Let's keep communicating and continue to improve safety.

  Available at: <http://www.ncsu.edu/ehs/www99/right/training/meeting/emplores.html>.Retrieved on: April 1st, 2012. Adapted.

The expression in boldface introduces the idea of consequence in the fragment:

Alternativas
Comentários
  • Yet: contudo, embora, todavia.
    In order to: "a fim de"
    As result of: como resultado de
    However: contudo, embora, todavia
    While: enquanto

  • Yet: idéia de contraste

    In order to: idéia de finalidade

    As result of: idéia de consequência

    However: idéia de contraste

    While: idéia de contraste


  • Letra C.

    a. But = yet: opposition

    b. In order to: purpose

    c. As a result of: consequence

    d. However: opposition

    e. While: opposition / contrast

     

    Questão comentada pelo Prof.   Alexandre Hartmann

     


ID
801634
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the alternative in which all the words have the same final sound:

Alternativas
Comentários
  • Questão boba mas esperta! kk


ID
801643
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the alternative that correctly names the parts of speech of the sentence below:
The – principal – sent – them – to – her – office – immediately.

Alternativas

ID
801646
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

World Englishes and ELF have created a dilemma for English teachers, especially those in non-speaking English countries. This dilemma involves mainly the teaching of:

Alternativas
Comentários
  • It is that thing, we don't follow the native like pronunciation since most of English speakers are not native!


ID
801649
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the correct alternative.

Alternativas
Comentários
  • Often a noun phrase is just a noun or a pronoun:

    But noun phrases can also include:

    • determiners:     Those houses are very expensive.
    • quantifiers:          I've lived in a lot of houses.
    • numbers:            My brother owns two houses.
    • adjectives:      I love old houses.     
    •  

    These parts of the noun phrase are called premodifiers because they go before the noun.

    We use premodifiers in this order:

    determiners and quantifiers>numbers>adjectives + NOUNS

    Determiners and quantifiers Numbers Adjectives NOUNS

    The six  children

    Our  young children

    Six young children

    These six young children

    All those six young children

    Their many  young children

    FONTE : https://learnenglish.britishcouncil.org/english-grammar-reference/noun-phrases


ID
801652
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the correct alternative:

Alternativas
Comentários
  • Obrigado pela resposta! Compreendi o tema!

    Apesar de achar que a interpretação conforme julgava improcedente o pedido de inconstitucionalidade, enquanto a declaração de inconstitucionalidade, sem redução de texto julgava procedente o pedido de inconstitucionalidade. Tanto é assim que há entendimento do STF de que a interpretação conforme não necessita passar pelo crivo do Plenário ou orgao especial.

    Essa questão foi confusa pra mim, mas mesmo não concordando entendi o gabarito! Vlw.


ID
801667
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the correct alternative:

Alternativas

ID
801670
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the correct alternative:

I. The articulatos above the larynx are: pharynx; velum; hard palate; alveolar ridge; tongue and teeth.
II. There are 11 vowel sounds in American English, 6 short and 5 long.
III. Cardinal vowels are a standart reference system, not being the vowels of any particular language.

Alternativas
Comentários
  • I is incomplete!

    • The articulators above the larynx are: pharynx; velum; hard palate; alveolar ridge; tongue, teeth, nose and lips.


ID
801679
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the alternative that collacates with the verb to make:

Alternativas
Comentários
  • GAB - B "to make  enquiries"   - para fazer perguntas 

  • The verb make can be used in a number of ways.

    We use make + object to talk about things that we produce or create:

    There are many expressions which use this pattern:

    make a claim

    make a mess

    make a speech

    make a complaint

    make a mistake

    make a start

    make a concession

    make a note

    make a statement

    make a date

    make a phone call

    make a wish

    make a difference

    make a point

    make an appointment

    make a fuss

    make a profit/loss

    make an effort

    make a list

    make a sound

    [at the lost luggage department at an airport]

    We don’t use the preposition to in this pattern with make:

    We can use make meaning ‘force someone (to do something)’. In the active voice, we use it with an infinitive without to:

    However, in the passive voice, we must use an infinitive with to:


ID
801724
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the alternative that collacates with the verb to do:

Alternativas

ID
801751
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

"The teacher stands outside a circle of students and helps them say what they want to say by translating, suggesting or amending the students' utterances. These utterances are recorded so that they can be analyzed later." This paragraph describes a lesson given according to the principles of:

Alternativas
Comentários
  • Alguém explica ?


ID
801811
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

In a writing lesson, teacher needs to deploy some or all of the usual roles. However, three of them are especially important. These roles are:

Alternativas

ID
801862
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

When learners foreignize words (pronounce them as if was an L2 word), which competence are they resorting to?

Alternativas
Comentários
  • Gabarito B - Strategic competence is knowing how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language, and how to learn more about using the language in specific contexts. Strategic competence asks: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use? What strategies can I use to manage and increase my sociolinguistic and discourse competence?

    Discourse competence is knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?

    Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?

    Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?


ID
802810
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the correct alternative:

Alternativas
Comentários
  • b) Do not be impolite.

    a) I like not the test. - I don't like the text

    c) It is important to do not do it. It's important to not do it.

    d) You do not must worry about that. You must not worry about that

    e) Remind her to not to go there again. Remind her to not go there again.

ID
820984
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Considering translation and some of the notions it envolves, judge
the following items.


Acceptations which go beyond the primary meaning of a linguistic expression can be said to be connotative.

Alternativas
Comentários
  • Spot-on- connootative means a definition that isn't among the standard ones a word might have. It's often taken that definitions within the  connotative domain find their use mainly tthrough context. By reading into contextual clues, one may be able to trace the actuall meaning intended by the author when making use of  acertain owrd, idiom. This is most true about poetry, which isn't usually overly expressed and has meanings that should be worked through.

    correto- conotativo significa uso lírico da palavra ou expressão, enquanto que denotativo é o uso do dicionário.

ID
820987
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Considering translation and some of the notions it envolves, judge
the following items.


Equivalence is a much debated term in translation studies for want of a widely accepted definition.

Alternativas
Comentários
  • Spot-on- using equivalence in translation studies is a hotly contested topic because it draws on people's general perception of the world. SO what might make sense for one may mean nothing to a majority. It should be carefully employed and its main yardstick should be the mastery of the target language, that is, the language into which the tranbslation is being made.

ID
820990
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Considering translation and some of the notions it envolves, judge
the following items.


Context can be defined as extra-textual features which determine the translation of a linguistic expression or a whole text.

Alternativas
Comentários
  • correct- Context means the part of a text or statement that surrounds a particular word or passage and determines its meaning. Retrieved form webster American dictionary of the English Language.

     

ID
820993
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Considering translation and some of the notions it envolves, judge
the following items.


Concerning translation, faithfulness and adequacy can be used interchangeably as they both refer to the same translation strategy.

Alternativas
Comentários
  • Inexact- they can neither be used intercheangeably nor are they  employed for the same strategy. For one thing, faithfulness (I'm not acknowledged with this term myself, but i'd go out on a leg and say that it has to do with keeping up with original material found in the text) deals with retaining original information found in the original text and how it can be relayed to the target language text. On the other hand, adequacy means that you can tranbslate the text verbatim- there should be a compromise to be met and if thi sfine line is not respected one would end up comitting the worst sins possible in translation: stating things which are unacceptable or even jail-bound to the target audience. IAdequacy means that cultural differences and peculiarities should be respcted and taken into account, because cultural aspects can't just be carried over to another language, so that's when knowing how to adapt comes into play.

    errado- em resumo: fidelidade (faithfulness) é se manter fiel ao conteúdo do texto original. Adequacy (adaptação) é adequar o texto ao leitor da língua traduzida por questões culturais e inteligíveis.

ID
820996
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Considering translation and some of the notions it envolves, judge
the following items.


Formal correspondence is a concept which refers to the equivalence between the original text and the translated test in terms of register.

Alternativas
Comentários
  • Wrong:
    Formal correspondence is a term used within the domain of contrastive analysis, while the concept of translation equivalence dwells inthe metalanguage of translation.

ID
821068
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Considering linguistics aspects of English, judge the following
items.

There is an ambiguity in the following excerpt: “The British Government makes little effort to tap European Community Funds for training women because they discriminate against men, according to the Department of Employment”.

Alternativas
Comentários
  • Spot on- the "ambiguity" they bitch about is contained in the stressed out term:

    “The British Government makes little effort to tap European Community Funds for training women because they discriminate against men, according to the
    Department of Employment”.

    It's unclear whether it's women who are bias against the masculine gender or the government cohorts.

    correto- o "them" (eles) é ambíguo porque não especifica qual é a referência na dêixis deste pronome.
  • Gabarito: CERTO

    Há ambiguidade sim; a quem o pronome THEY se refere? British Government ou European Community Funds?

    The British Government makes little effort to tap European Community Funds for training women because they discriminate against men, according to the Department of Employment”.


  • A ambiguidade na questão se dá pela impossibilidade de se estabelecer uma referência segura do pronome de terceira pessoa "They" e os termos "women" e "European Community Funds", haja vista que ambos, no contexto, poderiam ter "They" como referência.

  • A frase “The British Government makes little effort to tap European Community Funds for training women because they discriminate against men, according to the Department of Employment” é realmente ambígua, mas discordo dos outros comentários.
    "They" não pode se referir a "The British Government" (O governo britânico - ele) nem a "European Community Funds" (Afinal, um fundo monetário não poderia discriminar ninguém! Não é verdade!?). De fato, ela é ambígua no trecho "they discriminate against men". Não é possível saber se as mulheres devem ser capacitadas porque são discriminadas pelos homens, ou porque elas discriminam os homens.

ID
821071
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Considering linguistics aspects of English, judge the following
items.

The following sentence presents a problem of “meaning”: “Emotion is running high at the moment, but that emotion must not be allowed to temper sensible judgement”.

Alternativas
Comentários
  • Inexact:
    coirrect:  Emotions are running high at the moment, but that emotion must not be allowed to tamper with sensible judgement. Temper is often used witha n object so it doesn't fit the construction it appears in.

    Errado- emotion não está especificado no contexto, o qual necessita de modifier (some, definite article, plural form etc). Em caso o autor queira se referir a emoções no geral, deveria usar a forma no plural. Em caso ele estivesse definindo emoção, a construção estaria correta. "temper"  (modificar) é um verbo que exige complemento. Na ausência de objeto, há um erro de regência (collocation).

ID
821074
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Considering linguistics aspects of English, judge the following
items.

The sentence “The catching and eating of other animals is by no means the sole diet of a wild carnivore” is inaccurate and has defects which might easily be carried over into a translation.

Alternativas
Comentários
  • Correct- When using the present participle as the subject of a sentence, they, by default, take the singular verb form, unless they are linked up by the conjunction "and" in which case they assume a plural form:

    Driving through the open countryside and poaching fruit past their sell-by are two of my favourite hobbies.

    correto- o "defeito" (defect não é muito usado. Flaw, blemish or fault são palavras mais usadas para se referir a defeito) é o verbo concordar com o sujeito verbo. No português, a contrução iria para o singular: e.g: Correr e brincar é bom para crianças No inglês, o verbo concorda com o sujeito composto no plural, mesmo se este for composto de verbos no infinitivo ou gerúndio. Playing and racing comprehend a good set routine for infants.

ID
821080
Banca
CESPE / CEBRASPE
Órgão
EBC
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Judge the following item on translation and semiotics.

All texts can be analysed from a semiotic perspective.

Alternativas
Comentários
  • correct-
    The notion of semiotics can be applied to pretty much anything ingrained with a meaning- like the meaning stemming form a culture.
    Even within the context of the mass media you can semiotic analysis to verufy information contained in any media texts and to the practices involved in producing and interpreting such texts.

    Correto- A Semiótica é a ciência geral dos signos e da semiose que estuda todos os fenômenos culturais como se fossem sistemas sígnicos, isto é, sistemas de significação, entre os quais estão abrangidos os gêneros textuais.

    https://pt.wikipedia.org/wiki/Semi%C3%B3tica

ID
891904
Banca
IBFC
Órgão
INEP
Ano
2012
Provas
Disciplina
Inglês
Assuntos

Choose the best alternative, according to the following situation described:
Situation: I left my bicycle here and now it's gone.

Alternativas
Comentários
  • E) Alguém deve ter roubado.

  • Mas a alternativa ´´A`` não diz o mesmo?

  • Mas a alternativa ´´A`` não diz o mesmo?


ID
1022041
Banca
IBFC
Órgão
PM-RJ
Ano
2012
Provas
Disciplina
Inglês
Assuntos

Read the following texts I and II:

I. “Michelle, I love you. The other night, I think the entire country saw just how lucky I am. Malia and Sasha, you make me so proud… but don’t get any ideas, you’re still going to class tomorrow. And Joe Biden, thank you for being the best Vice President I could ever hope for. Madam Chairwoman, delegates, I accept your nomination for President of the United States. The first time I addressed this convention in 2004, I was a younger man; a Senate candidate from Illinois who spoke about hope – not blind optimism or wishful thinking, but hope in the face of difficulty; hope in the face of uncertainty; that dogged faith in the future which has pushed this nation forward, even when the odds are great; even when the road is long.”
(Barack Obama, Democrats Convention, September 6, 2012.)

II. "'And that boy of his, Frito,' added bleary-eyed Nat Clubfoot, 'as crazy as a woodpecker, that one is.' This was verified by Old Poop of Backwater, among others. For who hadn't seen young Frito, walking aimlessly through the crooked streets of Boggietown, carrying little clumps of flowers and muttering about 'truth and beauty' and blurting out silly nonsense like 'Cogito ergo boggum?'"
(H. Beard, The Harvard Lampoon, Bored of the Rings, 1969)

Each text is, respectively, an example of

Alternativas
Comentários
  •  d) quotation and parody

    The first text uses direct quotation from the USA current president. As regards the second question, it can be tricky, but cogito ergo bogum means I think I don't exist, which is in itself, because it's impossible to think and at the same time to realise that one's existence is a sham, so this makes the assertion valid for this point.

    O primeiro texto é uma citação direta: o discurso do interlocutor é reproduzido diretamente ao leitor, sem ser por relatos. O segundo texto é um exemplo de paródia porque a frase 
    cogito ergo bogum significa "penso que não existo", em referência à famosa citação de Destartes: penso, logo existo.

ID
1022047
Banca
IBFC
Órgão
PM-RJ
Ano
2012
Provas
Disciplina
Inglês
Assuntos

Read the following sentences I and II.

I. The tree's bark was a rusty brown.
II. The puppy uses to bark to the mailmen.

Concerning the bold underlined word in each one, it’s correct to say that

Alternativas
Comentários
    •  d) they are an example of polyssemy
    POlyssemy means a multi-meaning word. In the case at hand, bark can mean a tree's hide or the sound produced by canines entities.

ID
1022062
Banca
IBFC
Órgão
PM-RJ
Ano
2012
Provas
Disciplina
Inglês
Assuntos

Read the following sentences I, II, III and IV:

I. Go fetch, Fido.
II. Go fetch Fido.
III. Looking at it from the employee’s perspective, I can see we need to change something.
IV. Looking at it from the employee’s perspective I can see we need to change something.

It’s correct to say that

Alternativas
Comentários
  • b) the use of a comma in sentence I let the meaning of the sentences I and II be different.

    The vocative case is the case used for a noun that identifies a person being addressed or, occasionally, the determiners of that noun. A vocative expression is an expression of direct address where the identity of the party spoken to is set forth expressly within a sentence.

    SOb vocativo, podemos entender comumente que é uma forma especial de designar um nome para o qual é necessário se dirigir no discurso, separado por vírgula.

ID
1022068
Banca
IBFC
Órgão
PM-RJ
Ano
2012
Provas
Disciplina
Inglês
Assuntos

Read the text page: “What an absent minded guy; I’ve never met someone like John who constantly forgets own things everywhere. Last weekend, at the moment he was about to pay the restaurant bill, John had to leave. He said he forgot the wallet. About the bold underlined sentences it’s correct to say that it takes place

Alternativas
Comentários
  • c) anaphora


    An anaphora is a type of expression whose reference depends upon another referential element: an expression in that it is coreferential with the expression in subject position. Usually, an anaphoric expression is represented by a pro-form or some other kind of deictic—for instance, a pronoun referring to its antecedent.

    Anáfora é uma expressão que se refere a uma outra que ocorre na mesma frase ou texto.  A definição estrita de anáfora inclui somente referências a expressões anteriores. Como John se refere ao que foi dito antes, pode ser considerado anaphor.

ID
1089835
Banca
VUNESP
Órgão
CODESP-SP
Ano
2011
Provas
Disciplina
Inglês
Assuntos

     The Port of Santos is located in the city of Santos, Brazil. As of 2006, it is the busiest container port in Latin America. It is Brazil’s leading port in container traffic. Today it is Latin America’s largest port. Its structure is considered Brazil’s most modern.

     It was once considered the ‘port of death’ in the 19th century. Ships tended to avoid docking at the wood plank port, fearing the yellow fever. The floods in the city’s area provoked illnesses and once the bubonic plague almost decimated the population.

     In the early 20th century, major urbanization created the port’s modern structure seen today, eliminating the risk of diseases and providing the port with modern, industrial-age infrastructure.

     The first railway link from the port to the state capital São Paulo City, 79 km away, and the state’s interior, was completed in 1864. This allowed for an easier transportation of the vast masses of migrant workers who headed to São Paulo and the state’s numerous coffee farms.

     Millions of immigrants reached Brazil via the port of Santos in the late 19th and early 20th centuries, proceeding to the country’s interior by railway. Santos was for a few decades the true gateway to Brazil for millions of immigrants.

(Adapted from http://en.wikipedia.org/wiki/Port_of_Santos – acesso em 21.01.2011)

O sentido de once, no segundo parágrafo, é o mesmo do que está contido na alternativa:

Alternativas
Comentários
  • Que difícil está questão.... Pelo texto, "once" está sendo uma usado como "já foi"

    It was once considered the ‘port of death’ in the 19th century

    Alternativa correta portanto é a D:

    John and Peter had once been friends.

    John and Peter já foram amigos.


ID
1132942
Banca
Exército
Órgão
EsPCEx
Ano
2013
Provas
Disciplina
Inglês
Assuntos

Welcome to Madrid: City of Protests

Madrid (CNN) - “The people, united, will never be divided!” yells the crowd, angrily waving banners and placards. “To fight is the only way!” Dog-walkers, mothers with strollers, and pensioners carrying shopping bags join the crowd. These people on the sidewalk are no curious neighbors. Indeed, many of them are complete strangers to the family living on the fifth floor, but they are all here to protect Rocio from eviction - being forced to leave her property by legal process.

Rocio and her son, now 17 and in high school, moved from Ecuador in 2003, when times were good and jobs plentiful in Spain. But then the global financial crisis hit, bringing Spain’s economy down, Rocio lost her two jobs - in a shop, and as a cleaner. For a while, Rocio got by on benefits, but then those stopped too. She is an example of the crisis many Spaniards face as the country deals with the highest unemployment rate since the Civil War in the 1930s, and a recession entering its second year. “I can’t stand the thought of living on the streets with my son, but I have no idea where else to go”, she says.

Rocio’s story is echoed by others all over Spain. It is this fear that took many Spanish citizens to action. Many of those people who are outside the door of Rocio’s apartment block are supporters of “Stop Desahucios” (Stop Evictions), part of the Platform of People Affected by Mortgages (PAH - Plataforma de Afectados por la Hipoteca), a group that campaigns to prevent banks and authorities from eviction because of the country’s economic crisis. They accuse the banks and authorities of “real estate terrorism”.

There are also the mass marches of the 15-M movement - also known as the “Indignados”. Activist Dante Scherma, 24, says citizens were not used to speaking out on political issues. “The 15-M movement made people talk about social issues, and about politics in normal conversations - in cafés, restaurants, bars - where before they only talked about football or fashion.”

Back in Vicalvaro, the moment of truth has arrived, but the crowd - now shouting at the police, insisting they have to stop forcing families to leave their properties - appears to have had an impact. Lawyers from the PAH explain that Rocio will be able to stay - for a while, at least. For those working to stop Spain’s eviction epidemic, today has seen a small and temporary victory. For those demonstrating about cuts, corruption and lack of cash, the protests will go on.


In the sentence “...insisting they have to stop forcing families to leave their properties...”, the words they and their respectively refer to

Alternativas
Comentários
  • they= The police

    their= families


ID
1139380
Banca
Prefeitura do Rio de Janeiro - RJ
Órgão
TCM-RJ
Ano
2011
Provas
Disciplina
Inglês
Assuntos


Even though it makes lots of sense, implementing encryption in the enterprise has its drawbacks, ranging from performance degradation, a false sense of security to complexity and cost. These potential obstacles in turn, make many businesses balk. They find themselves faced with a serious and complex dilemma. If encryption is used, costs increase, performance suffers, and the network is saddled with numerous complexities, making it very difficult to manage. If encryption is not used, costs are lower; however, the network is extremely vulnerable.

One advantage to encryption is that it separates the security of data from the security of the device where the data resides or the medium through which data is transmitted. When data itself is encrypted, it allows administrators to use unsecured means to store and transport data, since security is encompassed in the encryption. Other key advantages to implementing encryption include the elimination of the pain that co- mes with data breach disclosures, the provision of strong protection for intellectual property, and the fulfillment of myriad regulatory compliance requirements. Nevertheless, just a cursory look at the intricacies behind encryption algorithms and keys is all that is needed to rapidly understand that this is about as close to rocket science.

Take encryption keys. One of the main drawbacks of encryption is the fact that management of encryption keys must be an added administrative task for often overburdened IT staff. In fact, the security of data becomes the security of the encryption key. “Lose that key, and you effectively lose your data”

An adequate title for the three paragraphs above, which would summarize their content, could be:

Alternativas

ID
1143418
Banca
VUNESP
Órgão
DCTA
Ano
2013
Provas
Disciplina
Inglês
Assuntos

Brazil’s Average Unemployment Rate Falls to Record Low in 2012

By Dow Jones Business News

January 31, 2013

            Brazil’s unemployment rate for 2012 fell to 5.5%, down from the previous record low of 6.0% recorded last year, the Brazilian Institute of Geography and Statistics, or IBGE, said Thursday. In December, unemployment fell to 4.6% compared with 4.9% in November, besting the previous record monthly low of 4.7% registered in December 2011, the IBGE said
            The 2012 average unemployment rate was in line with the 5.5% median estimate of economists polled by the local Estado news agency. Analysts had also pegged December’s unemployment rate at 4.4%.
            Brazil’s unemployment rate remains at historically low levels despite sluggish economic activity. Salaries have also been on the upswing in an ominous sign for inflation - a key area of concern for the Brazilian Central Bank after a series of interest rate cuts brought local interest rates to record lows last year. Inflation ended 2012 at 5.84%.
            The average monthly Brazilian salary retreated slightly to 1,805.00 Brazilian reais ($908.45) in December, down from the record high BRL1,809.60 registered in November, the IBGE said. Wages trended higher in 2012 as employee groups called on Brazilian companies and the government to increase wages and benefits to counter higher local prices. Companies were also forced to pay more to hire and retain workers because of the country’s low unemployment.
The IBGE measures unemployment in six of Brazil’s largest metropolitan areas, including São Paulo, Rio de Janeiro, Salvador, Belo Horizonte, Recife and Porto Alegre. Brazil’s unemployment rate, however, is not fully comparable to jobless rates in developed countries as a large portion of the population is either underemployed or works informally without paying taxes. In addition, workers not actively seeking a job in the month before the survey don’t count as unemployed under the IBGE’s methodology. The survey also doesn’t take into account farm workers.

                                    (www.nasdaq.com. Adaptado)

No trecho do quarto parágrafo – Companies were also forced to pay more to hire and retain workers because of the country’s low unemployment. – because introduz uma

Alternativas
Comentários
  • because - for the reason that; since.

    Letra a também estaria correta, porém, a palavra because se encaixa melhor.

  • "Letra A também estaria correta" -> Errado. Nada disso.

    the country’s low unemployment. –> causa

    pay more to hire and retain workers -> consequência


ID
1267843
Banca
FUNCAB
Órgão
PRODAM-AM
Ano
2014
Provas
Disciplina
Inglês
Assuntos

WELCOME!

And congratulations on your new purchase. You’re now entitled to an unsurpassed service and a number of benefits as part of the Ericsson warranty and service program. Your Ericsson mobile phone was designed to offer you the ultimate in quality, convenience and performance. And of course, we guarantee it. From now on, as the new owner of an Ericsson mobile phone, you’ll have access to a number of exclusive advantages such as: a vast network of Ericsson service centers; a limited 1 year warranty and service agreement, and a toll-free customer service hotline.

WARRANTY CONDITIONS

Dear Customer,

If your Ericsson product needs warranty service, you should send the product to any company authorized service facility. For information contact the store from which you purchased the product. The product in all cases must be accompanied by the following items: your name, address, telephone number, warranty card, bill of sale bearing the serial number, date of delivery, or reasonable proof of these dates, and a detailed description of the problem.

Our warranty

This warranty is extended by Ericsson Inc. (“The Company”) to the original purchaser for use only. Ericsson warrants this product to be free of defects in material and workmanship at the time of its original purchase and for the subsequent period of one (1) year. All accessories for the product are covered for a period of one (1) year fromthe date of purchase.

What we will do

If, during the period of warranty, this product proves defective under normal use and service due to improper materials or workmanship, the company will repair or replace the defective item with a new or factory rebuilt replacement.

(Taken from Ericsson - One yearWarranty and ServiceAgreement)

Choose the only correct sentence:

Alternativas
Comentários
  • carefully: cuidadosamente. É o modo como devem ser lidas as condições de garantia.


ID
1267849
Banca
FUNCAB
Órgão
PRODAM-AM
Ano
2014
Provas
Disciplina
Inglês
Assuntos

WELCOME!

And congratulations on your new purchase. You’re now entitled to an unsurpassed service and a number of benefits as part of the Ericsson warranty and service program. Your Ericsson mobile phone was designed to offer you the ultimate in quality, convenience and performance. And of course, we guarantee it. From now on, as the new owner of an Ericsson mobile phone, you’ll have access to a number of exclusive advantages such as: a vast network of Ericsson service centers; a limited 1 year warranty and service agreement, and a toll-free customer service hotline.

WARRANTY CONDITIONS

Dear Customer,

If your Ericsson product needs warranty service, you should send the product to any company authorized service facility. For information contact the store from which you purchased the product. The product in all cases must be accompanied by the following items: your name, address, telephone number, warranty card, bill of sale bearing the serial number, date of delivery, or reasonable proof of these dates, and a detailed description of the problem.

Our warranty

This warranty is extended by Ericsson Inc. (“The Company”) to the original purchaser for use only. Ericsson warrants this product to be free of defects in material and workmanship at the time of its original purchase and for the subsequent period of one (1) year. All accessories for the product are covered for a period of one (1) year fromthe date of purchase.

What we will do

If, during the period of warranty, this product proves defective under normal use and service due to improper materials or workmanship, the company will repair or replace the defective item with a new or factory rebuilt replacement.

(Taken from Ericsson - One yearWarranty and ServiceAgreement)

Consider the following words:

Please / problem / a / the / of / me / description / send / detailed.

If we reorder the words, the correct sentence is:

Alternativas

ID
1332817
Banca
CETRO
Órgão
AEB
Ano
2014
Provas
Disciplina
Inglês
Assuntos

                                                               NASA Mission Points to Origin of “Ocean of Storms” on
                                                                                                    Earth’s Moon

Using data from NASA’s Gravity Recovery and Interior Laboratory (GRAIL), mission scientists have solved a lunar mystery almost as old as the moon itself.
Early theories suggested the craggy outline of a region of the moon’s surface known as Oceanus Procellarum, or the Ocean of Storms, was caused by an asteroid impact. If this theory had been correct, the basin it formed would be the largest asteroid impact basin on the moon. However, mission scientists studying GRAIL data believe they have found evidence the craggy outline of this rectangular region – roughly 1,600 miles (2,600 kilometers) across – is
actually the result of the formation of ancient rift valleys.
“The nearside of the moon has been studied for centuries, and yet continues to offer up surprises for scientists with the right tools,” said Maria Zuber, principal investigator of NASA’s GRAIL mission, from the Massachusetts Institute of Technology, Cambridge. “We interpret the gravity anomalies discovered by GRAIL as part of the lunar magma plumbing system – the conduits that fed lava to the surface during ancient volcanic eruptions.”
The surface of the moon’s nearside is dominated by a unique area called the Procellarum region, characterized by low elevations, unique composition, and numerous ancient volcanic plains.
The rifts are buried beneath dark volcanic plains on the nearside of the moon and have been detected only in the gravity data provided by GRAIL. The lava-flooded rift valleys are unlike anything found anywhere else on the moon and may at one time have resembled rift zones on Earth, Mars and Venus. The findings are published online in the journal Nature.
Another theory arising from recent data analysis suggests this region formed as a result of churning deep in the interior of the moon that led to a high concentration of heat-producing radioactive elements in the crust and mantle of this region. Scientists studied the gradients in gravity data from GRAIL, which revealed a rectangular shape in resulting gravitational anomalies.
“The rectangular pattern of gravity anomalies was completely unexpected,” said Jeff Andrews-Hanna, a GRAIL co-investigator at the Colorado School of Mines in Golden, Colorado, and lead author of the paper. “Using the gradients in the gravity data to reveal the rectangular pattern of anomalies, we can now clearly and completely see structures that were only hinted at by surface observations.”
The rectangular pattern, with its angular corners and straight sides, contradicts the theory that Procellarum is an ancient impact basin, since such an impact would create a circular basin. Instead, the new research suggests processes beneath the moon’s surface dominated the evolution of this region.
Over time, the region would cool and contract, pulling away from its surroundings and creating fractures similar to the cracks that form in mud as it dries out, but on a much larger scale.
The study also noted a surprising similarity between the rectangular pattern of structures on the moon, and those surrounding the south polar region of Saturn’s icy moon Enceladus. Both patterns appear to be related to volcanic and tectonic processes operating on their respective worlds.
“Our gravity data are opening up a new chapter of lunar history, during which the moon was a more dynamic place than suggested by the cratered landscape that is visible to the naked eye,” said Andrews-Hanna. “More work is needed to understand the cause of this newfound pattern of gravity anomalies, and the implications for the history of the moon.”
Lunched as GRAIL A and GRAIL B in September 2011, the probes, renamed Ebb and Flow, operated in a nearly circular orbit near the poles of the moon at an altitude of about 34 miles (55 kilometers) until their mission ended in December 2012. The distance between the twin probes changed slightly as they flew over areas of greater and lesser gravity caused by visible features, such as mountains and craters, and by masses hidden beneath the
lunar surface.
The twin spacecraft flew in a nearly circular orbit until the end of the mission on December 17, 2012, when the probes intentionally were sent into the moon’s surface. NASA later named the impact site in honor of late astronaut Sally K. Ride, who was America’s first woman in space and a member of the GRAIL mission team.
GRAIL’s prime and extended science missions generated the highest resolution gravity field map of any celestial body. The map will provide a better understanding of how Earth and other rocky planets in the solar system formed and evolved.
The GRAIL mission was managed by NASA’s Jet Propulsion Laboratory (JPL) in Pasadena, California, for NASA’s Science Mission Directorate in Washington. The mission was part of the Discovery Program managed at NASA’s Marshall Space Flight Center in Huntsville, Alabama. GRAIL was built by Lockheed Martin Space Systems in Denver.

Available in: http://www.nasa.gov

Read the sentence and choose the alternative that presents an adjective that can establish the relation of comparison using the same structure as the one underlined below.

“‘Our gravity data are opening up a new chapter of lunar history, during which the moon was a more dynamic place than suggested by the cratered landscape that is visible to the naked eye (Z)’”

Alternativas
Comentários
  • Para fazer comparativos com MORE somente o IMPORTANT da lista de opções... o restante tem formas próprias: sweetER, happIER, worse, better


ID
1332829
Banca
CETRO
Órgão
AEB
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Read the sentence below.

“The Milky Way may be home to some 3,000 extraterrestrial civilizations but the vast distances between our galactic cousins will make contact extremely rare, a new study concludes.

Available in: http://news.discovery.com

It is correct to affirm that the underlined word establishes a

Alternativas
Comentários
  • GAB C

    verbo “may” pertence aos modal verbs (verbos modais) que, na língua Inglesa, tem o papel de auxiliar o verbo principal em uma frase. Esse modal é utilizado para fazer um pedido ou para indicar a probabilidade de algo acontecer ou não (presente e futuro), sendo que é utilizado de maneira formal.

    Não é necessário utilizar o verbo may com a partícula “to” e o verbo principal será utilizado no infinitivo e sem a partícula “to”. O correto é dizer “I may make a cake” (Eu posso fazer um bolo) e não “I can to make a cake”.


ID
1396453
Banca
FUNCAB
Órgão
SEE-AC
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Read the text below and answer the questions that follow:

Teaching English as a foreign language teacher: job description

Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.

Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.

Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.

Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description

Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>

The correct answer for “How long have you been studying English?” is:

Alternativas

ID
1396459
Banca
FUNCAB
Órgão
SEE-AC
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Read the text below and answer the questions that follow:

Teaching English as a foreign language teacher: job description

Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.

Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.

Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.

Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description

Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>

Choose the correct sentence.

Alternativas
Comentários
  • we do not put other and another in the plural

    another + singular

    other + plural

    the other + specific noun (singular, plural, countable or uncountable)


  • we use others when se want to keep a word understood between lines:

    These students play football. Others, voleyball.

    Só, you should remember that ther is no plural for "other" neither "another" .

    I will check out my words soon because I'm not sure.


ID
1399990
Banca
VUNESP
Órgão
UEA
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Leia o texto para responder à questão.

       Mr. Day was a teacher at a school in a big city in the north of England. He usually went to France or Germany for a few weeks during his summer holidays, and he spoke French and German quite well.
       But one year Mr. Day said to one of his friends, “I’m going to have a holiday in Athens. But I don’t speak Greek, so I’ll go to evening classes and have Greek lessons for a
month before I go.”
       He studied very hard for a month, and then 10 holidays began and he went to Greece.
       When he came back a few weeks later, his friend said to him, “Did you have any trouble with your Greek when you were in Athens, Dick?”
       “No, I didn’t have any trouble with it,” answered Mr. Day. “But the Greeks did!”

                                          (L. A. Hill. Elementary Stories for Reproduction, 1977.)

No trecho do quarto parágrafo “When he came back a few weeks later”, a palavra “weeks” é precedida por “a few” para indicar quantidade. Uma outra palavra que também pode ser precedida por “a few”, para indicar quantidade, é

Alternativas
Comentários
  • COMO ASSIM O GABARITO É D?? não seria Money o correto ?

  • Muito estranho

  • talvez seja a e pq é a única alternativa no plural, como weeks..


ID
1409581
Banca
FUNCAB
Órgão
SEE-AC
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Read the text below and answer the questions that follow:

Text 1:

At the Airport

Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.

After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.

Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.

Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”

“The restroom is over there,” the lady answers andwalks away.

Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”

After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!

(Taken from: < www.really-learn-english.com>)

Choose the alternative in which one of the verbs is NOT spelled correctly.

Alternativas
Comentários
  • Gabarito: A.

     

    Writing.

  • Quase imperceptível...


ID
1409605
Banca
FUNCAB
Órgão
SEE-AC
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Read the text below and answer the questions that follow:

Text 2:

English for Adults & Seniors!

Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.

When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;

Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.

Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year

The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.

(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)

“you can choose from a homestay, but most convenient of al lis Club IS hotel”. The linker BUT could also be used in:

Alternativas
Comentários
  • Sofia is learning English and Spanish.    Mrs. Jones teaches English and Literature at the International School.

    There are social programmes that are designed to have a varitey of different activities.

    Lucy likes her classmates at the International School, but she doesn’t like her teacher very much(opcao correta).

    Lucy gosta da sala de aula dela no colegio internacional,mas ela nao gosta muito do seu professor.

    The classes are organized according to the level of the students and according to the student's age too.


ID
1409611
Banca
FUNCAB
Órgão
SEE-AC
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Read the text below and answer the questions that follow:

Text 2:

English for Adults & Seniors!

Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.

When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;

Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.

Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year

The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.

(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)

Read the following sentences:

1. “Afriend in need is a friend indeed."
2. “Early to bed and early to rise makes a man healthy,wealthy and wise."

These sentences are examples of:

Alternativas
Comentários
  • (A)

    This is a proverb

    1. "Afriend in need is a friend indeed."("Um amigo em necessidade é um amigo de fato.")

    2. "Early to bed and early to rise makes a man healthy, wealthy and wise."("Dormir cedo e acordar cedo torna o homem saudável, rico e sábio.")


ID
1411246
Banca
Makiyama
Órgão
DETRAN-RJ
Ano
2013
Provas
Disciplina
Inglês
Assuntos

Uma turista sul-africana veio ao Rio de Janeiro com sua cunhada para visitar alguns amigos e assistir aos jogos da Copa do mundo. Ao encontrar com esses amigos, a turista apresentou-lhes Victoria, sua cunhada. Assinale a alternativa que traz a apresentação correta feita pela mulher.

Alternativas
Comentários
  •  a) “This is Victoria, my cousin.”  Esta é Vitória, minha prima. Somente para confundir.

      b) “This is Victoria, my niece.” Esta é Vitória, minha sobrinha.

      c) “This is Victoria, my cunning.” Esta é Vitória, astuta. Somente para confundir.

      d) “This is Victoria, my sister-in-law.” Esta é Vitória, minha cunhada.

      e) “This is Victoria, my stepdaughter”. Esta é Vitória, enteada.

    Gabarito: d


ID
1425340
Banca
IESES
Órgão
APSFS
Ano
2014
Provas
Disciplina
Inglês
Assuntos

O significado da seguinte frase “Charles used to work in a factory” é:

Alternativas
Comentários
  • Gente, a alternativa D deu uma alongada... 

    Charles used to work in a factory = Charles trabalhava em uma fábrica no passado


    De onde a banca tirou isso? mas não trabalha lá agora.


    Cadê o texto?

  • Acredito que essa questão venha a ser anulada. Pois não compreende com o que foi solicitado. Ou há um erro por parte do site. Ou realmente nesta prova houve esse acréscimo.

    E a tradução corretava seria:

    Charles costumava a trabalhar em uma fábrica.

  • No Google Tradutor: Charles costumava trabalhar em uma fábrica

  • Gabarito: D.

     

    Não concordaria com uma suposta anulação dessa questão.

     

    Ela pede o significado da frase, e não sua tradução. A expressão "used to" significa que algo era feito no passado e, agora, não mais.

  • Questão um pouco controversa e caberia recurso, pois a alternativa correta não traz uma correspondência exata com o significado da frase. O examinador provavelmente quis se certificar que o candidato soubesse o significado de "used to", que é "costumava", como uma ação passada. Mas não podemos inferir com certeza que Charlie não trabalha mais lá, como nos traz a alternativa D.

    Vamos à questão:

    O significado da seguinte frase “Charles used to work in a factory” é:

    Charles costumava trabalhar em uma fábrica

    A) Incorreta - Charles usava a condução oferecida pela fábrica.

    B) Incorreta - Charles usava uniforme de trabalho em uma fábrica.

    C) Incorreta - Charles trabalha muito em uma fábrica.

    D) Correta - Charles trabalhava em uma fábrica no passado, mas não trabalha lá agora.

    Gabarito: D


ID
1425343
Banca
IESES
Órgão
APSFS
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Complete a frase: This restaurant is very quiet. ___________ many people here.

Alternativas
Comentários
  • There aren't many people here.


ID
1435573
Banca
IBFC
Órgão
SEAP-DF
Ano
2013
Provas
Disciplina
Inglês
Assuntos

Choose the alternative with the correct sentences.

I. She applied for the job but they haven’t given her an answer
II. This book is based in a true story.
III. He don’t agree with everything I said.
IV. He was so tired that he couldn´t participate in the activity.

Alternativas
Comentários
  • letra C

    I. She applied for the job but they haven’t given her an answer 
    II. This book is based ON a true story. 
    III. He DOESN’T agree with everything I said. 
    IV. He was so tired that he couldn´t participate in the activity.

  • RESOLUÇÃO:

    I. Certa – Esta frase está de acordo com as regras gramaticais. Perceba que o artigo indefinido an” (um, uma) foi corretamente empregado. Conforme estudamos na Aula zero, o artigo indefinido an” (um, uma) é utilizado antes de palavras que iniciem por som de vogal (vogais e “H” mudo).

    ...they haven’t given her an answer yet.

    II. Errada – Observe que esta sentença utiliza de forma errada a preposição “in”. Na Aula 3, vimos que a preposição “in” (em; no; na; nos; nas; dentro de; da) é utilizada em outros contextos, como tempo, lugar/posição e movimento/direcionamento.

    Tempo: My wedding dress will be ready in two weeks.

          (Meu vestido de noiva estará pronto em duas semanas.)

    Lugar/Posição: His office is in the south of the city.

                (O escritório dele situa-se no sul da cidade.)

    Movimento/Direcionamento: Look in my eyes!

                          (Olhe nos meus olhos!)

    Observe que o contexto dessa assertiva não corresponde a tempo, lugar/posição ou movimento/direcionamento. A preposição adequada seria “on” (em; no; na; sobre; em cima de).

    This book is based on a true story. 

    (Este livro é baseado em uma história verdadeira.)

    III. Errada – Na Aula 2, estudamos os tempos verbais e vimos que para formar uma oração negativa no Simple Present, usa-se “do not” para os pronomes pessoais I, You, We, You e They e “does not” para a terceira pessoa do singular (He, She, It) + verbo no infinitivo sem “to”. 

    Negative Form - Simple Present

    I/You/We/You/They  DO NOT / DON’T + verbo no infinitivo sem “to” 

    He/She/It  DOES NOT / DOESN’T + verbo no infinitivo sem “to”

    Portanto, percebe-se que o correto seria o uso de “doesn’t”.

    He doesn’t agree with everything I said. 

    (Ele não concorda com tudo o que eu disse.)

    IV. Certa – Esta frase está em conformidade com a gramática da língua inglesa.

    Resposta: Alternativa C


ID
1435585
Banca
IBFC
Órgão
SEAP-DF
Ano
2013
Provas
Disciplina
Inglês
Assuntos

Choose the alternative with four different pronunciations for the sequence “-ough”:

Alternativas
Comentários
  • Gab. A

  • RESOLUÇÃO:

    Letra A – Certa. Observe, pelas transcrições fonéticas das palavras, que as pronúncias da sequência “-ough” são diferentes em todas as alternativas.

    Through - /THro͞o/

    Though - /T͟Hō/

    Thought - /THôt/

    Tough - /təf/

    Letra B – Errada. Perceba que as transcrições fonéticas das palavras enough, rough e tough têm pronúncias iguais para a sequência “-ough”.

    Through - /THro͞o/

    Enough - /ih-nuhf/

    Rough - /rəf/

    Tough - /təf/

    Letra C – Errada. Nesta alternativa, as palavras rough e enough possuem pronúncias iguais para a sequência “-ough”.

    Though - /T͟Hō/

    Thought - /THôt/

    Rough - /rəf/

    Enough - /ih-nuhf/

    Letra D – Errada. Nesta assertiva, as palavras bought e ought apresentam pronúncias iguais para a sequência “-ough”.

    Through - /THro͞o/

    Bought - /bawt/

    Rough - /rəf/

    Ought - /ôt/

    Gabarito: Alternativa A

  • "sonoridade em português"

    A) Throu, Dou, Thóut, Tof,

    B) Throu, EnÓF, RÓF, TÓF;

    C) Dou, Thóut, RÓF, EnÓF,

    D) Throu, BÓUT, Róf, ÓUT.


ID
1438030
Banca
CETRO
Órgão
AMAZUL
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Background

The Naval Nuclear Propulsion Program (NNPP) started in 1948. Since that time, the NNPP has provided safe and effective propulsion systems to power submarines, surface combatants, and aircraft carriers. Today, nuclear propulsion enables virtually undetectable US Navy submarines, including the sea-based leg of the strategic triad, and provides essentially inexhaustible propulsion power independent of forward logistical support to both our submarines and aircraft carriers. Over forty percent of the Navy's major combatant ships are nuclear-powered, and because of their demonstrated safety and reliability, these ships have access to seaports throughout the world. The NNPP has consistently sought the best way to affordably meet Navy requirements by evaluating, developing, and delivering a variety of reactor types, fuel systems, and structural materials. The Program has investigated many different fuel systems and reactor design features, and has designed, built, and operated over thirty different reactor designs in over twenty plant types to employ the most promising of these developments in practical applications. Improvements in naval reactor design have allowed increased power and energy to keep pace with the operational requirements of the modern nuclear fleet, while maintaining a conservative design approach that ensures reliability and safety to the crew, the public, and the environment. As just one example of the progress that has been made, the earliest reactor core designs in the NAUTILUS required refueling after about two years while modern reactor cores can last the life of a submarine, or over thirty years without refueling. These improvements have been the result of prudent, conservative engineering, backed by analysis, testing, and prototyping. The NNPP was also a pioneer in developing basic technologies and transferring technology to the civilian nuclear electric power industry. For example, the Program demonstrated the feasibility of commercial nuclear power generation in this country by designing, constructing and operating the Shipping port Atomic Power Station in Pennsylvania and showing the feasibility of a thorium-based breeder reactor.

In: Report on Low Enriched Uranium for Naval Reactor Cores. Page 1. Report to Congress, January 2014. Office of Naval Reactors. US Dept. of Energy. DC 2058 http://fissilematerials.org/library/doe14.pdf

Choose the alternative in which the bold and underlined word has the same grammar function as the one below.

“The NNPP has consistently sought the best way to affordably meet Navy requirements by evaluating, developing, and delivering a variety of reactor types, fuel systems, and structural materials.”

Alternativas
Comentários
  • constantly = constantly /ˈkɒn·stənt·li/ adverb

    constantemente

    She has the television on constantly.

  • A questão pede para marcar a alternativa que tenha a mesma  função gramatical da palavra em negrito e sublinhado

     consistently - Adverbio

    constantly - Abvérbio

  • a-

    Adverb-forming suffix: ly

     

    According - accordingly. Efficient - efficiently etc


ID
1441846
Banca
CEPERJ
Órgão
SEDUC-RJ
Ano
2013
Provas
Disciplina
Inglês
Assuntos

Question   address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

When choosing texts for the reading lesson, text-related concepts such as Suitability of content, Exploitability and Readability should be taken into consideration. The concept of Readability is related to the:

Alternativas
Comentários
  • Suitability of content : adequação do conteúdo -

    Readability : Legibilidade - assessment of complexity levels

    resposta letra C


  • c-

    Readability means what one can read. Too complex a piece of text will present difficulties to process it and, subsequently, too much cognitive load whereas something that is too easy will fail to pose any challenge, causing the student to lose interest. 


ID
1443211
Banca
RBO
Órgão
CIJUN
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Which reported question is correct?

Alternativas
Comentários
  • pergunta se com passado responde se com passado

  • A questão requer o uso correto do "Direct and Indirect speech".

    Quando relatamos informações de outras pessoas, temos 2 formas de fazê-lo: Usando o Discurso direto (direct speech) – quando usamos as mesmas palavras que a pessoa utilizou: She said, “I love you." => Ela disse “eu te amo." 
    Ou usando o Discurso indireto (indirect speech ou reported speech) – Quando relatamos o que foi dito com as nossas próprias palavras: She said (that) she loved me. => Ela disse que me amava.

    Qual informação relatada no discurso indireto está correta? 
    A) "Why don't you stay longer?" – Reported: He asked me why didn't I stay longer. Quando relatamos  uma pergunta no discurso de forma indireta, ele já não é mais uma pergunta. Portanto, o auxiliar "didn't não pode preceder o sujeito. O correto é:  Reported: He asked me why I didn't  stay longer.
    B) "Do you have your passport with you?" – Reported: The police officer wanted to know if I did have my passport with me.   Não se coloca o auxiliar "did" na afirmativa, a menos que seja para dar ênfase, (o que não é o caso). O correto é:  Reported: The police officer wanted to know if I had my passport with me. 
    C) "What was the result?" – Reported: She asked what the result was.  Quando relatamos  uma pergunta de forma indireta, o verbo não precede o sujeito, uma vez que não estamos usando o ponto de interrogação, pois é apenas um relato. Ex:"What are you looking for?" He asked what I was looking for. (O que você está procurando? "Ele perguntou o que eu estava procurando.) Correto.
    D)  "Have you been to Rome?" –  Reported: Jimmy asked me whether have I been to Rome.  Além do auxiliar "have" estar precedendo o sujeito (erroneamente, uma vez que não é interrogativa), teria que estar no past perfect "had been". Reported: Jimmy asked me whether  I had been to Rome. 
    E) Have you see him?" - Reported: You know that he don't saw me.  No discurso direto a pergunta é: "Você o viu?" No discurso indireto o correto seria: Você sabe que ele não tinha me visto.(You know that he hadn't seen me) Ou: Você sabe que eu não o tinha visto. (You know that I hadn't seen him.) Ou ainda: Ele me perguntou se eu o tinha visto. (He asked me if I had seen him.)
    Portanto, a única alternativa correta é a C.
    Gabarito do Professor: C

ID
1446583
Banca
CETRO
Órgão
AEB
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Choose the alternative that defines, grammatically and respectively, the verbs in bold in the sentences below.

I would1 look to generate in my friends, and across my generation, a commitment to serving. Whether in schools, hospitals, or on wilderness trails, I’d hope 2 to create in each of us a new, expanded sense of citizenship. We’d spend 3 a year of our lives, before jobs, children, and mortgages complicate our options, building an America where serving is not the obligation of a few – or a possibility only to the privileged.

It would be 4 a real choice for everyone. If I were 22 I’d want to give 5 myself an answer to the question: “Where did you serve?”

Alternativas

ID
1451479
Banca
CETRO
Órgão
AEB
Ano
2014
Provas
Disciplina
Inglês
Assuntos

                        Solar System’s Water is Older Than the Sun

      Next time you’re swimming in the ocean, consider this: part of the water is older than the sun.
      So concludes a team of scientists who ran computer models comparing the ratios of hydrogen isotopes over time. Taking into account new insights that the solar nebula had less ionizing radiation than previously thought, the models show that at least some of the water found in the ocean, as well as in comets, meteorites and on the moon, predate the sun’s birth.
      The only other option, the scientists conclude, is that it formed in the cold, intersteller cloud from which the sun itself originated.
      The discovery, reported in this week’s Science, stems from the insight of lead author Lauren Ilsedore Cleeves, a doctoral student at the University of Michigan, who realized that planet- forming disks around young stars should be shielded from galactic rays by the strong solar winds, dramatically altering the chemistry occurring inside the disks, said Conel Alexander, with the Carnegie Institution of Washington.
      “The findingX makes it quite hard for these regions in the disk to synthesize any new molecules. This was an ‘aha’ moment for us - without any new water creation the only place these ices could have come from was the chemically rich interstellar gas out of which the solar system formed originally,” Cleeves wrote in an email to Discovery News.
      “It’s remarkable that these ices survived the entire process of stellar birth,” she added.
      The finding has implications for the search for life beyond Earth, as water is believed to be necessary for life.
      “If the sun’s formation was typical, interstellar ices - including water - are likely common ingredients present during the formation of all planetary systems, which puts a wonderful outlook on the possibility of other life in the universe,” Cleeves said.
      In addition, it’s not just water that likely survived the solar system’s birth.
      “The same must be true for the organic matter that we know is present in molecular cloud ices. So I think this strengthens the case that we have interstellar organic matter in meteorites and comets too,” Alexander wrote in an email to Discovery News.

                                                                                          Available in: http://news.discovery.com


According to text,

I. all the water in the ocean can be considered older than the sun.
II. the water on the planet is ending and, in the future, will be possible to find it on the sun.
III. in the sentence taken from the text: “The only other option, the scientists conclude, is that it formed in the cold, intersteller cloud from which the sun itself originated”, the opposite of the underlined word is “hot”.

The correct assertion(s) is(are)

Alternativas
Comentários
  • d-

     

    I. part of the water is older than the sun. 

    II. this answer choice completely defies common sense and therefore should be disregarded right away

    III. cold is the opposite of“hot”. 


ID
1464352
Banca
ESPP
Órgão
COBRA Tecnologia S/A (BB)
Ano
2013
Provas
Disciplina
Inglês
Assuntos

The internet vigilantes: Anonymous hackers' group outs man, 32, 'who drove girl, 15, to suicide by spreading topless photos of her'

Anonymous has named a man it claims posted topless pictures of a 15-year-old girl online and harassed her so relentlessly that she killed herself.

Amanda Todd, from Vancouver, Canada, was found hanged in her home on October 10, just weeks after she uploaded a video to YouTube detailing her horrific treatment at the hands of cyber bullies.

When she was just 12, a man in an internet chat room convinced her to flash her breasts, and a year later, he plastered a picture of the incident across Facebook.
Now in a vigilante move, Anonymous, the world's largest hacking group, has named the man allegedly responsible for the picture.

The group claims that he is a 32-year-old from British Columbia, but MailOnline has chosen not to identify him for legal reasons

As Todd's supporters set up Facebook pages warning the man to 'sleep with one eye open', the move by Anonymous sparks concerns over its abilities to create a 'trial by internet' - bypassing the justice system and casting guilt.

In a video posted to YouTube by Anonymous, a figure claims the group lists his personal information, including his date of birth and address

It explains that his username appears on websites where he 'blackmailed' and gave advice to young girls. The same username is also tied to a website with a 'jailbait' photo gallery. '[He] is an abomination to our society, and will be punished,' the Anonymous figure says.

Referring to the possibility they might have the wrong man, they add: 'At the most this is the person who did this to Amanda Todd, and at the least it's another pedophile that enjoys taking advantage of children.'

Following Anonymous' announcement, the web moved swiftly, with groups calling for his death and warning him to 'sleep with one eye open' cropping up on Facebook.

CKNW reporters have unsuccessfully tried to speak with the man, and neighbours have described his home as 'a known party house on the weekend with lots of young women coming and going'.

But police attended the home on Monday after a neighbour, Chyne Simpson, said Anonymous named the wrong address. He said he felt threatened by internet users and asked them to stay away.

The Royal Canadian Mounted Police refused to confirm Anonymous have the right man but a spokesperson said they were aware that someone had been named.

'We are aware of what's being posted online and certainly following up what we feel is important to follow up,' Sergeant Peter Thiessen told The Globe and Mail, adding: '[Vigilantes] run the risk of committing a criminal offence.'

Todd's family members also said they are not sure the Anonymous report is accurate and said police have tracked down a person living in the U.S. whom they believed was involved.

The claims come weeks after Amanda posted a nearly nine-minute YouTube video detailing her treatment on a stack of notecards held up to the camera.

Todd says that a year after she flashed her breasts, the man tracked her down and demanded he put on a show for him or he would expose her.

When she refused, he created a Facebook page with a list of her friends and used her naked chest as the profile photo. The picture quickly spread across the internet and among her classmates.

It led to relentless bullying online, she said, and she was diagnosed with depression and started drinking. In the video, posted September 7, she admitted that she had previously tried to kill herself twice and has been hospitalised.

After moving to a different city and school, another instance of bullying occurred after she started a romantic relationship with an older man who had a girlfriend. Once that relationship soured, she was confronted and beaten up by the man's girlfriend. She was hit in front of a crowd of screaming people who encouraged her to be left in a ditch.

Amanda does not speak in the video, and her face is not fully shown, but she confirmed her identity with the last notecard which says her name.

One of the final images is a jarring picture of her arm which had been cut repeatedly. Just under six weeks after posting the video, Todd could take the bullying no longer, and took her own life.
During a memorial for Todd on Monday, her friends said they have been aware of a man in his 30s 'stalking' their friend for years.

'There were multiple accounts with random names,' one friend told QMI Agency. 'There were Twitter accounts also used.' The Vancouver Sun reported that Amanda was a student in Grade 10 at the Coquitlam Basic Alternative Education school. The principal of the school confirmed her death and said that she had become connected with many since she transferred to the school in the middle of last year.

'It is a very sad case,' Paul McNaughton told the paper. 'I can tell you we feel we tried everything we could to help her when she came to us.'
Her death prompted a local politician to release a video of her own that pleads to put an end to bullying.
'I just heard about Amanda. I want to say to everyone who loved her, to all her family and friends, how sorry I am about her loss,' British Columbia premier Christy Clark said.
'No one deserves to be bullied. No one earns it. No one asks for it. It isn't a rite of passage. Bullying has to stop.'

http://www.dailymail.co.uk/news/article-2218532/Amanda-Todd-Anonymous-names-man-drove- teen-kill-spreading-nude-pictures.html

According to the text, the best alternative is:

Alternativas
Comentários
  • c-

    Amanda Todd, from Vancouver, Canada, was found hanged in her home on October 10, just weeks after she uploaded a video to YouTube detailing her horrific treatment at the hands of cyber bullies.


ID
1511158
Banca
CEPERJ
Órgão
SEDUC-RJ
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative.

Assuming that current language teaching tends to be eclectic in terms of approaches and that this might result in inconsistent and unfounded practice, Harmer (2007) recommends three essential elements for any teaching sequence: engage, study and activate. The alternative with a correct example of one of these elements is:

Alternativas
Comentários
  • Ainda sobre o livro de Harmer: “How to teach English", lemos que ele usa três elementos essenciais para sequência de ensino. Vejamos a questão e onde podemos encontrar a resposta.
    Supondo que o ensino atual de línguas tenha tendência a ser eclético em termos de abordagens e que isso possa resultar em práticas inconsistentes e infundadas, Harmer (2007) recomenda três elementos essenciais para qualquer sequência de ensino: envolvimento, estudo e produção. A alternativa com um exemplo correto de um desses elementos é:
    A) discussões tratadas de maneira desafiadora - estudo
    B) exame e prática da estrutura da linguagem - envolvimento
    C) produção de diálogos originais - estudo
    D) ler ou ouvir por prazer - produção
    E) relacionar o material da sala de aula com a vida real - produção
     No capítulo 4 "ESA lesson sequences", sendo que ESA são as iniciais para ENGAGE, STUDY ACTIVATE, um tipo de sequência de ensino leva os alunos em uma linha reta: primeiro o professor faz com que os alunos se sintam interessados; então eles estudam alguma coisa; e fazem as atividades de produção. A produção (activate) não é apenas produzir a fala e a escrita. Quando os alunos leem ou ouvem por prazer, eles estão envolvidos na produção do idioma. Eles estão usando todo e qualquer idioma  para compreender o texto seja lido ou ouvido. 
     Dessa forma, segundo Harmer, um exemplo correto de um dos elementos essenciais para a sequência de ensino é ler ou ouvir por prazer - produção (reading or listening for pleasure – activate)
    Gabarito do Professor: D