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Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574133
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
The conjunction “but” in “Their English
may have been rocky, but there was a pure,
delicate humour lying bone-deep in them that
nothing could corrupt” establishes a contrast
between:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574132
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
Exuberant, merry, hilarious and wonderful
are some of the adjectives the author uses to
describe students at Fitzroy School. These
express a highly positive evaluation of Fitzroy’s
students, and represent:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574131
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
Question refer to the paragraph below (paragraph 8)
In the three other schools I’d taught at, I’d been an authoritarian, a good disciplinarian’. It wasn’t only political or educational thinking that changed my attitude at Fitzroy High. It was the kids themselves. I suppose I fell in love with the whole nine hundred of them. In other schools, I’d known kids who were ‘trouble-makers’ or ‘over-achievers’, or ‘irresponsible’ or ‘antisocial’. But somehow the kids at Fitzroy cut right through those categories.
The only correct statement referring to the author’s attitude as a teacher is:
In the three other schools I’d taught at, I’d been an authoritarian, a good disciplinarian’. It wasn’t only political or educational thinking that changed my attitude at Fitzroy High. It was the kids themselves. I suppose I fell in love with the whole nine hundred of them. In other schools, I’d known kids who were ‘trouble-makers’ or ‘over-achievers’, or ‘irresponsible’ or ‘antisocial’. But somehow the kids at Fitzroy cut right through those categories.
The only correct statement referring to the author’s attitude as a teacher is:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574130
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
Question refer to the paragraph
below (paragraph 8)
In the three other schools I’d taught at, I’d been an authoritarian, a good disciplinarian’. It wasn’t only political or educational thinking that changed my attitude at Fitzroy High. It was the kids themselves. I suppose I fell in love with the whole nine hundred of them. In other schools, I’d known kids who were ‘trouble-makers’ or ‘over-achievers’, or ‘irresponsible’ or ‘antisocial’. But somehow the kids at Fitzroy cut right through those categories.
It is correct to say that the verb tense used in the underlined verbal phrases “I’d been an authoritarian, schools I’d taught, and I’d known kids” is:
In the three other schools I’d taught at, I’d been an authoritarian, a good disciplinarian’. It wasn’t only political or educational thinking that changed my attitude at Fitzroy High. It was the kids themselves. I suppose I fell in love with the whole nine hundred of them. In other schools, I’d known kids who were ‘trouble-makers’ or ‘over-achievers’, or ‘irresponsible’ or ‘antisocial’. But somehow the kids at Fitzroy cut right through those categories.
It is correct to say that the verb tense used in the underlined verbal phrases “I’d been an authoritarian, schools I’d taught, and I’d known kids” is:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574129
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
What is referred, by the narrator, as the
“stubbornness of the kids’ resistance to the
rules” (paragraph 7) is exemplified, in the text,
by:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574128
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
Question refer to the following passage, in paragraph 4:
A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.
The pronoun they (third sentence) refers to:
A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.
The pronoun they (third sentence) refers to:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574127
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
Question refer to the following
passage, in paragraph 4:
A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.
A metonymy, and two metaphorical expressions related to the concept of war are, respectively,
A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.
A metonymy, and two metaphorical expressions related to the concept of war are, respectively,
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574126
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
The utterance, extracted from the text,
which contributes to the rupture of the
somewhat tense atmosphere created in the 1st
and 2nd paragraphs is:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574125
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
In the first and second paragraphs, the
narrator describes a scene which may provoke,
in the reader, a feeling of suspenseful
expectation. This may be explained by readers’
‘shared preconceived notions’ involving:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574124
Inglês
Texto associado
Answer question according to
TEXT 1 below.
TEXT 1
TRUE STORIES – The School teacher
1 IT'S HAPPENED TO me half a dozen
times, lately. I'm walking home through the
Edinburgh Gardens and I see them heading
towards me. Heavy kids, eight of them, maybe
ten. I keep walking, but I keep my eyes on them,
and my feet wait for the sign to take off.
2 They are Greeks and Italians, all
adolescents, all wearing green or maroon
cardigans with a double black stripe round the
chest, Levis or Wranglers that fit just right,
showing a bit of sock and reddish shoes with big
heels. I move across to the outside of the
footpath to let them pass. They spread out a
little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is
Chris, from Fitzroy High, and he says, 'Hello,
miss!' and the others are kids who have grinned
and nodded at me a hundred times in the yard
at school.
4 I had taught migrants before, but Fitzroy
High is one of those legendary inner-suburban
schools which can no longer be properly
described as Australian. In none of the classes
I took were there more than four kids with
Australian names. A blond head was a surprise.
The administration battled to assimilate these
kids into recognizable moulds. In a hundred
subtle ways they were defeated.
5 Most of the girls had pierced ears and had
worn gold earrings since they were babies. The
line was that plain gold sleepers were the only
ear decorations allowed. At the time when it was
fashionable, in Australia, to wear a zillion
colored plastic bangles up your arm, teachers
strove hopelessly to prevent this display of
gaiety at school. The girls went on wearing them
and pulled their sleeves down when they saw a
senior mistress coming.
6 There were weekly segregated
assemblies. I don't know what they told the
boys, but at one girls' assembly I actually heard
the senior mistress say, 'As girls we must be
modest, quiet, hardworking and well-groomed
at all times'.
7 What astonished me was the stubbornness
of the kids' resistance to the rules. They didn't
organize or protest. They defied. If the pressure
got too much for them, they stayed away. And
yet they hated to be suspended. One boy was
suspended for a week, and every day I'd see
him leaning against my front fence, staring
wistfully at the school where his mates were
tight-roping their way dangerously through the
day.
8 In the three other schools I'd taught at, I'd
been an authoritarian, a good disciplinarian. It
wasn't only political or educational thinking that
changed my attitude at Fitzroy High. It was the
kids themselves. I suppose I fell in love with the
whole nine hundred of them. In other schools,
I'd known kids who were 'trouble-makers' or
'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right
through those categories.
9 To begin with, they made me laugh. I can't
remember ever knowing such exuberant, merry
kids. Every class had more than its share of
natural clowns. The plays they invented were
full of hilarious delight. In a second-form class I
had for a year, two Italian boys called Claudio
and Joseph used to present weekly plays so
excruciatingly funny that we lay across the
desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical
stories; he could write fairy tales his
grandparents had told him in Yugoslavia.
Lemonia could break your heart with a story
about a lost fountain pen, and Dora with an
account of her dreams. Their English may have
been rocky, but there was a pure, delicate
humour lying bone-deep in them that nothing
could corrupt.
GARNER, Helen. True Stories. Melbourne, Australia: The
Publishing Company, 2013, pp. 26-28. Adapted.
The two overall themes which emerge
from the narrative in text 1 are:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573693
História
Legenda: Forças Qing de soldados chineses em 1899-1901. Disponível em: https://pt.wikipedia.org/wiki/ Ficheiro:Chinese_soldiers_1899_1901.jpg. Acesso: 09 abr. 2024.
O mundo ocidental, em 1900, ficou chocado com as dimensões e as consequências da rebelião dos Boxers. Seu caráter anti-imperialista, anticristão e anticolonial resultava diretamente das relações entre os europeus e o governo imperial chinês. Os boxers reagiam contra
I os privilégios comerciais concedidos aos comerciantes estrangeiros.
II a destruição de cemitérios chineses para dar lugar às ferrovias e linhas telegráficas alemãs.
III o direito de residência e de pregação em qualquer lugar da China, desfrutado pelos missionários europeus.
IV aos acordos explícitos de nações estrangeiras dividindo, entre si, o território chinês.
V a corrupção da dinastia Qing e sua aceitação de uma nova forma de governo com feições ocidentais.
Assinale a opção que contém apenas as assertivas corretas
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573692
História
Desde a ocupação do território colonial,
ainda no século XVI até o final do século XIX,
as atividades econômicas principais do Brasil
estiveram ligadas à exploração agrária. Açúcar,
fumo, pecuária ou café mobilizavam homens,
recursos e interesses políticos, bem como
anexavam novas áreas à lógica do comércio
atlântico.
O que não significa que não tenham havido
diferenças substantivas entre as práticas,
interesses e impactos gerados por cada uma
dessas atividades.
Sobre essa diversidade, as afirmativas abaixo
são verdadeiras, com EXCEÇÃO de:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573691
História
Legenda: Berta Lutz ao lado do avião que distribuirá panfleto sobre o voto feminino, 1927. Fonte: Domínio público / Acervo Arquivo Nacional.
A luta pelo voto feminino no Brasil foi intensa e aguerrida. Muitas foram as mulheres que nela se envolveram diretamente, muitas foram as estratégias usadas, gradual foi a conquista.
Assinale a única assertiva que NÃO está
correta.
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573690
História
O século XX é considerado por muitos
historiadores o mais violento da História. Em
meio aos muitos conflitos de dimensão regional
ou continental, sobrelevam-se a I e a II Guerras
Mundiais, cujas vítimas se contam aos milhões
e os custos aos bilhões.
Sobre as duas guerras mundiais do século XX
e os eventos relacionados a elas, é
INCORRETO afirmar:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573689
História
Disponível em: https://memorialdademocracia.com.br/card/ mataram-getulio-o-povo-sai-as-ruas. Acesso: 09 abr. 2024.
Em agosto de 1954, Getúlio Vargas, coagido a se afastar da presidência da República pelo Alto Comando Militar, optou pelo suicídio. A notícia de sua morte produziu uma explosão popular enorme, que se espalhou por todo o país. Uma massa humana de 100 mil pessoas, a maioria chorando muito, foi ao Palácio do Catete, se despedir do presidente. A massa indignada saiu pelas ruas, investiu contra os jornais de oposição a Getúlio, encurralou Carlos Lacerda na Embaixada dos EUA e enfrentou os militares golpistas que se encontravam no Galeão. Confirmavam o propósito de Vargas em fazer do seu suicídio um ato político.
Assinale a assertiva correta.
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573688
História
Em 1947, cientistas que haviam
desenvolvido a bomba atômica, incluindo o
próprio Robert Oppenheimer criaram o Relógio
do Juízo Final com a intenção de pressionar os
líderes mundiais para que impedissem novos
usos, inclusive testes, das armas nucleares.
O relógio é ajustado todo ano e meia noite é o
horário marcado para a hecatombe final.
Observe, no gráfico a seguir, a movimentação
do relógio.
Adaptado de Doomsdayclock: minuts to midnight, 1947-2021. Disponível em: https://www.statista.com/statistics/1072256/doomsday-clockdevelopment/. Acesso: 09 abr. 2024.
Podemos explicar os movimentos do gráfico afirmando que:
Adaptado de Doomsdayclock: minuts to midnight, 1947-2021. Disponível em: https://www.statista.com/statistics/1072256/doomsday-clockdevelopment/. Acesso: 09 abr. 2024.
Podemos explicar os movimentos do gráfico afirmando que:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573687
História
Disponível em: https://www.ihu.unisinos.br/632351-intervencionismodos-estados-unidos-na-america-latina-e-preciso-desclassificar-osdocumentos. Acesso: 09 abr. 2024.
A partir da Revolução Cubana e da ascensão do governo comunista de Fidel Castro, os Estados Unidos intensificaram os seus mecanismos de vigilância à América Latina. À atuação dos seus funcionários oficiais e dos programas de voluntariado e fomento somaram-se a espionagem e apoios secretos variados, inclusive em dinheiro. Se a política nacional na América Latina era percebida como ameaça pelos EUA, a intervenção direta ou indireta agia para revertê-la.
São exemplos que ilustram a política externa
estadunidense nesse período:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573686
História
A professora de História do 9º ano da
escola Paulo Freire, localizada no distrito de
Itaipuaçu, em Maricá, para desenvolver o tema
da ditadura civil-militar de 1964-1985, passeou
com a turma pelas ruas do entorno do colégio,
e eles selecionaram vários nomes de
personagens relevantes da História da
segunda metade do século XX. Ela os desafiou
a responderem à questão: Qual foi o tratamento
comum que essas personagens receberam dos
governos militares e por quê? Os nomes
selecionados foram Paulo Freire, Darcy
Ribeiro, João Goulart, Miguel Arraes.
Assinale a opção que melhor caracteriza o
objetivo da professora ao realizar essa
atividade.
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573685
História
Nasci no ano da Revolução! Assim a
pintora mexicana Frida Kahlo, mulher
inspiradora e ícone pop contemporâneo
sublinhava o papel da Revolução Mexicana em
sua formação. Em suas escolhas políticas e
artísticas, a afirmação do vínculo com a
tradição cultural de seu território e a defesa
intransigente de justiça social foram marcantes.
Assinale a opção que melhor caracteriza o
significado da Revolução de 1910-1917 para o
México e a América.
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – História |
Q2573684
História e Geografia de Estados e Municípios
No começo de 2012, o geógrafo
Ariovaldo Umbelino liderou uma equipe que
investigava a condição legal dos títulos de terra
em São Felix do Xingu, na Amazônia. A
pesquisa concluiu que praticamente 100% dos
documentos legais teriam que ser anulados,
por incorreções as mais diversas. O resultado
evidencia um problema histórico: o conturbado
cenário da propriedade de terras no Brasil.
Identifique as assertivas corretas (C) e as
incorretas (I).
I Na Colônia, o sistema de apossamento das terras se sobrepôs ao de distribuição de sesmarias e o subarrendamento era comum. Por toda a parte, a posse tornou-se um costume.
II Os sesmeiros tornados posseiros e os que sempre foram posseiros destruíam florestas, expulsavam antigos moradores e apenas depois plantavam. O Estado e as leis, com frequência se colocavam ao lado dos interesses privados.
III Apenas no Governo João Goulart, com o Estatuto da Terra e a cessão de agrimensores estadunidenses no programa da Aliança para o Progresso foi possível estabelecer efetivamente a propriedade das terras.
IV A Constituição brasileira de 1988 demarcou das terras indígenas e outorgou a titulação definitiva das terras quilombolas. Desde então, esses territórios, nas mãos de seus proprietários, vêm sendo vendidos e repartidos.
De cima para baixo, a sequência correta é:
I Na Colônia, o sistema de apossamento das terras se sobrepôs ao de distribuição de sesmarias e o subarrendamento era comum. Por toda a parte, a posse tornou-se um costume.
II Os sesmeiros tornados posseiros e os que sempre foram posseiros destruíam florestas, expulsavam antigos moradores e apenas depois plantavam. O Estado e as leis, com frequência se colocavam ao lado dos interesses privados.
III Apenas no Governo João Goulart, com o Estatuto da Terra e a cessão de agrimensores estadunidenses no programa da Aliança para o Progresso foi possível estabelecer efetivamente a propriedade das terras.
IV A Constituição brasileira de 1988 demarcou das terras indígenas e outorgou a titulação definitiva das terras quilombolas. Desde então, esses territórios, nas mãos de seus proprietários, vêm sendo vendidos e repartidos.
De cima para baixo, a sequência correta é:
Conheça nossos planos