Questões de Concurso Sobre inglês
Foram encontradas 25.779 questões
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798477
Inglês
Texto associado
QUESTION
https://br.pinterest.com/pin/413979390740412979/?lp=
true Accessed on: 22/06/2018
(Concurso Milagres/2018) The word
them refers to:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798476
Inglês
Texto associado
QUESTION
https://www.offthemark.com/cartoon/businessfinance/lawyers-legal/2009-05-19 Accessed on
22/06/2018
(Concurso Milagres/2018) The jury
came to the conclusion that the man
was confessing something because:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798475
Inglês
Texto associado
QUESTION
https://www.offthemark.com/cartoon/businessfinance/lawyers-legal/2009-05-19 Accessed on
22/06/2018
(Concurso Milagres/2018) The form
‘nuthin’ is spelled this way in order to:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798474
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018) The word
limited (3rd paragraph) is constituted by
three syllables with the first one being
stressed, as represented by the
phonetic transcription: /ˈlɪm.ɪ.tɪd/.
Check the alternative in which the
words follow the same number of
syllables and the same stress pattern of
the word limited.
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798473
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018) The words
using, engaging and motivating, in the
second paragraph, are, respectively:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798472
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018) The word
spoken, in the 1st paragraph, is the past
participle form of the verb speak. Check
the alternative which contains the
CORRECT correspondence between the
verb and its past participle form.
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798471
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018) The verbs
aid and enrich, in the 1st paragraph, can
be replaced by:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798470
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018) From the
information presented in the text, one
can NOT infer that:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798469
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018)
According to the text, authentic
materials:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798468
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) In the
clause that language teachers have
asked themselves for ages, the verbal
form is in the:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798467
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) Check the
alternative which contains the sound of the – ed in the verbs: moved,
emphasized and proved:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798466
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) The
expression target language refers to:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798465
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) The word
although expresses an idea of:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798464
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) The
expression as regards, in the second
paragraph, can be substituted by all the
terms below, EXCEPT:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798463
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) The text
suggests that:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798462
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) According
to the text, it is correct to say that:
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790323
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
The words Marcia uses in the sentence “Please don’t tell
me you’ve been taking cold again” show that
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790322
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
The phrase “two previous campaigns in behalf of
humanity’s perpetuity” means that Marcia
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790320
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
When the narrator of the text says that the doctor had advised against the stairs, the understanding is that
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790319
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
After the second ring of the doorbell, Marcia
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