LÍNGUA INGLESA - ESTRUTURA SINTÁTICA I

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LÍNGUA INGLESA - ESTRUTURA SINTÁTICA I
		In which option the words are incorrectly analyzed considering the word class and the clause element of the following sentence: 'We must change all the programs tomorrow.' ?
	
	
	
	e) programs ¿ noun-head of direct object
	
	
	d) the - definite article-adnominal functor
	
	
	b) must change ¿ verb-verb
	
	
	a) we - subject pronoun- head of subject
	
	
	c) all - indefinite pronoun-adverbial
	
Explicação:
'all' is followed by a noun, so it is a determiner.
		
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		2.
		Some words which are prepositions also function as conjunctions. Bearing that in mind, classify the word "AFTER" in the senteces below as a [preposition] or [conjunction].
1) After we spoke this afternoon, he rang me to apologize.
2) After the meeting, he rang me to apologize.
3) After the show, we returned home.
	
	
	
	conjunction; conjunction; conjunction.
	
	
	preposition; preposition; conjunction.
	
	
	conjunction; preposition; preposition.
	
	
	conjunction; preposition; conjunction;
	
	
	preposition; preposition; preposition.
	
Explicação:
1) After we spoke this afternoon, he rang me to apologize. = conjunction (after + Clause)
2) After the meeting, he rang me to apologize. = preposition (after+ noun)
3) After the show, we returned home.= preposition (after+ noun)
	
	
	
	 
		
	
		3.
		There is a close connection between the eight word classes and the seven clause elements¿subjects, verbs (verb elements), objects, predicatives, complements, adnominal functors and adverbials. The various types of phrase function as one or another of the clause elements; they are the ¿constituents¿ of the clause elements in other words. In which alternative the correspondence is NOT right?
	
	
	
	conjunctions ¿ adnominal functors
	
	
	eterminers ¿ adnominal functors
	
	
	nouns ¿ subjects, objects, complements
	
	
	adjectives - adnominal functors, predicative
	
	
	adverbs - adverbials
	
Explicação:
Conjunctions have no syntactic function. They are not classified syntactically.
	
	
	
	 
		
	
		4.
		Which word cannot be a verb?
	
	
	
	b) lunch
	
	
	d) dinner
	
	
	c) eat
	
	
	e) snack
	
	
	a) breakfast
	
Explicação:
din·er - it is a noun 
1. One that dines: midnight diners enjoying the meal after the theater.
2. A dining car.
3. A small, usually inexpensive restaurant with a long counter and booths, sometimes housed in a building designed toresemble a dining car.
	
	
	
	 
		
	
		5.
		In which alternative the word is incorrectly analyzed?
	
	
	
	d) She has good looks (looks - noun)
	
	
	b) The astonished child watched the spectacle unfold (astonished -adjective)
	
	
	a) The unfolding spectacle astonished the child (astonished - verb)
	
	
	e) I couldn¿t give her an immediate answer. (answer - verb)
	
	
	c) It looks good (looks - verb)
	
Explicação:
answer = noun (there is an artcle and adjective before it).
	
	
	
	 
		
	
		6.
		In which alternative the word is incorrectly classified?
	
	
	
	I usually have a light lunch (adverb)
	
	
	The cook is on holiday (noun)
	
	
	He drives a fast car (adjective)
	
	
	He drives very fast on the motorway (adverb)
	
	
	I cook dinner every Sunday (verb)
	
Explicação:
I usually have a light lunch (adjective) The word is related to  a noun.
	
	
	
	 
		
	
		7.
		In which alternative the word is incorrectly analyzed?
	
	
	
	b)We holiday there each year (holiday - verb).
	
	
	a)They have a  pittoresque cottage (pittoresque- noun).
 
	
	
	c)I cook dinner every Sunday (cook - verb)
	
	
	e)He drives a fast car (fast - adjective)
	
	
	d)The cook is on holiday (cook - noun)
	
Explicação:
'pittoresque' is an adjective followd by a noun.
	
	
	
	 
		
	
		8.
		In which alternative the word highlighted is correctly analyzed?
	
	
	
	Both of the students came. (both - pronoun)
	
	
	Try to ignore the few who sneer. (few - determiner)
	
	
	Both came. (both - determiner)
	
	
	This train is moving fast. (this - determiner)
	
	
	Try to ignore the few people who sneer. (few - pronoun)
	
Explicação:
· Try to ignore the few who sneer = pronoun - it is replacing the noun.
· Try to ignore the few people who sneer. - determiner -  it is a determiner followed by a noun.
· Both of the students came - In this case, both is a determiner, as it which co-occurs with a noun (students).
· Both came.. - In this case, both is a pronoun, as it is replacing a noun (students).
		In which alternative the preposition is incorrectly classified?
	
	
	
	He opened the lock with key. (with ¿ instrument)
	
	
	This book is written by Shakespeare. (by ¿ agent)
	
	
	He works up to 6 hours a day (up to ¿ during a period of time)
	
	
	He sat opposite me at the table.(opposite - used to say the person or object being referred to is located at the other end, side, or corner of something else)
	
	
	She went to the library. (movement toward a place)
	
Explicação:
¿up to¿ is used to denote not more than a special time.
	
	
	
	 
		
	
		2.
		In which alternative the preposition is wrongly classified semantically?
	
	
	
	d) by - measure
	
	
	c) but - exclusion
	
	
	b) after - time
	
	
	a) beyond - place
	
	
	e) between - source
	
Explicação:
between - place, time and position.
	
	
	
	 
		
	
		3.
		Complete the sentences with the right preposition: I. She will go to New York _________ 25th of March. II. I see a house_________the picture. III. It is very unusual in many cultures if a person is not married _________ the age of 30. IV. I found the picture _________ the paper. V. The police car chased the robbers _________the streets.
	
	
	
	b) in - in - by - in - through
	
	
	d) in -in - until - in - across
	
	
	a) on - in - by - in - through
	
	
	e) on- on - by - in - through
	
	
	c) on - on - until - in - across
	
Explicação:
FIXED PREPOSITIONS.
She will go to New York _________ 25th of March. (ON)
II. I see a house_________the picture. (IN)
III. It is very unusual in many cultures if a person is not married _________ the age of 30. (BY)
IV. I found the picture _________ the paper. (IN)
V. The police car chased the robbers _________the streets. (THROUGH)
 
	
	
	
	 
		
	
		4.
		In which alternative the relation between preposition and particle is incorrectly shown considering the difference between the United States and Great Britain?
	
	
	
	On a team (U.S.) - In a team (G.B.)
	
	
	Monday through/to Friday (U.S.)- Monday to Friday (G.B.)           
	
	
	Do something over/again (U.S.) - Do something again (G.B.)
	
	
	Different from/than (U.S.) - Different from/to (G.B.)
	
	
	Live in X street (U.S.) - Live on X street (G.B.)
	
Explicação:
Live on X street (U.S.) - Live in X street (G.B.)
	
	
	
	 
		
	
		5.
		For each question, choose the single best answer.
I. The police caught the thief _____ the corner of Cascade and Plum Streets.
II. My fingers were injured so my sister had to write the note _____ me.
III. My parents have been married ______ forty-nine years.
IV. The map lies _____ the desk.
V. The picture is _____ page 10.
	
	
	
	a) in - for - for - in - in
	
	
	d) at - for - for - on - on
	
	
	c) at - for - for - in -in
	
	
	b) at - for - for - on - in
	
	
	e) in - for - since - on - in
	
Explicação:
FIXED PREPOSITIONS.
I. The police caught the thief _____ the corner of Cascade and Plum Streets. AT
II. My fingers were injured so my sister had to write the note _____ me. FOR
III. My parents have been married ______ forty-nine years. FOR
IV. The map lies _____ the desk. ON
V. The picture is _____ page 10. ON
	
	
	
	 
		
	
		6.
		In which sentence the preposition is CORRECTLY employed?
	
	
	
	b)I stand in the door.
	
	
	a)She sits in the desk.
	
	
	d)The car stands in the end of the street.e)I live in Brazil.
	
	
	c)Write this information in the beginning of the letter.
	
Explicação:
FIXED PREPOSITIONS:
a)She sits in the desk. (AT)
b) I stand in the door. (AT)
c)Write this information in the beginning of the letter. (AT) 
d)The car stands in the end of the street. (AT) 
 
	
	
	
	 
		
	
		7.
		What is the semantic classification of the preposition in the sentence: 'Let's go home after the match'. ?
	
	
	
	d) duration
	
	
	a) time
	
	
	e) direction
	
	
	b) agent
	
	
	c) cause
	
Explicação:
TIME: After, during, pending, till or until; at, between, by, about, on, within, etc.
 
	
	
	
	 
		
	
		8.
		Qual das alternativas a seguir poderia ter a lacuna corretamente preenchida pela preposição WITH ?
	
	
	
	They are leaving _____ a few minutes.
	
	
	They have to stay here _____ 5 p.m.
	
	
	She is afraid _____ spiders.
	
	
	She felt a little annoyed ____ our delay.
	
	
	I am really angry _____ you.
	
Explicação:
O adjetivo "angry" é seguido pela preposição "with" quando o objeto do sentir-se "angry" refere-se a pessoas.
		What is the function of the prepositional phrase [ON THE BUS] in the following sentences:
[1] The people were singing on the bus.
[2] The people on the bus were singing.
	
	
	
	They function as noun phrases.
	
	
	The first functions as an adverb, whereas the second, as adjective.
	
	
	They function as adverbs.
	
	
	The first functions as an adjecive, whereas the second, as an adverb.
	
	
	They function as adjectives.
	
Explicação:
[1] The people were singing on the bus. = The function of the phrase is adverbial - it does the work of an adverb by modifying the verb singing. It answers the question: where are they singing?
[2] The people on the bus were singing. = The function of the phrase is adjectival - it does the work of an adjective by describing the noun people. It modifies the noun, answering the question: which people?
 
		
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		2.
		What is the classification of the prepositional phrase in the following sentence? "I am sorry for his parents".
	
	
	
	Complementation of a verb
	
	
	Adjective
	
	
	Adverb
	
	
	Complement of a noun phrase
	
	
	Complementation of an adjective
	
Explicação:
I am sorry for = complementation of an adjective (sorry).
		
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		3.
		In which alternative the word is incorrectly classified?
	
	
	
	He came by the office in a hurry (preposition)
	
	
	He wants to color outside the lines (preposition)
	
	
	After the summer ended he went back home (conjunction)
	
	
	He wants to color outside (adverb)
	
	
	He came by his fortune honestly (preposition)
	
Explicação:
Prepositions can act as adverbs or as conjunctions. So, let¿s see the difference:
A preposition initiates a noun, adjective or adverb, whereas a conjunction initiates a clause:
· (preposition) before/after/since the end of the summer
· (conjunction) before/after/since the summer ended
· (preposition) It looks like another rainy day
· (conjunction) It looks like it's going to rain again today
Prepositions will always take an object, adverbs do not. You test for an object by asking the question, What? after the word in question. If it has an object, it is a preposition, if it doesn't, it is an adverb.
· He wants to color outside. (adverb)
· He wants to color outside the lines. (preposition)
· It will be some time before his schedule settles down. (adverb)
· One need only look down the roster to see the impact of so much travel. (preposition)
	
	
	
	 
		
	
		4.
		In which alternative the preposition is incorrectly employed according to the verb?
	
	
	
	think at somebody / something
	
	
	belong to somebody
	
	
	concentrate on something / doing something
	
	
	arrive at / in somewhere
	
	
	borrow something from somebody
	
Explicação:
The correct form is: think about somebody / something
	
	
	
	 
		
	
		5.
		Choose the alternative that classifies correctly the words in PREPOSITIONS OR ADVERBS:
Below the water, there are many dangers
Turn the television on so that we can see the news.
The athletes ran outside.
Throughout high school, there are many opportunities to do volunteer work.
The security guards would not allow Mike through.
	
	
	
	d) preposition - adverb - preposition - preposition - adverb
	
	
	a) adverb - preposition - preposition - adverb - preposition
	
	
	c) preposition - preposition - adverb - preposition - adverb
	
	
	e) preposition - adverb - adverb - preposition - preposition
	
	
	b) preposition - adverb - adverb - preposition - adverb
	
Explicação:
Preposition is followed by a noun. Adverb comes at the end of a sentence.
		
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		6.
		In which alternative the preposition is incorrectly employed?
	
	
	
	Garrett ate in the kitchen.
	
	
	Sarah walked down the ramp.
	
	
	He could hear her across the room.
	
	
	She is in the computer.
	
	
	They walked to their school.
	
Explicação:
The correct form is: She is on the computer.
	
	
	
	 
		
	
		7.
		Complete with the proper preposition:
I. I'm really angry ______ our losses on the stock market!
II. He's excited ______ his birthday party next week.
III. They are excellent ______ planning fun parties.
IV. He says he's sorry ______ shouting at you.
V. I'm afraid it was stupid ______ me to come.
 
	
	
	
	b) for - about - in - for - of
	
	
	d) about - about - at - for - of
	
	
	e) about - with - in - for - for
	
	
	c) about - about - in - for - of
	
	
	a) for - with - at - for - of
	
Explicação:
FIXED PREPOSITIONS
I. I'm really angry ______ our losses on the stock market! ABOUT
II. He's excited ______ his birthday party next week. ABOUT
III. They are excellent ______ planning fun parties. AT
IV. He says he's sorry ______ shouting at you. FOR
V. I'm afraid it was stupid ______ me to come. OF
 
 
	
	
	
	 
		
	
		8.
		In the following sentence the words is bold are respectively: Throughout the day, Carla hummed a favorite song to herself.
	
	
	
	preposition - preposition
	
	
	preposition - conjunction
	
	
	conjunction - conjunction
	
	
	preposition - adverb
	
	
	conjunction - preposition
	
Explicação:
Throughout the day, Carla hummed a favorite song to herself.
throught + noun = preposition
to + pronoun = preposition
		In the sentence: "Studying grammar makes me happy", the adjective is...
	
	
	
	Substantive
	
	
	Predicative
	
	
	Postpositive
	
	
	Absolute
	
	
	Attributive
	
Explicação:
PREDICATIVE ADJECTIVES are linked via a copula or other linking mechanism to the noun or pronoun they modify:
Ø They are happy.
Ø They made me happy.
	
	
	
	 
		
	
		2.
		Analyzing the structures of these sentences, mark the one which has an attributive adjective.
	
	
	
	Doctors are always objective about sickness.
	
	
	Everyone seems busy in this place, except us.
	
	
	Most English girls have a fair skin.
	
	
	The picture showed people who were happy against a background.
	
	
	I first became interested in Islam while I was in Arabia.
	
Explicação:
ATTRIBUTIVE ADJECTIVES are part of the noun phrase headed by the noun they modify In English, attributive adjectives precede their nouns in simple phrases. - I saw three happy kids
PREDICATIVE ADJECTIVES are linked via a copula or other linking mechanism to the noun or pronoun they modify: - They are happy.
BSOLUTE ADJECTIVES belong to a larger larger adjective phrase, and typically modify either the subject of a sentence or whatever noun or pronoun they are closest to: - The boy, happy with his lollipop, did not look where he was going.
SUBSTANTIVE ADJECTIVES act almost as nouns. It may occur in the following cases: - A noun is elided and an attributive adjective is left behind: "I read two books to them; he preferred the sad book, but she preferredthe happy," (happy is a substantive adjective, short for "happy one" or "happy book.")
	
	
	
	 
		
	
		3.
		In which alternative the adjective is not-inherent?
	
	
	
	A small businessman
	
	
	A complete chapter
	
	
	A heavy burden
	
	
	A social survey
	
	
	Distant hills
	
Explicação:
The adjective small in a small businessman does not describe an attribute of the businessman. It cannot be reformulated as a businessman who is small. Instead, it refers to a businessman whose business is small. We refer to adjectives of this type as NON-INHERENT adjectives. They refer less directly to an attribute of the noun than inherent adjectives do.
	
	
	
	 
		
	
		4.
		In which sentence the adjective is POSTPOSITIVE?
	
	
	
	a) The green door opened slowly. (green)
	
	
	c) The share-holders present voted against the Chairman. (present)
	
	
	b) This stretch of water is dangerous. (dangerous)
	
	
	d) Jan feels ill. (ill)
	
	
	e) A larger than normal pay increase was awarded to the nurses. (larger)
	
Explicação:
ATTRIBUTIVE adjectives come before the noun which they modify.
· He ate a delicious mango.
· Poor can¿t afford expensive clothes.
PREDICATIVE adjectives come after a verb.
· Your problem seems difficult.
· That book was good.
POSTPOSITIVE adjectives come immediately after the modified noun. In some languages this is the normal syntax, but in English it is rare, largely confined to archaic or institutional expressions. Aplenty, galore, and the informal extraordinaire are examples of adjectives that are primarily used postpositively in modern English. Name suffixes, such as Junior and Senior, also function as postpositive adjectives modifying proper names.
· Aplenty: In plentiful supply; abundant: "There were warning signs aplenty for their candidates as well" (Michael Gelb).
· Galore: In great numbers; in abundance: "with balloons and hot dogs . . . and fireworks galore" (Anne Armstrong).
· Extraordinaire: Extraordinary: a jazz singer extraordinaire.
 
		
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		5.
		Which is the correct word order?
	
	
	
	d) a big plastic red hat
	
	
	b) a Canadian small thin lady
	
	
	c) a blue beautiful sailing boat
	
	
	a) a French new exciting band
	
	
	e) a new steel carving knife
	
Explicação:
Opinion - size - age -shape (or shape -age) - color - origin - material - purpose
	
	
	
	 
		
	
		6.
		In which alternative there is an example of dynamic adjective?
	
	
	
	Small
	
	
	Round
	
	
	Cruel
	
	
	Red
	
	
	Big
	
Explicação:
STATIVE adjectives denote a state or condition, which may generally be considered permanent, such as big, red, small. In contrast, DYNAMIC adjectives denote attributes which are, to some extent at least, under the control of the one who possesses them. For instance, brave denotes an attribute which may not always be in evidence (unlike red, for example), but which may be called upon as it is required.  
	
	
	
	 
		
	
		7.
		What alternative has the correct order to the following: German / old / yellow / car / an?
	
	
	
	d) an old yellow German car
	
	
	c) a German yellow old car
	
	
	e) a yellow old German car
	
	
	b) an old German yellow car
	
	
	a) a German old yellow car
	
Explicação:
Opinion - size - age -shape (or shape -age) - color - origin - material - purpose
	
	
	
	 
		
	
		8.
		Which is the correct word order?
	
	
	
	a)An antique expensive silver mirror
	
	
	d)Our old big English sheepdog
	
	
	c)Her black short hair
	
	
	e)Those wooden square hat boxes
	
	
	b)Four gorgeous long stemmed red silk roses
	
Explicação:
Opinion - size - age -shape (or shape -age) - color - origin - material - purpose
		Phrases are considered to be the BUILDING BLOCKS for the construction of sentences. The English language has the following types of phrases: NOUN PHRASES, VERB PHRASES, ADJECTIVE PHRASES, PREPOSITIONAL PHRASES AND ADVERB PHRASES. Consider the following sentence: "I gave my sister a sweater for her birthday". How many NOUN PHRASES are there in it?
	
	
	
	3
	
	
	4
	
	
	1
	
	
	5
	
	
	2
	
Explicação:
"I gave my sister a sweater for her birthday". How many NOUN PHRASES are there in it?
there are four.
1) I
2) my sister
3) a sweater
4) for her birthday = Noun phrases are also used as part of prepositional phrases. They act as the complement of the preposition:
		
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		2.
		In which alternative the adjective is subject predicative?
	
	
	
	e) The fire, warm and inviting, burned brightly in the night.
	
	
	c) Christmas cookies smell delicious.
	
	
	b) Circle the grammatically-correct sentences.
	
	
	a) They lost their notion of time.
	
	
	d) A stranger, rich and kind, paid for my dinner.
	
Explicação:
Subject Predicative
Adjectives and adjective phrases function as subject complements. A subject complement is a word, phrase, or clause that follows a linking verb and describes the subject. The following italicized adjective phrases are examples of subject complements:
· 
· My puppy is very mischievous.
· Christmas cookies smell delicious.
· The patient appears dehydrated and feverish.
· The apple pie you made tastes sour.
· My grandmother was rather forward thinking.
· The British are fond of fish and chips.
	
	
	
	 
		
	
		3.
		 Are the following prepositional phrases adverbial or adjective?
I. The book on the bathroom floor is swollen from shower steam.
II. Freddy is stiff from yesterday's long football practice.
III. Before class, Josh begged his friends for a pencil.
IV. The sweet potatoes in the vegetable bin are green with mold.
V. Feeling brave, we tried the Dragon Breath Burritos at Tito's Taco Palace.
	
	
	
	d) adjective - adverbial - adverbial - adjective - adjective
	
	
	e) adverbial - adverbial - adverbial - adjective - adverbial
	
	
	b) adverbial - adjective - adjective - adverbial - adjective
	
	
	c) adjective - adjective - adverbial - adjective - adverbial
	
	
	a) adjective - adverbial - adverbial - adjective - adverbial
	
Explicação:
 
I. The book on the bathroom floor is swollen from shower steam. (it complements THE BOOK - noun)
II. Freddy is stiff from yesterday's long football practice. (it complements STIFF - adjective) 
III. Before class, Josh begged his friends for a pencil. (it has  a circumstance of time)
IV. The sweet potatoes in the vegetable bin are green with mold. (it complements potatoes - a noun)
V. Feeling brave, we tried the Dragon Breath Burritos at Tito's Taco Palace. (it has a circumstance of place)
 
	
	
	
	 
		
	
		4.
		In which sentence the predicative is object?
	
	
	
	e)The apple pie you made tastes sour. (sour)
	
	
	c)The preschoolers are coloring the trees purple and blue. (purple and blue)
	
	
	a)The tiny baby was born prematurely. (tiny)
	
	
	b)Finals week results in stressful days for students. (stressful)
	
	
	d)My puppy is very mischievous. (mischievous)
	
Explicação:
Object Predicative
Adjectives and adjective phrases thirdly  function as object complements. An object complement is a word, phrase, or clause that directly follows and describes the direct object. The following italicized adjective phrases are examples of object complements:
· 
· Judeo-Christians consider Jerusalem holy.
· The little girl painted her bedroom bright pink.
· The preschoolers are coloring the trees purple and blue.
· The jury declared the defendant guilty.
· We voted her entry most original.
· Studying grammar makes me happy.
	
	
	
	 
		
	
		5.
		In which alternative the adjective is incorrectly analyzed?
	
	
	
	He is faster than you. - Predicative adjective phrase
	
	
	This sentence is not tremendously long. - Predicative adjective phrase
	
	
	Sentences can contain tremendously long phrases. - Attributive adjective phrase
	
	
	The people are angry with the high prices. -Attributive adjective phrase
	
	
	A player faster than you was on their team. - Attributive adjective phrase
	
Explicação:
The people are angry with the high prices. - Predicative adjective phrase = there is a linking verb and the adjective comes after it.
	
	
	
	 
		
	
		6.
		In which sentence the complement is correctly analyzed?
	
	
	
	c) We painted the door white. (white - subject predicative)
	
	
	a) He seems nice. (nice - object predicative)
	
	
	e) That shrimp dish made him sick. (sick - object predicative)
	
	
	d) They elected him president. (president - subject predicative)
	
	
	b) The driver is tired. (tired - object predicative)
	
Explicação:
Subject Predicative - Adjectives and adjective phrases  function as subject complements. A subject complement is a word, phrase, or clause that follows a linking verb and describes the subject. The following italicized adjective phrases are examples of subject complements:
· 
· My puppy is very mischievous.
· Christmas cookies smell delicious.
· The patient appears dehydrated and feverish.
· The apple pie you made tastes sour.
Object Predicative - Adjectives and adjective phrases function as object complements. An object complement is a word, phrase, or clause that directly follows and describes the direct object. The following italicized adjective phrases are examples of object complements:
· 
· Judeo-Christians consider Jerusalem holy.
· The little girl painted her bedroom bright pink.
· The preschoolers are coloring the trees purple and blue.
	
	
	
	 
		
	
		7.
		In grammar, a phrase is a group of words that functions as a single unit in the syntax of a sentence. Consider the following phrase.¿The children in class 5 play the piano delighted to meet you very quickly in the garden.¿
Which classification is wrong?
	
	
	
	play the piano - verb phrase
	
	
	in the garden. - noun phrase
	
	
	very quickly - adverb phrase
	
	
	The children in class 5 - noun phrase
	
	
	delighted to meet you - adjective phrase
	
Explicação:
in the garden. = prepositional phrase. The head is the preposition.
	
	
	
	 
		
	
		8.
		In which sentence the adjective is attributive?
	
	
	
	e) The people are angry with the high prices. (angry)
	
	
	b) This sentence is not tremendously long. (long)
	
	
	d) The pizza is very spicy but quite small. (spicy-small)
	
	
	c) He is faster than you. (faster)
	
	
	a) Sentences can contain tremendously long phrases. (long)
	
Explicação:
Adjective phrases have two primary uses.:
· they can be used to modify nouns inside noun phrases (Attributive);
· they can be predicatives in clause structure (Predicative).
Sentences can contain tremendously long phrases. - Attributive adjective phrase
This sentence is not tremendously long. - Predicative adjective phrase
A player faster than you was on their team. - Attributive adjective phrase
He is faster than you. - Predicative adjective phrase
Sam ordered a very spicy but quite small pizza. - Attributive adjective phrases
The pizza is very spicy but quite small. - Predicative adjective phrases
People angry with the high prices were protesting. - Attributive adjective phrase
The people are angry with the high prices. - Predicative adjective phrase
		Rewrite the following sentence in the Passive Voice: 'David has sold the company'.
	
	
	
	d) The company was being sold by David.
	
	
	c) The company had been sold by David.
	
	
	e) The company was going to be sold by David.
	
	
	b) The company has been sold by David.
	
	
	a) The company was sold by David.
	
Explicação:
David has sold the company = The company has been sold. = present perfet.
		
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		2.
		In which alternative the passive voice is incorrect?
	
	
	
	I thought Sally was going to make a beautiful dinner tonight.- I thought a beautiful dinner was going to  made by Sally tonight.
	
	
	I knew John would finish the work by 5:00 PM. - I knew the work would be finished by 5:00 PM.
	
	
	Jerry used to pay the bills.- The bills used to be paid by Jerry.
	
	
	The famous artist is going to have been painting the mural for over six months by the time it is finished.- The mural is going to have been being painted by the famous artist for over six months by the time it is finished
	
	
	Rita can write a letter.- A letter can be written by Rita.
	
Explicação:
I thought Sally was going to make a beautiful dinner tonight.- I thought a beautiful dinner was going to be made by Sally tonight.
 
 
	
	
	
	 
		
	
		3.
		In the sentence: 'I sent him a letter.', HIM is the indirect object. In which sentence this object is correctly changed in the passive voice and becomes the subject?
	
	
	
	a) He had been sent a letter.
	
	
	d) He sent a letter.
	
	
	b) He was sent a letter.
	
	
	e) A letter was sent.
	
	
	c) A letter was sent to him.
	
Explicação:
 
Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.
'I sent him a letter.', HIM is the indirect object. = He was sent a letter.
 
		
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		4.
		In which alternative the passive voice is incorrect?
	
	
	
	The salesman was helping the customer when the thief came into the store.- The customer was being helped by the salesman when the thief came into the store.
	
	
	Sam repaired the car. - The car was repaired by Sam.
	
	
	Right now, Sarah is writing the letter. - Right now, the letter is being written by Sarah.
	
	
	Once a week, Tom cleans the house.- Once a week, the house is cleaned by Tom.
	
	
	George had repaired many cars before he received his mechanic's license.- Many cars had being repaired by George before he received his mechanic's license.
	
Explicação:
George had repaired many cars before he received his mechanic's license.- Many cars had been repaired by George before he received his mechanic's license.
 
	
	
	
	 
		
	
		5.
		Complete: "All the  bread ....... by the mice."
	
	
	
	has eaten
	
	
	ate
	
	
	being eaten
	
	
	eaten
	
	
	has been eaten
	
Explicação:
Passive voice - present perfect - has been eaten (be (in the present perfect + eat (past participle)
	
	
	
	 
		
	
		6.
		What is the correct passive voice to this sentence: "Rita wrote a letter to me".
	
	
	
	I had been written a letter.
	
	
	A letter had been wroten to me.
	
	
	I was wroten a letter.
	
	
	I was written a letter.
	
	
	A letter had been written to me.
	
Explicação:
Rita wrote a letter to me. = Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.
	
	
	
	 
		
	
		7.
		What is the impersonal passive of the sentence: 'People know that cars pollute the environment.' ?
	
	
	
	b) The environment is polluted by cars.
	
	
	d) People know that the environment is polluted by cars.
	
	
	a) The environment is polluted by cars and people know that.
	
	
	c) The environment was polluted by cars.
	
	
	e) Cars are known to pollute the environment.
	
Explicação:
Impersonal Passive is not as common in English as in some other languages (e.g. Portuguese, German). In English, Impersonal Passive is only possible with verbs of perception (e. g. say, think, know).
Ø They say that women live longer than men. ¿ It is said that women live longer than men.
Although Impersonal Passive is possible here, Personal Passive is more common.
Ø They say that women live longer than men. ¿ Women are said to live longer than men.
The subject of the subordinate clause (women) goes to the beginning of the sentence; the verb of perceptionis put into passive voice. The rest of the sentence is added using an infinitive construction with 'to' (certain auxiliary verbs and that are dropped).
	
	
	
	 
		
	
		8.
		Voice is the expression of relationships between the predicate and nominal functions. English has two voices: active and passive. Choose the option which completes the phrase: "In the active voice,
	
	
	
	the subject performs the action of or acts upon the object and the verb receives the action."
	
	
	the verb performs the action of or acts upon another verb and the direct object receives the action of the verb."
	
	
	the verb performs the action of or acts upon the subject and the direct object receives the action of the verb."
	
	
	the subject performs the action of or acts upon the verb and the direct object receives the action of the verb."
	
	
	the subject performs the action of or acts upon another subject and the direct object receives the action of the verb."
	
Explicação:
The active voice is the most commonly used in many languages and represents the "normal" case, in which the subject of the verb is the agent. The thing doing the action is the subject of the sentence and the thing receiving the action is the object.
[Thing doing action] + [verb] + [thing receiving action]
Ø The professor  (subject doing action) teacher  ( active verb) the students (object receiving action).
Ø John (subject doing action) washes (active verb) the dishes(object receiving action).
		In which alternative the passive voice is wrong?
	
	
	
	c)'Are you married?' - He asked Susan if she was married.
	
	
	a)'Where do you live?' - She asked me where I lived.
	
	
	d) 'Has your father retired yet?' - She asked James if his father had retired yet.
	
	
	b) 'Who is your favorite singer?' - He asked Mary who her favorite singer was.
	
	
	e)'We' ve lived here for six years'. - He told me that they have lived here for six years
	
Explicação:
e)'We' ve lived here for six years'. - He told me that they have (HAD) lived here for six years
	
	
	
	 
		
	
		2.
		Which alternative is CORRECT?
	
	
	
	a) If the introductory sentence starts in the present, present perfect or future, there is no backshift of tenses in Reported speech.
	
	
	b) The reporting verb is in the past tense but the meaning refers to something which never changes or is always true, there is backshift of tense.
	
	
	c) When we are reporting something that was said in the past but is still true, it is obligatory to make the tense 'more in the past'. The choice is up to the speaker.
	
	
	e) If the introductory sentence starts in the past, there is no backshift of tenses in Reported speech.
	
	
	d) The auxiliary verbs should, could, would, ought to and might change in the indirect speech.
	
Explicação:
b) The reporting verb is in the past tense but the meaning refers to something which never changes or is always true, there is backshift of tense.
 
	 
	 
	
	c) When we are reporting something that was said in the past but is still true, it is obligatory to make the tense 'more in the past'. The choice is up to the speaker.
	 
	
	d) The auxiliary verbs should, could, would, ought to and might change in the indirect speech.
	 
	
	e) If the introductory sentence starts in the past, there is no backshift of tenses in Reported speech.
	
	
	
	 
		
	
		3.
		In which alternative the time change is wrong?
	
	
	
	e) last week - the week before
	
	
	d) yesterday - the day before
	
	
	c) tomorrow - the day after
	
	
	a) today - that day
	
	
	b) tonight - that night
	
Explicação:
Today - That day
Tonight - That night
This week / month / year - That week / month / year
Now - Then / at that time /at the moment
Yesterday - The day before
Last night / week / month - The previous night / week / month
Two years / days / weeks ago - Two years / days / weeks before
Tomorrow - The next day / the following day
Next week / month / year  -  The following / the next week / month / year
Now that - Since
These (days) - Those (days)
Here - There
This - That
		
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		4.
		In which sentence the indirect speech is right?
	
	
	
	"Don't be nasty," he said. - He urged me don't be nasty.
	
	
	John said, "I love this town." - John said that he had loved that town.
	
	
	"Be nice to your brother," he said. - He asked me to be nice to my brother.
	
	
	"Are you sure?" He asked me. - He asked me if I had been sure.
	
	
	"I can't drive a lorry," he said. - He said that he can't drive a lorry.
	
Explicação:
John said, "I love this town." - John said that he had loved that town.
"Are you sure?" He asked me. - He asked me if I had been (WAS) sure.
"I can't drive a lorry," he said. - He said that he can't (COULDN'T) drive a lorry.
"Don't be nasty," he said. - He urged me don't (NOT TO) be nasty.
 
 
	
	
	
	 
		
	
		5.
		In which alternative the reported speech is wrong?
	
	
	
	a)"Play it again, Sam," she said.→ She asked Sam to play it again.
	
	
	c)"Fill in the form, Sir," the receptionist said.→ The receptionist asked the guest to fill in the form.
	
	
	e) "Mind your own business," she told him.→ She told him to mind his own business.
	
	
	b)"Sit down, Caron" he said.→ He asked Caron to sit down.
	
	
	d)"Take off your shoes," she told us.→ She told us to take off your shoes.
	
Explicação:
d)"Take off your shoes," she told us.→ She told us to take off your (our) shoes.
	
	
	
	 
		
	
		6.
		In which alternative the reported speech  is incorrect?
	
	
	
	'I don't speak German.' She said that she didn¿t speak German.
	
	
	'I'll send you a postcard.' He told us that he would send us a postcard.
	
	
	'We've bought a new car.' They told me they had bought a new car.
	
	
	'You failed your art exam.' You said that we had failed our art exam.
	
	
	"Don't do it!" - She told me to not do it. 
	
Explicação:
"Don't do it!" - She told me not to do it.
	
	
	
	 
		
	
		7.
		In which alternative the reported speech  is incorrect?
	
	
	
	"Am I late?" -  She asked me if I was late.
	
	
	"Is the bus stop near the shopping centre?" - She asked me if the bus stop was near the shopping centre.
	
	
	¿Are they in Paris?" - She asked me if they were in Paris.
	
	
	¿Is the milk fresh?" - She asked me if the milk was fresh.
	
	
	¿Is it cold outside?" -  She asked me if it was cold outside.]
	
Explicação:
"Am I late?"  - She asked me if she was late.
	
	
	
	 
		
	
		8.
		In which alternative the reported speech is wrong?
	
	
	
	a)'I've finished my project,' he said. - He said he finished his project.
	
	
	d) Can you drive? - I asked him if he could drive.
	
	
	c)'We're flying to Rome next week,' he said. - He said they were flying to Rome the following week.
	
	
	b)'I'm going to work by bus this week,' she said. - She said she was going to work by bus that week.
	
	
	e)You look very nice. = I told him he looked very nice.
	
Explicação:
a)'I've finished my project,' he said. - He said he (had) finished his project.
present perfec - past perfect.
		Choose the best alternative: "He was going through the contents of my files when I caught him _______ - handed."
	
	
	
	b)cock
	
	
	c)truth
	
	
	d)red
	
	
	a)Pack
	
	
	e)teeth
	
Explicação:
To be caught red-handed is to be caught in the act of committing a misdemeanour, with the evidence there for all to see.
	
	
	
	 
		
	
		2.
		Choose the best alternative:
He accused her of talking through her hat and refused to accept a word of what she said.
	
	
	
	(e) talking a lot
	
	
	(c) talking straight
	
	
	(b) talking sense
	
	
	(d) talking tough
	
	
	(a) talking nonsense
	
Explicação:
To talk through someons's hat = to talk nonsense.
	
	
	
	 
		
	
		3.
		In which alternative the translation is wrong?
	
	
	
	d)Three-dollar bill - Pessoafalsa
	
	
	c)To be an early bird - Ser madrugador
	
	
	a)City beer - Água da bica
	
	
	b)To go on spree - Dar-se mal
	
	
	e)Aunt sally - Bode expiatório
	
Explicação:
To go on spree = cair na farra.
		
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		4.
		Match
1. Diaphasic or stylistic variation  
2. Diastratic variation                    
3. Diatopic variation                      
(  ) In different places and regions of the linguistic area, different dialects and accents are spoken.
(   ) Variants in user¿s variation. It depends on social factors.
(   ) In different communicative settings, different levels of style/register are used and in different social groups (according to age, sex, profession ...)
	
	
	
	d)1-3-2
	
	
	c) 1-2-3
	
	
	a)3-2-1
	
	
	b)3-1-2
	
	
	e) 2-3-1
	
Explicação:
Diaphasic or stylistic variation (across situation) - In different communicative settings, different levels of style/register are used and in different social groups (according to age, sex, profession ...)
Diastratic (across level) - Variants in user¿s variation. It depends on social factors.
Diatopic (across place) - In different places and regions of the linguistic area, different dialects and accents are spoken.
 
	
	
	
	 
		
	
		5.
		In which alternative the translation is wrong?
	
	
	
	e)Flare-up in anger - Rodar a baiana, subir nos tamancos
	
	
	b)Rubber check - Cheque sem fundo
	
	
	c)Dutch courage - Coragem dada pelo álcool
	
	
	d)Dead-pan - Cara de pau
	
	
	a)Cry wolf -grito aterrorizador
	
Explicação:
Cry-wolf = alarme falso.
		
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		6.
		English for speakers of other languages. A traditional term for the use or study of the English language by non-native speakers in an English-speaking environment. This definition concerns:
	
	
	
	English as a Foreign Language
	
	
	English as a Second Language
	
	
	Idiomatic Expressions
	
	
	Slangs
	
	
	English as a Native Language
	
Explicação:
English for speakers of other languages. A traditional term for the use or study of the English language by non-native speakers in an English-speaking environment. That environment may be a country in which English is the mother tongue (e.g., Australia, the U.S.) or one in which English has an established role (e.g., India, Nigeria). English as a Second Language (ESL or TESL) also refers to specialized approaches to language teaching designed for those whose primary language is not English.
		
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		7.
		Choose the best alternative: "I thought he was my friend but he was just a _______ in the grass."
	
	
	
	e)grass
	
	
	c)one
	
	
	d)ride
	
	
	a)Talker
	
	
	b)snake
	
Explicação:
A snake in the grass = a treacherous person, especially one who feigns friendship. 
	
	
	
	 
		
	
		8.
		Choose the best alternative: I think we can safely say now that we have got our money back, we are home and dry.
 
	
	
	
	(d) have got home dry
	
	
	(a) have not got wet
	
	
	(c) have got no water
	
	
	(e) have got home safe
	
	
	(b) have been successful
	
Explicação:
We are home and dry = we have been successful.
		Consider the sentences below and find the MOST POSITIVE CONNOTATION for the words underlined:
I. Sometimes my thin friend annoys me.
II. I recognized the familiar smell of my roommate's cooking.
III. Scrapple is an inexpensive meal.
IV. Kevin's interest in model cars has turned into a hobby.
V. Uncle Henry lives in a hut deep in the woods.
	
	
	
	b) slim - aroma - cheap - avocation - shack
	
	
	e) scrawny - stench - cheap - obsession - cabin
	
	
	c) slim - aroma - thrifty - avocation - cabin
	
	
	a) slim - stench - thrifty - obsession - cabin
	
	
	d) scrawny - aroma - thrifty - avocation - cabin
	
Explicação:
I. Sometimes my thin friend annoys me. = slim
II. I recognized the familiar smell of my roommate's cooking. = aroma
III. Scrapple is an inexpensive meal. = thrifty
IV. Kevin's interest in model cars has turned into a hobby. = avocation
V. Uncle Henry lives in a hut deep in the woods. = cabin
	
	
	
	 
		
	
		2.
		Here are examples of pairs of connotations that describe the same thing or situation. The first has a negative connotation and the second is positive. In which alternative it doesn¿t happen?
	
	
	
	Disabled - Crippled
	
	
	Bum - Homeless
	
	
	Cocky - Confident
	
	
	Childish - Childlike
	
	
	Cowardly - Prudent
	
Explicação:
'Disabled' and 'crippled' are both negative.
	
	
	
	 
		
	
		3.
		In which alternative there is a WRONG concept?
	
	
	
	Homophones are words with the same sound and different spelling.
	
	
	Polysemes are words with the same spelling, the same pronunciation, same meanings and with the same origin.
	
	
	Homonyms are words with the same spelling, the same pronunciation, different meanings and unrelated in origin.
	
	
	Capitonyms are words that share the same spelling but have different meanings when capitalized (and may or may not have different pronunciations).
	
	
	Homographs are words with different sound and same spelling.
	
Explicação:
POLYSEME = same sound, same spelling, different meaning
The word polysemes comes from the Greek roots poly meaning ¿many¿ and seme meaning ¿meaning.¿ Thus, polyseme refers to a multiple meaning word. Polysemy is the state of being a word with multiple meanings. The word polysemes may not be used much, but there are many, many English words with multiple meanings, and this makes it a topic worth knowing about.
		
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		4.
		In which alternative there is an example of true homonym?
	
	
	
	bow (the front of a ship) and bow (a type of knot).
	
	
	row (to argue or an argument) and row (as in to row a boat or a row of seats - a pair of homophones).
	
	
	rose (flower) and rose (past tense of rise).
	
	
	read (peruse) and reed (waterside plant)
	
	
	to, too, two
	
Explicação:
HOMONYM - the same spelling and the same pronunciation but have different meanings.
· rose (flower) and rose (past tense of rise).
· stalk (part of a plant) and stalk (follow/harass a person)
· left (past tense of leave) and left (opposite of right).
· bark (the sound of a dog) and bark (the skin of a tree)
	
	
	
	 
		
	
		5.
		Which definition is incorrect according to the stressed syllable?
	
	
	
	TWO OR MORE SYLLABLES: ADJECTIVE - stressed on the first syllable. X NOUN - stressed on the second.
	
	
	TWO OR MORE SYLLABLES: ADJECTIVE - stressed on the first syllable. X VERB - stressed on the second.
	
	
	WORDS WITH ¿S:  The words differ by the pronunciation of the s. In one form (the verb) it is voiced like zzz, and in the other (the noun) it is voiceless like sss.
	
	
	WORDS  IN  ATE - If the word is a homograph (there is the same form for the adjective, noun and verb) the stress does not change, but the pronunciation does.
	
	
	TWO OR MORE SYLLABLES: NOUN - stressed on the second syllable. X VERB - stressed on the first.   
	
Explicação:
TWO OR MORE SYLLABLES: NOUN - stressed on the first syllable. X VERB - stressed on the second
	
	
	
	 
		
	
		6.
		In which alternative there is an example of homophones?
	
	
	
	 
Do you know what a buck does to does?
	
	
	Don't desert me here in the desert!
	
	
	With every number I read, my mind gets number and number.
	
	
	I like to read. In fact, I read a book yesterday.
	
	
	He asked me to buy  two pair of shoes.
	
Explicação:
HOMOPHONES = same sound, different spelling
To, two, two
 
HOMOGRAPHS = different sound, same spelling (Also called in English HETERONYM)
· bow (the front of a ship) and bow (a type of knot).
· row (to argue or an argument) and row (as in to row a boat or a row of seats - a pair of homophones).
		The phrases 'the humming bee', 'the cackling hen', and 'the buzzing saw' are examples of ________________.pun
	
	
	onomatopoeia
	
	
	metaphor
	
	
	irony
	
	
	antithesis
	
Explicação:
Onomatopoeia is the use of words that sound like their meaning, or mimic sounds. It is used to replicate sounds created by objects, actions, animals and people.
· "Chug, chug, chug. Puff, puff, puff. Ding-dong, ding-dong. The little train rumbled over the tracks."
("Watty Piper" [Arnold Munk], The Little Engine That Could)
· "Brrrrrrriiiiiiiiiiiiiiiiiiinng! An alarm clock clanged in the dark and silent room."(Richard Wright, Native Son, 1940)
	
	
	
	 
		
	
		2.
		 
Choose the best figure of speech:
O Western wind, when wilt thou blow
That the small rain down can rain?
Christ, that my love were in my arms,
And I in my bed again!(Anonymous, 'O Western Wind')
	
	
	
	(b) antithesis
	
	
	(e) irony
	
	
	(d) anaphora
	
	
	(a) pleonasm
	
	
	(c) apostrophe
	
Explicação:
Apostrophe = A figure of speech in which some absent or nonexistent person or thing is addressed as if present and capable of understanding. = O Western wind.
	
	
	
	 
		
	
		3.
		Choose the one figure that is most clearly illustrated by the short passage.
Turn off your television sets
Turn them off now!
Turn them off right now!
Turn them off and leave them off.
Turn them off right in the middle of this sentence
I'm speaking to you now.'(Peter Finch as television anchorman Howard Beale in Network, 1976)
	
	
	
	(b) assonance
	
	
	(d) hyperbole
	
	
	(a) antithesis
	
	
	(e) onomatopoeia
	
	
	(c) anaphora
	
Explicação:
Ana phora  = It is the repetition of the same word or phrase at the beginning of successive clauses or verses. -' Turn off'
	
	
	
	 
		
	
		4.
		What is the figure of speech in the sentence: 'Necessity is the mother of invention.'?
	
	
	
	metonymy
	
	
	personification
	
	
	hyperbole
	
	
	climax
	
	
	synecdoche
	
Explicação:
Personification gives human characteristics to inanimate objects, animals, or ideas. This can really affect the way the reader imagines things. This is used in children¿s books, poetry, and fictional literature.
	
	
	
	 
		
	
		5.
		What is the figure of speech in the sentence: 'The poor people of Ireland should rid themselves of poverty by selling their children to the rich to eat.'?
	
	
	
	personification
	
	
	hyperbole
	
	
	metonymy
	
	
	irony
	
	
	metaphor
	
Explicação:
Irony is used to stress on the opposite meaning of a word. When people are looking to be sarcastic, they employ irony.
		
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		6.
		What is the figure of speech in the sentence: 'To err is human, to forgive divine.'?
	
	
	
	pun
	
	
	pleonasm
	
	
	irony
	
	
	antithesis
	
	
	metaphor
	
Explicação:
To err and to forgive are antithesis.
An antithesis is a figure of speech where two very opposing lines of thought or ideas are placed in a somewhat balanced sentenced.
A pun is a form of word play which suggests two or more meanings, by exploiting multiple meanings of words, or of similar-sounding words, for an intended humorous or rhetorical effect. Puns are used to create humor and sometimes require a large vocabulary to understand. Puns have long been used by comedy writers, such as William Shakespeare, Oscar Wilde, and George Carlin.
Irony is used to stress on the opposite meaning of a word. When people are looking to be sarcastic, they employ irony.
A metaphor is a figure of speech that says that one thing is another different thing. This allows us to use fewer words and forces the reader or listener to find the similarities. 
Pleonasm is the use of superfluous or redundant words. 
 
	
	
	
	 
		
	
		7.
		Choose the one figure that is most clearly illustrated by the short passage.
"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way." (Charles Dickens, A Tale of Two Cities)
	
	
	
	simile
	
	
	antithesis
	
	
	personification
	
	
	metaphor
	
	
	pleonasm
	
Explicação:
An antithesis is a figure of speech where two very opposing lines of thought or ideas are placed in a somewhat balanced sentenced.
· Man proposes: God disposes.
	
	
	
	 
		
	
		8.
		Choose the best figure of speech:
'You have a lot of work to do, so I'll lend you a hand.'
	
	
	
	(c) irony
	
	
	(b) apostrophe
	
	
	(e) pleonasm
	
	
	(a) assonance
	
	
	(d) synechdoche
	
Explicação:
SYNECDOCHE is understood as a specific kind of metonymy. It is a figure of speech in which a term for a part of something is used to refer to the whole of something, or vice-versa. = 'You have a lot of work to do, so I'll lend you a hand.'
		Choose the alternative that CORRECTLY fill the gap:
"_________ - according to this proposal, children are innately equipped with a blueprint for language ¿ Universal Grammar (UG). This is what aids the child in the process of acquiring a first language."
 
	
	
	
	Interactionism
	
	
	Cognitivism 
 
	
	
	Behaviorism
 
	
	
	Innatism
 
	
	
	Affective strategies
 
	
Explicação:
Innatism
	
	
	
	 
		
	
		2.
		Leia as informações abaixo:
1. Cada língua apresenta uma estrutura específica.
2. Essa estruturação é evidenciada a partir de três níveis - o fonológico, o morfológico e o sintático - que constituem uma hierarquia, com o fonológico na base e o sintático no topo.
3. Cada nível é constituído por unidades do nível imediatamente inferior: as construções são sequências de palavras; as palavras, sequências de morfemas; os morfemas, sequências de fonemas.
4. A descrição de uma língua deve começar pelas unidades mais simples, prosseguindo, então, à descrição das unidades cada vez mais complexas.
5. Cada unidade é definida em função de sua posição estrutural ¿ de acordo com os elementos que a precedem e que a seguem na construção.
6. Na descrição, é necessária absoluta objetividade, o que exclui o estudo da semântica do escopo da linguística.
► Os itens acima dizem respeito a um dos pressupostos teóricos que embasam o Método Audiolingual. A que paradigma esses itens estão relacionados?
	
	
	
	Paradigma estruturalista
	
	
	Paradigma behaviorista
	
	
	Paradigma cognitivista
	
	
	Paradigma intercultural
	
	
	Paradigma Funcional
	
Explicação:
O estruturalismo entende que a língua é um sistema, ou seja, um conjunto de unidades que obedecem a certos princípios de funcionamento, constituindo um todo coerente. O estruturalismo, por conseguinte, compreende que a língua, uma vez formada por elementos coesos, inter-relacionados, que funcionam a partir de um conjunto de regras, constitui uma organização, um sistema, uma estrutura. Essa organização dos elementos se estrutura seguindo leis internas, ou seja, estabelecidas dentro do próprio sistema.
	
	
	
	 
		
	
		3.
		Language acquisition is a process which can take place at any period of one's life. Acquisition is usually carried out in the first years of childhood and leads to unconscious knowledge of one's native language.
We can infer that as far as language acquisition is concerned ..
	
	
	
	first  language acquisition is going to present more difficulty depending on the language.
	
	
	the acquisition of  some grammatical structures such as morphemes, plural form, negatives and questions besides  the syntax of a language are mastered in a child's  first two years of life.
	
	
	as languages all over the world present their own characteristics, language acquisition also varies depending on each language.
	
	
	children all over the world seem to acquire the structures which lead to language acquisition  in a very similar way.
	
	
	it is genetically predeterminedthat depending on racial differences , it may take a child a longer period of time to master his own first language.
 
 
	
Explicação:
In the process of language acquisition by a child, children all ove
	
	
	
	 
		
	
		4.
		Complete the blank space:
Behaviorism → as the name suggests, it focused on people¿s behaviors which could be directly observable.
In this proposal, ____
	
	
	
	the mind was seen as an empty case and only at the age of three, a child would be able to assimilate language.
 
	
	
	one can easily notice that behaviorism is not associated with the stimulus- response theory.
 
	
	
	mental systems underlying these behaviors were not considered.
 
	
	
	behaviorists explained that children did not learn  through imitation.
 
	
	
	language was not seen as a kind of verbal behavior. 
 
	
Explicação:
"Behaviorism is an attitude -- a way of conceiving of empirical constraints on psychological state attribution. Strictly speaking, behaviorism is a doctrine -- a way of doing psychological science itself.
Behavior can be described and explained without making ultimate reference to mental events or to internal psychological processes. The sources of behavior are external (in the environment), not internal (in the mind, in the head)" (https://seop.illc.uva.nl/entries/behaviorism/)
	
	
	
	 
		
	
		5.
		De acordo com os princípios/crenças do Método Audiolingual, sabe-se que o ensino de uma língua estrangeira deve:
	
	
	
	Reforçar um ensino como foco na fala e na leitura. 
	
	
	Reforçar um ensino com foco na leitura e escrita.
	
	
	Reforçar um ensino com foco na compreensão oral e na fala depois da leitura e da escrita
	
	
	Reforçar um ensino com foco na leitura e escrita antes da fala e da compreensão oral.
	
	
	Reforçar um ensino com foco na compreensão oral e na fala antes da leitura e da escrita.
	
Explicação:
O Método Audiolingual segue a crença de que o aprendizado de uma língua estrangeira é semelhante ao da língua materna é responsável pela sequência em que as habilidades linguísticas devem ser trabalhadas: compreensão oral, fala, leitura e escrita.
	
	
	
	 
		
	
		6.
		Leia o texto a seguir:
"Fortemente desenvolvido nos Estados Unidos nas décadas de 40-50, possuía como base a visão da teoria estruturalista de linguagem, que consiste em um conjunto básico de padrões de sentenças e estruturas gramaticais elaboradas, a partir de elementos mais simples (sentenças eram compostas de frases, que eram compostas de morfemas e estes eram compostos de fonemas). Aliada a essa visão, a língua estraneira era vista como algo essencialmente oral e não escrito e, portanto, havia o pressuposto de que a fala era o elemento mais importante no ensino de idiomas".
► Sabe-se que as informações precedentes dizem respeito a seguinte proposta de ensino: 
	
	
	
	Método Audiolingual
	
	
	Método Direto
	
	
	Método Lexical
	
	
	Método Comunicativo
	
	
	Método de Gramática e Tradução
	
Explicação:
Da lista de opções, o Método Audiolingual é o único que toma como base teórica as contribuições da teoria estruturalista e da teoria behaviorista.
	
	
	
	 
		
	
		7.
		Leia as informações abaixo:
1. Os conhecimentos são adquiridos através das experiências vividas.
2. A aprendizagem ocorre através de respostas bem-sucedidas a determinados estímulos do meio.
3. A repetição das respostas associadas aos estímulos é fundamental para essa aprendizagem.
4. Em termos de aprendizagem de línguas, o processo seria também feito através de respostas e estímulos.
► Os itens acima dizem respeito a um dos pressupostos teóricos que embasam o Método Audiolingual. A que paradigma esses itens estão relacionados?
	
	
	
	Paradigma formal
	
	
	Paradigma desenvolvimentista
	
	
	Paradigma estruturalista
	
	
	Paradigma cognitivista
	
	
	Paradigma behaviorista
	
Explicação:
A teoria behaviorista, ao tomar o próprio comportamento como objeto de estudo da psicologia, rompe com a compreensão de que as impressões, criadas na mente do homem pelos objetos e eventos, geram seu comportamento. Segundo essa corrente da psicologia, o comportamento humano é totalmente explicável e, portanto, previsível, a partir das situações em que se manifesta o conjunto de uma excitação ou estímulo e de uma resposta ou ação. Assim sendo, no que diz respeito ao comportamento linguístico, a psicologia behaviorista fornece a seguinte explicação: uma comunidade ensina o indivíduo a emitir uma dada resposta verbal (a expressar um termo), provendo estímulos reforçadores quando essa resposta ocorre na presença da coisa para a qual o termo proferido é tomado como referente. 
	
	
	
	 
		
	
		8.
		Which topics do researchers usually take into account in the process of foreign language acquisition ?
	
	
	
	Verb tenses, vocabulary, grammar structure.
	
	
	Speaking, reading , writing.
 
	
	
	The capacity of understanding, the writing ability, the mastering of vocabulary.
	
	
	Pronunciation, Accent, Vocabulary and Grammar.
	
	
	Grammar, reading ability, written communication.
	
Explicação:
In order to understand the process of second/foreign language acquisition, researchers usually concentrate on a few topics, such as:
Pronunciation ¿ How does it change during the learning process?
Accent ¿ How does it change over time?
Vocabulary ¿ What words do learners use? How do learners build their vocabulary up?
Grammar ¿ How do learners develop their ability to produce a specific grammar structure?
		
		Why did the Grammar Translation method start to decline?
	
	
	
	Because the method emphasized grammar.
 
 
 
	
	
	Because learners felt it was very hard to learn a foreign language.
	
	
	Because learners were more concerned with the oral communication of language.
	
	
	Since there was no theory to support this method and also due to different social demands that were beginning to emerge in the nineteenth century, the Grammar translation method started to decline.
	
	
	Because in the nineteenth century people did not see any reason for studying foreign languages.
	
Explicação:
Dealing with a method with no theory to support it must have been a hard task. Social demands typical of the nineteenth century also contributed for the decline of this method.
	
	
	
	 
		
	
		2.
		The teacher tests Students on the English meaning for a set of words in their mother tongue. This is an example of
	
	
	
	Oral Approach
	
	
	Audio Lingual
	
	
	Grammar Translation
 
	
	
	Natural Approach
	
	
	Direct Method
	
Explicação:
Grammar Translation
	
	
	
	 
		
	
		3.
		What do methods seem to be based on?
	
	
	
	They seem to follow the criteria which is in fashion at the moment it is created.
	
	
	Methods seem to be based on very different views of what language is and how a language is learned.
	
	
	Methods are based on the teacher's needs and his/her commitment  and on the fact that we all need to communicate. Nowadays with the advent of internet, people need to speak good English.
 
	
	
	Methods seem to have to do with the researcher's own experience and personal opinions.
	
	
	They seem to be based on the teacher's goal of language study and their preferences as far as techniques are concerned.
	
Explicação:
Methods appear to be based on very different views of what language is and how a language is learned. Some methods recommend apparently strange and unfamiliar classroom techniques and practices; others are described in books that are hard to locate, obscurely written, and difficult to understand. Above all, the practitioner is often bewildered by the lack of any comprehensive theory of what an approach and method are.
	
	
	
	 
		
	
		4.
		Leia o texto a seguir:
     "O ensino de línguas estrangeiras mediado pelo uso do Método Audiolingual atingiu seu ápice no final dos anos 50. Após duas décadas de êxito e fama internacionais, um conjunto de fatoreshistórico-sociais ganha corpo em todo o mundo. O mundo assim polarizado exige um reposicionamento socioeconômico e cultural: o avanço crescente da proposta capitalista agora demanda mão de obra qualificada, promovendo um novo e inevitável surto migratório. No lado oriental, populações inteiras tentam escapar da cortina de ferro criada pelo bloco socialista, buscando os países do ocidente como tábua de salvação para o caos econômico, social e político que começava a se desenhar dentro desses países que adotavam uma proposta de governo totalitário. O apogeu da polarização político-econômica configura-se com a sistematização de um conflito ideológico não armado, através do qual as duas superpotências supracitadas - Estados Unidos e União Soviética - buscam conquistar países simpatizantes às suas propostas em cada parte do globo: são os anos da Guerra Fria.
     Em meio a essa fermentação política e, devido às novas demandas educacionais fomentadas pela reconfiguração social e da nova perspectiva do mercado de trabalho mundial (desenham-se os primeiros rascunhos de uma perspectiva de mundo globalizado), começam a ficam ficar evidentes os pontos fracos da proposta metodológica audiolingualista".
► Com base no acima exposto e, tendo-se em mente os fundamentos teóricos do Método Audiolingual, a década de 60 figura como um marco para:
	
	
	
	O ressurgimento e revalorização do Método de Gramática e Tradução
	
	
	O enfoque cada vez maior da perspectiva behaviorista de aprendizagem
	
	
	A total reformulação do Método Audiolingual
	
	
	A revitalização da teoria linguística de cunho estruturalista
	
	
	O surgimento de um conjunto de métodos de perpectiva holística, embasados em fontes humanistas
	
Explicação:
A partir da década de 60, começam a ficam ficar evidentes os pontos fracos da proposta metodológica audiolingualista: os modelos de diálogos situacionais não conseguem prever a dinamicidade dos atos comunicativos, a variabilidade de possibilidades de articulação dos elementos linguísticos e a influência de itens interculturais no jogo discursivo. Ou seja: muito mais do que saber como as regras gramaticais do sistema linguístico são articuladas, torna-se primordial saber adequá-las a cada evento comunicativo. Um dos itens de grande reestruturação diz respeito as papéis de professores e alunos no ambiente de sala de aula, graças à visão humanista que começa a ganhar força na época.
	
	
	
	 
		
	
		5.
		Leia o texto a seguir:
"Em meio à fermentação política após a Segunda Guerra Mundial e, devido às novas demandas educacionais fomentadas pela reconfiguração social e da nova perspectiva do mercado de trabalho mundial (desenham-se os primeiros rascunhos de uma perspectiva de mundo globalizado), começam a ficam ficar evidentes os pontos fracos da proposta metodológica audiolingualista: os modelos de diálogos situacionais não conseguem prever a dinamicidade dos atos comunicativos, a variabilidade de possibilidades de articulação dos elementos linguísticos e a influência de itens interculturais no jogo discursivo. Ou seja: muito mais do que saber como as regras gramaticais do sistema linguístico são articuladas, torna-se primordial saber adequá-las a cada evento comunicativo. Outrossim, os avanços investigativos no campo da linguística, especialmente graças às contribuições do norte-americano Noam Chomsky, exigem uma reorganização em vários conceitos teórico-metodológicos que até então eram vistos como ideais. Nesse sentido, o Método Silencioso representa uma das primeiras tentativas de ajuste ao que vinha sendo praticado dentro do universo do Método Audiolingual."
► Dentre as técnicas aplicada em sala de aula pelos proponentes do Método Silencioso, podemos incluir as seguintes, EXCETO:
	
	
	
	Autocorreção
	
	
	Uso de fichas coloridas associadas a sons ou palavras
	
	
	Correção feita em pares
	
	
	Uso de gestos para facilitar a compreensão
	
	
	Maximização do tempo de fala do professor
	
Explicação:
A tese basilar do Método Silencioso está em minimizar o tempo de fala do professor e maximizar o tempo de fala dos alunos em cada uma das aulas.
	
	
	
	 
		
	
		6.
		The teacher tells a story about animals. Children make animal noises every time they hear the name of the animal. This is an example of
	
	
	
	Communicative Language Teaching
	
	
	Reading Approach
 
	
	
	Suggestopedia
	
	
	Total Physical Response
	
	
	Grammar Translation
	
	
	
	 
		
	
		7.
		Leia o texto a seguir:
"Com base na obra clássica de Jack C. Richards e Theodore Rodgers*, Oliveira (2010, p.107-110)** oferece uma análise dos princípios e crenças que sustentam o Método Silencioso, quais sejam:
I) A aprendizagem é facilitada se o aprendiz descobre ou cria em vez de lembrar-se e repetir o que é para ser aprendido;
II) A aprendizagem é facilitada quando é mediada por objetos físicos;
III) A aprendizagem é facilitada pela resolução de problemas envolvendo o material a ser aprendido.
* RICHARDS, Jack C.; RODGERS, Theodore S. Approaches and methods in language teaching. Cambridge: CUP, 1996. 
**OLIVEIRA, Luciano Amaral. Métodos de ensino de inglês. São Paulo: Parábola, 2014.
► Tendo em vista os princípios e crenças acima, qual/quais dele(s) justifica(m) a seguinte explicação?
"A subordinação do ensino à aprendizagem é vital, desde que promova o deslocamento do foco do professor para o aprendiz, representando as aulas centradas no estudante".
 
	
	
	
	Apenas o item I
	
	
	I, II e III
	
	
	Apenas I e II
	
	
	Apenas o item III
	
	
	Apenas o item II
	
Explicação:
O terceiro item da lista de princípios e crenças encontra-se relacionado à questão da subordinação do ensino à aprendizagem, promovendo o deslocamento do foco do professor para o aprendiz, representando as aulas centradas no estudante. Esse princípio está diretamente ligado à ideia de silenciamento do professor durantes as aulas.
		Leia o texto a seguir:
"O professor atua como um facilitador do processo de aprendizagem. Normalmente, ele inicia a aula com técnicas de relaxamento e respiração. Os alunos atuam em estado de semi-vigília, absorvendo as palavras do professor."
► Texto supracidado diz respeito a que elemento do quadro teórico-metodologógico da Sugestologia?
	
	
	
	Teoria de Língua
	
	
	Objetivos Linguísticos
	
	
	Conteúdos/"Syllabus"
	
	
	Papel do Professor e do Aluno
	
	
	Teoria de Aprendizagem
	
Explicação:
Tendo em vista o conjunto de ações listadas, esse item diz respeito exclusiavamente aos papéis que aluno e professor precisam desempenhar dentro da proposta metodológica conhecida como Sugestologia.
	
	
	
	 
		
	
		2.
		Read the following passage and fill in the blanks with the missing words:
Regarding language teaching and learning, he argued that learning takes place through the interactions between students and their______ ,teachers, and other adults. Therefore, the learning environment should ______the student's ability to interact with each other through discussion, collaboration, and ______. The role of the teacher in this approach is that of a ______ S/he should be able to create a friendly environment where directed interactions can occur.
	
	
	
	friends , minimize ,  care taking  , leader
	
	
	peers , maximize , feedback , facilitator
	
	
	headmasters , discuss , counselor , boss
	
	
	cousins , help ,  interest , learner
 
	
	
	relatives , create , lectures , ruler
	
Explicação:
This is a straight forward kind of question and answer exercise. It is just a matter of choosing the right words.
	
	
	
	 
		
	
		3.
		Leia o texto a seguir:
"Como uma das principais questões está justamente em criar uma atmosfera adequada para a aprendizagem da língua-alvo, o uso de recursos como música clássica durante as aulas tende a potencializar o relaxamento, reduzindo-se assim a ansiedade, fator que aumenta a probabilidade de um aprendizado bem-sucedido".
► Tendo em mente o conjunto de Leis propostas por GeorgiLozanov para uma implementação bem-sucedida das técnicas da Sugestologia, o texto supracitado refere-se à qual Lei?
	
	
	
	Lei da Proporção Dourada
	
	
	Lei do Amor
	
	
	Lei de utilização das Artes e da Estética 
	
	
	Lei da Liberdade
	
	
	Global-Parcial, Parcial-Global, Parcial por meio do Global
 
	
Explicação:
Como uma das principais questões está justamente em criar uma atmosfera adequada para a aprendizagem da língua-alvo, o uso de recursos artísticos como música clássica durante as aulas tende a potencializar o relaxamento, reduzindo-se assim a ansiedade, fator que aumenta a probabilidade de um aprendizado bem-sucedido.
	
	
	
	 
		
	
		4.
		 Fill in the blanks with the missing words:
The PCNs corroborate that the learning processes are generated by ................ through the interaction between a student and a more competent partner. They interact through the use of language and negotiate meaning in order to do their assignments. In other words, they involve themselves in a process of construction of shared knowledge.
 
	
	
	
	the zone of common development
	
	
	the zone of speech development
	
	
	the zone of proximal development
	
	
	the zone of brain development
	
	
	the zone of thought development
	
Explicação:
It is the only possible answer in this case : the zone of proximal development. It is the one which refers to interactionism.
	
	
	
	 
		
	
		5.
		Leia o texto a seguir:
"O ensino das palavras e das estruturas gramaticais não deve ser feito em isolamento, separadamente do discurso. Ou seja: não se deve ensinar estruturas gramaticais sem um foco nas funções comunicativas que elas agenciam".
► Tendo em mente o conjunto de Leis propostas por Georgi Lozanov para uma implementação bem-sucedida das técnicas da Sugestologia, o texto supracitado refere-se à qual Lei?
	
	
	
	Lei do Amor
	
	
	Global-Parcial, Parcial-Global, Parcial por meio do Global
	
	
	Lei da Liberdade
	
	
	Aumento Duplicado ou Triplicado do Input
	
	
	Lei da Convicção do Professor
	
Explicação:
O ensino de qualquer elemento referente à língua-alvo não deve ser feito em isolamento, separadamente do discurso. Ou seja: não se deve ensinar sem um foco nas funções comunicativas que elas agenciam.
	
	
	
	 
		
	
		6.
		Leia o texto a seguir:
"Uma das queixas mais recorrentes entre os aprendizes de línguas estrangeiras jaz especificamente no bloqueio que se dá exatamente quando eles são expostos a situações comunicativas reais na língua-alvo. Você certamente já ouviu falar de pessoas que literalmente 'travam' quando têm que falar inglês, por exemplo. Ou ainda, você talvez conheça pessoas que, embora se esforcem ao máximo para dominar a língua inglesa, sempre têm 'um branco mental' no exato momento em que precisam utilizar a língua inglesa, especialmente no ambiente de trabalho. Por que será que esses eventos ocorrem? Que fatores causam esses bloqueios? Seria possível sugestionar a nossa mente para o aprendizado da língua inglesa, eliminando tais complexos ou traumas registados em nossa mente?"
► A proposta metodológica de ensino de inglês como língua estrangeira desenvolvida com o intuito de eliminar traumas registrados no aprendizado foi o(a):
 
	
	
	
	Sugestologia
	
	
	Abordagem Comunicativa
	
	
	Abordagem Lexical
	
	
	Método Silencioso
	
	
	Método de Gramática e Tradução
	
Explicação:
A proposta humanista em que a atmosfera da sala de aula, técnicas de relaxamento e uma infraestrutura adequada são fatores determinantes para sugestionar a mente para o aprendizado da língua inglesa é conhecida como Sugestologia.
	
	
	
	 
		
	
		7.
		The ability to know whether or to what degree verbal or non-verbal behavior is appropriate to a particular situation, relationship, culture, or genre is called
	
	
	
	Possibility
	
	
	Strategy
	
	
	Appropriateness
	
	
	Feasability
	
	
	Attestedness
 
	
Explicação:
Appropriateness
		De acordo com a "ABORDAGEM COMUNICATIVA", o professor desempenha o papel de:
 
	
	
	
	negociador do processo de aprendizagem
	
	
	facilitador do processo de aprendizagem
	
	
	simples professor no processo de aprendizagem
	
	
	controlador do processo de aprendizagem
	
	
	praticante de técnicas de repetição (i.e. driller) no processo de aprendizagem
	
Explicação:
Na Abordagem Comunicativa, o professor atua como organizador, conselhiro, guia e facilitador do processo de ensino e aprendizagem.
	
	
	
	 
		
	
		2.
		Which alternative is WRONG in relation to copyediting?
	
	
	
	Copyeditors cannot do freelance work which gives them more freedom to choose their working hours and to work from home.
	
	
	Copyeditors can work for publishing houses, newspapers, magazines etc¿ and/or
 
	
	
	Copyeditors are the bridge between writers, publishers, and readers.
	
	
	Copyediting can be done in one¿s native language or in a foreign language.
	
	
	A copyeditor is a professional whose job is to check written material in order to correct errors in grammar, style, usage and spelling before it is set into type.
	
Explicação:
Copyeditors cannot do freelance work which gives them more freedom to choose their working hours and to work from home.
	
	
	
	 
		
	
		3.
		Considere os seguintes objetivos referentes à utilização da Abordagem Comunicativa no ensino de inglês como língua estrangeira:
1. Organizar a aula e as atividades de modo que se leve em conta a complexidade do processo comunicativo.
2. Definir os conteúdos com a participação dos alunos, dando atenção especial às necessidades comunicativas.
3. Organizar as aulas com critérios de participação interativa, especialmente valorizando-se a comunicação oral.
► OOs itens acima dizem respeito a quais objetivos pré-estabelecidos pela Abordagem Comunicativa?
	
	
	
	Objetivos relativos à gestão e ao ensino
	
	
	Objetivos pragmáticos
	
	
	Objetivos linguísticos gerais
	
	
	Objetivos linguísticos específicos
	
	
	Nenhuma das opções acima
	
Explicação:
Os itens elencados são característicos da administração escola e do planejamento de ensino.
	
	
	
	 
		
	
		4.
		In case someone wants to be a translator, which of the following is not necessary to take into account?
	
	
	
	mood
	
	
	culture of the languages spoken.
 
 
 
	
	
	meaning
	
	
	style
	
	
	pronunciation
	
Explicação:
In dealing with translation, the pronunciation of words is not relevant.
	
	
	
	 
		
	
		5.
		Considere as seguintes perspectivas presentes na Abordagem Comunicativa:
1. A aprendizagem resulta de um processo em que a mente desempenha um papel-chave, justamente o oposto das propostas de cunho behaviorista.
2. A aprendizagem é um processo acumulativo: o conteúdo novo é aprendido somente quanto se integra ao conjunto de conhecimentos já existentes no indivíduo.
3. A aprendizagem linguística tem um papel importantíssimo, especialmente no que tange a transmissão de mensagens "com conteúdo" que interessa aos interlocutores.
4. O professor atua como um facilitador do processo de aprendizagem. Seu papel é criar as condições ideais para que os alunos aprendam e criem seus próprios conhecimentos a partir da base de conhecimentos que já possuem de antemão.
5. O aluno é um agente ativo no processo de ensino e aprendizagem, sendo o protagonista desse processo.
► Os itens acima dizem respeito a que pressuposto teórico da Abordagem Comunicativa?
	
	
	
	Pressupostos relativos à pedagogia
	
	
	Pressupostos relativos à gestão 
	
	
	
Pressupostos relativos ao ensino
	
	
	Pressupostos relativos à psicolinguística
	
	
	Pressupostos relativos à teoria linguística
	
Explicação:
Os itens dizem respeito ao conjunto de elementos relacionados à dinâmica pedagógica essencial para a aplicação da Abordagem Comunicativa em sala de aula.
	
	
	
	 
		
	
		6.
		Choose the alternative that CORRECTLY fill the gap:
The________, on the other hand, is aprofessional who translates orally in both directions on the spot.
	
	
	
	interpreter
	
	
	teacher
	
	
	writer
 
	
	
	translator
	
	
	copyeditor
	
Explicação:
Interpreter
	
	
	
	 
		
	
		7.
		Language professionals tend to teach language and literature at schools and language centers, but there are some other possibilities they might consider as well. The language professional can work as
	
	
	
	Translator and Interpreter only
	
	
	Interpreter only.
	
	
	Language teaching materials writer only
 
	
	
	Copyeditor and Teacher only
	
	
	Translator, Interpreter, Copyeditor, Language teaching materials writer
	
Explicação:
Translator, Interpreter, Copyeditor, Language teaching materials writer
		Based on the Audiolingual characteristics , which of the following is not applicable to it?
	
	
	
	Successful responses are immediately reinforced.
 
 
 
	
	
	New material is presented in dialogue form.
	
	
	There is dependence on mimicry, memorization of set phrases, and overlearning.
	
	
	The use of the mother tongue by the teachers is not allowed.
	
	
	Structural patterns are taught using repetitive drills.
	
Explicação:
Very little use of the mother tongue by teachers is permitted.
	
	
	
	 
		
	
		2.
		Considere as seguintes perspectivas presentes na Abordagem Lexical:
1. A aprendizagem da língua-alvo é facilitada através do trabalho desenvolvido com conjuntos lexicais.
2. Os itens lexicais devem sempre ser contextualizados, assim como ocorre na comunicação real.
3. O professor atua como guia e especialista que deve propiciar a exposição a amostras contextualizadas de utilização dos itens lexicais.
4. O aluno é um agente ativo e sujeito de sua aprendizagem. 
► Os itens acima dizem respeito a que pressupostos teórico da Abordagem Lexical?
	
	
	
	Pressupostos relativos à pedagogia
	
	
	Pressupostos relativos à gestão 
	
	
	Pressupostos relativos à teoria linguística
	
	
	Pressupostos relativos ao ensino
	
	
	Pressupostos relativos à psicolinguística
	
Explicação:
Os itens dizem respeito ao conjunto de práticas pedagógicas inerentes à Abordagem Lexical.
	
	
	
	 
		
	
		3.
		Leia o texto a seguir:
"Essa perspectiva de ensino se concentrou no desenvolvimento da proficiência e de palavras ou combinações de palavras. Esse modelo de ensino baseia-se na ideal de que uma parte importante da aquisição de uma língua é a habilidade de compreender e produzir frases lexicais como fragmentos inteiros não analisados e que esses fragmentos se tornam dados não elaborados pelos quais os alunos percebem padrões de linguagem, geralmente considerados como gramática". 
► Dentre a gama de propostas de ensinos estudadas durante o curso, podemos dizer que a citação anterior trata da seguinte perspectiva de ensino:
 
	
	
	
	Método Direto
	
	
	Abordagem Natural
	
	
	Abordagem Lexical
	
	
	Método de Gramática e Tradução
	
	
	Método Silencioso
	
Explicação:
Uma das exigências por que passa cada aprendiz de línguas diz respeito à capacidade de manipular blocos de itens lexicais e combiná-los adequadamente conforme o contexto comunicativo em jogo. O conhecimento de tais itens, seu nível de formalidade/informalidade, a frequência e recorrência com que certas palavras tendem a aparecer juntas são pontos primordiais para a compreensão das prerrogativas que sustentam a proposta metodológica em questão.
	
	
	
	 
		
	
		4.
		Considere os seguintes objetivos propostos para o ensino de inglês como língua estrageira através da Abordagem Lexical:
1. Ser capaz de se comunicar eficazmente na língua-alvo mediante o domínio adequado dos conjuntos de itens lexicais utilizados nos discursos oral e escrito.
2. Aprender a língua-alvo dentro de um contexto comunicativo pertinente.
3. A organização das aulas se ajustará à sequência: observação - formulação de hipóteses - experimentação.
► Os itens acima dizem respeito, RESPECTIVAMENTE, aos objetivos:
	
	
	
	Linguístico específico, Linguístico geral, pragmático
	
	
	Linguístico geral, pragmático, gestão/ensino
	
	
	Prágmático, gestão e ensino, linguístico específico
	
	
	Pragmático, gestão/ensino, linguístico geral
	
	
	Gestão/ensino, linguístico específico, pragmático
	
Explicação:
1) Objetivos linguísticos gerais
· Ser capaz de se comunicar eficazmente na língua-alvo mediante o domínio adequado dos conjuntos de itens lexicais utilizados nos discursos oral e escrito.
2) Objetivos linguísticos específicos
· Dá-se prioridade à aprendizagem do léxico e às associações e preferências combinacionais que cada palavra possui dentro do sistema linguístico.
· Os demais componentes do sistema linguístico, especialmente o gramatical, desempenham um papel secundário ou subordinado ao léxico.
· A prioridade do componente lexical não anula a necessidade dos objetivos linguísticos específicos e habituais em qualquer abordagem comunicativa.
3) Objetivos pragmáticos
· Aprender a língua-alvo dentro de um contexto comunicativo pertinente.
4) Objetivos relativos à gestão e ao ensino
· A organização das aulas se ajustará à sequência: observação - formulação de hipóteses - experimentação. 
	
	
	
	 
		
	
		5.
		Considere as seguintes perspectivas presentes na Abordagem Lexical:
1. A sala de aula é interativa e participativa. O professor atua como organizador e guia do processo de ensino e aprendizagem. 
2. Os materiais utilizados requerem uma preparação cuidadosa por parte do professor no que tange a escolha contextualizada dos itens lexicais a serem trabalhados e explorados durante as aulas.
► Os itens acima dizem respeito a que pressupostos teórico da Abordagem Lexical?
	
	
	
	Pressupostos relativos à teoria linguística
	
	
	Pressupostos relativos à gestão e ao ensino
	
	
	Pressupostos relativos à psicolinguística
	
	
	Nenhum dos itens anteriores
	
	
	Pressupostos relativos à pedagogia
	
Explicação:
Os itens listados dizem respeito à dinâmica pedagógica e ao planejamento exigidos pela Abordagem Lexical.
	
	
	
	 
		
	
		6.
		Considere as seguintes perspectivas presentes na Abordagem Lexical:
1. A língua consta de vários componentes, entre os quais o componente lexical é considerado como prioritário.
2. A comunicação se vale de um conjunto de palavras regidas por associações (collocations, chunks).
► Os itens acima dizem respeito a que pressupostos teórico da Abordagem Lexical?
	
	
	
	Pressupostos relativos à psicolinguística
	
	
	Pressupostos relativos à gestão e ao ensino
	
	
	Pressupostos relativos ao ensino somente
	
	
	Pressupostos relativos à pedagogia
	
	
	Pressupostos relativos à teoria linguística
	
Explicação:
O conjunto de itens elencados dizem respeito à visão teórica em relação à língua.