Which is the correct option to complete the sentence below?
I don't mind paying to go to the dentist or_______ my eyes ______.
I don't mind paying to go to the dentist or_______ my eyes ______.
FURB•
O texto seguinte servirá de base para responder às questões de 21 a 25.
PUCKER UP I'm a dermatologist - you've been using lip balm all wrong - here's why your pout is still chapped
(1º§)YOU might be reaching for your lip balm more and more through these winter months. But are your lips still sore and chapped, no matter how much of the stuff you slather on? According to dermatology experts, the type of balm you put on your pout might be more important than the amount.
(2º§)Dr. Mona Gohara, an associate clinical professor of dermatology at the Yale School of Medicine, and Dr. Brendan Camp, a dermatologist at MDCS Dermatology in New York, told TODAY why some lip balms could do more harm than good.
(3º§)To start with, they discussed why your lips might be chapped in the first place. The cold weather can wreak havoc on them as the skin is very thin, so they're more likely to dry out, Dr Gohara said. Meanwhile, Dr Camp noted that the delicate skin of your pout can easily be irritated by ingredients in skincare or food, yeast or bacteria, and even enzymes in saliva.
(4º§)You might also not be giving them enough love: lot's of people forget about their lips when they're moisturising their face. But if your lips are dry and chapped not long after you apply your balm, you just might be using the wrong kind.
(5º§)Four things to avoid in a lip balm:
1.Tingly balms
2. Fragrances
3. Flavouring agents
4. Dyes
(6º§)Dr Camp said these might cause allergic contact dermatitis, a type of eczema triggered by contact with a particular substance. And if your lips are dry, cracked, red, scaly and itchy, you might have developed a sensitivity to an ingredient in your lip balm, he added. Moral of the story, check your lip balm ingredients.
(7º§)Since you're doing that, there are a few ingredients that will help hydrate your pout. Dr Camp said you want to look for ingredients that will help trap water in the skin while keeping it moisturized for a long period of time. "Ingredients like beeswax, olive oil, castor oil, coconut oil, and shea butter are often used for this purpose," he said.
(8º§)You should also be wearing a salve with SPF to protect your lips from the sun. Meanwhile, Dr Gohara said that your ideal balm will have a combination of humectants (like hyaluronic acid and glycerin), which draw moisture into the skin, and occlusives (such as shea butter and mineral oil), which lock moisture in.
(9º§)The NHS recommended you use one containing petroleum jelly or beeswax. It said: "Try a few different lip balms if one is not working for you - some people may be sensitive to some fragrances, dyes or cosmetic ingredients."
(10º§)As long as you're using the right type of balm, Dr Gohara said you can apply it multiple times a day. According to Dr Camp, it's best to put on lip balm once in the morning and once before bed. There are other ways of preventing dry lips too.
(11º§)Lisa Borg, skin specialist and nutritionist at the Pulse Light Clinc, said the best thing you can do is drink plenty of fluids throughout the day. Preferably quality water as opposed to dehydrating coffee and fizzy drinks, she noted.
(12º§)Lisa also recommended eating foods that simulate saliva production, such as apples, cucumbers, tomatoes, courgettes, watermelon, lemons, and crunchy fibrous vegetables like carrots and celery. Meanwhile, the NHS said you should wash your hands before applying lip balm and cover your lips with a scarf when you're outside in cold weather. If you're outdoors, use a balm with SPF 15 or more every two hours, it added.
(13º§)Common causes of dry lips: cold weather, dry air or wind; damage from the sun; dehydration; a lip injury; allergies; and lack of vitamins and minerals. If you have sore or dry lips, you should avoid: picking or biting any flaky skin on your lips - this can slow down healing; licking dry or cracked lips - this can make them sore; and sharing lip balms with other people - this can spread germs.
(adapted) -wwrongg-pu--chappeed .uk/health/21661055/dermatologist-using-lip-balm-wrong-pout-chapped/
Choose the alternative that presents an example of anaphora.
FGV•
Atenção! Leia o poema a seguir para responder à questão.
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Then the traveler in the dark
Thanks you for your tiny spark,
How could he see where to go,
If you did not twinkle so?
In the dark blue sky you keep,
Often through my curtains peep
For you never shut your eye,
Till the sun is in the sky.
As your bright and tiny spark
Lights the traveler in the dark,
Though I know not what you are,
Twinkle, twinkle, little star.
TAYLOR, Jane. Twinkle, Twinkle, Little Star. Disponível em: https://www.classicalmusic.com/articles/what-are-the-lyrics-to-twinkle-twinkle-little-star. Acesso em: 11 jul. 2024. Adaptado.
Em um evento da escola, os alunos decidiram recitar esse poema em voz alta, mas estavam confundindo a pronúncia de algumas palavras dos versos, devido à semelhança na grafia. Para ajudá-los, a professora agrupou três palavras que possuíam sons vocálicos semelhantes e grafias distintas, como ocorre em
FGV•
Atenção! Leia o texto a seguir para responder à próxima questão.
Ain't It Fun
I don't mind
Letting you down easy, but just give it time
If it don't hurt now then just wait, just wait a while
You're not the big fish in the pond no more
You are what they're feeding on
So what are you gonna do
When the world don't orbit around you?
So what are you gonna do
When the world don't orbit around you?
Ain't it fun?
Living in the real world
Ain't it good?
Being all alone
Where you're from
You might be the one who's running things
Where you can ring anybody's bell and get what you want
See it's easy to ignore trouble
When you're living in a bubble
(…)
WILLIAMS, Hayley; YORK, Taylor. Ain’t it fun. Disponível em: https://www.musixmatch.com/lyrics/Paramore/Ain-t-It-Fun. Acesso em: 12 jul. 2024. Adaptado.
Em alguns contextos, como na linguagem oral ou em letras de música, a concordância verbal não segue a norma culta. Um exemplo de um verso em que isso ocorre é
O hábito de buscar referências na língua materna pode ser uma das principais armadilhas no aprendizado de um novo idioma. Embora a língua inglesa esteja presente em boa parte do mundo por meio da Internet, dos livros, dos filmes e das séries, para muitas pessoas a compreensão do idioma ainda é um bicho de sete cabeças. Por esse motivo, é comum ouvir queixas durante as aulas como “não consigo aprender inglês” ou “inglês não é para mim”.
A diferença da língua materna é o que mais causa dificuldade para os estudantes lusófonos, principalmente pelo fato de a principal origem do português ser o latim e a do inglês ser o anglo-saxão. Essa disparidade causa impactos no som, na escrita e na estrutura do idioma. Pela mistura do anglo-saxão com outros idiomas e culturas, o inglês difere-se do português não apenas na escrita, mas também na pronúncia. Se desprender do habitual idioma materno e precisar falar palavras de uma outra forma é uma dificuldade recorrente entre os estudantes.
Internet:<rubyacademy.com.br> (com adaptações).
Considerando os aspectos suscitados pelo texto precedente no que concerne à aquisição de língua inglesa por pessoas lusófonas, julgue o próximo item.
O português permite maior flexibilidade no que se refere à ordem das palavras em uma frase, o que pode levar os lusofalantes a cometerem erros de estruturação de frases no inglês, cuja ordem é mais rígida.
O hábito de buscar referências na língua materna pode ser uma das principais armadilhas no aprendizado de um novo idioma. Embora a língua inglesa esteja presente em boa parte do mundo por meio da Internet, dos livros, dos filmes e das séries, para muitas pessoas a compreensão do idioma ainda é um bicho de sete cabeças. Por esse motivo, é comum ouvir queixas durante as aulas como “não consigo aprender inglês” ou “inglês não é para mim”.
A diferença da língua materna é o que mais causa dificuldade para os estudantes lusófonos, principalmente pelo fato de a principal origem do português ser o latim e a do inglês ser o anglo-saxão. Essa disparidade causa impactos no som, na escrita e na estrutura do idioma. Pela mistura do anglo-saxão com outros idiomas e culturas, o inglês difere-se do português não apenas na escrita, mas também na pronúncia. Se desprender do habitual idioma materno e precisar falar palavras de uma outra forma é uma dificuldade recorrente entre os estudantes.
Internet:<rubyacademy.com.br> (com adaptações).
Considerando os aspectos suscitados pelo texto precedente no que concerne à aquisição de língua inglesa por pessoas lusófonas, julgue o próximo item.
A ortografia da língua inglesa é mais regular que a do português, o que facilita a leitura do inglês para os lusofalantes, uma vez que as palavras são, em sua maioria, pronunciadas conforme são escritas.
Which alternative expresses the same idea as this sentence?
The Superwoman has been replaced by a "real woman".
The Superwoman has been replaced by a "real woman".
Choose the best reply to this statement.
Carol : I got caught up in the traffic.
You : ______________.
Carol : I got caught up in the traffic.
You : ______________.
In the context of language as discourse, when considering the essential elements for effective communication within a specific situation, which of the following factors should be taken into consideration in ensuring successful interaction?
Leia o texto a seguir e responda à questão:
Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Phonetic transcription contains a lot of information about
the exact quality of the sounds. The phonetic symbol for
the final consonant sound in “teach” and “speech” is /tʃ/.
The same /tʃ/ sound is found in
Choose the punctuation that is used when we want to
express a surprise.
FGV•
Leia o texto a seguir:
Chunks
Chunks are groups of words that can be found together in language.
They can be words that always go together, such as fixed collocations, or that commonly do, such as certain grammatical structures that follow rules. A listener or reader uses their knowledge of chunks to help them predict meaning and therefore be able to process language in real time. Chunks include lexical phrases, set phrases, and fixed phrases.
Example
'Utter disaster', 'by the way', 'encourage + someone + infinitive', 'dependent + on' are all examples of chunks.
In the classroom
Areas of work such as idioms, collocations and verb patterns all focus on types of chunks. Learners can be encouraged to identify and record lexical and grammatical chunks as they find them.
British Council. Chunks. British Council, 2024. Disponível em: https://www.teachingenglish.org.uk/professional-development/teachers/knowingsubject/c/chunks. Acesso em: 12 jul. 2024.
O texto acima traz informações sobre ‘language chunks’ que podem ser úteis para uma abordagem lexical da língua inglesa. Em qual alternativa a expressão destacada é um exemplo de ‘language chunk’?
Chunks
Chunks are groups of words that can be found together in language.
They can be words that always go together, such as fixed collocations, or that commonly do, such as certain grammatical structures that follow rules. A listener or reader uses their knowledge of chunks to help them predict meaning and therefore be able to process language in real time. Chunks include lexical phrases, set phrases, and fixed phrases.
Example
'Utter disaster', 'by the way', 'encourage + someone + infinitive', 'dependent + on' are all examples of chunks.
In the classroom
Areas of work such as idioms, collocations and verb patterns all focus on types of chunks. Learners can be encouraged to identify and record lexical and grammatical chunks as they find them.
British Council. Chunks. British Council, 2024. Disponível em: https://www.teachingenglish.org.uk/professional-development/teachers/knowingsubject/c/chunks. Acesso em: 12 jul. 2024.
O texto acima traz informações sobre ‘language chunks’ que podem ser úteis para uma abordagem lexical da língua inglesa. Em qual alternativa a expressão destacada é um exemplo de ‘language chunk’?
FURB•
In each of the following options, you will see one word in
English, one word in Portuguese and their respective
stress pattern. Which one is correct?
Complete the following sentence with the correct phonological term:
In English, the phenomenon where a word’s pronunciation is simplified by omitting certain sounds is
known____________ as .
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)
In paragraph 3, Harmer mentions that “Words can also
mean more than one thing”, adding that sometimes these
words, although spelt and pronounced in the same way,
have different meanings (thus being homonyms) and
may belong to different grammatical classes. Example of
homonyms with the same grammatical class is found in:
PSS•
Choose the correct option that best describes the
relationship between phonemes and graphemes in
English.
Considering the linguistic aspects of the text, choose the incorrect alternative:
Choose the correct option to complete the dialogue.
Megan: I'd like to live abroad.
Julie: So ______ I. Which country do you have in mind? Megan: Probably Australia, because it's hot. I wouldn't liketo live in a cold country. Julie: I wouldn't ________. I hate feeling cold.
Megan: I'd like to live abroad.
Julie: So ______ I. Which country do you have in mind? Megan: Probably Australia, because it's hot. I wouldn't liketo live in a cold country. Julie: I wouldn't ________. I hate feeling cold.
What is the main phonetic difference between the words "ship" and "sheep"?
Read the following text:
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools.This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.
Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.
Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.
As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In phonetics and phonology, schwa sound is an unrounded
central mid vowel, whose symbol, in the International Phonetic
Alphabet, is /ə/. In many languages, such a vowel arises through
the neutralization of unstressed vowels or through epenthesis.
Among the words below, taken from the text, the one containing a
schwa sound is: