Questões de Concurso
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Read the excerpt below and answer the questions 34 to 40.
- The transfer of Alaska from Russia to the United States formed one of those unbelievable incidents of
- history because by 1867, Russia was nervously eager to get rid of it, while the United States still
- recovering from the Civil War and immersed in the impending impeachment of President Johnson,
- refused to accept it on any terms.
- At this impasse an extraordinary man monopolized center stage. He was not a Russian, a fact which
- would become important more than a century later, but a soi-disant baron of dubious background; half
- Austrian, half Italian, and a charmer who was picked up in 1841 for temporary duty representing Russia in
- the United States and who lingered there till 1868. In that time, Edouard de Stoeckl, parading himself as a
- nobleman, although no one could say for sure how or when or even if he had earned his title, became
- such an ardent friend of America that he married an American heiress and took upon himself the task of
- acting as marriage broker between Russia, which he called homeland, and the United States, his adopted
- residence.
- He faced a most difficult task, for when the United States showed hesitancy about accepting Alaska,
- support for the sale withered in Russia, and later when Russia wanted to sell, half a dozen of the most
- influential American politicians led by Secretary of State William Seward of New York looked far into the
- future and saw the desirability of acquiring Alaska to serve as America's artic bastion, yet the hard-
- headed businessmen in the Senate, the House and the general public opposed the purchase with all the
- scorn they could summon. 'Seward's Icebox' and 'Seward's Folly' were two of the gentler jibes. Some
- critics accused Seward of being in the pay of the Russians; others accused De Stoeckl of buying votes in
- the House. One sharp satirist claimed that Alaska contained nothing but polar bears and Eskimos, and
- many protested that America should not accept this useless, frozen domain even if Russia wanted to give
- it away.
- Many pointed out that Alaska had no wealth of any kind, not even reindeer, which proliferated in other
- northern areas, and experts affirmed that an arctic area like this could not possibly have any minerals or
- other deposits of value. On and on went the abuse of this unknown and somewhat terrifying land, and the
- castigations would have been comical had they not influenced American thinking and behavior and
- condemned Alaska to decades of neglect.
- But an ingenious man like Baron de Stoeckl was not easily diverted from his main target, and with
- Seward's unflinching support and admirable statesmanship, the sale squeaked by with a favorable margin
- of one vote. By such a narrow margin did the United States come close to losing one of her potentially
- valuable acquisitions, but of course, had one viewed Alaska from the vantage point of frozen Fort Nulato
- in 1867, with the thermometer at minus-fifty-seven and about to be attacked by hostile Athapascans, the
- purchase at more than $7,000,000 would have seemed a poor bargain.
- Now the comedy intensified, became burlesque, for although the U.S Senate had bought the place,
- the U.S. House refused to appropriate the money to pay for it, and for many tense months the sale hung
- in the balance. When a favorable vote was finally taken, it was almost negated by the discovery that
- Baron de Stoeckl had disposed of $125,000 in cash for which he refused to give an accounting. Widely
- suspected of having bribed congressmen to vote for land that was obviously worthless, the baron waited
- until the sale was completed, then quietly slipped out of the country, his life's ambition having been
- achieved.
- One congressman with a keen sense of history, economics and geopolitics said of the whole affair:
- 'If we were so eager to show Russia our appreciation of the help she gave us during the Civil War, why
- didn't we give her the seven million and tell her to keep her damned colony? It'll never be of any use to
- us.'
Excerpt from: MICHENER, James A. Alaska. Fawcett Books: New York, 1988, p. 369 - 370.
The sequence 'was not easily diverted' (line 28) presents the same passive voice structure in all of the following, EXCEPT for:
Read the excerpt below and answer the questions 34 to 40.
- The transfer of Alaska from Russia to the United States formed one of those unbelievable incidents of
- history because by 1867, Russia was nervously eager to get rid of it, while the United States still
- recovering from the Civil War and immersed in the impending impeachment of President Johnson,
- refused to accept it on any terms.
- At this impasse an extraordinary man monopolized center stage. He was not a Russian, a fact which
- would become important more than a century later, but a soi-disant baron of dubious background; half
- Austrian, half Italian, and a charmer who was picked up in 1841 for temporary duty representing Russia in
- the United States and who lingered there till 1868. In that time, Edouard de Stoeckl, parading himself as a
- nobleman, although no one could say for sure how or when or even if he had earned his title, became
- such an ardent friend of America that he married an American heiress and took upon himself the task of
- acting as marriage broker between Russia, which he called homeland, and the United States, his adopted
- residence.
- He faced a most difficult task, for when the United States showed hesitancy about accepting Alaska,
- support for the sale withered in Russia, and later when Russia wanted to sell, half a dozen of the most
- influential American politicians led by Secretary of State William Seward of New York looked far into the
- future and saw the desirability of acquiring Alaska to serve as America's artic bastion, yet the hard-
- headed businessmen in the Senate, the House and the general public opposed the purchase with all the
- scorn they could summon. 'Seward's Icebox' and 'Seward's Folly' were two of the gentler jibes. Some
- critics accused Seward of being in the pay of the Russians; others accused De Stoeckl of buying votes in
- the House. One sharp satirist claimed that Alaska contained nothing but polar bears and Eskimos, and
- many protested that America should not accept this useless, frozen domain even if Russia wanted to give
- it away.
- Many pointed out that Alaska had no wealth of any kind, not even reindeer, which proliferated in other
- northern areas, and experts affirmed that an arctic area like this could not possibly have any minerals or
- other deposits of value. On and on went the abuse of this unknown and somewhat terrifying land, and the
- castigations would have been comical had they not influenced American thinking and behavior and
- condemned Alaska to decades of neglect.
- But an ingenious man like Baron de Stoeckl was not easily diverted from his main target, and with
- Seward's unflinching support and admirable statesmanship, the sale squeaked by with a favorable margin
- of one vote. By such a narrow margin did the United States come close to losing one of her potentially
- valuable acquisitions, but of course, had one viewed Alaska from the vantage point of frozen Fort Nulato
- in 1867, with the thermometer at minus-fifty-seven and about to be attacked by hostile Athapascans, the
- purchase at more than $7,000,000 would have seemed a poor bargain.
- Now the comedy intensified, became burlesque, for although the U.S Senate had bought the place,
- the U.S. House refused to appropriate the money to pay for it, and for many tense months the sale hung
- in the balance. When a favorable vote was finally taken, it was almost negated by the discovery that
- Baron de Stoeckl had disposed of $125,000 in cash for which he refused to give an accounting. Widely
- suspected of having bribed congressmen to vote for land that was obviously worthless, the baron waited
- until the sale was completed, then quietly slipped out of the country, his life's ambition having been
- achieved.
- One congressman with a keen sense of history, economics and geopolitics said of the whole affair:
- 'If we were so eager to show Russia our appreciation of the help she gave us during the Civil War, why
- didn't we give her the seven million and tell her to keep her damned colony? It'll never be of any use to
- us.'
Excerpt from: MICHENER, James A. Alaska. Fawcett Books: New York, 1988, p. 369 - 370.
The feature voiceless for the 'th' sound in the word 'worthless' (line 38), considering their ideal phonological pronunciation, is the same as in the following pair of words:
“Since the 1990s, research and theories from cognitive psychology have become increasingly central to our understanding of second language development. Some of these theories use the computer as a metaphor for the mind, comparing language acquisition to the capacities of computers for storing, integrating, and retrieving information. Some draw on neurobiology, seeking to relate observed behaviour as directly as possible to brain activity” (LIGHTBOWN; SPADA, 2013, p.108).
The current cognitive perspectives related to second language development are: Information Processing, Usage-based learning and The competition model. Correlate these perspectives with their main propositions:
1. Information Processing
2. Usage-based learning
3. The competition model.
A. This perspective sees second language acquisition as the building up of knowledge that can eventually be called on automatically for speaking and understanding. It has suggested that learners must pay attention (use cognitive resources) at first to any aspect of the language that they are trying to learn or produce. The model also suggests that there is a limit to how much information a learner can pay attention to.
B. This perspective emphasizes the frequency with which the learners encounter specific features in the input and the frequency with which language features occur together. According to this view learners develop a stronger and stronger network of associations or connections between these features as well as between language features and the contexts in which they occur.
C. This perspective is based on the hypothesis that language acquisition occurs without the necessity of a learner's focused attention or the need for any innate brain module that is specifically for language; it can be described as an explanation for language acquisition that takes into account not only language form but also language meaning and language use.
Choose the alternative which CORRECTLY correlates these perspectives with their main propositions:
Focalizar os gêneros textuais e discursivos no ensino de línguas é
Choose the correct alternative to fill out the dialogues from 30 to 33.
Alberto: I wonder if she’d like some coffee.
João: …....
Choose the correct alternative to fill out the dialogues from 30 to 33.
Pedro: London is not only the capital of England, it is also the capital of the United Kingdom.
Tony: …....
Choose the correct alternative to fill out the dialogues from 30 to 33.
João: My boss was offensive to me. I want to get my own back.
Maria: …….
Despite the extraordinary changes of the last few years, one thing appears to remain the same. More people than ever want to learn English. The projections given in this book confirm that English learners are increasing in number and decreasing in age. As a news headline it is not much of a story. We’ve become used to the idea of English growing in popularity across the world. Far from being news, it has become one of the few enduring facts of global modern life – a trend which began in the late 19th century when English was heralded, from Europe to Japan, as the new rising world language.
But at what point do we pause, take a fresh look at what is happening and decide that what is going on now is not just ‘more of the same’. After scrutinising current trends, including those which have not yet reached the statistical yearbooks, I conclude that there has been a significant – even dramatic – qualitative change: one that may be taking the language in a very new direction.
(From Graddol, D., 2006, INTRODUCTION, ENGLISH NEXT, pages 10-11 http://englishagenda.britishcouncil.org/sites/ec/files/booksenglish-next.pdf)
In the text above After scrutinising current trends, including those which have not yet reached the statistical yearbooks, ‘those’ refers to
Despite the extraordinary changes of the last few years, one thing appears to remain the same. More people than ever want to learn English. The projections given in this book confirm that English learners are increasing in number and decreasing in age. As a news headline it is not much of a story. We’ve become used to the idea of English growing in popularity across the world. Far from being news, it has become one of the few enduring facts of global modern life – a trend which began in the late 19th century when English was heralded, from Europe to Japan, as the new rising world language.
But at what point do we pause, take a fresh look at what is happening and decide that what is going on now is not just ‘more of the same’. After scrutinising current trends, including those which have not yet reached the statistical yearbooks, I conclude that there has been a significant – even dramatic – qualitative change: one that may be taking the language in a very new direction.
(From Graddol, D., 2006, INTRODUCTION, ENGLISH NEXT, pages 10-11 http://englishagenda.britishcouncil.org/sites/ec/files/booksenglish-next.pdf)
‘Despite’ in the sentence Despite the extraordinary changes of the last few years, one thing appears to remain the same (Line 1) shows
Despite the extraordinary changes of the last few years, one thing appears to remain the same. More people than ever want to learn English. The projections given in this book confirm that English learners are increasing in number and decreasing in age. As a news headline it is not much of a story. We’ve become used to the idea of English growing in popularity across the world. Far from being news, it has become one of the few enduring facts of global modern life – a trend which began in the late 19th century when English was heralded, from Europe to Japan, as the new rising world language.
But at what point do we pause, take a fresh look at what is happening and decide that what is going on now is not just ‘more of the same’. After scrutinising current trends, including those which have not yet reached the statistical yearbooks, I conclude that there has been a significant – even dramatic – qualitative change: one that may be taking the language in a very new direction.
(From Graddol, D., 2006, INTRODUCTION, ENGLISH NEXT, pages 10-11 http://englishagenda.britishcouncil.org/sites/ec/files/booksenglish-next.pdf)
The term ‘more of the same’ in the context of the text above refers to
I've been looking all their hidden files, but I can't find them anywhere.
A lacuna X é corretamente preenchida por
http://www.theguardian.com/news/2016/feb/10/weatherwatch-ravilious-global-warming-limit-climate-change-uneven- arctic-europe-us
I told my husband that I was sure about
Read the sentences below and mark the correct alternative.
I. I was given a nice bouquet of flowers.
II. It is said that Brazil has a lot of problems.
III. That road has being built by the soldiers.
IV. That letter must be read by all the students.
Das frases acima, está(ão) gramaticalmente correta(s)
Read the comic strip below and answer questions 30 and 31.
Mark the correct alternative.
Read the sentences below and mark the correct alternative.
I. If I were sick, I’d go to a doctor.
II. If it doesn’t rain, we will stay at home.
III. He would have gone to the beach if he had had enough money.
IV. Unless she arrives on time, she won’t participate in the meeting.
The correct sentences are:
When I bought a motorcycle from you a few weeks ago, you said that your shop could replace
anything broken.
-Oh, yes! May I help you?
- Yes, please. I want a leg, a arm, new eyes and a tooth.
Select the correct item:
A recent study, performed with children aged 2 months to 10 years, produced clinicai evidence delineating the stages a child goes through in developing a self-image. It involved exposing the child to his reflection in both a true mirror and then one that was convexly distorted. Children from 9 to 10 months old were highly responsive to both the true and the distorted mirror images. Their excitement, attention, and activity seemed to be unaffected by the distortion, indicating they had no self-image. Slightly older children, aged 10 to 11 months, made rhythmic circular movements when exposed to their distorted image as though attempting to correct the distortion. This change in response indicates the child may have some idea of his image and perhaps recognizes the distorted image is wrong. Amarked change in response changes when a child reaches 18 to 22 months of age. The child avoids both images, having begun to develop a self-image which does not match the mirror image. From 2 to 5 years, the child has developed a definite self-image which is recognizable in the mirror, since the child literally flees the distorted image. Children ages 7 to 10 had reached a levei of cognitive development which allowed them to laugh at the distorted images, play with the mirror and observe the changes they could effect.
Crescer magazine 1992
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