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Q795875 Inglês

Judge the following item according to text 19A3BBB.

In the first paragraph, “As” is a conjunction used to convey time.

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Q795874 Inglês

Judge the following item according to text 19A3BBB.

In the second paragraph, the word “subsumed” (.20) means included.

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Q795873 Inglês

Judge the following item according to text 19A3BBB.

It is correct to replace “calling” with call in the phrase “used to calling” (l.17).

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Q795872 Inglês

Judge the following item according to text 19A3BBB.

In the first paragraph, the word “touted” (l.2) means questioned.

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Q795869 Inglês
Text 19A3AAA
The transfer of patterns from the native language is undoubtedly one of the major sources of errors in learner language. However, there are other causes for errors too, one of which is overgeneralization of target-language rules. For example, research has shown that second-language learners from different first-language backgrounds often make the same kinds of errors when learning a particular second language. In such cases, second-language errors are evidence of the learners’ efforts to discover the structure of the target language itself rather than attempts to transfer patterns from their first language. Interestingly, some of these errors are remarkably similar to the kinds of errors made by first language learners.
These observations are a strong indication that second language learning is not simply a process of putting second-language words into first-language sentences. Research has also shown that aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the overextension of some partial similarity between the first and second languages, these errors may be difficult to overcome. This may be particularly problematic if learners are frequently in contact with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned. Oxford: Oxford University Press, 1999, p. 165 (adapted).

Judge the following item according to text 19A3AAA.

Overextension is one type of overgeneralization error.

Alternativas
Q795868 Inglês
Text 19A3AAA
The transfer of patterns from the native language is undoubtedly one of the major sources of errors in learner language. However, there are other causes for errors too, one of which is overgeneralization of target-language rules. For example, research has shown that second-language learners from different first-language backgrounds often make the same kinds of errors when learning a particular second language. In such cases, second-language errors are evidence of the learners’ efforts to discover the structure of the target language itself rather than attempts to transfer patterns from their first language. Interestingly, some of these errors are remarkably similar to the kinds of errors made by first language learners.
These observations are a strong indication that second language learning is not simply a process of putting second-language words into first-language sentences. Research has also shown that aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the overextension of some partial similarity between the first and second languages, these errors may be difficult to overcome. This may be particularly problematic if learners are frequently in contact with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned. Oxford: Oxford University Press, 1999, p. 165 (adapted).

Judge the following item according to text 19A3AAA.

The text defends that the more different a grammar structure in the second language is, the longer a learner will take to acquire it.

Alternativas
Q795867 Inglês
Text 19A3AAA
The transfer of patterns from the native language is undoubtedly one of the major sources of errors in learner language. However, there are other causes for errors too, one of which is overgeneralization of target-language rules. For example, research has shown that second-language learners from different first-language backgrounds often make the same kinds of errors when learning a particular second language. In such cases, second-language errors are evidence of the learners’ efforts to discover the structure of the target language itself rather than attempts to transfer patterns from their first language. Interestingly, some of these errors are remarkably similar to the kinds of errors made by first language learners.
These observations are a strong indication that second language learning is not simply a process of putting second-language words into first-language sentences. Research has also shown that aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the overextension of some partial similarity between the first and second languages, these errors may be difficult to overcome. This may be particularly problematic if learners are frequently in contact with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned. Oxford: Oxford University Press, 1999, p. 165 (adapted).

Judge the following item according to text 19A3AAA.

First language learners’ errors are similar to second language learners’ errors despite the latter’s first language.

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Q795866 Inglês

Based on the text 19A1BBB, judge the following item.

It can be concluded from the text that current times call for action, change and diversity in language teaching.

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Q795865 Inglês

Based on the text 19A1BBB, judge the following item.

The word “Instead” (l.14) can be correctly replaced by Moreover.

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Q795864 Inglês

Based on the text 19A1BBB, judge the following item.

The verb “confine” (l.12) is synonymous with restrict.

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Q795863 Inglês

Judge the following item, on the linguistic aspects of text 19A1AAA.

In “like many others before and since” (l. 6 and 7), the verb phrase would have done is omitted.

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Q795862 Inglês

Judge the following item, on the linguistic aspects of text 19A1AAA.

The verbal phrase “allowed him to live abroad” (l.4) can be correctly replaced by allowed him living abroad.

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Q795861 Inglês

Judge the following item, on the linguistic aspects of text 19A1AAA.

In the text, the connective adverb “however” (l.7) is synonymous with nonetheless.

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Q795860 Inglês

Judge the following item, concerning the ideas and linguistic aspects of text 19A1AAA.

Palmer was hired by the Berlitz corporation in Belgium.

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Q795859 Inglês

Judge the following item, concerning the ideas and linguistic aspects of text 19A1AAA.

Palmer must have had another job prior to working as a teacher of EFL.

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Q795858 Inglês

Judge the following item, concerning the ideas and linguistic aspects of text 19A1AAA.

As in the phrase “a language school in Verviers, Belgium run on Berlitz lines” (l. 2 and 3), the relative pronoun and the auxiliary verb which forms the passive voice have been omitted, the excerpt “run on Berlitz lines” could be correctly replaced with which was run on Berlitz lines.

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Q795857 Inglês
Judge the following item, concerning the ideas and linguistic aspects of text 19A1AAA. The prepositional phrase “at a language school in Verviers, Belgium” (l. 2 and 3) functions as an adverb. 
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Ano: 2017 Banca: Quadrix Órgão: SEDF Prova: Quadrix - 2017 - SEDF - Professor - Química |
Q792852 Química

A química ambiental trata das reações, dos destinos, dos movimentos e das fontes das substâncias no ar, na água e no solo. Na ausência do ser humano, a discussão seria limitada às substâncias de ocorrência natural. Hoje, com o borbulhar da população na Terra, junto com o contínuo avanço da tecnologia, as atividades humanas têm uma influência sempre crescente na química do meio ambiente.

C. Baird e M. Cann. Química ambiental. 4.ª ed. Porto Alegre: Bookman, 2011.

Julgue o item subsecutivo com relação à química e ao meio ambiente.

A camada de ozônio é a região da atmosfera que filtra os raios infravermelhos (IV) nocivos provenientes da luz solar. Assim, esses raios, que poderiam causar danos aos seres humanos e a outras formas de vida, são eliminados antes de atingir a superfície do planeta.

Alternativas
Ano: 2017 Banca: Quadrix Órgão: SEDF Prova: Quadrix - 2017 - SEDF - Professor - Química |
Q792851 Química

A química ambiental trata das reações, dos destinos, dos movimentos e das fontes das substâncias no ar, na água e no solo. Na ausência do ser humano, a discussão seria limitada às substâncias de ocorrência natural. Hoje, com o borbulhar da população na Terra, junto com o contínuo avanço da tecnologia, as atividades humanas têm uma influência sempre crescente na química do meio ambiente.

C. Baird e M. Cann. Química ambiental. 4.ª ed. Porto Alegre: Bookman, 2011.

Julgue o item subsecutivo com relação à química e ao meio ambiente.

A chuva ácida abrange uma variedade de fenômenos correspondentes à precipitação atmosférica de quantidades substanciais de ácidos. Os dois ácidos predominantes na chuva ácida são o ácido sulfúrico (H2SO4) e o ácido nítrico (HNO3), ambos ácidos fortes.

Alternativas
Ano: 2017 Banca: Quadrix Órgão: SEDF Prova: Quadrix - 2017 - SEDF - Professor - Química |
Q792850 Química

A respeito dos detergentes, julgue o item seguinte.

Detergentes comerciais apresentam como componente mais importante um surfactante, ou agente tensoativo, que é uma molécula orgânica com uma região hidrofóbica e outra hidrofílica. Na remoção de gordura, ela é carregada por um invólucro de moléculas de surfactante, denominado micela, no qual a parte hidrofóbica de cada molécula de surfactante penetra na gota de gordura e a parte hidrofílica aponta para fora, na direção das moléculas de água circunvizinhas.

Alternativas
Respostas
7381: C
7382: C
7383: E
7384: E
7385: E
7386: E
7387: C
7388: C
7389: E
7390: C
7391: E
7392: E
7393: C
7394: E
7395: E
7396: C
7397: C
7398: E
7399: C
7400: C