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Qual das seguintes afirmações é verdadeira de acordo com o texto base?
Considere a seguinte situação:
Em um contexto de comunicação intercultural, um profissional de relações internacionais foi designado para mediar uma negociação complexa entre uma empresa brasileira e uma empresa americana. Durante a reunião, ambas as partes expressaram suas expectativas e preocupações por meio de diferentes estilos comunicativos, refletindo as nuances culturais de seus respectivos países. O representante da empresa brasileira, ao apresentar propostas, utilizou uma abordagem indireta, fazendo uso de metáforas e expressões idiomáticas comuns na cultura brasileira. Por outro lado, o representante americano adotou uma postura mais direta e objetiva, preferindo detalhar números e fatos concretos. Ao final da reunião, o mediador percebeu que, apesar das divergências iniciais, ambas as partes alcançaram um entendimento mútuo, demonstrando habilidades de adaptação e compreensão intercultural.
Considerando o exposto, qual princípio fundamental das relações contextuais foi crucial para o sucesso da comunicação nesse cenário?
Identify the correct usage of the word in the following sentence:
The teacher's ________ of the students' hard work brightened their day.
Select the correct alternative.
Read the following passage and answer the question below:
"In the annual meeting, the speaker decided to address the crucial issues that had been plaguing the company. As he spoke, the atmosphere in the room became tense, with many attendees exchanging concerned glances. Suddenly, a loud noise echoed through the hall, distracting everyone from the speaker's words. It turned out that a balloon had burst near the entrance, causing a brief moment of chaos."
What is the most likely meaning of the word "burst" in the context of the passage?
A teoria da "gramática universal" proposta por Noam Chomsky é uma das abordagens mais influentes na área da aquisição da linguagem. Sobre esse assunto, julgue as frases abaixo.
I.A "gramática universal" sugere que os seres humanos nascem com uma predisposição biológica para adquirir linguagem.
II.Chomsky sugere que os seres humanos têm uma capacidade específica para a linguagem que é única para nossa espécie.
III.Chomsky argumenta que há uma estrutura linguística inata na mente humana que permite que as crianças aprendam qualquer língua natural à qual são expostas.
Está(ão) CORRETA(S) a(s) seguinte(s) proposição(ões).
Considere a seguinte situação:
Durante uma aula de Língua Inglesa, a professora decide realizar uma atividade para desenvolver a habilidade de produção oral dos alunos. Ela propõe que cada estudante escolha um objeto pessoal significativo e, sem revelar o objeto, descreva-o aos colegas usando apenas o idioma inglês. No entanto, para tornar o desafio mais interessante, a professora estabelece que os alunos não podem usar palavras relacionadas diretamente ao objeto em suas descrições.
A opção mais adequada para enfrentar o desafio proposto pela professora e promover a habilidade de produção oral dos alunos seria:
Julgue as sentenças abaixo como VERDADEIRAS ou FALSAS.
(__) A estratégia Reading for Detail busca obter uma visão geral e rápida do conteúdo.
(__) A estratégia Skimming busca compreender profundamente o conteúdo, prestando atenção a detalhes específicos.
(__) A estratégia Scanning busca localizar informações específicas.
A sequência CORRETA é:
Considerando os apontamentos da Base Curricular Nacional Comum BNCC, julgue as sentenças abaixo como VERDADEIRAS ou FALSAS.
(__)O status de inglês como língua materna e franca implica deslocá-la de um modelo ideal de falante, considerando a importância da cultura no ensino-aprendizagem da língua e buscando manter aspectos relativos à "correção", "precisão" e "proficiência" linguística.
(__)Aprender a língua inglesa propicia a criação de novas formas de engajamento e participação dos alunos em um mundo social cada vez mais globalizado e plural, em que as fronteiras entre países e interesses pessoais, locais, regionais, nacionais e transnacionais estão cada vez mais difusas e contraditórias.
(__)A oralidade proporciona o desenvolvimento de uma série de comportamentos e atitudes − como arriscar-se e se fazer compreender, dar voz e vez ao outro, entender e acolher a perspectiva do outro, superar mal-entendidos e lidar com a insegurança, por exemplo.
A sequência CORRETA é:
Consider the following scenario:
Amelia, a seasoned linguist, is tasked with analyzing a piece of writing. The text in question is characterized by its deliberate use of vivid imagery, emotional depth, and a distinct narrative structure. The author employs symbolism and allegory to convey deeper meanings, often leaving room for interpretation.
Which genre is most likely represented by the described characteristics?
Consider the following scenario:
You, as a representative of your company, are negotiating a complex contract with a potential overseas partner. The negotiation involves discussing terms, conditions, and contractual obligations. The language proficiency skills of Listening, Speaking, Reading, and Writing are put to the test.
Listening: The overseas partner provides detailed information regarding their expectations and concerns. They speak at a moderate pace, covering various aspects of the contract. You need to comprehend the nuances and details shared during the negotiation.
Speaking: You are required to articulate your company's position clearly, respond to queries, and express your concerns effectively. Fluency, pronunciation, and the ability to convey complex ideas play a crucial role in this segment.
Reading: Both parties exchange written proposals, legal documents, and other relevant materials during the negotiation. Your ability to quickly comprehend the written content, identify key points, and respond appropriately is essential.
Writing: As part of the negotiation process, you need to draft an official letter summarizing the key points discussed, confirming agreements, and addressing any outstanding issues. Precision in conveying your thoughts in writing is fundamental.
Which of the following represents a challenge in the Speaking segment of the negotiation?
Consider the following sentence:
"Throughout his career, Mary ____ a remarkable journey, filled with challenges and triumphs, and her unwavering determination ____ a positive influence not only on her personal growth but also on the success of the projects she ____ involved in."
Which of the following options best completes the sentence while maintaining grammatical accuracy and coherence?
Considere o texto abaixo:
"O ano era 1187 e um príncipe medieval inglês se deitava na sua enorme cama de madeira, junto com uma nova companhia. Com seus volumosos cabelos avermelhados e seu porte robusto, Ricardo Coração de Leão (1157-1199) era o protótipo do macho guerreiro, famoso pela sua formidável capacidade de liderança no campo de batalha e seu comportamento de cavaleiro. Mas, naquela época, ele fez uma amizade inesperada com um antigo inimigo: ninguém menos que Filipe 2° (1165-1223), rei da França desde 1180 até a sua morte. Inicialmente, os dois membros da realeza europeia formaram uma aliança puramente pragmática. Mas, depois de passarem mais tempo juntos, comendo na mesma mesa e até do mesmo prato, eles se tornaram amigos próximos. E, para consolidar o relacionamento especial entre eles e seus dois países, eles concordaram em assinar um tratado de paz − e dormiram juntos, na mesma cama".
(Fonte: BBC News Brasil. Disponível em:https://www.bbc/.com/portuguese/articles/cyr348y4y31o > Acesso em: 15 dejaneiro de 2024.)
Com base no texto, é correto afirmar que:
Considere o texto abaixo:
"Um levantamento realizado pela associação Meta-Gallup mostrou que quase 1/4 das pessoas ao redor do mundo se sentem sozinhas. A pesquisa foi conduzida em 142 países e [...] Os resultados mostraram que as taxas mais baixas de solidão foram relatadas por pessoas acima de 65 anos (17%), enquanto as taxas mais altas foram reportadas por jovens adultos, faixa etária que engloba dos 19 aos 29 anos (25%). Antônio de Pádua Serafim, [...] explica que são aquelas pessoas que estão em um período de identificação, de definição, de transição, de buscas, de consolidação pessoal e profissional, muitas vezes acadêmica, e até relações interpessoais [...]"
(Fonte: Jornal da USP. Disponível em: https://jornal.usp.br/atualidades/solidao-nao-e-necessariamente-sinal-de-sofrimento/ > Acesso em: 15 de janeiro de 2024.)
Com base no texto, é correto afirmar que:
Leia a tira de Calvin e Hobbes.
(https://medium.com/@calebwsl_/the-politics-of-calvin-and-hobbes-b032239025cc)
A fala do tigre no último quadrinho menciona “putting prices on the priceless”. Exemplo de algo “priceless” é encontrado na alternativa:
Read the text to answer question.
No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.
Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.
Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.
With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).
(Harmer, 1998. Adaptado)
Read the text to answer question.
No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.
Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.
Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.
With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).
(Harmer, 1998. Adaptado)
Read the text to answer question.
No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.
Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.
Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.
With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).
(Harmer, 1998. Adaptado)
Read the text to answer question.
No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.
Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.
Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.
With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).
(Harmer, 1998. Adaptado)
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