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Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128080
Inglês
Texto associado
Text 3:
Simple Steps to Improve Your English Reading Comprehension
1- Read the right books
If you dislike science fiction, you might not want to read a book about a man stuck on Mars. When you're choosing books (and other texts) to read, keep two things in mind:
1st. What you're interested in
2nd. Your reading level
Whenever you can, you should read things that you enjoy. You should also choose books that are at an English level just above the one you're most comfortable with. You want to challenge yourself just enough to learn new things, but not enough to get frustrated with your reading.
2. Ask yourself questions while reading and after reading
There's more to understanding a book than just reading the words!
There are a few things you can do before, during and after you read to help you better understand the text.
Before you read, browse the text. Take some time after you read too, to browse again and summarize what you remember. Try to quickly say or write a few sentences that describe what the text was all about.
Thinking about what you read will show you how much of it you really understood, and help you figure out if you still have questions.
Adapted from:
https://www.fluentu.com/blog/english/how-to-improve-englishreading/
According to the first step presented in the text, students should:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128079
Inglês
Texto associado
Reading in English
In today's world, reading is basic to everyday life. Actually, reading is crucial and very useful.As children we learn to read, and as adults, we read to learn. We read to learn about the news, to learn about rules, and to learn about how to do things. We also use reading to learn English.
If you want to learn English more quickly, lots of reading is important. The more you read, the more input your brain gets about how the language works. When you read in English, you can improve your vocabulary, your grammar, and your writing skills at the same time.
Reading is the best way to improve your vocabulary! The context of articles, stories, and conversations helps you figure out and understand the meaning of English words in the text that are new to you. Reading also provides repetition of vocabulary words you have already learned to help you remember (1).
Adapted from:
https://www.usalearns.org/reading-to-learn-english
The pronoun that should be used in (1), according to the context, is:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128078
Inglês
Texto associado
Reading in English
In today's world, reading is basic to everyday life. Actually, reading is crucial and very useful.As children we learn to read, and as adults, we read to learn. We read to learn about the news, to learn about rules, and to learn about how to do things. We also use reading to learn English.
If you want to learn English more quickly, lots of reading is important. The more you read, the more input your brain gets about how the language works. When you read in English, you can improve your vocabulary, your grammar, and your writing skills at the same time.
Reading is the best way to improve your vocabulary! The context of articles, stories, and conversations helps you figure out and understand the meaning of English words in the text that are new to you. Reading also provides repetition of vocabulary words you have already learned to help you remember (1).
Adapted from:
https://www.usalearns.org/reading-to-learn-english
The verb PROVIDES in the last paragraph means:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128077
Inglês
Texto associado
Reading in English
In today's world, reading is basic to everyday life. Actually, reading is crucial and very useful.As children we learn to read, and as adults, we read to learn. We read to learn about the news, to learn about rules, and to learn about how to do things. We also use reading to learn English.
If you want to learn English more quickly, lots of reading is important. The more you read, the more input your brain gets about how the language works. When you read in English, you can improve your vocabulary, your grammar, and your writing skills at the same time.
Reading is the best way to improve your vocabulary! The context of articles, stories, and conversations helps you figure out and understand the meaning of English words in the text that are new to you. Reading also provides repetition of vocabulary words you have already learned to help you remember (1).
Adapted from:
https://www.usalearns.org/reading-to-learn-english
When you figure out and understand the meaning of English words in the text that are new to you, you make use of the following reading strategy:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128076
Inglês
Texto associado
Reading in English
In today's world, reading is basic to everyday life. Actually, reading is crucial and very useful.As children we learn to read, and as adults, we read to learn. We read to learn about the news, to learn about rules, and to learn about how to do things. We also use reading to learn English.
If you want to learn English more quickly, lots of reading is important. The more you read, the more input your brain gets about how the language works. When you read in English, you can improve your vocabulary, your grammar, and your writing skills at the same time.
Reading is the best way to improve your vocabulary! The context of articles, stories, and conversations helps you figure out and understand the meaning of English words in the text that are new to you. Reading also provides repetition of vocabulary words you have already learned to help you remember (1).
Adapted from:
https://www.usalearns.org/reading-to-learn-english
The word ACTUALLY in the first paragraph could be replaced in this context, without change of meaning, by:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128075
Inglês
Texto associado
Reading in English
In today's world, reading is basic to everyday life. Actually, reading is crucial and very useful.As children we learn to read, and as adults, we read to learn. We read to learn about the news, to learn about rules, and to learn about how to do things. We also use reading to learn English.
If you want to learn English more quickly, lots of reading is important. The more you read, the more input your brain gets about how the language works. When you read in English, you can improve your vocabulary, your grammar, and your writing skills at the same time.
Reading is the best way to improve your vocabulary! The context of articles, stories, and conversations helps you figure out and understand the meaning of English words in the text that are new to you. Reading also provides repetition of vocabulary words you have already learned to help you remember (1).
Adapted from:
https://www.usalearns.org/reading-to-learn-english
The text highlights the idea that the more we read, the:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128074
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
The title “the digital divide” refers to:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128073
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
Read the following sentences:
They used (1) Internet access, but now they don't any more.
They are used (2) Internet access, and they log on to the Internet every day.
The verbs that complete the sentences above correctly are, respectively:
They used (1) Internet access, but now they don't any more.
They are used (2) Internet access, and they log on to the Internet every day.
The verbs that complete the sentences above correctly are, respectively:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128072
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
Most people said that they did not have Internet access (1) they lacked computer skills. (2), some people said that they did not have access because of the cost.
The linkers that complete the paragraph above correctly are, respectively:
The linkers that complete the paragraph above correctly are, respectively:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128071
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
The following sentences have question tags. Choose the sentence which has the correct question tag.
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128070
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
Choose the only sentence below in which the word INFORMATION is correctly used.
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128069
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
The verb RISE was used in: “This number has risen from just over 50% in 2005”. (second paragraph)
Choose the only sentence in which this verb was also used correctly:
Choose the only sentence in which this verb was also used correctly:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128068
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
Observe the following conditional sentence taken from the text: “If the gap continues to widen, those without access will get left behind.” (fourth paragraph)
Choose the verb form that best completes the following conditional sentence:
They would be able to know what is happening all over the world if ...
Choose the verb form that best completes the following conditional sentence:
They would be able to know what is happening all over the world if ...
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128067
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
According to the text, the main reason for not getting Internet access is:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128066
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
Read the following sentences about the text:
1. The majority of people in the UK can be considered 'net refuseniks'. 2. Most of the people who do not have Internet access want to get it. 3. The main reason for not getting Internet access is the cost. 4. Few of the people surveyed in 2005 were not interested in getting connected to the Internet. 5. Nowadays there are few people who refuse to get Internet access.
Check the right option:
1. The majority of people in the UK can be considered 'net refuseniks'. 2. Most of the people who do not have Internet access want to get it. 3. The main reason for not getting Internet access is the cost. 4. Few of the people surveyed in 2005 were not interested in getting connected to the Internet. 5. Nowadays there are few people who refuse to get Internet access.
Check the right option:
Ano: 2018
Banca:
IBADE
Órgão:
Prefeitura de Ji-Paraná - RO
Prova:
IBADE - 2018 - Prefeitura de Ji-Paraná - RO - Professor Nível II - Inglês |
Q1128065
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
The Digital Divide
A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.
The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.
More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.
The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension
According to the first paragraph, who are the 'net refuseniks'?
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Pará de Minas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Pará de Minas - MG - Professor - Inglês |
Q1118371
Inglês
Texto associado
INSTRUCTIONS: This test comprises fifteen questions
taken from the text below. Read the text carefully and
then mark the alternatives that answer the questions or
complete the sentences presented after it.
The whole affair began so very quietly. When I wrote, that
summer, and asked my friend Louise if she would come
with me on a car trip to Provence, I had no idea that I
might be issuing an invitation to danger. And when we
arrived one afternoon, after a hot but leisurely journey, at
the enchanting little walled city of Avignon, we felt in that
mood of pleasant weariness mingled with anticipation
which marks, I believe, the beginning of every normal
holiday.
I even sang to myself as I put the car away, and when
I found they had given me a room with a balcony. And
when, later on, the cat jumped on to my balcony, there
was still nothing to indicate that this was the beginning of
the whole strange, uneasy, tangled business. Or rather,
not the beginning, but my own cue, the point where I
came in. And, though the part I was to play in the tragedy
was to break and re-form the pattern of my whole life, yet
it was a very minor part, little more than a walk on in the
last act. For most of the play had been played already;
there had been love and lust and revenge and fear and
murder – all the blood-tragedy – and now the killer, with
blood enough on his hands, was waiting in the wings for
the lights to go up again, on the last kill that would bring
the final curtain down.
Louise is tall and fair and plump, with long legs, a
pleasant voice, and beautiful hands. She is an artist,
has no temperament to speak of, and is unutterably and
incurably lazy. Before my marriage to Johnny Selbourne,
I had taught at the Alice Private School for Girls in the
West Midlands. Louise was still Art Mistress there, and
owed her continued health and sanity to the habit of
removing herself out of the trouble zone.
When Louise had gone to her own room, I washed,
changed into a white frock with a wide blue belt, and did
my face and hair very slowly. It was still hot, and the late
sun’s rays fell obliquely across the balcony, through the
half-opened shutter, in a shaft of copper-gold. Motionless,
the shadows of the thin leaves traced a pattern across it
as delicate and precise as a Chinese painting on silk, the
image of the tree, brushed in like that by the sun, had a
grace that the tree itself gave no hint of, for it was merely
one of the nameless spindly affairs, parched and dustladen, that struggled up towards the sky from their pots
in the hotel out below.
The courtyard was empty: people were still resting,
or changing, or, if they were the mad English, walking
out in the afternoon sun. A white-painted trellis wall
separated the court on one side from the street, and
beyond it people, mules, cars, occasionally even buses,
moved about their business up and down the narrow
thoroughfare. But inside the vine-covered trellis it was
very still and peaceful.
Then fate took a hand. The first cue I had of it was the
violent shaking of the shadows on the balcony. Then
the ginger cat shot on to my balcony and sent down on
her assailant the look to end all looks, and sat calmly
down to wash. From below a rush and a volley of barking
explained everything.
Then came a crash, and the sound of running feet.
The courtyard, formerly so empty and peaceful, seemed
all of a sudden remarkably full of a boy and a large,
nondescript dog. The latter, with his earnest gaze still on
the balcony, was leaping futilely up and down, pouring
out rage, hatred and excitement, while the boy tried with
one hand to catch and quell him and with the other to lift
one of the tables which had been knocked on to its side.
It was, luckily, not one of those which had been set for
dinner.
The boy looked up and saw me. He straightened, pushed
his hair back from his forehead, and grinned.
“My French isn’t terribly good,” I said. “Do you speak
English?”
He looked immensely pleased.
“Well, as a matter of fact, I am English,” he admitted. ”My
name’s David,” he said. “David Shelley.”
Well, I was into the play.
I judged him to be about thirteen – who was lucky enough
to be enjoying a holiday in the South of France.
Before I could speak again we were interrupted by a
woman who came in through the vine-trellis, from the
street. She was, I guessed, thirty-five. She was also
blonde, tall, and quite the most beautiful woman I had
ever seen. The simple cream dress she wore must have
been one of Dior’s favourite dreams, and the bill for it her
husband’s nightmare.
She did not see me at all, which again was perfectly
natural. She paused a moment when she saw the boy
and the dog, then came forward with a kind of eyecompelling glance which would have turned heads in
Piccadilly on a wet Monday morning.
She paused and spoke. Her voice was pleasant,
her English perfect, but her accent was that of a
Frenchwoman.
“David.”
No reply.
“Mon fils... “
Her son? He did not glance up. “Don’t you know what
time it is? Hurry up and change. It’s nearly dinner time.”
Without a word the boy went into the hotel, trailing
a somewhat subdued dog after him on the end of a
string. His mother stared after him for a moment, with
an expression half puzzled, half exasperated. Then she
gave a smiling little shrug of the shoulders and went into
the hotel after the boy.
I picked my bag up and went downstairs for a drink.
STEWART, Mary. Madam, will you talk?. Hodder and
Stoughton: Coronet Books, 1977, p. 5-14 (Edited).
Mark the correct form for the reported speech of the
sentence found in the text: “Well, as a matter of fact, I am
English,” he admitted.
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Pará de Minas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Pará de Minas - MG - Professor - Inglês |
Q1118370
Inglês
Texto associado
INSTRUCTIONS: This test comprises fifteen questions
taken from the text below. Read the text carefully and
then mark the alternatives that answer the questions or
complete the sentences presented after it.
The whole affair began so very quietly. When I wrote, that
summer, and asked my friend Louise if she would come
with me on a car trip to Provence, I had no idea that I
might be issuing an invitation to danger. And when we
arrived one afternoon, after a hot but leisurely journey, at
the enchanting little walled city of Avignon, we felt in that
mood of pleasant weariness mingled with anticipation
which marks, I believe, the beginning of every normal
holiday.
I even sang to myself as I put the car away, and when
I found they had given me a room with a balcony. And
when, later on, the cat jumped on to my balcony, there
was still nothing to indicate that this was the beginning of
the whole strange, uneasy, tangled business. Or rather,
not the beginning, but my own cue, the point where I
came in. And, though the part I was to play in the tragedy
was to break and re-form the pattern of my whole life, yet
it was a very minor part, little more than a walk on in the
last act. For most of the play had been played already;
there had been love and lust and revenge and fear and
murder – all the blood-tragedy – and now the killer, with
blood enough on his hands, was waiting in the wings for
the lights to go up again, on the last kill that would bring
the final curtain down.
Louise is tall and fair and plump, with long legs, a
pleasant voice, and beautiful hands. She is an artist,
has no temperament to speak of, and is unutterably and
incurably lazy. Before my marriage to Johnny Selbourne,
I had taught at the Alice Private School for Girls in the
West Midlands. Louise was still Art Mistress there, and
owed her continued health and sanity to the habit of
removing herself out of the trouble zone.
When Louise had gone to her own room, I washed,
changed into a white frock with a wide blue belt, and did
my face and hair very slowly. It was still hot, and the late
sun’s rays fell obliquely across the balcony, through the
half-opened shutter, in a shaft of copper-gold. Motionless,
the shadows of the thin leaves traced a pattern across it
as delicate and precise as a Chinese painting on silk, the
image of the tree, brushed in like that by the sun, had a
grace that the tree itself gave no hint of, for it was merely
one of the nameless spindly affairs, parched and dustladen, that struggled up towards the sky from their pots
in the hotel out below.
The courtyard was empty: people were still resting,
or changing, or, if they were the mad English, walking
out in the afternoon sun. A white-painted trellis wall
separated the court on one side from the street, and
beyond it people, mules, cars, occasionally even buses,
moved about their business up and down the narrow
thoroughfare. But inside the vine-covered trellis it was
very still and peaceful.
Then fate took a hand. The first cue I had of it was the
violent shaking of the shadows on the balcony. Then
the ginger cat shot on to my balcony and sent down on
her assailant the look to end all looks, and sat calmly
down to wash. From below a rush and a volley of barking
explained everything.
Then came a crash, and the sound of running feet.
The courtyard, formerly so empty and peaceful, seemed
all of a sudden remarkably full of a boy and a large,
nondescript dog. The latter, with his earnest gaze still on
the balcony, was leaping futilely up and down, pouring
out rage, hatred and excitement, while the boy tried with
one hand to catch and quell him and with the other to lift
one of the tables which had been knocked on to its side.
It was, luckily, not one of those which had been set for
dinner.
The boy looked up and saw me. He straightened, pushed
his hair back from his forehead, and grinned.
“My French isn’t terribly good,” I said. “Do you speak
English?”
He looked immensely pleased.
“Well, as a matter of fact, I am English,” he admitted. ”My
name’s David,” he said. “David Shelley.”
Well, I was into the play.
I judged him to be about thirteen – who was lucky enough
to be enjoying a holiday in the South of France.
Before I could speak again we were interrupted by a
woman who came in through the vine-trellis, from the
street. She was, I guessed, thirty-five. She was also
blonde, tall, and quite the most beautiful woman I had
ever seen. The simple cream dress she wore must have
been one of Dior’s favourite dreams, and the bill for it her
husband’s nightmare.
She did not see me at all, which again was perfectly
natural. She paused a moment when she saw the boy
and the dog, then came forward with a kind of eyecompelling glance which would have turned heads in
Piccadilly on a wet Monday morning.
She paused and spoke. Her voice was pleasant,
her English perfect, but her accent was that of a
Frenchwoman.
“David.”
No reply.
“Mon fils... “
Her son? He did not glance up. “Don’t you know what
time it is? Hurry up and change. It’s nearly dinner time.”
Without a word the boy went into the hotel, trailing
a somewhat subdued dog after him on the end of a
string. His mother stared after him for a moment, with
an expression half puzzled, half exasperated. Then she
gave a smiling little shrug of the shoulders and went into
the hotel after the boy.
I picked my bag up and went downstairs for a drink.
STEWART, Mary. Madam, will you talk?. Hodder and
Stoughton: Coronet Books, 1977, p. 5-14 (Edited).
When I wrote, that summer, and asked my friend Louise if she would come with me on a car trip to Provence, [...]
To reproduce the dialogue shown in the sentence above, found in the beginning of the text, we will have:
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Pará de Minas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Pará de Minas - MG - Professor - Inglês |
Q1118369
Inglês
Texto associado
INSTRUCTIONS: This test comprises fifteen questions
taken from the text below. Read the text carefully and
then mark the alternatives that answer the questions or
complete the sentences presented after it.
The whole affair began so very quietly. When I wrote, that
summer, and asked my friend Louise if she would come
with me on a car trip to Provence, I had no idea that I
might be issuing an invitation to danger. And when we
arrived one afternoon, after a hot but leisurely journey, at
the enchanting little walled city of Avignon, we felt in that
mood of pleasant weariness mingled with anticipation
which marks, I believe, the beginning of every normal
holiday.
I even sang to myself as I put the car away, and when
I found they had given me a room with a balcony. And
when, later on, the cat jumped on to my balcony, there
was still nothing to indicate that this was the beginning of
the whole strange, uneasy, tangled business. Or rather,
not the beginning, but my own cue, the point where I
came in. And, though the part I was to play in the tragedy
was to break and re-form the pattern of my whole life, yet
it was a very minor part, little more than a walk on in the
last act. For most of the play had been played already;
there had been love and lust and revenge and fear and
murder – all the blood-tragedy – and now the killer, with
blood enough on his hands, was waiting in the wings for
the lights to go up again, on the last kill that would bring
the final curtain down.
Louise is tall and fair and plump, with long legs, a
pleasant voice, and beautiful hands. She is an artist,
has no temperament to speak of, and is unutterably and
incurably lazy. Before my marriage to Johnny Selbourne,
I had taught at the Alice Private School for Girls in the
West Midlands. Louise was still Art Mistress there, and
owed her continued health and sanity to the habit of
removing herself out of the trouble zone.
When Louise had gone to her own room, I washed,
changed into a white frock with a wide blue belt, and did
my face and hair very slowly. It was still hot, and the late
sun’s rays fell obliquely across the balcony, through the
half-opened shutter, in a shaft of copper-gold. Motionless,
the shadows of the thin leaves traced a pattern across it
as delicate and precise as a Chinese painting on silk, the
image of the tree, brushed in like that by the sun, had a
grace that the tree itself gave no hint of, for it was merely
one of the nameless spindly affairs, parched and dustladen, that struggled up towards the sky from their pots
in the hotel out below.
The courtyard was empty: people were still resting,
or changing, or, if they were the mad English, walking
out in the afternoon sun. A white-painted trellis wall
separated the court on one side from the street, and
beyond it people, mules, cars, occasionally even buses,
moved about their business up and down the narrow
thoroughfare. But inside the vine-covered trellis it was
very still and peaceful.
Then fate took a hand. The first cue I had of it was the
violent shaking of the shadows on the balcony. Then
the ginger cat shot on to my balcony and sent down on
her assailant the look to end all looks, and sat calmly
down to wash. From below a rush and a volley of barking
explained everything.
Then came a crash, and the sound of running feet.
The courtyard, formerly so empty and peaceful, seemed
all of a sudden remarkably full of a boy and a large,
nondescript dog. The latter, with his earnest gaze still on
the balcony, was leaping futilely up and down, pouring
out rage, hatred and excitement, while the boy tried with
one hand to catch and quell him and with the other to lift
one of the tables which had been knocked on to its side.
It was, luckily, not one of those which had been set for
dinner.
The boy looked up and saw me. He straightened, pushed
his hair back from his forehead, and grinned.
“My French isn’t terribly good,” I said. “Do you speak
English?”
He looked immensely pleased.
“Well, as a matter of fact, I am English,” he admitted. ”My
name’s David,” he said. “David Shelley.”
Well, I was into the play.
I judged him to be about thirteen – who was lucky enough
to be enjoying a holiday in the South of France.
Before I could speak again we were interrupted by a
woman who came in through the vine-trellis, from the
street. She was, I guessed, thirty-five. She was also
blonde, tall, and quite the most beautiful woman I had
ever seen. The simple cream dress she wore must have
been one of Dior’s favourite dreams, and the bill for it her
husband’s nightmare.
She did not see me at all, which again was perfectly
natural. She paused a moment when she saw the boy
and the dog, then came forward with a kind of eyecompelling glance which would have turned heads in
Piccadilly on a wet Monday morning.
She paused and spoke. Her voice was pleasant,
her English perfect, but her accent was that of a
Frenchwoman.
“David.”
No reply.
“Mon fils... “
Her son? He did not glance up. “Don’t you know what
time it is? Hurry up and change. It’s nearly dinner time.”
Without a word the boy went into the hotel, trailing
a somewhat subdued dog after him on the end of a
string. His mother stared after him for a moment, with
an expression half puzzled, half exasperated. Then she
gave a smiling little shrug of the shoulders and went into
the hotel after the boy.
I picked my bag up and went downstairs for a drink.
STEWART, Mary. Madam, will you talk?. Hodder and
Stoughton: Coronet Books, 1977, p. 5-14 (Edited).
Mark the alternative in which the word is NOT formed
with a suffix:
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Pará de Minas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Pará de Minas - MG - Professor - Inglês |
Q1118368
Inglês
Texto associado
INSTRUCTIONS: This test comprises fifteen questions
taken from the text below. Read the text carefully and
then mark the alternatives that answer the questions or
complete the sentences presented after it.
The whole affair began so very quietly. When I wrote, that
summer, and asked my friend Louise if she would come
with me on a car trip to Provence, I had no idea that I
might be issuing an invitation to danger. And when we
arrived one afternoon, after a hot but leisurely journey, at
the enchanting little walled city of Avignon, we felt in that
mood of pleasant weariness mingled with anticipation
which marks, I believe, the beginning of every normal
holiday.
I even sang to myself as I put the car away, and when
I found they had given me a room with a balcony. And
when, later on, the cat jumped on to my balcony, there
was still nothing to indicate that this was the beginning of
the whole strange, uneasy, tangled business. Or rather,
not the beginning, but my own cue, the point where I
came in. And, though the part I was to play in the tragedy
was to break and re-form the pattern of my whole life, yet
it was a very minor part, little more than a walk on in the
last act. For most of the play had been played already;
there had been love and lust and revenge and fear and
murder – all the blood-tragedy – and now the killer, with
blood enough on his hands, was waiting in the wings for
the lights to go up again, on the last kill that would bring
the final curtain down.
Louise is tall and fair and plump, with long legs, a
pleasant voice, and beautiful hands. She is an artist,
has no temperament to speak of, and is unutterably and
incurably lazy. Before my marriage to Johnny Selbourne,
I had taught at the Alice Private School for Girls in the
West Midlands. Louise was still Art Mistress there, and
owed her continued health and sanity to the habit of
removing herself out of the trouble zone.
When Louise had gone to her own room, I washed,
changed into a white frock with a wide blue belt, and did
my face and hair very slowly. It was still hot, and the late
sun’s rays fell obliquely across the balcony, through the
half-opened shutter, in a shaft of copper-gold. Motionless,
the shadows of the thin leaves traced a pattern across it
as delicate and precise as a Chinese painting on silk, the
image of the tree, brushed in like that by the sun, had a
grace that the tree itself gave no hint of, for it was merely
one of the nameless spindly affairs, parched and dustladen, that struggled up towards the sky from their pots
in the hotel out below.
The courtyard was empty: people were still resting,
or changing, or, if they were the mad English, walking
out in the afternoon sun. A white-painted trellis wall
separated the court on one side from the street, and
beyond it people, mules, cars, occasionally even buses,
moved about their business up and down the narrow
thoroughfare. But inside the vine-covered trellis it was
very still and peaceful.
Then fate took a hand. The first cue I had of it was the
violent shaking of the shadows on the balcony. Then
the ginger cat shot on to my balcony and sent down on
her assailant the look to end all looks, and sat calmly
down to wash. From below a rush and a volley of barking
explained everything.
Then came a crash, and the sound of running feet.
The courtyard, formerly so empty and peaceful, seemed
all of a sudden remarkably full of a boy and a large,
nondescript dog. The latter, with his earnest gaze still on
the balcony, was leaping futilely up and down, pouring
out rage, hatred and excitement, while the boy tried with
one hand to catch and quell him and with the other to lift
one of the tables which had been knocked on to its side.
It was, luckily, not one of those which had been set for
dinner.
The boy looked up and saw me. He straightened, pushed
his hair back from his forehead, and grinned.
“My French isn’t terribly good,” I said. “Do you speak
English?”
He looked immensely pleased.
“Well, as a matter of fact, I am English,” he admitted. ”My
name’s David,” he said. “David Shelley.”
Well, I was into the play.
I judged him to be about thirteen – who was lucky enough
to be enjoying a holiday in the South of France.
Before I could speak again we were interrupted by a
woman who came in through the vine-trellis, from the
street. She was, I guessed, thirty-five. She was also
blonde, tall, and quite the most beautiful woman I had
ever seen. The simple cream dress she wore must have
been one of Dior’s favourite dreams, and the bill for it her
husband’s nightmare.
She did not see me at all, which again was perfectly
natural. She paused a moment when she saw the boy
and the dog, then came forward with a kind of eyecompelling glance which would have turned heads in
Piccadilly on a wet Monday morning.
She paused and spoke. Her voice was pleasant,
her English perfect, but her accent was that of a
Frenchwoman.
“David.”
No reply.
“Mon fils... “
Her son? He did not glance up. “Don’t you know what
time it is? Hurry up and change. It’s nearly dinner time.”
Without a word the boy went into the hotel, trailing
a somewhat subdued dog after him on the end of a
string. His mother stared after him for a moment, with
an expression half puzzled, half exasperated. Then she
gave a smiling little shrug of the shoulders and went into
the hotel after the boy.
I picked my bag up and went downstairs for a drink.
STEWART, Mary. Madam, will you talk?. Hodder and
Stoughton: Coronet Books, 1977, p. 5-14 (Edited).
In the sentence “Louise was still Art Mistress there”,
found in the text, the particle there stands for:
Conheça nossos planos