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RoselaineMaciel

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1)Escolha um dos ‘phrasal verbs’ da coluna A e utilize-os para completar as frases da coluna B. Coluna A 1- looking for 2- turn off 3- agrees with 4- check in 5- broke down Coluna B a- Josh’s car __________ when he was travelling. b- Sue never __________ Melanie’s opinions. c- Jake is __________ a new house in the mountains. d- They never remember to __________ the lights before leaving the office. e- You should __________ before entering a hotel. Assinale a alternativa com a associação correta entre as colunas: Alternativas: a)1-c; 2-d; 3-b; 4-e; 5-a. b)1-e; 2-b; 3-c; 4-d; 5-a. c)1-d; 2-b; 3-e; 4-a; 5-c. d)1-a; 2-c; 3-e; 4-b; 5-d. e)1-c; 2-d; 3-a; 4-b; 5-e.
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Adg3 - Língua Inglesa IV 1)Analise as frases abaixo com o uso dos ‘modal verbs’ e identifique se são verdadeiras (V) ou falsas (F). I- We can to change the world forests with environmental education. II- People should learning how to cook basic food. III- Jake could live alone but he prefers to share a flat with friends. Assinale a alternativa que contém apenas as frases corretas. Alternativas: a) II e III. b) I e II. c) I, II e III. d) III apenas. e) I apenas.
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Adg3 - Língua Inglesa IV Analise as frases abaixo e identifique, pela análise dos verbos, se são verdadeiras (V) ou falsas (F). I- Sally has been very busy since she retired last year. II- Kate and Mark have plan their wedding ceremony. III- Josh will travelled to Auckland every other year. IV- Janet went to the hairdresser last Friday. Her hair was cut very short. Assinale a alternativa que contém as respostas corretas da análise das frases acima. Alternativas: a) V – F – F – V. b) F – F – V – V. c) F – V – F – V. d) V – V – F – F. e) F – V – V – F.
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Adg3 - Língua Inglesa IV 3) Leia o texto sobre uma carta de apresentação profissional que se segue e preencha as lacunas com o vocabulário sugerido. describes – accomplishments – ambitions – experiences – desire “What is a personal statement and why is it important? A personal statement (also known as graduate school essay, statement of interest, statement of goals, among other names) is a document, submitted as part of a graduate school application, that _____ your abilities, attributes, and _____ as evidence of your aspirations for pursuing a graduate education and, beyond that, a career in research. This is your chance to stand out from all the other applicants. An important quality of a graduate school personal statement is how well it communicates professional _____ in personal terms. It outlines a career-development plan including previous_____ , current skills, and future goals. Faculty reviewing graduate school applications want to know that you have a personal commitment--the deeper the better--to the path you _____.” Assinale a alternativa que apresenta a sequência correta de palavras para preencher as lacunas do trecho. Alternativas: a) describes – desire – accomplishments – experiences – ambitions. b) experiences – accomplishments – describes – ambitions – desire. c) describes – accomplishments – ambitions – experiences – desire. d) ambitions – accomplishments – desire– experiences – describes. e) accomplishments – experiences – ambitions – describes– desire.
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Adg3 - Língua Inglesa IV 4) 4) Leia as frases abaixo e preencha as lacunas usando um dos pronomes relativos sugeridos: who – what – where – when – how a) Do you have any idea _____ Susan will travel next month? b) He doesn’t know _____ to fix his computer. It is really not that easy. c) Peter is talking to everybody to find someone _____ can help him with his school assignments. d) We need to find out _____ we can have our holidays? e) Kate has to decide _____ she really needs before going shopping. She will buy everything as usual. Assinale a alternativa que apresenta a resposta com a sequência correta dos pronomes relativos sugeridos para completar as lacunas: Alternativas: a) where – how – who – when – what. b) how – Who – where – when – what. c) who – when – where – what – how. d) where – how – what – who – when. e) what – how – who – when – where.
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Adg4 - Língua Inglesa IV 1) Identifique se são (V) verdadeiras ou (F) falsas as afirmativas abaixo quanto ao uso dos verbos auxiliares em inglês: I- In the future people are going to use spaceships to everywhere they want. II- Where did you go recently Kate? I haven’t seen you for a long time. III- Do you like a coffee, sir? IV- Did you have breakfast with your friends this morning? Assinale a alternativa que contém a sequência correta: Alternativas: a) IV apenas. b) I e IV. c) III apenas. d) I e II. e) III e IV.
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Adg4 - Língua Inglesa IV 2) Em relação ao uso correto da estrutura gramatical chamada “question tag” , considere as afirmações a seguir: I- You are an exchange student, aren’t you? II- He is Mike’s brother-in-law, aren’t you? III- Jessica will not go to London this summer, won’t she? IV- Kyle goes to college in Cincinnati next year, doesn’t he? Assinale a alternativa que apresenta somente as afirmações corretas: Alternativas: a) I, II e IV. b) I e IV. c) III e IV. d) III apenas. e) II e III.
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Adg4 - Língua Inglesa IV 3) Em relação ao uso da estrutura gramatical dos ‘discourse markers’, considere as afirmações a seguir: I- Finally! You are very late and we need to begin the lecture. II- Good afternoon everyone. To begin with, I’d like to thank you all for being here today. III- Jason said he is very hungry. For a start, why don’t we go to a barbecue restaurant today? (so) IV- – This dress fits you perfectly. Would you like to buy it? – Absolutely! It doesn’t fit well. I feel fatter in it. Assinale a alternativa que apresenta somente as afirmações consideradas corretas: Alternativas: a) I e III. b) III e IV. c) II e III. d) I e II. e) I, II e III.
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Adg4 - Língua Inglesa IV 4) Em relação ao uso adequado do modo infinitivo, considere as afirmações a seguir e identifique se são (V) verdadeiras ou (F) falsas: ( ) Mary and Jake want to getting married until next February. ( ) When Chris was single she loved to cook for her friends. Now she doesn’t have enough time because of the children. She cooks for the family. ( ) Nowadays you can make the option to have a home office and avoid the everyday city traffic jam. ( ) The college offered organize the students their music festival next year. Assinale a alternativa que apresenta a sequência correta: Alternativas: a) V – V – F – F. b) V – F – F – V. c) F – F – V – F. d) V – F – F – F. e) F – V – V – F.
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Aap2 - Língua Inglesa IV 3) Analise as frases com o uso de ‘phrasal verbs’ e assinale para cada uma delas se são verdadeiras (V) ou falsas (F). ( ) Companies should be prohibited to carry out chemical tests on animals. ( )Susan: We have new neighbor. He moved out last weekend. I haven’t seen him yet. ( )They company is specialized in dropping off important documents. ( )He is always running to get off his morning bus. He should wake up earlier. Assinale a alternativa que apresenta a sequência correta das respostas: Alternativas: a) V – V – F – F. b) V – F – V – F. c) F – V – F – F. d) F – V – V – V. e) F – V – V – F.
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Aap2 - Língua Inglesa IV 4) Leia as frases e preencha as lacunas usando os pronomes relativos Who/that/which. a- Jessica was a girl _____ played football with her brothers. b- You can have your own flat ______ doesn’t need to be near the school. c- Mike loves films _____ are about science fiction. d- The coat she wears, ______ was bought last week, suits her perfectly. Assinale a alternativa que apresenta os pronomes na ordem correta para preencher as lacunas das frases acima: Alternativas: a) which – which – that – that. b) who – which – that – which. c) who – that – who – which. d) that – that – who – which. e) that – which – that – who.
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Aap3 - Língua Inglesa IV 3) Complete as lacunas abaixo usando o vocabulário proposto. coherent – plans – responsibilities– needs [“UNHCR bases its budgetary planning around a presentation of the requirements it has identified through the Global Needs Assessment (GNA) in order to fulfill _____ asked of the organization by the international community. At the start of this process in early 2009, UNHCR operations worked to design _____ and budgets for 2010 and 2011 that would respond comprehensively to the _____ of persons of concern. A thorough review at Headquarters in April and May 2009 ensured that UNHCR’s requirements and programs of work for the biennium were _____ and realistic, given the available capacities on the ground.”] Assinale a alternativa que apresenta a resposta com a sequência correta do vocabulário sugerido. Alternativas: a) responsibilities – plans – needs – coherent. b) responsibilities – coherent – needs – plans. c) needs– responsibilities – plans – coherent. d) coherent – plans – responsibilities– needs. e) needs – plans – responsibilities – coherent.
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Aap3 - Língua Inglesa IV 4) Leia as frases abaixo e complete as lacunas em cada uma das afirmações a seguir com os pronomes ‘when’ ou ‘if’. 1- You should decide what to do _____ you get home. 2- Sally is always nervous _____ she has business meetings. 3- Call your mother _____ you want to invite her for my birthday dinner. 4- They don’t know _____ Sue is at home now. Assinale a alternativa que apresenta a resposta com a sequência correta do vocabulário sugerido. Alternativas: a) when - when - if - when. b) if – if – when – when. c) when – if – when – if. d) when – when – if – if. e) if – when – when – if.
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Norway [1. To issue] a blunt threat to Brazil that if rising deforestation in the Amazon rainforest is not reversed, its billion-dollar financial assistance [2. To fall] to zero. The leaders of the two nations meet in Oslo on Friday. The oil-rich Scandinavian nation [3. To provide] $1.1bn to Brazil’s Amazon fund since 2008, tied to reductions in the rate of deforestation in the world’s greatest rainforest. The destruction of forests by timber and farming industries [4. To be] a major contributor to the carbon emissions that drive climate change and Norway views protecting the Amazon as vital for the whole world. Vocabulário: Norway (Noruega); blunt (franco); rate (grau; taxa; índice); timber (madeireira); farming (agrícola). Choose the alternative in which the verbs are used on the proper verb tense: Alternativas: a) 1-was issued / 2-fell / 3-provide / 4-was b) 1-have issued / 2-feel / 3-provided / 4-will be c) 1-has issued / 2-will fall / 3-has provided / 4-is d) 1-will issue / 2-would fall / 3-was provided / 4-were e) 1-had issued / 2-will fall/ 3-has provided / 4-were
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But in a forthright letter to Brazil’s environment minister, José Sarney Filho, seen by the Guardian, Helgesen said: “In 2015 and 2016 deforestation in the Brazilian Amazon saw a worrying upward trend.” He warned that this had already reduced Norway’s contributions and added: “Even a fairly modest further increase would take this number to zero.” Helgesen said he had serious concern that controversial moves in Brazil to remove protection from large areas of the Amazon and weaken the environmental licensing required for agriculture would worsen deforestation. Furthermore, he said, budgets for the environment ministry and other departments that protect the Amazon had been drastically cut. Brazil’s president, Michel Temer, is seen as close to the powerful agricultural lobby, which is pressing for cuts in Amazon protection. Vocabulário: forthright (direto, franco); upward: (crescent); fairly (considerável, justo, honesto); weaken (enfraquecer); worsen (piorar); furthermore (além disso); budgets (orçamento, verbas). Based on the excerpt from the article by The Guardian, it’s true to state that: ( ) Due to deforastation, Norway’s contributions had already dropped to ZERO, at the moment Norway’s environment minister wrote his letter. ( ) Norway’s environment minister say that he is very concerned because the recent decisions of the Brazilian government over Amazon could worsen deforestation. ( ) Brazil’s president has visited powerful agricultural lobbists to negotiate measures in favor of Amazon protection. Choose the alternative with the correct sequence. Alternativas: a) T-T-F b) T-F-T c) F-T-F d) F-F-F e) F-F-T
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Don't go near the water; Don't you think it's sad What (1)'s happened to the water; Our water (2)'s going bad Oceans, rivers, lakes and streams; Have all been touched by man The poison floating out to sea; Now threatens life on land Don't go near the water; Ain't it sad What's happened to the water; It's going bad Don't go near the water; Don't go near the water Toothpaste and soap (3) will make our oceans a bubble bath So (4) let's avoid an ecological aftermath Beginning with me; Beginning with you Don't go near the water; To do it any wrong To be cool with the water; Is the message of this song Let's all help the water; Right away Do what we can and ought to; Let's start today Vocabulário: streams (córregos); threaten (ameaçar); avoid (evitar); aftermath (repercussão); ought (dever, obrigação). Choose the alternative that has the correct time tenses for the verbs from the song: Alternativas: a) 1. Present Simple / 2. Past Simple / 3. Future Simple / 4. Past Simple b) Present Perfect / 2. Present Continuous / 3. Future Simple / 4. Present Simple c) 1. Present Simple / 2. Present Perfet / 3. Past Simple / 4. Future Simple d) 1. Future Simple / 2. Present Perfect / 3. Present Simple / 4. Past Simple e) 1. Present Perfect / 2. Future Simple / 3. Past Simple / 4. Present Simple
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Os adverbs of place podem indicar direções, posições ou distância. Observe os exemplos a seguir: 1. Where is the new shopping mall? Is it nearby? 2. Hey, guys, come over here right now! 3. I haven’t seen my friends at the restaurant yet. Maybe they are still outside on the line. 4. Can you walk backwards like Michael Jackson used to do? 5. You can go anywhere you want through you imagination. Assinale a alternativa que indica corretamente o que os adverbs of place expressam nas sentenças de 1 a 5. Alternativas: a) 1 - distance, 2 - position, 3 - position, 4 - direction, 5 - direction. b) 1 - position, 2 - direction 3 - direction 4 - distance, 5 - distance. c) 1 - direction, 2 - distance, 3 - distance, 4 - position, 5 - position. d) 1 - distance, 2 - position, 3 - position, 4 - distance, 5 - direction. e) 1 - position, 2 - direction, 3 - direction, 4 - distance, 5 - distance.
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There are many positive sides to urban life. Living in a city can be very convenient. There are many places to go shopping where people can buy things that they need. Many of these places are open until late at night. So, you can buy almost anything you want very easily at almost any time of day. There is usually a lot of variety in a city. There are many different choices of things to do and places to go. There are different choices for entertainment and recreation. People can go to see a movie or a show. They can go shopping or enjoy a walk in a park. They can visit museums and art galleries. They can go to a zoo or to sporting event. Cities also usually have a wide selection of restaurants, cafes, and places to eat. You can usually find many different kinds of restaurants in a big city. These restaurants usually offer a good selection of international cuisine and local food. People who live in a city also have many educational options and opportunities. They can go to different schools to learn different things, depending on their interests. An urban environment also provides a wide variety of employment opportunities. There are many different kinds of jobs in many different fields and professions. A city is usually very convenient in terms of transportation. People can take a bus, a train, a subway, a taxi, or other kinds of transportation. There is usually an airport near a city so it can be convenient for flying as well. Some cities are located near water, so this makes travel by water possible too. Generally, urban life is convenient and offers people who live there a lot of variety and different opportunities. (LESSON 45: Urban Problems. Stickyball: Resources for ESL/EFL teachers. 2017. Disponível em: . Acesso em: 25 jul. 2017. Adaptado.) A respeito do texto e do assunto nele abordado, avalie as afirmações a seguir: I. Life in urban area is inconvenient because it brings a lot of problems to our life. II. There are more negative aspects about living in big cities than positive ones. III. Transportation is easier when you live in urban areas. IV. There are not many opportunities of jobs in big cities. V. You can enjoy a lot of possibilities of entertainment in urban life Considerando as proposições acima, é correto apenas o que se afirma em: Alternativas: a) I e IV. b) II e III. c) III e V. d) IV e V. e) I, II e III.
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Na sociedade globalizada, é bastante comum o movimento migratório de pessoas que saem das pequenas cidades onde nasceram e vão morar em metrópoles ou grandes cidades em busca de mais oportunidades e desenvolvimento. Com Simon, um senhor de 80 anos que mora em New York desde os 30 anos de idade não foi diferente. No banco do parque, ele conversa com uma senhora da mesma idade que ele e fala de como se lembra da sua cidade natal: I am from a small village, you know? Life was so different there! I remember there were not many stores and cafes, like here, in New York. Although, there was a _____, where my cousins and I used to swim. We also liked to stay on the ______ by throwing stones in the water competing to see who was throwing the farthest. At night, on weekends, we ate at the ______ and after that we liked to stay on the ______ watching the girls go by in their colorful dresses. Assinale a alternativa que preenche corretamente as lacunas. Alternativas: a) bridge - main street - burger joint - creek. b) creek - bridge - coffee shop - main street. c) field - main street - stores - bridge. d) creek - bridge - burger joint - main street. e) creek - coffee shop - bridge - field.
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O linguista francês Michel Charolles (1978) propôs um quadro de regras baseadas nos fatores de coerência. O estudioso denominou as regras como as metarregras de coerência, em número de quatro. Relacione as quatro metarregras apresentadas na Coluna I, com suas respectivas características, apresentadas na Coluna II. Coluna I I. Metarregra da Repetição. II. Metarregra da Progressão. III. Metarregra da Não Contradição. IV. Metarregra da Relação. Coluna II 1. Em um texto coerente, seu conteúdo deve estar adequado a um estado de coisas no mundo real ou em mundos possíveis. 2. Em um texto coerente, o que se diz depois não pode contradizer o que se disse antes ou que ficou pressuposto. 3. Um texto coerente deve apresentar renovação das informações. 4. Um texto coerente deve ter elementos repetidos. Assinale a alternativa que apresenta a correspondência correta entre as colunas I e II. Alternativas: a) I – 1 / II – 2 / III – 3 / IV – 4. b) I – 4 / II – 2 / III – 3 / IV – 1. c) I – 3 / II – 4 / III – 2 / IV – 1. d) I – 4 / II – 3 / III – 2 / IV – 1. e) I – 2 / II – 3 / III – 4 / IV – 1.
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Na coesão referencial, ocorre a substituição, isto é, a reiteração de expressões no texto, seja de um mesmo item lexical, por meio de sinonímia, hiperonímia ou hiponímia, ou até mesmo por meio de uma paráfrase ou um paralelismo, por exemplo. O conceito de paralelismo está corretamente expresso na alternativa Alternativas: a)O paralelismo é reiteração de elementos do texto. b)O paralelismo é a repetição de determinados elementos. c)O paralelismo é a repetição de uma ideia central sem nenhuma alteração. d)O paralelismo é a repetição com a intenção de sintetizar ou clarear uma ideia. e)O paralelismo é a repetição de estruturas sintáticas e/ou semânticas.
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O resumo é uma estratégia cognitiva usada no processo da leitura e considerada como central nele. Qual o principal papel do resumo na leitura? Assinale a alternativa correta. Alternativas: a)A estratégia do resumo contribui para o leitor preencher as lacunas deixadas pelo autor. b)O resumo ajuda na identificação do tema e na compreensão global do texto. c)A estratégia do resumo contribui diretamente na compreensão dos elementos linguísticos do texto. d)O resumo ajuda o aluno a escrever melhor um texto. e)A estratégia do resumo tem a função de verificar se o aluno ativou seu conhecimento de mundo.
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A classificação ternária dos signos, proposta tradicionalmente pela Semiótica de Charles Sanders Peirce, subdivide-se e se categoriza como: Símbolo, Índice e Ícone, as quais, não obstante exerçam o papel de representação de algo, se diferenciam entre si, possuem atribuições distintas e processos particulares quanto à produção de sentido. Disponível em: < . Acesso em: 09 out. 2017. Levando em conta esse breve preâmbulo norteador, bem como seus conhecimentos teóricos básicos sobre os tipos de signo classificados pelo filósofo mencionado, a partir de suas noções estruturais sobre a divisão ternária dos signos, associe as duas colunas a seguir, de modo a relacionar corretamente os elementos numerados (1;2;3) às suas respectivas categorias (A;B;C). Coluna I 1 - Imagem de um jarro com flores 2 - Imagem de uma cruz no pôr do sol 3 - Imagem de uma mesa posta Coluna II A. Símbolo B. Índice C. Ícone Aponte a única sequência em que as relações entre as imagens (1; 2; 3) e as categorias (A; B; C) se dão corretamente. Alternativas: a) 1 – A / 2 – B / 3 – C. b) 1 – C / 2 – A / 3 – B. c) 1 – C / 2 – B / 3 – A. d) 1 – B / 2 – C / 3 – A. e) 1 – A / 2 – C / 3 – B.
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No interior das ciências cognitivas da linguagem, como reação ao Gerativismo, surgiu um conjunto de teorias que rejeitam a ideia de que exista um módulo mental exclusivamente responsável pela língua. Esse conjunto de teorias compatíveis recebeu o nome de Linguística Cognitiva. A partir do texto podemos analisar algumas sentenças. I. O Gerativismo não pode ser tratado como uma linguística cognitiva. II. A Linguística Cognitiva estuda a língua como uma capacidade separada (modular). III. O Gerativismo estuda princípios cognitivos gerais que a língua compartilha com outras capacidades cognitivas. IV. A Linguística Cognitiva acredita que a língua é uma capacidade inata. V. A Linguística Cognitiva entende que a língua é um fenômeno mental. Agora, assinale a alternativa que apresenta a resposta CORRETA. Alternativas: a) Apenas as afirmativas I e IV estão corretas. b) Apenas as afirmativas I e II estão corretas. c) Somente a afirmativa V está correta. d) Apenas as afirmativas III e IV estão corretas. e) Somente a afirmativa III está correta.
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