<div id="pf1" class="pf w0 h0" data-page-no="1"><div class="pc pc1 w0 h0"><img class="bi x0 y0 w1 h1" alt="" src="https://files.passeidireto.com/29facdd5-88dc-4e19-87bf-7349f10f43db/bg1.png"><div class="c x1 y1 w2 h2"><div class="t m0 x2 h3 y2 ff1 fs0 fc0 sc0 ls2 ws0">Prova Impressa</div><div class="t m0 x2 h3 y3 ff1 fs0 fc0 sc0 ls2 ws0">GABARITO | <span class="blank _0"></span>A<span class="blank _0"></span>valiação Final (Objetiva) - Individual</div><div class="t m0 x2 h3 y4 ff1 fs0 fc0 sc0 ls2">(Cod.:883767)</div><div class="t m0 x2 h3 y5 ff1 fs0 fc0 sc0 ls2 ws0"><span class="fc1 sc0">Peso </span><span class="fc1 sc0">da </span><span class="blank _0"></span><span class="fc1 sc0">A</span><span class="blank _0"></span><span class="fc1 sc0">valiação</span> 3,00</div><div class="t m0 x2 h3 y6 ff1 fs0 fc0 sc0 ls2 ws0"><span class="fc1 sc0">Prova</span> 70380103</div><div class="t m0 x2 h3 y7 ff1 fs0 fc0 sc0 ls2 ws0"><span class="fc1 sc0">Qtd. </span><span class="fc1 sc0">de </span><span class="fc1 sc0">Questões</span> 12</div><div class="t m0 x2 h3 y8 ff1 fs0 fc0 sc0 ls2 ws0"><span class="fc1 sc0">Acertos/Erros</span> 1<span class="blank _1"></span>1/1</div><div class="t m0 x2 h3 y9 ff1 fs0 fc0 sc0 ls2 ws0"><span class="fc1 sc0">Nota</span> 10,00</div><div class="t m0 x3 h3 ya ff1 fs0 fc0 sc0 ls2 ws0">A<span class="blank _0"></span> função do advérbio, na língua inglesa, é modificar um verbo, um adjetivo ou outro advérbio. </div><div class="t m0 x4 h3 yb ff1 fs0 fc0 sc0 ls2 ws0">Dependendo da circunstância, eles podem ser classificados em: adverbs of places, adverbs of time, </div><div class="t m0 x4 h3 yc ff1 fs0 fc0 sc0 ls2 ws0">adverbs of frequency<span class="blank _0"></span>, adverbs of manner and adverbs of degree.</div><div class="t m0 x4 h3 yd ff1 fs0 fc0 sc0 ls2 ws0">De acordo com exposto, analise as afirmativas a seguir<span class="blank _0"></span>.</div><div class="t m0 x4 h3 ye ff1 fs0 fc0 sc0 ls2 ws0">I- Os adverbs of frequency podem ser posicionados após o verbo to be em orações em que ele é o </div><div class="t m0 x4 h3 yf ff1 fs0 fc0 sc0 ls2 ws0">verbo principal, como em: I am always tired. </div><div class="t m0 x4 h3 y10 ff1 fs0 fc0 sc0 ls2 ws0">II- Os adverbs of place indicam lugar<span class="blank _1"></span>, como em: She lives there.</div><div class="t m0 x4 h3 y11 ff1 fs0 fc0 sc0 ls2 ws0">III- Os adverbs of degree são formados de um adjetivo mais o sufixo -L<span class="blank _2"></span>Y<span class="blank _3"></span>, como em: calmly<span class="blank _0"></span>.</div><div class="t m0 x4 h3 y12 ff1 fs0 fc0 sc0 ls2 ws0">IV<span class="blank _2"></span>- Os adverbs of manner<span class="blank _1"></span>, indicam modo, como em: She types quickly<span class="blank _0"></span>.</div><div class="t m0 x4 h3 y13 ff1 fs0 fc0 sc0 ls2 ws0">Assinale a alternativa CORRET<span class="blank _2"></span>A:</div><div class="t m0 x5 h3 y14 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">II e III.</span></div><div class="t m0 x5 h3 y15 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 v1">I.</span></div><div class="t m0 x5 h3 y16 ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">I, II e IV<span class="blank _3"></span>.</span></div><div class="t m0 x5 h3 y17 ff1 fs0 fc0 sc0 ls0">D<span class="ls2 v1">III.</span></div><div class="t m0 x3 h3 y18 ff1 fs0 fc0 sc0 ls2 ws0">O present continuous expressa ações que estão ocorrendo na atualidade, ou que estão </div><div class="t m0 x4 h3 y19 ff1 fs0 fc0 sc0 ls2 ws0">acontecendo no exato momento em que se fala. Observando a imagem que segue, levando em conta a </div><div class="t m0 x4 h3 y1a ff1 fs0 fc0 sc0 ls2 ws0">estrutura do present continuous, classifique V<span class="blank _1"></span> para as sentenças verdadeiras e F para as falsas:</div><div class="t m0 x4 h3 y1b ff1 fs0 fc0 sc0 ls2 ws0">( ) <span class="blank _0"></span>A<span class="blank _1"></span> woman is washing the dishes.</div><div class="t m0 x4 h3 y1c ff1 fs0 fc0 sc0 ls2 ws0">( ) <span class="blank _0"></span>A<span class="blank _1"></span> man is eating an orange in the box.</div><div class="t m0 x4 h3 y1d ff1 fs0 fc0 sc0 ls2 ws0">( ) <span class="blank _0"></span>A<span class="blank _1"></span> boy is sweeping the floor<span class="blank _0"></span>.</div><div class="t m0 x4 h3 y1e ff1 fs0 fc0 sc0 ls2 ws0">Assinale a alternativa que apresenta a sequência CORRET<span class="blank _2"></span>A:</div><div class="t m0 x4 h3 y1f ff1 fs0 fc0 sc0 ls2 ws0">FONTE: https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTxHayDExfR-</div><div class="t m0 x6 h4 y20 ff2 fs1 fc0 sc0 ls2 ws0"> VOL<span class="blank _2"></span>T<span class="blank _1"></span>AR</div><div class="t m0 x7 h5 y21 ff2 fs0 fc0 sc0 ls2">A+</div><div class="t m0 x8 h4 y22 ff2 fs1 fc0 sc0 ls2 ws0">Alterar modo de visualização</div><div class="t m0 x9 h6 y23 ff3 fs0 fc0 sc0 ls2">1</div><div class="t m0 x9 h6 y24 ff3 fs0 fc0 sc0 ls2">2</div></div></div><div class="pi" data-data="{"ctm":[1.000000,0.000000,0.000000,1.000000,0.000000,0.000000]}"></div></div> <div id="pf2" class="pf w0 h0" data-page-no="2"><div class="pc pc2 w0 h0"><img class="bi x0 y0 w3 h7" alt="" src="https://files.passeidireto.com/29facdd5-88dc-4e19-87bf-7349f10f43db/bg2.png"><div class="c x1 y1 w2 h2"><div class="t m0 x4 h3 y25 ff1 fs0 fc0 sc0 ls2 ws0">Uj8jcoMcDqsBL_P2hCU1DyDBgtv1j3k6y0j4J6h. <span class="blank _0"></span>Acesso em: 4 maio 2018.</div><div class="t m0 x5 h3 y26 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">V - <span class="blank _1"></span>V - F<span class="blank _2"></span>.</span></div><div class="t m0 x5 h3 y27 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">F - V<span class="blank _1"></span> - V<span class="blank _3"></span>.</span></div><div class="t m0 x5 h3 y28 ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">V - F - <span class="blank _1"></span>V<span class="blank _3"></span>.</span></div><div class="t m0 x5 h3 y29 ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">F - F - V<span class="blank _3"></span>.</span></div><div class="t m0 x3 h3 y2a ff1 fs0 fc0 sc0 ls2 ws0">O <span class="blank _0"></span>ANY é um indefinite pronoun que significa qualquer<span class="blank _0"></span>, quaisquer<span class="blank _1"></span>, nenhum e nenhuma. Ele é </div><div class="t m0 x4 h3 y2b ff1 fs0 fc0 sc0 ls2 ws0">utilizado em frases interrogativas e também em sentenças negativas. Em frases afirmativas o <span class="blank _0"></span>ANY </div><div class="t m0 x4 h3 y2c ff1 fs0 fc0 sc0 ls2 ws0">pode ser utilizado, como quando ele aparecer com palavras que dão sentido negativo à frase, como </div><div class="t m0 x4 h3 y2d ff1 fs0 fc0 sc0 ls2 ws0">rarely<span class="blank _0"></span>, never<span class="blank _1"></span>. Sobre o uso do <span class="blank _0"></span>ANY<span class="blank _3"></span>, analise as afirmativas a seguir:</div><div class="t m0 x4 h3 y2e ff1 fs0 fc0 sc0 ls2 ws0">I- É utilizado em afirmativas quando aparecer após IF<span class="blank _2"></span>.</div><div class="t m0 x4 h3 y2f ff1 fs0 fc0 sc0 ls2 ws0">II- She didn't write any letters, é um exemplo do uso de any em frases negativas.</div><div class="t m0 x4 h3 y30 ff1 fs0 fc0 sc0 ls2 ws0">III- Devemos evitar o uso do any em frases afirmativas quando ele significa qualquer ou quaisquer<span class="blank _0"></span>.</div><div class="t m0 x4 h3 y31 ff1 fs0 fc0 sc0 ls2 ws0"> </div><div class="t m0 x4 h3 y32 ff1 fs0 fc0 sc0 ls2 ws0">Assinale a alternativa CORRET<span class="blank _2"></span>A:</div><div class="t m0 x5 h3 y33 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">As afirmativas I e II estão corretas.</span></div><div class="t m0 x5 h3 y34 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">As afirmativas I e III estão corretas.</span></div><div class="t m0 x5 h3 y35 ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">Somente a afirmativa II está correta.</span></div><div class="t m0 x5 h3 y36 ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">Somente a afirmativa III está correta.</span></div><div class="t m0 x4 h3 y37 ff1 fs0 fc0 sc0 ls2 ws0">Assim como o <span class="ff4">pr<span class="blank _1"></span>esent continuous<span class="ff1">, o</span> past continuous<span class="ff1"> também é utilizado para nos referirmos a </span></span></div><div class="t m0 x4 h3 y38 ff1 fs0 fc0 sc0 ls2 ws0">atividades em andamento. O <span class="ff4">past continuous</span>, porém, refere-se a uma ação que estava em andamento </div><div class="t m0 x4 h3 y39 ff1 fs0 fc0 sc0 ls2 ws0">em um determinado momento do passado. <span class="blank _0"></span>A<span class="blank _1"></span> construção do <span class="ff4">past continuous</span> utiliza o <span class="ff4">verb to be</span> em </div><div class="t m0 x4 h3 y3a ff1 fs0 fc0 sc0 ls2 ws0">sua forma de passado como verbo auxiliar<span class="blank _0"></span>. <span class="blank _1"></span>Assim, para construir frases interrogativas com o <span class="ff4">pr<span class="blank _1"></span>esent </span></div><div class="t m0 x4 h3 y3b ff4 fs0 fc0 sc0 ls2 ws1">continuous<span class="ff1 ws0">, o <span class="ff4">verb to be</span> é movido para a frente do sujeito.</span></div><div class="t m0 x4 h3 y3c ff1 fs0 fc0 sc0 ls2 ws0">Com base no exposto, assinale a alternativa CORRET<span class="blank _2"></span>A:</div><div class="t m0 x5 h3 y3d ff1 fs0 fc0 sc0 ls0">A<span class="ff4 ls2 ws0 v1">Is he watching a drama movie<span class="ff1">?</span></span></div><div class="t m0 x5 h3 y3e ff1 fs0 fc0 sc0 ls1">B<span class="ff4 ls2 ws0 v1">Ar<span class="blank _1"></span>e they new students her<span class="blank _1"></span>e<span class="ff1">?</span></span></div><div class="t m0 x9 h6 y3f ff3 fs0 fc0 sc0 ls2">3</div><div class="t m0 x9 h6 y40 ff3 fs0 fc0 sc0 ls2">4</div></div></div><div class="pi" data-data="{"ctm":[1.000000,0.000000,0.000000,1.000000,0.000000,0.000000]}"></div></div> <div id="pf3" class="pf w0 h0" data-page-no="3"><div class="pc pc3 w0 h0"><img fetchpriority="low" loading="lazy" class="bi x0 y0 w3 h7" alt="" src="https://files.passeidireto.com/29facdd5-88dc-4e19-87bf-7349f10f43db/bg3.png"><div class="c x1 y41 w2 h8"><div class="t m0 x5 h3 y42 ff1 fs0 fc0 sc0 ls1">C<span class="ff4 ls2 ws0">Is Raphael your father<span class="ff1">?</span></span></div><div class="t m0 x5 h3 y43 ff1 fs0 fc0 sc0 ls0">D<span class="ff4 ls2 ws0 v1">Ar<span class="blank _1"></span>e you a Spanish teacher<span class="ff1">?</span></span></div><div class="t m0 x3 h3 y44 ff1 fs0 fc0 sc0 ls2 ws0">Preposição ou preposition, em inglês, é uma palavra ou grupo de palavras que liga(m) dois ou </div><div class="t m0 x4 h3 y45 ff1 fs0 fc0 sc0 ls2 ws0">mais termos da oração e que estabelece(m) entre si algumas relações. Nessas relações, um termo </div><div class="t m0 x4 h3 y46 ff1 fs0 fc0 sc0 ls2 ws0">explica ou completa o sentido do outro. Uma preposição muito comum quando estamos falando de </div><div class="t m0 x4 h3 y47 ff1 fs0 fc0 sc0 ls2 ws0">tempo, na língua inglesa, é o IN. <span class="blank _0"></span>Assinale a alternativa CORRET<span class="blank _0"></span>A<span class="blank _1"></span> que apresenta um exemplo do uso </div><div class="t m0 x4 h3 y48 ff1 fs0 fc0 sc0 ls2 ws0">do IN:</div><div class="t m0 x5 h3 y49 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">W<span class="blank _2"></span>e don't go to school IN Sundays.</span></div><div class="t m0 x5 h3 y4a ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">Meet me IN 10 o'clock.</span></div><div class="t m0 x5 h3 y4b ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">Independence Day is IN September 7th.</span></div><div class="t m0 x5 h3 y4c ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">There was a big rock concert IN 1970.</span></div><div class="t m0 x3 h3 y4d ff1 fs0 fc0 sc0 ls2 ws0">Em inglês, os adjetivos e os advérbios podem aparecer nos graus normal, comparativo e </div><div class="t m0 x4 h3 y4e ff1 fs0 fc0 sc0 ls2 ws0">superlativo. Dentre os graus de comparativo, há o grau comparativo de inferioridade, comparative of </div><div class="t m0 x4 h3 y4f ff1 fs0 fc0 sc0 ls2 ws0">inferiority<span class="blank _0"></span>, que se dá quando colocamos um ser ou uma situação abaixo de outra, em uma posição </div><div class="t m0 x4 h3 y50 ff1 fs0 fc0 sc0 ls2 ws0">inferior<span class="blank _0"></span>. <span class="blank _1"></span>Acerca do uso do comparativo de inferioridade, classifique V<span class="blank _1"></span> para as sentenças verdadeiras e </div><div class="t m0 x4 h3 y51 ff1 fs0 fc0 sc0 ls2 ws0">F para as falsas:</div><div class="t m0 x4 h3 y52 ff1 fs0 fc0 sc0 ls2 ws0">( ) O comparativo de inferioridade é formado por "less... than".</div><div class="t m0 x4 h3 y53 ff1 fs0 fc0 sc0 ls2 ws0">( ) Um bom exemplo de comparative of inferiority é Shirley is less tall than Bob.</div><div class="t m0 x4 h3 y54 ff1 fs0 fc0 sc0 ls2 ws0">( ) Por vezes, podemos utilizar "as...as" no comparativo de inferioridade.</div><div class="t m0 x4 h3 y55 ff1 fs0 fc0 sc0 ls2 ws0">Assinale a alternativa que apresenta a sequência CORRET<span class="blank _2"></span>A:</div><div class="t m0 x5 h3 y56 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">V - F - F<span class="blank _2"></span>.</span></div><div class="t m0 x5 h3 y57 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">V - <span class="blank _1"></span>V - F<span class="blank _2"></span>.</span></div><div class="t m0 x5 h3 y58 ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">V - F - <span class="blank _1"></span>V<span class="blank _3"></span>.</span></div><div class="t m0 x5 h3 y59 ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">F - F - V<span class="blank _3"></span>.</span></div><div class="t m0 x3 h3 y5a ff1 fs0 fc0 sc0 ls2 ws0">As conjunctions (conjunções), que tem como função ligar termos semelhantes dentro de uma </div><div class="t m0 x4 h3 y5b ff1 fs0 fc0 sc0 ls2 ws0">mesma sentença, vão muito além de uma simples classificação gramatical. Elas propiciam relações de </div><div class="t m0 x4 h3 y5c ff1 fs0 fc0 sc0 ls2 ws0">sentido, o que fomenta a clareza e o entendimento nos diversos contextos de uso. <span class="blank _0"></span>Acerca das </div><div class="t m0 x4 h3 y5d ff1 fs0 fc0 sc0 ls2 ws0">conjunctions, classifique T<span class="blank _1"></span> (true) para as sentenças verdadeiras e F (false) para as falsas:</div><div class="t m0 x4 h3 y5e ff1 fs0 fc0 sc0 ls2 ws0">( ) <span class="blank _0"></span>As coordinating conjunctions, conjunções coordenadas, ligam duas palavras ou orações </div><div class="t m0 x4 h3 y5f ff1 fs0 fc0 sc0 ls2 ws0">independentes, porém, os elementos necessitam ter a mesma estrutura gramatical.</div><div class="t m0 x4 h3 y60 ff1 fs0 fc0 sc0 ls2 ws0">( ) <span class="blank _0"></span>As subordinating conjunctions, conjunções subordinadas, ligam orações independentes a </div><div class="t m0 x4 h3 y61 ff1 fs0 fc0 sc0 ls2 ws0">dependentes. </div><div class="t m0 x4 h3 y62 ff1 fs0 fc0 sc0 ls2 ws0">( ) <span class="blank _0"></span>As correlative conjunctions, conjunções correlativas, aparecem em pares e ligam elementos com </div><div class="t m0 x9 h6 y63 ff3 fs0 fc0 sc0 ls2">5</div><div class="t m0 x9 h6 y64 ff3 fs0 fc0 sc0 ls2">6</div><div class="t m0 x9 h6 y65 ff3 fs0 fc0 sc0 ls2">7</div></div></div><div class="pi" data-data="{"ctm":[1.000000,0.000000,0.000000,1.000000,0.000000,0.000000]}"></div></div> <div id="pf4" class="pf w0 h0" data-page-no="4"><div class="pc pc4 w0 h0"><img fetchpriority="low" loading="lazy" class="bi x0 y0 w3 h7" alt="" src="https://files.passeidireto.com/29facdd5-88dc-4e19-87bf-7349f10f43db/bg4.png"><div class="c x1 y1 w2 h2"><div class="t m0 x4 h3 y66 ff1 fs0 fc0 sc0 ls2 ws0">diferentes funções gramaticais, e sempre aparecem uma logo ao lado da outra.</div><div class="t m0 x4 h3 y67 ff1 fs0 fc0 sc0 ls2 ws0">Assinale a alternativa que apresenta a sequência CORRET<span class="blank _2"></span>A:</div><div class="t m0 x5 h3 y68 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">T - <span class="blank _1"></span>T - F<span class="blank _2"></span>.</span></div><div class="t m0 x5 h3 y69 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">T - F - <span class="blank _1"></span>T<span class="blank _0"></span>.</span></div><div class="t m0 x5 h3 y6a ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">F - T<span class="blank _1"></span> - F<span class="blank _0"></span>.</span></div><div class="t m0 x5 h3 y6b ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">F - F - T<span class="blank _2"></span>.</span></div><div class="t m0 x3 h3 y6c ff1 fs0 fc0 sc0 ls2 ws0">W<span class="blank _2"></span>e can use the Past Continuous T<span class="blank _0"></span>ense to indicate that an action in the past was interrupted. </div><div class="t m0 x4 h3 y6d ff1 fs0 fc0 sc0 ls2 ws0">Remember this can be a real interruption or just an interruption in time. Put T<span class="blank _1"></span> for the true sentences e </div><div class="t m0 x4 h3 y6e ff1 fs0 fc0 sc0 ls2 ws0">F for the false sentences, according the Past Continuous rules:</div><div class="t m0 x4 h3 y6f ff1 fs0 fc0 sc0 ls2 ws0">( ) I was watching TV<span class="blank _1"></span> when she called.</div><div class="t m0 x4 h3 y70 ff1 fs0 fc0 sc0 ls2 ws0">( ) When the phone rang, she was writing a letter<span class="blank _0"></span>.</div><div class="t m0 x4 h3 y71 ff1 fs0 fc0 sc0 ls2 ws0">( ) W<span class="blank _2"></span>e are having the picnic, it started to rain.</div><div class="t m0 x4 h3 y72 ff1 fs0 fc0 sc0 ls2 ws0">( ) What were you doing when the earthquake started?</div><div class="t m0 x4 h3 y73 ff1 fs0 fc0 sc0 ls2 ws0">Check the alternative that shows the CORRECT sequence:</div><div class="t m0 x5 h3 y74 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">T - F - <span class="blank _1"></span>T - <span class="blank _1"></span>T<span class="blank _0"></span>.</span></div><div class="t m0 x5 h3 y75 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">T - <span class="blank _1"></span>T - F - <span class="blank _1"></span>T<span class="blank _0"></span>.</span></div><div class="t m0 x5 h3 y76 ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">T - F - <span class="blank _1"></span>T - F<span class="blank _2"></span>.</span></div><div class="t m0 x5 h3 y77 ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">F - T<span class="blank _1"></span> - T<span class="blank _1"></span> - T<span class="blank _2"></span>.</span></div><div class="t m0 x3 h3 y78 ff1 fs0 fc0 sc0 ls2 ws0">An expression of quantity (one, several, many<span class="blank _0"></span>, much etc.) may precede a noun. Some </div><div class="t m0 x4 h3 y79 ff1 fs0 fc0 sc0 ls2 ws0">expressions of quantity are used only with count nouns, some only with noncount nouns, some with </div><div class="t m0 x4 h3 y7a ff1 fs0 fc0 sc0 ls2 ws0">either count or noncount nouns. On this, analyze the following sentences:</div><div class="t m0 x4 h3 y7b ff1 fs0 fc0 sc0 ls2 ws0">I- <span class="blank _0"></span>A<span class="blank _1"></span> little and much are used with noncount nouns. </div><div class="t m0 x4 h3 y7c ff1 fs0 fc0 sc0 ls2 ws0">II- <span class="blank _0"></span>A<span class="blank _1"></span> lot of is used with noncount nouns.</div><div class="t m0 x4 h3 y7d ff1 fs0 fc0 sc0 ls2 ws0">III- <span class="blank _0"></span>A<span class="blank _1"></span> few is used with noncount nouns.</div><div class="t m0 x4 h3 y7e ff1 fs0 fc0 sc0 ls2 ws0">IV<span class="blank _2"></span>- Many is used with count nouns.</div><div class="t m0 x4 h3 y7f ff1 fs0 fc0 sc0 ls2 ws0">Now<span class="blank _0"></span>, choose the correct alternative:</div><div class="t m0 x5 h3 y80 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">Only affirmative IV<span class="blank _1"></span> is correct.</span></div><div class="t m0 x5 h3 y81 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">Only affirmative I is correct.</span></div><div class="t m0 x5 h3 y82 ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">The affirmatives I, II and IV<span class="blank _1"></span> are correct.</span></div><div class="t m0 x9 h6 y83 ff3 fs0 fc0 sc0 ls2">8</div><div class="t m0 x9 h6 y84 ff3 fs0 fc0 sc0 ls2">9</div></div></div><div class="pi" data-data="{"ctm":[1.000000,0.000000,0.000000,1.000000,0.000000,0.000000]}"></div></div> <div id="pf5" class="pf w0 h0" data-page-no="5"><div class="pc pc5 w0 h0"><img fetchpriority="low" loading="lazy" class="bi x0 y0 w3 h7" alt="" src="https://files.passeidireto.com/29facdd5-88dc-4e19-87bf-7349f10f43db/bg5.png"><div class="c x1 y1 w2 h2"><div class="t m0 x5 h3 y85 ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">The affirmatives II and IV<span class="blank _1"></span> are correct.</span></div><div class="t m0 x3 h3 y86 ff1 fs0 fc0 sc0 ls2 ws0">Paired conjunctions have the function to connect two equal grammatical items. Examples:</div><div class="t m0 x4 h3 y87 ff1 fs0 fc0 sc0 ls2 ws0">(a) The research project will take BOTH time <span class="blank _0"></span>AND money<span class="blank _0"></span>.</div><div class="t m0 x4 h3 y88 ff1 fs0 fc0 sc0 ls2 ws0">(b) <span class="blank _1"></span>Y<span class="blank _2"></span>esterday it NOT ONL<span class="blank _3"></span>Y<span class="blank _1"></span> rained BUT (ALSO) snowed.</div><div class="t m0 x4 h3 y89 ff1 fs0 fc0 sc0 ls2 ws0">(c) That book is NEITHER interesting NOR accurate.</div><div class="t m0 x4 h3 y8a ff1 fs0 fc0 sc0 ls2 ws0">Considering the CONJUNCTIONS, evaluate the following statements:</div><div class="t m0 x4 h3 y8b ff1 fs0 fc0 sc0 ls2 ws0">I- There is a parallel structure in all the examples above.</div><div class="t m0 x4 h3 y8c ff1 fs0 fc0 sc0 ls2 ws0">II- The same grammatical form should follow each word of the pair<span class="blank _0"></span>.</div><div class="t m0 x4 h3 y8d ff1 fs0 fc0 sc0 ls2 ws0">III- In the example B, we have: NOT ONL<span class="blank _3"></span>Y<span class="blank _1"></span> + verb + BUT (ALSO) + verb.</div><div class="t m0 x4 h3 y8e ff1 fs0 fc0 sc0 ls2 ws0">IV<span class="blank _2"></span>- In the paired conjunctions, commas are used to separate each unit.</div><div class="t m0 x4 h3 y8f ff1 fs0 fc0 sc0 ls2 ws0">It is correct only what is stated on:</div><div class="t m0 x5 h3 y90 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">I and II.</span></div><div class="t m0 x5 h3 y91 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">I, II and III.</span></div><div class="t m0 x5 h3 y92 ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">I, II and IV<span class="blank _3"></span>.</span></div><div class="t m0 x5 h3 y93 ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">II, III and IV<span class="blank _3"></span>.</span></div><div class="t m0 x3 h3 y94 ff1 fs0 fc0 sc0 ls2 ws0">(ENADE, 2014) Invitation to the Jenny Cheshire Lecture 2014</div><div class="t m0 x4 h3 y95 ff1 fs0 fc0 sc0 ls2 ws0">English in Paradise: a new variety in the Pacific.</div><div class="t m0 x4 h3 y96 ff1 fs0 fc0 sc0 ls2 ws0">Friday<span class="blank _0"></span>, 13 June 2014 at 6:30pm. </div><div class="t m0 x4 h3 y97 ff1 fs0 fc0 sc0 ls2 ws0">Math Lecture Theatre, </div><div class="t m0 x4 h3 y98 ff1 fs0 fc0 sc0 ls2 ws0">School of Mathematical Sciences, Mile End Campus</div><div class="t m0 x4 h3 y99 ff1 fs0 fc0 sc0 ls2 ws0">The talk aims to provide a holistic sociohistorical, political as well linguistics account of the process </div><div class="t m0 x4 h3 y9a ff1 fs0 fc0 sc0 ls2 ws0">by which a new English emerges in a colonial environment. <span class="blank _1"></span>T<span class="blank _0"></span>aking the case of the Republic of Palau </div><div class="t m0 x4 h3 y9b ff1 fs0 fc0 sc0 ls2 ws0">in Micronesia as an example, I will examine, first, the emergence of English in the context of the </div><div class="t m0 x4 h3 y9c ff1 fs0 fc0 sc0 ls2 ws0">country's complex colonial past. </div><div class="t m0 x4 h3 y9d ff1 fs0 fc0 sc0 ls2 ws0">Second, I attempt to apply Schneider's Dynamic Model' of postcolonial English formation to this </div><div class="t m0 x4 h3 y9e ff1 fs0 fc0 sc0 ls2 ws0">community<span class="blank _0"></span>. Palau provides an interesting and important testing ground for the model, because few </div><div class="t m0 x4 h3 y9f ff1 fs0 fc0 sc0 ls2 ws0">communities in which English has emerged as a result of <span class="blank _0"></span>American as opposed to British colonialism </div><div class="t m0 x4 h3 ya0 ff1 fs0 fc0 sc0 ls2 ws0">have been examined to date. Finally<span class="blank _0"></span>, I present, based in analyses of recordings of informal </div><div class="t m0 x4 h3 ya1 ff1 fs0 fc0 sc0 ls2 ws0">conversations among Palauans, an initial portrait of the main linguistic characteristics of Paluan </div><div class="t m0 x4 h3 ya2 ff1 fs0 fc0 sc0 ls2 ws0">English, and assess the extent to which English is nativising in this small community<span class="blank _0"></span>. </div><div class="t m0 x4 h3 ya3 ff1 fs0 fc0 sc0 ls2 ws0">If a foreign language teacher attends the lecture by David Britain, its subject might help him/her </div><div class="t m0 x4 h3 ya4 ff1 fs0 fc0 sc0 ls2 ws0">prepare a class about:</div><div class="t m0 x4 h3 ya5 ff1 fs0 fc0 sc0 ls2 ws0">FONTE: http://linguistics-research-digest.blogspot.com.br<span class="blank _0"></span>. <span class="blank _1"></span>Acesso em: 15 jun. 2014.</div><div class="t m0 x5 h3 ya6 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">Differences between <span class="blank _0"></span>American and British English variations around the world.</span></div><div class="t m0 x5 h3 ya7 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">Language variation, dialects and "Englishes".</span></div><div class="t m0 x5 h6 ya8 ff3 fs0 fc0 sc0 ls2">10</div><div class="t m0 x5 h6 ya9 ff3 fs0 fc0 sc0 ls2 ws2">1<span class="blank _0"></span>1</div></div></div><div class="pi" data-data="{"ctm":[1.000000,0.000000,0.000000,1.000000,0.000000,0.000000]}"></div></div> <div id="pf6" class="pf w0 h0" data-page-no="6"><div class="pc pc6 w0 h0"><img fetchpriority="low" loading="lazy" class="bi x1 yaa w4 h9" alt="" src="https://files.passeidireto.com/29facdd5-88dc-4e19-87bf-7349f10f43db/bg6.png"><div class="c x1 y1 w2 h2"><div class="t m0 x5 h3 yab ff1 fs0 fc0 sc0 ls1">C<span class="ls2 ws0 v1">Grammatical aspects of the English language used by non-native speakers.</span></div><div class="t m0 x5 h3 yac ff1 fs0 fc0 sc0 ls0">D<span class="ls2 ws0 v1">Lexical similarities and differences between world Englishes.</span></div><div class="t m0 x3 h3 yad ff1 fs0 fc0 sc0 ls2 ws0">(ENADE, 2014) </div><div class="t m0 x4 h3 yae ff1 fs0 fc0 sc0 ls2 ws0">Language teachers are often frustrated by that students do not automatically transfers the strategies </div><div class="t m0 x4 h3 yaf ff1 fs0 fc0 sc0 ls2 ws0">they use when reading in their native language to reading in a language they are learning. Instead, </div><div class="t m0 x4 h3 yb0 ff1 fs0 fc0 sc0 ls2 ws0">they seem to think reading means starting at the beginning and going word by word, stopping to look </div><div class="t m0 x4 h3 yb1 ff1 fs0 fc0 sc0 ls2 ws0">up every unknown vocabulary item, until they reach the end. When they do this, students are relying </div><div class="t m0 x4 h3 yb2 ff1 fs0 fc0 sc0 ls2 ws0">exclusively on their linguistic knowledge, a bottom-up strategy<span class="blank _0"></span>. One of the most important functions </div><div class="t m0 x4 h3 yb3 ff1 fs0 fc0 sc0 ls2 ws0">of language teachers, then, is to help students move past this idea and use top-down strategies as they </div><div class="t m0 x4 h3 yb4 ff1 fs0 fc0 sc0 ls2 ws0">do in their native language. Effective teachers show students how they can adjust their reading </div><div class="t m0 x4 h3 yb5 ff1 fs0 fc0 sc0 ls2 ws0">behavior to deal with a variety of situations, types of input, and reading purposes. They help students </div><div class="t m0 x4 h3 yb6 ff1 fs0 fc0 sc0 ls2 ws0">develop a set of reading strategies and match appropriate strategies to each reading situation. Some of </div><div class="t m0 x4 h3 yb7 ff1 fs0 fc0 sc0 ls2 ws0">these strategies are previewing, predicting, skimming, scanning, and paraphrasing texts. They include </div><div class="t m0 x4 h3 yb8 ff1 fs0 fc0 sc0 ls2 ws0">reviewing titles, section headings, and photo captions to get a sense of the structure and content of a </div><div class="t m0 x4 h3 yb9 ff1 fs0 fc0 sc0 ls2 ws0">reading selection; using knowledge of the subject matter to make predictions about content and </div><div class="t m0 x4 h3 yba ff1 fs0 fc0 sc0 ls2 ws0">vocabulary and check comprehension; using knowledge of the text type and the author to make </div><div class="t m0 x4 h3 ybb ff1 fs0 fc0 sc0 ls2 ws0">predictions about writing style, vocabulary<span class="blank _0"></span>, and content; making a quick survey of the text to get the </div><div class="t m0 x4 h3 ybc ff1 fs0 fc0 sc0 ls2 ws0">main idea, confirm or question predictions; guessing prior knowledge of the subject and the ideas in </div><div class="t m0 x4 h3 ybd ff1 fs0 fc0 sc0 ls2 ws0">the text as clues to the meaning of unknown words; stopping at the end of a section to check </div><div class="t m0 x4 h3 ybe ff1 fs0 fc0 sc0 ls2 ws0">comprehension by restating the information and ideas in the text. When language learners use reading </div><div class="t m0 x4 h3 ybf ff1 fs0 fc0 sc0 ls2 ws0">strategies, they find that can control the reading experience, and they gain confidence in their ability </div><div class="t m0 x4 h3 yc0 ff1 fs0 fc0 sc0 ls2 ws0">to read the language. </div><div class="t m0 x4 h3 yc1 ff1 fs0 fc0 sc0 ls2 ws0">T<span class="blank _0"></span>aking into account the reading strategies mentioned in the text, consider the following statements.</div><div class="t m0 x4 h3 yc2 ff1 fs0 fc0 sc0 ls2 ws0">I- Skimming means to glance at the text to find the desired information.</div><div class="t m0 x4 h3 yc3 ff1 fs0 fc0 sc0 ls2 ws0">II- Paraphrasing refers to the reproduction of the content of given text.</div><div class="t m0 x4 h3 yc4 ff1 fs0 fc0 sc0 ls2 ws0">III- Scanning means to read a text quickly in search of its general idea.</div><div class="t m0 x4 h3 yc5 ff1 fs0 fc0 sc0 ls2 ws0">IV<span class="blank _2"></span>- Previous knowledge refers to the knowledge accumulated from one's personal experience.</div><div class="t m0 x4 h3 yc6 ff1 fs0 fc0 sc0 ls2 ws0">It is only correct what is stated on:</div><div class="t m0 x4 h3 yc7 ff1 fs0 fc0 sc0 ls2 ws0">FONTE: http://www<span class="blank _0"></span>.ncirc.org. <span class="blank _0"></span>Acesso em: 29 jul. 2014.</div><div class="t m0 x5 h3 yc8 ff1 fs0 fc0 sc0 ls0">A<span class="ls2 ws0 v1">II and IV<span class="blank _3"></span>.</span></div><div class="t m0 x5 h3 yc9 ff1 fs0 fc0 sc0 ls1">B<span class="ls2 ws0 v1">I and III.</span></div><div class="t m0 x5 h3 yca ff1 fs0 fc0 sc0 ls1">C<span class="ls2 v1">I.</span></div><div class="t m0 x5 h3 ycb ff1 fs0 fc0 sc0 ls0">D<span class="ls2 v1">II.</span></div><div class="t m0 x5 h6 ycc ff3 fs0 fc0 sc0 ls2">12</div><div class="t m0 xa h4 ycd ff2 fs1 fc0 sc0 ls2">Imprimir</div></div></div><div class="pi" data-data="{"ctm":[1.000000,0.000000,0.000000,1.000000,0.000000,0.000000]}"></div></div>
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