Questões de Inglês

Instrução: A questão estão relacionada ao texto abaixo.

 

........ our first year in New York, we rented a
small apartment with a Catholic school nearby,
taught by the Sisters of Charity, hefty women in
long black gowns and bonnets that made them
[5] look peculiar, like dolls in mourning. I liked them
a lot, especially my grandmotherly fourth grade
teacher, Sister Zoe. I had a lovely name, she
said, and she had me teach the whole class how
to pronounce it. Yo-lan-da. As the only
[10] immigrant in my class, I was put in a special
seat in the first row by the window, apart from
the other children so that Sister Zoe could tutor
me without disturbing them. Slowly, she
enunciated the new words I was to repeat:
[15] laundromat, cornflakes, subway, snow.
Soon I picked up enough English to understand
holocaust was in the air. Sister Zoe explained to
a wide-eyed classroom what was happening in
Cuba. Russian missiles were being assembled,
[20] trained supposedly on New York City. President
Kennedy, looking worried too, was on the
television at home, explaining we might have to
go to war against the Communists. At school,
we had air raid drills: an ominous bell would go
[25] off and we'd file into the hall, fall to the floor,
cover our heads with our coats, and imagine our
hair falling out, the bonnets in our arms going
soft. At home, Mami and my sisters and I said a
rosary for world peace. I heard new vocabulary:
[30] nuclear bomb,radioactive fallout, bomb shelter.
Sister Zoe explained how it would happen. She
drew a picture of a mushroom on the
blackboard and dotted a flurry of chalk marks
for the dusty fallout that would kill us all.
[35] The months grew cold, November, December.
It was dark when I got up in the morning, frosty
when I followed my breath to school. One
morning as I sat at my desk daydreaming out
the window, I saw dots in the air like the ones
[40] Sister Zoe had drawn random at first, then lots
and lots. I shrieked, "Bomb! Bomb!" Sister Zoe
jerked around, her full black skirt ballooning as
she hurried to my side. A few girls began to cry.
[45] But then Sister Zoe's shocked look faded. "Why,
Yolanda dear, that's snow!" She laughed.
"Snow."
"Snow," I repeated. I looked out the window
[50] warily. All my life I had heard about the white 

crystals that fell out of American skies in the
winter. From my desk I watched the fine powder
dust the sidewalk and parked cars below. Each
flake was different, Sister Zoe had said, like a
[55] person, irreplaceable and beautiful.

Adaptado de: ÁLVAREZ, J. Snow. In: Castillo-Speed, L. Latina – Women’s voices from the borderlands. New York: Touchstone, 1995.

Assinale a alternativa que resume adequadamente o texto.

Read the text to answer question.

 

    “It is impossible for an Englishman to open his mouth
without making some other Englishman despise him,”
playwright George Bernard Shaw wrote in the preface to
Pygmalion in 1913. Recent headlines suggest that accent
prejudice (or “accentism”) is no relic of the past but continues
to blight the university experience of many students.
    There is a hierarchy of accents in Britain which has
changed little over the years. The accents of Britain’s highest
classes are seen as neutral, “accentless” and correct,
while others are seen as inferior and are often stigmatised.
As such, those who have “non-standard” accents are
seen as legitimate and admissible targets for comment
and judgement. They are also loaded with an apparent
responsibility to change how they sound.
    The higher-class standard accent — “Received
Pronunciation” (RP) — is consistently rated the highest
on scales such as prestige and perceived intelligence.
Such judgments continually reproduce and reaffirm social
inequalities.
    The association between the ability to speak in a
certain way and being intelligent is especially relevant in the
university context, where this particular trait is most valued.
Being able to sound intelligent in a classroom translates
directly into gaining recognition and respect amongst peers
and teachers. The repercussions of accentism in the job
market are a further consequence for students.
    University is a place and a time where people come
together from all over the country and all over the world. This
can have very interesting effects on students’ accents as
they might naturally start to change the way that they speak
due to their new surroundings. This is a completely normal
process known as accommodation. It is not the same thing
as the enforced undermining of credibility and intelligence
through the stereotyping of someone’s regional accent.
    There are many interesting things to learn about how
someone from another part of the country has a different
way of pronouncing a word or uses a different word for
the same thing. For instance, have you ever seen how
many different words there are for a bread roll? We need
to counteract our biases by understanding and celebrating
such diversity, instead of ridiculing those who don’t conform
to an ideological standard rooted in discrimination from
the start.

(Monika Schmid, Amanda Cole and Ella Jeffries.
www.theconversation.com, 26.10.2020. Adapted.)

The last paragraph

An accused man was found to be guilty of a crime:

Read the text to answer question.

 

    “It is impossible for an Englishman to open his mouth
without making some other Englishman despise him,”
playwright George Bernard Shaw wrote in the preface to
Pygmalion in 1913. Recent headlines suggest that accent
prejudice (or “accentism”) is no relic of the past but continues
to blight the university experience of many students.
    There is a hierarchy of accents in Britain which has
changed little over the years. The accents of Britain’s highest
classes are seen as neutral, “accentless” and correct,
while others are seen as inferior and are often stigmatised.
As such, those who have “non-standard” accents are
seen as legitimate and admissible targets for comment
and judgement. They are also loaded with an apparent
responsibility to change how they sound.
    The higher-class standard accent — “Received
Pronunciation” (RP) — is consistently rated the highest
on scales such as prestige and perceived intelligence.
Such judgments continually reproduce and reaffirm social
inequalities.
    The association between the ability to speak in a
certain way and being intelligent is especially relevant in the
university context, where this particular trait is most valued.
Being able to sound intelligent in a classroom translates
directly into gaining recognition and respect amongst peers
and teachers. The repercussions of accentism in the job
market are a further consequence for students.
    University is a place and a time where people come
together from all over the country and all over the world. This
can have very interesting effects on students’ accents as
they might naturally start to change the way that they speak
due to their new surroundings. This is a completely normal
process known as accommodation. It is not the same thing
as the enforced undermining of credibility and intelligence
through the stereotyping of someone’s regional accent.
    There are many interesting things to learn about how
someone from another part of the country has a different
way of pronouncing a word or uses a different word for
the same thing. For instance, have you ever seen how
many different words there are for a bread roll? We need
to counteract our biases by understanding and celebrating
such diversity, instead of ridiculing those who don’t conform
to an ideological standard rooted in discrimination from
the start.

(Monika Schmid, Amanda Cole and Ella Jeffries.
www.theconversation.com, 26.10.2020. Adapted.)

In the fragment from the fifth paragraph “This is a completely normal process known as accommodation”, the underlined term refers to

Read the text to answer question.

 

    “It is impossible for an Englishman to open his mouth
without making some other Englishman despise him,”
playwright George Bernard Shaw wrote in the preface to
Pygmalion in 1913. Recent headlines suggest that accent
prejudice (or “accentism”) is no relic of the past but continues
to blight the university experience of many students.
    There is a hierarchy of accents in Britain which has
changed little over the years. The accents of Britain’s highest
classes are seen as neutral, “accentless” and correct,
while others are seen as inferior and are often stigmatised.
As such, those who have “non-standard” accents are
seen as legitimate and admissible targets for comment
and judgement. They are also loaded with an apparent
responsibility to change how they sound.
    The higher-class standard accent — “Received
Pronunciation” (RP) — is consistently rated the highest
on scales such as prestige and perceived intelligence.
Such judgments continually reproduce and reaffirm social
inequalities.
    The association between the ability to speak in a
certain way and being intelligent is especially relevant in the
university context, where this particular trait is most valued.
Being able to sound intelligent in a classroom translates
directly into gaining recognition and respect amongst peers
and teachers. The repercussions of accentism in the job
market are a further consequence for students.
    University is a place and a time where people come
together from all over the country and all over the world. This
can have very interesting effects on students’ accents as
they might naturally start to change the way that they speak
due to their new surroundings. This is a completely normal
process known as accommodation. It is not the same thing
as the enforced undermining of credibility and intelligence
through the stereotyping of someone’s regional accent.
    There are many interesting things to learn about how
someone from another part of the country has a different
way of pronouncing a word or uses a different word for
the same thing. For instance, have you ever seen how
many different words there are for a bread roll? We need
to counteract our biases by understanding and celebrating
such diversity, instead of ridiculing those who don’t conform
to an ideological standard rooted in discrimination from
the start.

(Monika Schmid, Amanda Cole and Ella Jeffries.
www.theconversation.com, 26.10.2020. Adapted.)

Paragraphs 2 to 4, mainly,

Before Cook´s arrival at the Hawaiian Islands, the natives: