Questões de Concurso

TEXTO 01

O texto seguinte servirá de base para responder às questões de 01 a 05.

MEG PECKED

Harry WON'T make up with William despite Diana statue unveiling as he 'can't afford to upset Meghan', biographer claims

1§ Despite the brother's united front at the unveiling of the statue honouring their late mother Princess Diana, Harry made a sharp exit after the ceremony.

2§ The pair seemed in sync as they tugged the green curtain draped over the touching artwork but he left just 20 minutes later after raising a glass of bubbly to Di.

3§ He dashed back to the US to be with his wife Meghan Markle, Archie, and newborn daughter Lilibet - which royal commentator Angela Levin suggested is because "he does what he's told."

4§ But the author isn't holding her breath for a reconciliation, as she told The Andrew Pierce Show, "I think whatever Harry decides Meghan will change it."

5§ "She will make it a negative thing to happen, and I don't see that there will be a long-term progress there.

6§ "I think there will be some nasty comments about it, perhaps William pulled the green cloth harder than Harry," Ms Levin joked.

7§ "Seriously, it is a very big thing, what Harry has done, said about William, the Royal Family, and his father, and the Queen."

8§ Prince Harry and Wills have not seen each other since Prince Philip's funeral in April and have been embroiled in a bitter feud about Harry's bombshell comments about the Royal's in interviews with chat show host Oprah.

9§ "You can't just brush over that. You can put a plaster on it for half __ hour but you can't really get rid of that unless there's a huge amount of conversations over a long period of time."

10§ "And Harry does what he's told," Ms Levin continued.

11§ "If Meghan tells him how __ make a statement, he'll make it, and that's it.

12§ "He can't afford now to upset Meghan because he would feel such a failure and a misery and she'd give him what for, really. I think there's no chance __ that."

13§ Diana's sons were seen laughing and joking on Thursday afternoon surrounded by their late mother's family in the Sunken Garden for the unveiling.

14§ The pair even mirrored each other's body language as they strolled in, before being welcomed by Jamie Lowther-Pinkerton, their former private secretary, who is godfather to Prince George.

15§ Sculptor Ian Rank-Broadley, the mastermind behind the bronze memorial said Diana "was an icon who touched the lives of people right around the world so it has been a privilege to work alongside Prince William and Prince Harry."

16§ Harry and William chose some of Diana's favourite flowers to be planted by the statue, including 100 forget-me-nots, 200 roses, 300 tulips and 500 lavender plants.

Source (adapted): mmaake-uu-wliamm-danna-saaue uupse-mmeghan/ry-wont-make-up-william-diana-statue-upset-meghan/

https://www.thesun.co.uk/news/15480142/harry-wont-make-up-william-diana-statue-upset-meghan/

Leia o texto para responder às questões de números 47 a 50.

We commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language. There can be interlingual interference at the phonological, syntactic, lexical, and semantic levels of language. For example, one might find a beginner learner who says “I am in New York since January”. Examples of distinctions at the lexical level may be seen in false cognates.

The early stages of second language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer – generalization within the target language – is manifested. Negative intralingual transfer or overgeneralization is seen in such utterances as “Does John can sing?” or “He goed”.

A number of different categories for description of errors have been identified in research on learner language, among them:

I. The most generalized errors of addition, omission, substitution, and ordering. In English, for example, a definite article can be omitted (I went to movie), or an item substituted (/ lost my road), or a word order confused (I to the store went).

II. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse. Often, of course, it is difficult to distinguish different levels of errors. A word with a faulty pronunciation, for example, might hide a syntactic or lexical error.

III. Errors may also be viewed as either global or local. Global errors hinder communication; they prevent the hearer from comprehending some aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.

(BROWN, D. Principles of Language Learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)

Leia o texto para responder às questões de números 43 a 46.

In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).

Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.

(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)

Leia o texto para responder às questões de números 36 a 42.

While the potential benefits or drawbacks of children playing video games receive a lot of attention, little notice is taken of the place of children within video games themselves.

A recent survey at the Anglia Ruskin University, Great Britain, investigated how children were represented in over 500 commercially successful video games, aimed both at adults and at children, published between 2009 and 2019. Although video games are often considered a children’s medium, it was found that, out of the 506 video games analysed, 331 did not contain any child characters at all. In the remaining titles that did feature a child character, less than half of them were significant characters.

How “the child” is treated in media like video games is a reflection of the morals of wider society. If a game treats children badly without explicitly condemning this treatment, it violates these morals. This accounts for the absence of child characters in controversial open-world games that predominantly invite players to steal cars, shoot people, and evade the police.

Children were also absent from games that aren’t particularly violent. Child characters did not feature in the majority of sports, racing or music games. Because the majority of children are excluded from the world of work, games that simulate aspects of real industries represent virtual environments that are only populated with adults.

Child characters in video games can also tell us about how society visualises the figure of the child. Adult characters in video games are more likely to be white and male. This same pattern was observed in the research on child characters. Where playable child characters were given a gender, 25 were male and six were female. The lack of playable girl characters reinforces the idea that boys are at the centre of the action and girls exist only on the sidelines.

Animal or other non-human characters were more common than non-white child characters. This echoes a problem in western children’s literature: non-human characters appear less frequently than white child protagonists but significantly outnumber child protagonists of all other races. Examining the digital kids that populate virtual gameworlds is a great way to show that how societies perceive “the child” is often in a narrow and exclusionary way.

(Emma Joy Reay. www.theconversation.com, 01.06.2022. Adaptado)