Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 890 questões
Analyze the following sentence and choose the correct alternative: “Ann has lost her cell phone”.
Instruction: answer questions 31 to 40 based on the following text. The highlights throughout the text are cited in the questions.
Carnival
- ______ Carnival is ____ festival celebrated in _____countries of Catholic tradition, often
- with public parades of playful, imaginative wagons typically called "floats, masking, jokes and
- feasts”.
- Etymology
- The word carnival comes from the Latin "carnem levare" (=eliminate meat) and
- originally indicated the banquet that was held on the last day of Carnival (Mardi Gras),
- immediately before Lent, the period of fasting and abstinence when Christians would abstain
- _____ meat. The first evidence of the use of the word "carnevale" (or "carnevalo") are the texts
- of minstrel Matazone da Caligano of the late 13th century and writer Giovanni Sercambi around
- 1400.
- Carnival period
- In Catholic countries, traditionally Carnival begins on the Septuagesima Sunday (70
- days to Easter, it was the first of the nine Sundays before the Holy Week in the Gregorian
- calendar), and in the Roman rite ends on the Tuesday before Ash Wednesday, which marks the
- beginning of Lent. The climax is usually from Thursday until Tuesday, the last day of Carnival.
- Being connected with Easter which is a moveable feast, the final dates of Carnival vary each
- year, though in some places it may begin already on 17th January. Since Catholic Easter is on
- the Sunday after the 17first full moon of spring, therefore from 22 March to 25 April, and since
- there are 46 days between Ash Wednesday and Easter, then in non-leap years the last day of
- Carnival, Mardi Gras, can fall any time within February 3 to March 9.
- In the Ambrosian rite, which is followed in the Archdiocese of Milan and in some
- neighboring dioceses, Lent begins with the first Sunday of Lent, therefore the last day of
- Carnival is on Saturday, four days later than the Mardi Gras in other areas of Italy.
- Carnival in antiquity
- Although present in the Catholic tradition, Carnival has its origins in much older
- celebrations, such as the Greek Dionysian festivals ("Anthesteria") or the Roman "Saturnalia".
- During these ancient rites a temporary dissolution of the social obligations and hierarchies took
- place in favor of chaos, jokes and even debauchery. From a historical and religious point of
- view Carnival represented, therefore, a period of renewal, when chaos replaced the established
- order, but once festive period was over, a new or the old order re-emerged for another cycle
- until the next carnival.
- In Babylon, shortly after the vernal equinox the process of the foundation of the cosmos
- was re-enacted, described with the myth of the struggle of Marduk, the savior-god with Tiamat
- the dragon, which ended with the victory of the former. During these ceremonies a procession
- was held in which the forces of chaos were allegorically represented fighting the recreation of
- the universe, that is the myth of the death and resurrection of Marduk, the savior. In the parade
- there was a ship on wheels where the deities Moon and Sun were carried along a large avenue
- - a symbol of the Zodiac - to the sanctuary of Babylon, symbol of the earth. This period was
- accompanied by an unbridled freedom and a reversal of social order and morality.
- In the Roman world the feast in honor of the Egyptian goddess Isis involved the presence
- of masked groups, as told by Lucius Apuleius in the Metamorphoses (Book XI). Among the
- Romans the end of the old year was represented by a man covered with goat skins, carried in
- procession, hit with sticks and called Mamurius Veturius.
- Carnival is therefore a moment in a mythic cycle, it is the movement of spirits between
- heaven, earth and the underworld. In the spring, when the earth begins to show its power,
- Carnival opens a passage between the earth and the underworld, whose souls must be honored
- and for a short period the living lend them their bodies wearing masks. Masks therefore have
- often an apotropaic meaning, as the wearer takes on the features of the spirit represented.
- In the 15th and 16th centuries, the Medici in Florence organized large masked carts
- called "Trionfi" accompanied by carnival songs and dances one, the "Trionfo di Bacco e Arianna"
- also written by Lorenzo the Magnificent. In Rome under the Popes horse races took place and
- a called the "race of moccoletti" where runners bearing lit candles tried to blow out each other's
- candles.
(Available at: http://www.italyheritage.com/traditions/carnival/2023/04/14/ – text especially adapted for this test).
The use of the underlined verb ‘would’ (line 07) indicates:
Instruction: answer questions 31 to 40 based on the following text. The highlights throughout the text are cited in the questions.
Carnival
- ______ Carnival is ____ festival celebrated in _____countries of Catholic tradition, often
- with public parades of playful, imaginative wagons typically called "floats, masking, jokes and
- feasts”.
- Etymology
- The word carnival comes from the Latin "carnem levare" (=eliminate meat) and
- originally indicated the banquet that was held on the last day of Carnival (Mardi Gras),
- immediately before Lent, the period of fasting and abstinence when Christians would abstain
- _____ meat. The first evidence of the use of the word "carnevale" (or "carnevalo") are the texts
- of minstrel Matazone da Caligano of the late 13th century and writer Giovanni Sercambi around
- 1400.
- Carnival period
- In Catholic countries, traditionally Carnival begins on the Septuagesima Sunday (70
- days to Easter, it was the first of the nine Sundays before the Holy Week in the Gregorian
- calendar), and in the Roman rite ends on the Tuesday before Ash Wednesday, which marks the
- beginning of Lent. The climax is usually from Thursday until Tuesday, the last day of Carnival.
- Being connected with Easter which is a moveable feast, the final dates of Carnival vary each
- year, though in some places it may begin already on 17th January. Since Catholic Easter is on
- the Sunday after the 17first full moon of spring, therefore from 22 March to 25 April, and since
- there are 46 days between Ash Wednesday and Easter, then in non-leap years the last day of
- Carnival, Mardi Gras, can fall any time within February 3 to March 9.
- In the Ambrosian rite, which is followed in the Archdiocese of Milan and in some
- neighboring dioceses, Lent begins with the first Sunday of Lent, therefore the last day of
- Carnival is on Saturday, four days later than the Mardi Gras in other areas of Italy.
- Carnival in antiquity
- Although present in the Catholic tradition, Carnival has its origins in much older
- celebrations, such as the Greek Dionysian festivals ("Anthesteria") or the Roman "Saturnalia".
- During these ancient rites a temporary dissolution of the social obligations and hierarchies took
- place in favor of chaos, jokes and even debauchery. From a historical and religious point of
- view Carnival represented, therefore, a period of renewal, when chaos replaced the established
- order, but once festive period was over, a new or the old order re-emerged for another cycle
- until the next carnival.
- In Babylon, shortly after the vernal equinox the process of the foundation of the cosmos
- was re-enacted, described with the myth of the struggle of Marduk, the savior-god with Tiamat
- the dragon, which ended with the victory of the former. During these ceremonies a procession
- was held in which the forces of chaos were allegorically represented fighting the recreation of
- the universe, that is the myth of the death and resurrection of Marduk, the savior. In the parade
- there was a ship on wheels where the deities Moon and Sun were carried along a large avenue
- - a symbol of the Zodiac - to the sanctuary of Babylon, symbol of the earth. This period was
- accompanied by an unbridled freedom and a reversal of social order and morality.
- In the Roman world the feast in honor of the Egyptian goddess Isis involved the presence
- of masked groups, as told by Lucius Apuleius in the Metamorphoses (Book XI). Among the
- Romans the end of the old year was represented by a man covered with goat skins, carried in
- procession, hit with sticks and called Mamurius Veturius.
- Carnival is therefore a moment in a mythic cycle, it is the movement of spirits between
- heaven, earth and the underworld. In the spring, when the earth begins to show its power,
- Carnival opens a passage between the earth and the underworld, whose souls must be honored
- and for a short period the living lend them their bodies wearing masks. Masks therefore have
- often an apotropaic meaning, as the wearer takes on the features of the spirit represented.
- In the 15th and 16th centuries, the Medici in Florence organized large masked carts
- called "Trionfi" accompanied by carnival songs and dances one, the "Trionfo di Bacco e Arianna"
- also written by Lorenzo the Magnificent. In Rome under the Popes horse races took place and
- a called the "race of moccoletti" where runners bearing lit candles tried to blow out each other's
- candles.
(Available at: http://www.italyheritage.com/traditions/carnival/2023/04/14/ – text especially adapted for this test).
Select the alternative that defines correctly the bold word “Lent” (line 07):
Instruction: answer questions 31 to 40 based on the following text. The highlights throughout the text are cited in the questions.
Carnival
- ______ Carnival is ____ festival celebrated in _____countries of Catholic tradition, often
- with public parades of playful, imaginative wagons typically called "floats, masking, jokes and
- feasts”.
- Etymology
- The word carnival comes from the Latin "carnem levare" (=eliminate meat) and
- originally indicated the banquet that was held on the last day of Carnival (Mardi Gras),
- immediately before Lent, the period of fasting and abstinence when Christians would abstain
- _____ meat. The first evidence of the use of the word "carnevale" (or "carnevalo") are the texts
- of minstrel Matazone da Caligano of the late 13th century and writer Giovanni Sercambi around
- 1400.
- Carnival period
- In Catholic countries, traditionally Carnival begins on the Septuagesima Sunday (70
- days to Easter, it was the first of the nine Sundays before the Holy Week in the Gregorian
- calendar), and in the Roman rite ends on the Tuesday before Ash Wednesday, which marks the
- beginning of Lent. The climax is usually from Thursday until Tuesday, the last day of Carnival.
- Being connected with Easter which is a moveable feast, the final dates of Carnival vary each
- year, though in some places it may begin already on 17th January. Since Catholic Easter is on
- the Sunday after the 17first full moon of spring, therefore from 22 March to 25 April, and since
- there are 46 days between Ash Wednesday and Easter, then in non-leap years the last day of
- Carnival, Mardi Gras, can fall any time within February 3 to March 9.
- In the Ambrosian rite, which is followed in the Archdiocese of Milan and in some
- neighboring dioceses, Lent begins with the first Sunday of Lent, therefore the last day of
- Carnival is on Saturday, four days later than the Mardi Gras in other areas of Italy.
- Carnival in antiquity
- Although present in the Catholic tradition, Carnival has its origins in much older
- celebrations, such as the Greek Dionysian festivals ("Anthesteria") or the Roman "Saturnalia".
- During these ancient rites a temporary dissolution of the social obligations and hierarchies took
- place in favor of chaos, jokes and even debauchery. From a historical and religious point of
- view Carnival represented, therefore, a period of renewal, when chaos replaced the established
- order, but once festive period was over, a new or the old order re-emerged for another cycle
- until the next carnival.
- In Babylon, shortly after the vernal equinox the process of the foundation of the cosmos
- was re-enacted, described with the myth of the struggle of Marduk, the savior-god with Tiamat
- the dragon, which ended with the victory of the former. During these ceremonies a procession
- was held in which the forces of chaos were allegorically represented fighting the recreation of
- the universe, that is the myth of the death and resurrection of Marduk, the savior. In the parade
- there was a ship on wheels where the deities Moon and Sun were carried along a large avenue
- - a symbol of the Zodiac - to the sanctuary of Babylon, symbol of the earth. This period was
- accompanied by an unbridled freedom and a reversal of social order and morality.
- In the Roman world the feast in honor of the Egyptian goddess Isis involved the presence
- of masked groups, as told by Lucius Apuleius in the Metamorphoses (Book XI). Among the
- Romans the end of the old year was represented by a man covered with goat skins, carried in
- procession, hit with sticks and called Mamurius Veturius.
- Carnival is therefore a moment in a mythic cycle, it is the movement of spirits between
- heaven, earth and the underworld. In the spring, when the earth begins to show its power,
- Carnival opens a passage between the earth and the underworld, whose souls must be honored
- and for a short period the living lend them their bodies wearing masks. Masks therefore have
- often an apotropaic meaning, as the wearer takes on the features of the spirit represented.
- In the 15th and 16th centuries, the Medici in Florence organized large masked carts
- called "Trionfi" accompanied by carnival songs and dances one, the "Trionfo di Bacco e Arianna"
- also written by Lorenzo the Magnificent. In Rome under the Popes horse races took place and
- a called the "race of moccoletti" where runners bearing lit candles tried to blow out each other's
- candles.
(Available at: http://www.italyheritage.com/traditions/carnival/2023/04/14/ – text especially adapted for this test).
The expression “chaos, jokes and even debauchery” (line 28) refers to:
How were the first 'voice mails' sent? In envelopes
“Hello Mother, Dad, and Blanche,” a quiet voice says above the cracks and pops of an old vinyl record, which has clearly been played many times over. “How’s everything at home? I’m recording this from Dallas…from this very little place where there are pinball machines and many other things like that…”
The disc is small, seven inches across, dated ___________ 1954. The faded green label shows that the speaker’s name is “Gene,” the recording addressed to “Folks.” Gene suggests in his minute-long message that he is traveling—“seeing America”—and tells his family not to worry about him.
“I should complete my trip sometime around Thanksgiving. I hope you received my letter and I, in turn, hope to receive some of the letters that you sent me.”
This largely forgotten sound is one of the world’s early “voice mails.” During the first half of the 20th century, these audio letters and other messages were recorded largely in booths, pressed onto metal discs and vinyl records, and mailed in places all over the world. Best known today for playing music at home, record players were then being used as a means of _____________ over long distances.
The idea of transporting a person’s voice had _________ large in the human imagination for some three centuries before it was finally achieved with the invention of the phonograph in the late 19th century. Historical documents from the Qing Dynasty in 16th-century China suggest the existence of a mysterious device called the “thousand-mile speaker,” a wooden cylinder that could be spoken into and sealed, such that the recipient could still hear the reverberations when opening it back up.
(Fonte: National Geographic - adaptado.)
In “‘Hello Mother, Dad, and Blanche,’ a quiet voice says above the cracks and pops of an old vinyl record [...]”, the underlined word can be substituted without loss of meaning by:
How were the first 'voice mails' sent? In envelopes
“Hello Mother, Dad, and Blanche,” a quiet voice says above the cracks and pops of an old vinyl record, which has clearly been played many times over. “How’s everything at home? I’m recording this from Dallas…from this very little place where there are pinball machines and many other things like that…”
The disc is small, seven inches across, dated ___________ 1954. The faded green label shows that the speaker’s name is “Gene,” the recording addressed to “Folks.” Gene suggests in his minute-long message that he is traveling—“seeing America”—and tells his family not to worry about him.
“I should complete my trip sometime around Thanksgiving. I hope you received my letter and I, in turn, hope to receive some of the letters that you sent me.”
This largely forgotten sound is one of the world’s early “voice mails.” During the first half of the 20th century, these audio letters and other messages were recorded largely in booths, pressed onto metal discs and vinyl records, and mailed in places all over the world. Best known today for playing music at home, record players were then being used as a means of _____________ over long distances.
The idea of transporting a person’s voice had _________ large in the human imagination for some three centuries before it was finally achieved with the invention of the phonograph in the late 19th century. Historical documents from the Qing Dynasty in 16th-century China suggest the existence of a mysterious device called the “thousand-mile speaker,” a wooden cylinder that could be spoken into and sealed, such that the recipient could still hear the reverberations when opening it back up.
(Fonte: National Geographic - adaptado.)
Concerning the parts of speech, the underlined word in “How’s everything at home?” is classified as a/an:
How were the first 'voice mails' sent? In envelopes
“Hello Mother, Dad, and Blanche,” a quiet voice says above the cracks and pops of an old vinyl record, which has clearly been played many times over. “How’s everything at home? I’m recording this from Dallas…from this very little place where there are pinball machines and many other things like that…”
The disc is small, seven inches across, dated ___________ 1954. The faded green label shows that the speaker’s name is “Gene,” the recording addressed to “Folks.” Gene suggests in his minute-long message that he is traveling—“seeing America”—and tells his family not to worry about him.
“I should complete my trip sometime around Thanksgiving. I hope you received my letter and I, in turn, hope to receive some of the letters that you sent me.”
This largely forgotten sound is one of the world’s early “voice mails.” During the first half of the 20th century, these audio letters and other messages were recorded largely in booths, pressed onto metal discs and vinyl records, and mailed in places all over the world. Best known today for playing music at home, record players were then being used as a means of _____________ over long distances.
The idea of transporting a person’s voice had _________ large in the human imagination for some three centuries before it was finally achieved with the invention of the phonograph in the late 19th century. Historical documents from the Qing Dynasty in 16th-century China suggest the existence of a mysterious device called the “thousand-mile speaker,” a wooden cylinder that could be spoken into and sealed, such that the recipient could still hear the reverberations when opening it back up.
(Fonte: National Geographic - adaptado.)
Check the alternative that CORRECTLY fills the gaps in the text:
Considere a situação a seguir:
O(a) professor(a) de Língua Inglesa de uma escola pública municipal começa a aula pedindo aos alunos que escutem um diálogo em inglês e repitam após ele(a). Os alunos começam a se familiarizar com a pronúncia correta das palavras e a entonação da língua. Em seguida, a(o) professor(a) pede que os alunos realizem exercícios de repetição, para fixar o vocabulário aprendido. Ao final da aula, os alunos estão empolgados e confiantes para praticar a língua inglesa em situações cotidianas.
Podemos afirmar que o método empreendido pelo(a) professor(a) é o:
What is the process called when two sounds merge into one in connected speech, and which sound is often deleted or weakened in English phonology?
Indirect speech conveys a report of something that was said or written rather than the exact words that were spoken or written. Moreover, indirect speech is also called reported speech. It is when something that has been said is written without directly quoting the speaker. In short, reported speech is the linguistic technique that is used to tell somebody what someone else’s direct speech was. In consideration of the foregoing, read the sentence that follows, which was written in the direct speech form, and check its correspondent correct reported speech form.
DIRECT SPEECH: An English teacher said: “I have taught my students to help them become independent learners and critical citizens”.
Genre has been defined as ‘‘a distinctive category of discourse of any type, spoken or written’’ that serves as ‘‘responses by speakers or writers to the demands of a social context’’. Genre has been produced in many different spheres of human activities. For example, they are present in magazines, newspapers, television, internet, and others. That is to say that a genre represents a pattern or a set of rules that a given text follows in order to communicate its message effectively to its intended audience. Taking that into consideration, check the alternative, whose statement provided may not be associated with the tenets of a potential genre-based theory or approach to the English language teaching (ELT).
Teaching methods have been considered as a set of core teaching and learning principles together with a body of classroom practices that are derived from them. There are, and have been, many methods in English teaching. Methods deal with practical details and fundamentals of teaching. In Applied Linguistics, studies associated with English language teaching have suggested the following methods, along with a few others, as the most known, debated and analyzed in English teaching literature (written works). They are: I) Audiolingual Method or Audiolingualism; II) Total Physical Response; III) Silent Way; IV) Grammar-Translation Method; and, V) Direct Method or Natural Method. With that in mind, check the alternative that presents the correct information about one of the before-mentioned methods.
“A lesson plan is a set of notes that helps us think through what we are going to teach and how we are going to teach. It also guides us during and after the lesson. We can identify the most important components of a lesson plan by thinking carefully about what we want our learners to do and how we want them to do it. So, it helps the teacher before the lesson (writing down the aims and procedures for each stage of the lesson), during the lesson (timing each stage) and after the lesson (using the plan and notes to help plan the next lesson)”.
(THORNBURY, 2005, p. 91-92)
Considering Thornbury’s (a very famous applied linguistics in the early 2000s) quotation, put the numbers 1 – 5 in the correct place in the following lesson plan:
Lesson plan headings |
Teacher’s note |
Level and number of learners |
15 – intermediate level |
Timetable fit |
( ) |
Main aim(s) |
( ) |
Subsidiary aim(s) |
To listen for detail to a model story |
Personal aim(s) |
( ) |
Assumptions |
Students can already form tenses accurately |
Anticipated language problems |
Students may use present tenses |
Possible solution |
( ) |
Teaching aids |
Storytelling prompts, dvd |
Procedures |
( ) |
Timing |
15 min. |
Interaction patterns |
Ss – ss |
Homework |
Write a story |
1. To enable students to use past tenses accurately and put events in order in simple narratives.
2. Students listen to the model story, then, in groups, plan and write their own stories.
3. Use gestures to remind students to use past tenses.
4. To follow on from work on past tenses and to prepare for the storytelling project.
5. To make sure that board writing is clear and readable.
Choose the CORRECT sequence.
Applied linguists for a long time have been publishing many books and materials on teaching and learning English as a second and a foreign language. So, in this question, we provoke some reflections about these studies and how they could affect practice in our English classes.
Considering language and background to language learning and teaching, match the topic to its definition.
( 1 ) Grammar |
( ) is the study of the sound features used in a language to communicate meaning. |
( 2 ) Lexis |
( ) is a reason why we communicate. |
( 3 ) Phonology |
( ) describes how we combine, organize and change words and parts of words to make meaning. |
( 4 ) Function |
( ) is individual words or sets of words that have a specific meaning. |
Spratt, M., Pullverness, A. and Williams, M. (2005, p. 5–17).
Choose the item with the CORRECT sequence.
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Local accents aside, in standard English the final -ed in regular simple past verbs can be pronounced /d/, as in “labeled”, /t/, as in “asked”, and /Id/, as in “related”. Which alternative below shows verbs that follow the same pronunciation rules, in the same order as “labeled”, “asked”, and “related”?
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Mark the INCORRECT statement about the word “must” in the sentence “There must be something glorious about dancing” (l. 10).
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
In the excerpt “When we dance, we can remember them all a little better” (l. 30), the words “a little”:
I. Should be used with countable nouns.
II. Indicate an exact amount.
III. Can be used before nous, adjectives, or adverbs.
Which statements are correct?
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
The use of the word “yet” in “I have yet to find a better alternative” (l. 09) suggests that the author:
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Why is there a hyphen in “dance-related topics” (l. 01-02)?
Village’s Amateur Archaeologists Find Lost Tudor Palace
- When a group of amateur archaeologists set out to find the buried remains of a Tudor palace
- in their Northamptonshire village five years ago, they knew the odds were against them. “Many
- of us were brought up in the village, and you hear about this lost palace, and wonder whether
- it’s a myth or real. So we just wanted to find it”, said Chris Close, the chair of the Collyweston
- Historical and Preservation Society (Chaps) which made the discovery of the Palace of
- Collyweston in a back garden this year. “But we’re a bunch of amateurs. We had no money, no
- expertise, no plans, no artist impressions to go off, and nothing remaining of the palace. It was
- naivety and just hard work that has led us to it”.
- The site was found using geophysical surveys and ground-penetrating radar. Various
- attempts had been made in the 1980s and 90s to find Collyweston Palace, the home of Henry
- VII’s mother, Lady Margaret Beaufort. However, without the advantage of modern technology,
- none had succeeded. The palace was famous during the 15th century and several historic events
- took place there. The pre-wedding celebrations of Margaret Tudor to James IV of Scotland in
- 1503 took place in the palace, and Henry VIII is recorded as holding court there on 16 and 17
- October 1541. By the mid-17th century, it had fallen into disrepair, and until the Chaps dig
- uncovered the palace walls in March, there was very little remaining evidence of its existence.
- “A number of things have only really come to light as we’ve done this project”, said Close.
- “As you do more and more research, and various different records start to become unearthed,
- we realized Collyweston had privy councils being run from here, which is of massive national
- importance”. Historians from the University of York helped verify the group’s findings and identify
- the palace through some uncovered stone moldings, and will work with Chaps on more
- excavations to further reveal the structure and conserve it for the future.
- The Chaps team, which comprises more than 80 members ranging from teenagers to people
- in their 70s and 80s, first set out their plan to find the palace in March 2018, using “local folktales
- and hearsay” to help refine their search area. They carried out geophysical surveys and used
- ground-penetrating radar (GPR) to help reveal the location of the palace walls, before securing
- permission from homeowners to excavate in gardens. “We’ve done it all on an absolute
- shoestring”, said Close. “We’ve basically done an £80,000-£90,000 project for roughly £13,000.
- For us, being a little society, to have achieved this with no money, or expertise, or plans, I think
- it’s something that the whole society should be proud of”.
(Available at: https://www.theguardian.com/science/2023/dec/06/tudor-collyweston-palace-northamptonshire-found-in-garden-by-amateur-archeologists - text especially adapted for this test).
In the context presented in the text, the highlighted word “naivety” (l. 08) works as a/an:
Conheça nossos planos