Questões de Concurso
Comentadas sobre análise sintática | syntax parsing em inglês
Foram encontradas 408 questões
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2025 - Prefeitura de Nova Mutum - MT - Professor Nível Superior - Inglês |
Q3628175
Inglês
Texto associado
Balanced diet
Keeping a balanced diet is essential for maintaining good
health and well-being. It means consuming a variety of foods
that provide your body with the right nutrients it needs to function
properly. So, what does a balanced diet look like?
Fruits and Vegetables: Start by fi lling half your plate with
fruits and vegetables. These foods are rich in vitamins, minerals,
and fi ber. They help you stay healthy and provide essential
nutrients.
Proteins: Include lean proteins like chicken, fi sh, beans, and
tofu in your diet. Proteins are important for building and repairing
tissues in your body.
Whole Grains: Opt for whole grains like brown rice, whole
wheat bread, and oatmeal. They provide energy and fi ber, keeping
you full and satisfi ed.
Dairy or Alternatives: Dairy products like milk, yogurt,
and cheese are excellent sources of calcium. If you’re lactose
intolerant or prefer plant-based options, try fortifi ed non-dairy
alternatives like almond milk.
Healthy Fats: Don’t be afraid of fats; just choose healthy
ones like avocados, nuts, and olive oil. These fats are essential
for brain and heart health.
Limit Sugars and Salt: Try to reduce your intake of sugary drinks,
sweets, and high-sodium foods. Too much of these can harm
your health.
Hydration: Drink plenty of water throughout the day. It helps
with digestion, keeps you hydrated, and supports overall health.
Portion Control: Pay attention to portion sizes. Eating the
right amount of food helps maintain a healthy weight.
Remember, a balanced diet isn’t about perfection; it’s about
making good choices most of the time. So, try to incorporate a
variety of foods into your meals, and don’t forget to enjoy your
food. A balanced diet is not only good for your body but also for
your taste buds!
(https://www.maxhealthcare.in/blogs/what-is-abalanced-diet)
Acessadado em: 20 de agosto de 2025
A alternativa em que a palavra destacada recebe
corretamente a classifi cação ao lado é:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Ensino Fundamental e Médio - Inglês |
Q3565889
Inglês
Texto associado
Read the following text to answer question
his paper presents the concept of task as the location for learning a foreign language (FL), a space for creation in and with the target language, with the tasks utilized simulating as closely as possible the situations which the students will encounter outside the classroom and which, moreover, emphasize meaning. Throughout the paper, the theory of the use of tasks for the teaching/learning of a FL present in the literature will be discussed, and an approach which is based on the utilization of tasks as the backbone for the planning of course is presented. In addition to emphasizing meaning, the tasks analyzed take a relatively long time to complete, i.e. they last more than a single class. Thus, the input can be remembered and re-worked as it reappears in different ways, thus making it possible for learning to be more long-lasting and significant.
(José Carlos Paes de Almeida Filho e Rita Barbirato.
Ambientes comunicativos para aprender línguas estrangeiras,
2000. Adaptado)
In the extract from the text “the concept of task as the
location for learning a foreign language (FL), a space for
creation in and with the target language, with the tasks
utilized simulating as closely as possible the situations
which the students will encounter outside the classroom”,
the word in bold introduces a clause that modifies
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553781
Inglês
Which of the following sentences contains a
misplaced modifier?
Ano: 2025
Banca:
FUVEST
Órgão:
USP
Prova:
FUVEST - 2025 - USP - Técnico de Laboratório (Oceanografia) - Edital nº 48 |
Q3531514
Inglês
Texto associado
Texto para a questão
Extraterrestrial tongues
The challenge of imagining alien communication is
highlighted in the film Arrival (2016), where linguists confront a
language strikingly different from any on Earth. While fictional
alien languages like Klingon (Star Trek) often resemble human
languages with variations in sound or syntax, the possibilities
for extraterrestrial tongues are far more diverse. To truly grasp
the potential for alien linguistic systems, we must consider the
fundamental components of language itself: signs, structure,
semantics, and pragmatics.
The first level, signs, encompasses the means of
expression, which could extend beyond spoken words and
written symbols to include gestures, smells (as in animal
communication), or even electrical impulses. Structure, the
second level, involves the organization of language, including
grammar and syntax. While we might initially assume alien
languages would share structural similarities with our own, they
could radically differ, potentially lacking familiar elements like
nouns or verbs, or employing entirely novel grammatical
categories, perhaps akin to the way maps convey information.
Semantics, the third level, deals with meaning. Here, the
problem of untranslatability arises. While some differences in
meaning between human languages exist (e.g., the German
word "Fernweh"), alien languages might present more
fundamental challenges. If aliens perceive and categorize the
world in fundamentally different ways, their language might
express concepts we struggle to even grasp.
Despite these obstacles, communication may still be
possible. Shared needs, such as describing the world or giving
commands, could provide a basis for finding points of
connection between alien and human languages. Pragmatics,
the fourth level, concerns how language is used in context,
including metaphors and social conventions. Differences at
this level, particularly when combined with semantic
differences, as illustrated by the Tamarian language in Star
Trek: The Next Generation, can further complicate
understanding.
Ultimately, contemplating the possibilities of alien
communication pushes us to expand our understanding of
language itself. It encourages us to move beyond our
"anthropocentric bubble" and consider that alien languages
might possess levels or structures we haven't yet imagined,
potentially transforming our perspectives on consciousness,
intelligence, and what it means to communicate.
Aeon, April 9th, 2025,(Adaptado)
"The first level, signs, encompasses the means of expression."
Em relação ao texto apresentado, qual das seguintes reestruturações desse trecho mantém o sentido original, manifesta ênfase semelhante e é gramaticalmente correta?
Em relação ao texto apresentado, qual das seguintes reestruturações desse trecho mantém o sentido original, manifesta ênfase semelhante e é gramaticalmente correta?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529918
Inglês
Texto associado
Read the suggestion of an activity to answer question.
As part of a joint project between language and science
with focus on the human body, a way for the language teacher
to start working with vocabulary is to ask learners to work on
words related to that topic (for example, one of the systems in
the human body), brainstorming the following aspects:
• words which are special to your subject (ex. the human
body systems).
• words which ‘collocate with’ (or often accompany) your main
theme (ex. The respiratory system).
• everyday words which are used in your subject and may
have different meanings in other contexts (ex. tissue).
Once learners have come up with some suggestions, the
teacher can ask them to share their contributions with other
learners in the class, and complement their own notes.
(Based on DALE, Liz; TANNER, Rosie. Cambridge:
Cambridge University, 2012)
The nucleus of the noun phrase “a joint project between
language and science with focus on the human body”
found in the first paragraph is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529908
Inglês
Among the following sentences, the one which presents
syntactic ambiguity, allowing more than one possible
interpretation, is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529895
Inglês
A noun phrase is a group of words that functions like a
noun in a sentence. It consists of a noun and its modifiers,
which can be words or groups of words that describe the
noun. Adjective clauses and adjective phrases may modify
the noun and help readers by providing more information
about nouns and pronouns in a sentence. In the following
alternatives, the expression in bold that corresponds to an
adjective clause is found in
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529888
Inglês
Texto associado
Read the text and answer question.
Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.
Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.
Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
From the items in bold in the third paragraph, identify the
one which functions as a noun in the context.
Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529887
Inglês
Texto associado
Read the text and answer question.
Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.
Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.
Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
The excerpt from the second paragraph “they would have
access to not only the language, but also the social and
professional opportunities” displays the use of paired
conjunctions. The example with an appropriate use of
paired conjunctions in a grammatically correct sentence
is found in
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529171
Inglês
Texto associado
Read the text to answer question:
Today, many of the pedagogical springs and rivers of
the last few decades are appropriately captured in the term
Communicative Language Teaching (CLT), now a catch
phrase for language teachers. CLT is an eclectic blend of
the contributions of previous methods into the best of what a
teacher can provide in authentic uses of the second language
in the classroom. Indeed, the single greatest challenge in
the profession is to move significantly beyond the teaching
of rules, patterns, definitions, and other knowledge “about”
language to the point that we are teaching our students to
communicate genuinely, spontaneously, and meaningfully in
the second language.
A significant difference between current language
teaching practices and those of, say, a half a century ago, is
the absence of proclaimed “orthodoxies” and “best” methods.
We are well aware that methods, as they were conceived of
40 or 50 years ago or so, are too narrow and too constrictive
to apply to a wide range of learners in an enormous number
of situational contexts. There are no instant recipes. No
quick and easy method is guaranteed to provide success.
As Bell (2003), Brown (2001), Kumaravadivelu (2001),
and others have appropriately shown, pedagogical trends
in language teaching now spur us to develop a principled
basis—sometimes called an approach (Richards & Rodgers,
2001)—upon which teachers can choose particular designs
and techniques for teaching a foreign language in a specific
context. Every learner is unique. Every teacher is unique.
Every learner-teacher relationship is unique, and every
context is unique. Your task as a teacher is to understand the
properties of those relationships and contexts.
(BROWN, H. Douglas. Principles of language learning and teaching. 5. ed.
Londres: Longman, 2006)
A noun phrase is a structure composed of a noun and
its modifiers. In the following noun phrase taken from the
second paragraph of the text “a wide range of learners in
an enormous number of situational contexts”, the nucleus
of the noun phrase – the noun being modified by the other
elements, is found in
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529163
Inglês
Texto associado
Read the text to answer question:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world? This paper explores these
issues from the perspective of the large body of research
done in Australia, Europe and the U.S. in the last twenty
years. It links the study of culture to the study of discourse
(see, e.g., Kramsch 1993, 1998, 2004) and to the concept
of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010). Special
attention will be given to the unique role that the age-old
Persian culture can play in fostering the cultural mediators of
tomorrow.
(KRAMASCH, Claire. Cultura no ensino de língua estrangeira.
Bakhtiniana: Revista de Estudos do Discurso, São Paulo,
LAEL/PUC-SP, v. 19, n. 4, 2024)
No trecho “This paper explores these issues from
the perspective of the large body of research done in
Australia, Europe and the U.S. in the last twenty years.”,
qual análise gramatical está correta sobre a construção
“done in Australia, Europe and the U.S.”?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529162
Inglês
Texto associado
Read the text to answer question:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world? This paper explores these
issues from the perspective of the large body of research
done in Australia, Europe and the U.S. in the last twenty
years. It links the study of culture to the study of discourse
(see, e.g., Kramsch 1993, 1998, 2004) and to the concept
of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010). Special
attention will be given to the unique role that the age-old
Persian culture can play in fostering the cultural mediators of
tomorrow.
(KRAMASCH, Claire. Cultura no ensino de língua estrangeira.
Bakhtiniana: Revista de Estudos do Discurso, São Paulo,
LAEL/PUC-SP, v. 19, n. 4, 2024)
No trecho “How can we develop in the learners an
intercultural competence that would shortchange neither
their own culture nor the target culture…”, há uso de
estrutura paralela, a qual tem regras específicas.
Nas sentenças a seguir, o exemplo de estrutura paralela usada corretamente é encontrado em:
Nas sentenças a seguir, o exemplo de estrutura paralela usada corretamente é encontrado em:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524695
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
O trecho retirado do terceiro parágrafo “a significant
impact on how languages are taught today” é um sintagma
nominal. Seu núcleo é
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524660
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
Dos trechos retirados do texto, aquele em que a palavra
em negrito assume o papel de substantivo no contexto é
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524657
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
Select the highlighted adjective clause that can be
reduced to an adjective phrase.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524651
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
The excerpt from the first paragraph “technology’s
importance in the classroom” is a noun phrase – a noun
and its modifiers and determiners. The nucleus of this
noun phrase is:
Ano: 2025
Banca:
IGEDUC
Órgão:
Prefeitura de Japaratinga - AL
Prova:
IGEDUC - 2025 - Prefeitura de Japaratinga - AL - Professor II de Língua Inglesa |
Q3510313
Inglês
Which of the following sentences contains a subject-verb
agreement error?
Ano: 2025
Banca:
IBADE
Órgão:
Prefeitura de Jarinu - SP
Prova:
IBADE - 2025 - Prefeitura de Jarinu - SP - Professor de Educação Básica II - Inglês |
Q3506783
Inglês
The line "They'll learn much more than I'll ever know" is an
example of the following grammatical structure:
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502700
Inglês
Choose the alternative that presents a subordinating
conjunction.
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492028
Inglês
Texto associado
O texto III refere-se à questão.
TEXTO III - How the Minnesota Shootings Suspect Was Caught12
After an intense two-day manhunt, Minnesota police captured Vance Boelter, 57, the suspect
accused of shooting two state lawmakers and their spouses. The arrest took place on Sunday
evening in a rural field near Minneapolis. Despite being armed at the time, Mr. Boelter was taken
into custody without the use of force, according to official reports.
The case began early Saturday morning when police responded to a shooting at the home of
State Senator John Hoffman. Concerned that the suspect might target other political figures,
officers quickly went to the residence of Representative Melissa Hortman. Upon their arrival, Mr.
Boelter opened fire on them before escaping on foot through a golf course located behind the
house. This incident marked the beginning of what authorities called the largest manhunt in
Minnesota's history.
Throughout the weekend, more than 100 officers and nearly 20 SWAT teams were deployed
across Sibley County, a largely rural area southwest of Minneapolis. Law enforcement agencies
worked together, setting up a temporary command center in a nearby parking lot to coordinate
search operations.
The breakthrough in the search came on Sunday afternoon when officers discovered Mr.
Boelter’s car and hat abandoned on a remote stretch of road. This discovery significantly narrowed
the search area. Later, an officer reported seeing someone, believed to be the suspect, running
into a wooded area nearby.
Further confirmation came when a local resident provided footage from a trail camera
installed on private property. The image captured on the camera showed a person matching Mr.
Boelter’s description. Acting on this evidence, police established a one-square-mile perimeter,
deploying drones and police dogs to assist in tracking the suspect’s movements.
Using aerial surveillance, officers spotted Mr. Boelter crawling through thick shrubs. Drones
tracked him from above, allowing SWAT teams to converge on his location without engaging in a
violent confrontation. Authorities emphasized that despite the suspect being armed, the arrest was
made peacefully and without incident.
Following the capture, a photo was released showing Mr. Boelter standing in the field where
he was apprehended. The image was edited to obscure the faces of the arresting officers for
privacy and security reasons. At the command center, law enforcement officials celebrated the
successful end to the operation.
Investigators later praised the rapid response and coordination among different police
departments. Officials noted that the quick decision by Brooklyn Park officers to check
Representative Hortman’s home shortly after the first shooting may have prevented further
violence and shortened the duration of the manhunt.
1 Fonte: https://www.nytimes.com/2025/06/16/us/minnesota-shooting-suspect-caught-how.html
Acesso em: 16 de junho de 2025
2
(Adapted from: "How the Minnesota Shootings Suspect Was Caught", The New York Times, June 16,
2025)
Which sentence contains a clear example of a direct object following the verb?
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