Questões de Inglês

Leia o texto para responder à questão.

 

  It was Christmas, and there was a big party in the house. Guests came and went, but the party continued. Then the bell rang. Several people shouted, “Come in!” and a short man opened the front door and came in. Nobody knew him, but the host went to meet him and took him   11    the bar for a drink. The man sat there happily for an hour and a half, drank and talked. Then suddenly he stopped and looked at his host. “You see,” he said, “I’m your neighbor, but nobody invited me to this party. I don’t know you, I don’t know your wife and I don’t know any of your guests. My wife,    12    is waiting for me in our car, just wanted us to go to the cinema, but one of your guests’ cars was in front of our gate, so I came here to find the driver!”

(L. A. Hill. Elementary Stories for Reproduction, 1972. Adaptado.)

 

Para responder à questão, assinale as alternativas que completam corretamente as respectivas lacunas numeradas no texto.

Leia o texto para responder à questão.

 

  It was Christmas, and there was a big party in the house. Guests came and went, but the party continued. Then the bell rang. Several people shouted, “Come in!” and a short man opened the front door and came in. Nobody knew him, but the host went to meet him and took him   11    the bar for a drink. The man sat there happily for an hour and a half, drank and talked. Then suddenly he stopped and looked at his host. “You see,” he said, “I’m your neighbor, but nobody invited me to this party. I don’t know you, I don’t know your wife and I don’t know any of your guests. My wife,    12    is waiting for me in our car, just wanted us to go to the cinema, but one of your guests’ cars was in front of our gate, so I came here to find the driver!”

(L. A. Hill. Elementary Stories for Reproduction, 1972. Adaptado.)

O homem cuja chegada à festa é mencionada no texto

Leia o texto para responder à questão.

 

  A certain old gentleman was very unhappy about modern education, and thought that young people nowadays were not being taught the importance of knowing the difference between right and wrong

  One day he was taking a walk in the park near his home when he saw some young boys standing around a small cat. The old gentleman went up to the boys and asked them what was happening. One of the boys said to him, “We’re having a contest. We’re telling lies, and the one who tells the biggest one gets to keep the cat.”

  The old gentleman thought that this was a good opportunity to teach the boys a useful lesson, so he said to them, “I’ve never told a lie in my life.” All at once there was a great shout from all the boys, and they said, “You’ve won! You can take the cat!”

(L. A. Hill. Advanced Anecdotes in American English, 1981. Adaptado.)

No terceiro parágrafo do texto, o senhor idoso diz: “I’ve never told a lie in my life”. Se fôssemos relatar a outra pessoa o que ele disse, nossa frase em inglês seria:

Leia o texto para responder à questão.

 

  A certain old gentleman was very unhappy about modern education, and thought that young people nowadays were not being taught the importance of knowing the difference between right and wrong

  One day he was taking a walk in the park near his home when he saw some young boys standing around a small cat. The old gentleman went up to the boys and asked them what was happening. One of the boys said to him, “We’re having a contest. We’re telling lies, and the one who tells the biggest one gets to keep the cat.”

  The old gentleman thought that this was a good opportunity to teach the boys a useful lesson, so he said to them, “I’ve never told a lie in my life.” All at once there was a great shout from all the boys, and they said, “You’ve won! You can take the cat!”

(L. A. Hill. Advanced Anecdotes in American English, 1981. Adaptado.)

A frase do segundo parágrafo – The old gentleman went up to the boys and asked them what was happening. – poderia ser reescrita corretamente, sem alterar o sentido do texto, como The old gentleman went up to the boys and asked, “_________”

 

Assinale a alternativa que preenche corretamente a lacuna.

INSTRUCTION: Answer question in relation to text.

 

TEXT

 

Everyday conversational narratives of personal
experience might be regarded as the country
cousins of more well-wrought narratives. The work
of archaeologist Nicholas Toth revolutionized the
[5] understanding of Stone Age tools. Prior to Toth’s
studies, the received perspective was that early
hominids chipped a cobble in such a way that it
could be used as a pick or a hand ax. Researchers
considered the splintered flakes as waste products
[10] and examined them for information about techniques
used to shape the stone core tool. While others were
analyzing the morphological shapes and cognitive
correlates of the chipped cores, Toth, in a radical
turnabout, discovered that the flakes were the primary
[15] tools and that the large stone was an incidental by-

product, possibly a secondary tool. The flakes turned
out to be “extremely effective cutting tools” for animals,
wood, hides, and other work. We posit that, like stone
flakes, mundane conversational narratives of personal
[20] experience constitute the prototype of narrative activity
rather than the flawed by-product of more artful and
planned narrative discourse

OCHS, E. & CAPPS, L. (2001) Living Narrative – creating lives in everyday storytelling. Harvard University Press, England, p.3.

 

Glossary:

Chip – small piece of something, like wood or glass, mainly when it has broken off something.

Cobble – small round-shaped stone; cobblestones.

Well-wrought – skillfully shaped or decorated

INSTRUÇÃO: Para resolver a questão, considere as afirmativas sobre algumas expressões usadas no texto.

 

I. “cousins” (linha 03) está sendo usado em sentido literal, denotativo.

II. “chipped” (linha 13) é empregado como adjetivo e significa “lascado”, “talhado”.

III. “turned out to be” (linhas 16-17) indica deslocamento físico.

IV. “hides” (linha 18) é um substantivo e significa “couros”. 

 

Estão corretas apenas as afirmativas

INSTRUCTION: Answer question in relation to text.

 

TEXT

 

Everyday conversational narratives of personal
experience might be regarded as the country
cousins of more well-wrought narratives. The work
of archaeologist Nicholas Toth revolutionized the
[5] understanding of Stone Age tools. Prior to Toth’s
studies, the received perspective was that early
hominids chipped a cobble in such a way that it
could be used as a pick or a hand ax. Researchers
considered the splintered flakes as waste products
[10] and examined them for information about techniques
used to shape the stone core tool. While others were
analyzing the morphological shapes and cognitive
correlates of the chipped cores, Toth, in a radical
turnabout, discovered that the flakes were the primary
[15] tools and that the large stone was an incidental by-

product, possibly a secondary tool. The flakes turned
out to be “extremely effective cutting tools” for animals,
wood, hides, and other work. We posit that, like stone
flakes, mundane conversational narratives of personal
[20] experience constitute the prototype of narrative activity
rather than the flawed by-product of more artful and
planned narrative discourse

OCHS, E. & CAPPS, L. (2001) Living Narrative – creating lives in everyday storytelling. Harvard University Press, England, p.3.

 

Glossary:

Chip – small piece of something, like wood or glass, mainly when it has broken off something.

Cobble – small round-shaped stone; cobblestones.

Well-wrought – skillfully shaped or decorated

The opposite of the term “flawed” (line 21) is