UECE–2016.1–VESTIBULAR–2ÂȘ FASE

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❑ PROVA DE LÍNGUA INGLESA:
• UECE-2016.1-VESTIBULAR-2ÂȘ FASE-LÍNGUA INGLESA-06/12/15.
❑ ESTRUTURA-PROVA:
• 20 MCQs (Multiple Choice Question) / 4 Options Each Question.
• Texto – | Long Line at the Library? It’s Story Time Again | www.nytimes.com |

PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO

❑ FONTE DO TEXTO:
* The New York Times Ă© um jornal diĂĄrio estadunidense. A versĂŁo impressa do jornal tem a segunda maior circulação, atrĂĄs do The Wall Street Journal. Apelidado de "The Lady Gray", o New York Times hĂĄ muito tempo tem sido considerado um "jornal de referĂȘncia" nacional. 

❑ TEXTO:



01-C, 02-D, 03-C, 04-A, 05-B
06-B, 07-C, 08-D, 09-A, 10-C
11-D, 12-C, 13-B, 14-C, 15-A
16-B, 17-A, 18-D, 19-C, 20-D


❑ TEXT:

1
A library tradition is being refashioned to emphasize early literacy and better prepare young children for school, and drawing many new fans in the process.
2
Among parents of the under-5 set, spots for story time have become as coveted as seats for a hot Broadway show like “Hamilton.” Lines stretch down the block at some branches, with tickets given out on a first-come-first-served basis because there is not enough room to accommodate all of the children who show up.
3
Workers at the 67th Street Library on the Upper East Side of Manhattan turn away at least 10 people from every reading. They have been so overwhelmed by the rush at story time — held in the branch’s largest room, on the third floor — that once the space is full, they close the door and shut down the elevator. “It is so crowded and so popular, it’s insane,” Jacqueline Schector, a librarian, said.
4
Story time is drawing capacity crowds at public libraries across New York and across the country at a time when, more than ever, educators are emphasizing the importance of early literacy in preparing children for school and for developing critical thinking skills. The demand crosses economic lines, with parents at all income levels vying to get in.
5
Many libraries have refashioned the traditional readings to include enrichment activities such as counting numbers and naming colors, as well as music and dance. And many parents have made story time a fixture in their family routines alongside school pickups and playground outings — and, for those who employ nannies, a nonnegotiable requirement of the job.
6
In New York, demand for story time has surged across the city’s three library systems — the New York Public Library, the Brooklyn Public Library, and the Queens Library — and has posed logistical challenges for some branches, particularly those in small or cramped buildings. Citywide, story time attendance rose to 510,367 people in fiscal year 2015, up nearly 28 percent from 399,751 in fiscal 2013.
7
“The secret’s out,” said Lucy Yates, 44, an opera coach with two sons who goes to story time at the Fort Washington Library every week. Stroller-pushing parents and nannies begin to line up for story time outside some branches an hour before doors open. To prevent overcrowding, tickets are given out at the New Amsterdam and Webster branches, both in Manhattan, the Parkchester branch in the Bronx, and a half-dozen branches in Brooklyn, including in Park Slope, Kensington and Bay Ridge.
8
The 67th Street branch keeps adding story times — there are now six a week — and holds sessions outdoors in the summer, when crowds can swell to 200 people.
9
In Queens, 41 library branches are scheduled to add weekend hours this month, and many will undoubtedly include weekend story times. As Joanne King, a spokeswoman for the library explained, parents have been begging for them and “every story time is full, every time we have one.”
10
Long a library staple, story time has typically been an informal reading to a small group of boys and girls sitting in a circle. Today’s story times involve carefully planned lessons by specially trained librarians that emphasize education as much as entertainment, and often include suggestions for parents and caregivers about how to reinforce what children have learned, library officials said.
11
Libraries around the country have expanded story time and other children’s programs in recent years, attracting a new generation of patrons in an age when online offerings sometimes make trips to the book stacks unnecessary. Sari Feldman, president of the American Library Association, said such early-literacy efforts are part of a larger transformation libraries are undergoing to become active learning centers for their communities by offering services like classes in English as a second language, computer skills and career counseling.
12
Ms. Feldman said the increased demand for story time was a product, in part, of more than a decade of work by the library association and others to encourage libraries to play a larger role in preparing young children for school. In 2004, as part of that effort, the association developed a curriculum, “Every Child Ready to Read,” that she said is now used by thousands of libraries.
13
The New York Public Library is adding 45 children’s librarians to support story time and other programs, some of which are run in partnership with the city government. It has also designated 20 of its 88 neighborhood branches, including the Fort Washington Library, as “enhanced literary sites.” As such, they will double their story time sessions, to an average of four a week, and distribute 15,000 “family literacy kits” that include a book and a schedule of story times.
14
“It is clear that reading and being exposed to books early in life are critical factors in student success,” Anthony W. Marx, president of the New York Public Library, said. “The library is playing an increasingly important role in strengthening early literacy in this city, expanding efforts to bring reading to children and their families through quality, free story times, curated literacy programs, after-school programs and more.”
15
For its part, the Queens Library plans to expand a “Kick Off to Kindergarten” program that attracted more than 180 families for a series of workshops last year. Library officials said that more than three-quarters of the children who enrolled, many of whom spoke a language other than English at home, developed measurable classroom skills.
From: www.nytimes.com/
2015/11/02
❑ QUESTIONÁRIO:

01 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

According to the text, not only parents but also nannies start lining up for the reading of stories

A) a week before the date set for the event.
B) in New York’s Central Park.
C) one hour before the opening of doors.
D) to join an opera coach who's part of the program.
__Gabarito:  (C)__
According to the text, not only parents but also nannies start lining up for the reading of stories
(De acordo com o texto, não só os pais, mas também as amas começam a fazer fila para a leitura de histórias)

A) a week before the date set for the event.
(uma semana antes da data marcada para o evento.)
B) in New York’s Central Park.
(no Central Park, em Nova Iorque.)
C) one hour before the opening of doors.
(uma hora antes da abertura das portas.)
D) to join an opera coach who's part of the program.
(para se juntarem a um treinador de Ăłpera que faz parte do programa.)
❑ NO TEXTO:
➧ LOOK IN THE 7th PARAGRAPH:
"[...] Stroller-pushing parents and nannies begin to line up for story time outside some branches an hour before doors open."
(Pais e babås que empurram carrinhos começam a fazer fila para contar histórias do lado de fora de algumas filiais, uma hora antes de as portas se abrirem.)

02 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

A librarian who participates in the program has stated that the huge attendance and popularity make it

A) quite difficult to manage on week days.
B) impossible to prepare children for early literacy.
C) very special for the two Manhattan branches.
D) a crazy occasion.
__Gabarito:  (D)__
A librarian who participates in the program has stated that the huge attendance and popularity make it
(Um bibliotecĂĄrio que participa no programa afirmou que a grande afluĂȘncia e popularidade tornam-no)
A) quite difficult to manage on week days.
(bastante difĂ­ceis de gerir nos dias de semana.)
B) impossible to prepare children for early literacy.
(impossível preparar as crianças para a literacia precoce.)
C) very special for the two Manhattan branches.
(muito especial para as duas sucursais de Manhattan.)
D) a crazy occasion.
(uma ocasiĂŁo louca.)
❑ NO TEXTO:
➧ LOOK IN THE 3rd PARAGRAPH:
"[...] It is so crowded and so popular, it’s insane,” Jacqueline Schector, a librarian, said."
(É tĂŁo lotado e tĂŁo popular que Ă© uma loucura”, disse Jacqueline Schector, uma bibliotecĂĄria.)

03 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

Many people attending this story time in American libraries

A) are enjoying weekend hours every month.
B) sit in a circle to listen to popular urban legends.
C) belong to families of all kinds of income levels.
D) have decided to use online devices.
__Gabarito:  (C)__
Many people attending this story time in American libraries
(Muitas pessoas que frequentam esta hora do conto nas bibliotecas americanas)
A) are enjoying weekend hours every month.
(estĂŁo desfrutando horas de fim de semana todos os meses.)
B) sit in a circle to listen to popular urban legends.
(sentam-se em cĂ­rculo para ouvir lendas urbanas populares.)
C) belong to families of all kinds of income levels.
(pertencem a famĂ­lias de todos os nĂ­veis de rendimento.)
D) have decided to use online devices.
(decidiram utilizar dispositivos electrĂłnicos.)
❑ NO TEXTO:
➧ LOOK IN THE 4th PARAGRAPH:
"[...] The demand crosses economic lines, with parents at all income levels vying to get in."
(A procura ultrapassa as fronteiras econĂŽmicas, com pais de todos os nĂ­veis de rendimento competindo para entrar.)

04 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

One of the New York branches continues to add story times and

A) has offered meetings outside during the summer.
B) gives tickets to handicapped children.
C) has attracted a new generation of caregivers.
D) plans to expand story time to California.
__Gabarito:  (A)__
One of the New York branches continues to add story times and
(Uma das sucursais de Nova Iorque continua a acrescentar horas do conto e)
A) has offered meetings outside during the summer.
(oferece reuniÔes no exterior durante o verão.)
B) gives tickets to handicapped children.
(oferece bilhetes a crianças com deficiĂȘncia.)
C) has attracted a new generation of caregivers.
(atraiu uma nova geração de prestadores de cuidados.)
D) plans to expand story time to California.
(planeja expandir a hora do conto para a CalifĂłrnia.)
❑ NO TEXTO - 8Âș PARÁGRAFO:
"[...] The 67th Street branch keeps adding story times — there are now six a week — and holds sessions outdoors in the summer, when crowds can swell to 200 people."
(A sucursal da 67th Street continua acrescentando horas do conto - hĂĄ agora seis contos por semana - e realiza sessĂ”es ao ar livre no verĂŁo, altura em que o pĂșblico pode chegar Ă s 200 pessoas.)

05 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

One of the reasons for the relevance of early literacy is that it

A) helps children to interact with their nannies.
B) develops critical thinking skills.
C) emphasizes social interaction.
D) can teach kids to count numbers and name colors.
__Gabarito:  (B)__
One of the reasons for the relevance of early literacy is that it
(Uma das razÔes para a relevùncia da literacia precoce é que esta)
A) helps children to interact with their nannies.
(ajuda as crianças a interagir com as suas amas.)
B) develops critical thinking skills.
(desenvolve as capacidades de pensamento crĂ­tico.)
C) emphasizes social interaction.
(dĂĄ ĂȘnfase Ă  interação social.)
D) can teach kids to count numbers and name colors.
(pode ensinar as crianças a contar nĂșmeros e a nomear cores.)
❑ NO TEXTO - 4Âș PARÁGRAFO:
"[...] Story time is drawing capacity crowds at public libraries across New York and across the country at a time when, more than ever, educators are emphasizing the importance of early literacy in preparing children for school and for developing critical thinking skills."
(A hora do conto estĂĄ atraindo multidĂ”es nas bibliotecas pĂșblicas de Nova Iorque e de todo o paĂ­s, numa altura em que, mais do que nunca, os educadores salientam a importĂąncia da literacia precoce na preparação das crianças para a escola e no desenvolvimento de competĂȘncias de pensamento crĂ­tico.)

06 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

New York Public Library's president believes that students can succeed

A) if they attend these story time gatherings in the Bronx.
B) when they read and are exposed to books at an early age.
C) through the attendance of story time in the city's three library systems.
D) as long as story time is done in a very informal way.
__Gabarito:  (B)__
New York Public Library's president believes that students can succeed
(O presidente da Biblioteca PĂșblica de Nova Iorque acredita que os alunos podem ter sucesso)
A) if they attend these story time gatherings in the Bronx.
(se participarem nestes encontros de histĂłrias no Bronx.)
B) when they read and are exposed to books at an early age.
(quando lĂȘem e sĂŁo expostos a livros numa idade precoce.)
C) through the attendance of story time in the city's three library systems.
(atravĂ©s da frequĂȘncia da hora do conto nos trĂȘs sistemas de bibliotecas da cidade.)
D) as long as story time is done in a very informal way.
(desde que a hora do conto seja feita de uma forma muito informal.)
❑ NO TEXTO - 4Âș PARÁGRAFO:
"[...] Ms. Feldman said the increased demand for story time was a product, in part, of more than a decade of work by the library association and others to encourage libraries to play a larger role in preparing young children for school."
(A Sra. Feldman disse que o aumento da demanda por tempo de história foi um produto, em parte, de mais de uma década de trabalho da associação de bibliotecas e outros para encorajar as bibliotecas a desempenhar um papel maior na preparação de crianças pequenas para a escola.)

07 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

One of the amazing facts about story time is that its seats in some of the New York libraries are

A) given one month in advance.
B) free to students who get better grades in English.
C) as disputed as seats for a Broadway show.
D) very cheap and sold online.
__Gabarito:  (C)__
One of the amazing facts about story time is that its seats in some of the New York libraries are
(Um dos factos surpreendentes sobre a hora do conto Ă© que os lugares em algumas bibliotecas de Nova Iorque sĂŁo)
A) given one month in advance.
(sĂŁo atribuĂ­dos com um mĂȘs de antecedĂȘncia.)
B) free to students who get better grades in English.
(gratuitos para os alunos que tiram melhores notas em inglĂȘs.)
C) as disputed as seats for a Broadway show.
(tĂŁo disputados quanto os lugares para um espetĂĄculo da Broadway.)
D) very cheap and sold online.
(muito baratos e vendidos online.)

❑ NO TEXTO - 2Âș PARÁGRAFO:
"[...] Among parents of the under-5 set, spots for story time have become as coveted as seats for a hot Broadway show like “Hamilton.”."
(Entre os pais de menores de 5 anos, os lugares para a hora da história tornaram-se tão cobiçados quanto os assentos para um show quente da Broadway como "Hamilton".)

08 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

According to the president of the American Library Association, Sari Feldman, story time is part of a larger change that libraries are going through by offering other services like

A) courses on financial management.
B) psychological counseling for parents.
C) special reading sessions for different age groups.
D) classes on computer skills and English as a second language.
__Gabarito:  (D)__
According to the president of the American Library Association, Sari Feldman, story time is part of a larger change that libraries are going through by offering other services like
(De acordo com a presidente da Associação Americana de Bibliotecas, Sari Feldman, a hora do conto faz parte de uma mudança mais ampla que as bibliotecas estão atravessando, oferecendo outros serviços como)
A) courses on financial management.
(cursos sobre gestĂŁo financeira.)
B) psychological counseling for parents.
(aconselhamento psicolĂłgico para os pais.)
C) special reading sessions for different age groups.
(sessÔes especiais de leitura para diferentes faixas etårias.)
D) classes on computer skills and English as a second language.
(aulas de informĂĄtica e de inglĂȘs como segunda lĂ­ngua.)

❑ NO TEXTO - 11Âș PARÁGRAFO:
"[...] Sari Feldman, president of the American Library Association, said such early-literacy efforts are part of a larger transformation libraries are undergoing to become active learning centers for their communities by offering services like classes in English as a second language, computer skills and career counseling."
(Sari Feldman, presidente da American Library Association, disse que esses esforços de alfabetização precoce fazem parte de uma transformação maior que as bibliotecas estĂŁo passando para se tornarem centros de aprendizado ativos para suas comunidades, oferecendo serviços como aulas de inglĂȘs como segunda lĂ­ngua, conhecimentos de informĂĄtica e aconselhamento profissional.)

09 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

In

“...and many parents have made story time a fixture in their family routines...”

the verb tense is

A) present perfect.
B) past perfect.
C) present perfect continuous.
D) simple past.
__Gabarito:  (A)__
❑ SENTENÇA:
  • “...and many parents have made story time a fixture in their family routines...”
  • "Uma tradição das bibliotecas estĂĄ sendo remodelada para dar ĂȘnfase Ă  literacia precoce e preparar melhor as crianças para a escola..."
➭ "have made" – Estrutura verbal padrĂŁo do PRESENT PERFECT ("have" + Participle Past).

10 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

In

“... an opera coach with two sons who goes to story time at the Fort Washington Library every week”,

there is an example of

A) participial phrase.
B) adverbial clause.
C) adjectival clause.
D) infinitive phrase.
__Gabarito:  (C)__
❑ SENTENÇA:
  • “... an opera coach with two sons who goes to story time at the Fort Washington Library every week”,
  • "Um treinador de Ăłpera com dois filhos que vai todas as semanas Ă  hora do conto na Biblioteca de Fort Washington",
➭ "who" – Pronome Relativo introdutor de oração adjetiva (adjectival clause or relative clause).

11 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

In

“The new York Public Library is adding 45 children's librarians to support story time and other programs...”

the two verb forms are, respectively,

A) simple present and simple present.
B) simple present and present participle.
C) present perfect and present continuous.
D) present continuous and infinitive.
__Gabarito:  (D)__
❑ SENTENÇA:
  • “The new York Public Library is adding 45 children's librarians to support story time and other programs...”
  • "A Biblioteca PĂșblica de Nova Iorque estĂĄ adicionando 45 bibliotecĂĄrios infantis para apoiar a hora do conto e outros programas..."
➭ "is adding" – Estrutura verbal padrĂŁo do tempo verbal PRESENT CONTINOUS ("to be" + Participle Present).
➭ "to support" – Estrutura verbal padrĂŁo da INFINITIVE FORM.

12 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

In

“A library tradition is being refashioned to emphasize early literacy and better prepare young children for school...”

the verb tense in the passive voice is

A) perfect future.
B) simple present.
C) present continuous.
D) simple future.
__Gabarito:  (C)__
❑ SENTENÇA:
  • “A library tradition is being refashioned to emphasize early literacy and better prepare young children for school...”
  • "Uma tradição das bibliotecas estĂĄ sendo remodelada para dar ĂȘnfase Ă  literacia precoce e preparar melhor as crianças para a escola..."
➭ "is being refashioned" – Estrutura verbal passiva formada pelo verbo "to be" no PRESENT CONTINOUS (is being) mais o Participle Past do verbo "to refashion"(refashioned).

13 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

The sentence

“Stroller-pushing parents and nannies begin to line up for story time outside some branches an hour before doors open.”

is

A) compound.
B) complex.
C) complex-compound.
D) simple.
__Gabarito:  (B)__
❑ SENTENÇA:
  • “Stroller-pushing parents and nannies begin to line up for story time outside some branches an hour before doors open.”
  • "Os pais e as amas que empurram os carrinhos de bebĂ© começam a fazer fila para a hora do conto Ă  porta de algumas filiais, uma hora antes da abertura das portas."
➭ ORAÇÃO 1 (PRINCIPAL) – Stroller-pushing parents and nannies begin to line up for story time outside some branches.
➭ ORAÇÃO 2 (SUBORDINADA) – an hour before doors open.
➭ COMPLEX SENTENCE – É uma sentença composta por 1 oração principal e 1 oração subordinada.

14 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

In

“Story time is drawing capacity crowds...”,

“...an informal reading to a small group...”,

and

“...to prevent overcrowding...”,

the -ING words are, respectively,

A) adjective, adverb, noun.
B) noun, noun, verb.
C) verb, noun, noun.
D) adverb, verb, adjective.
__Gabarito:  (C)__
❑ SENTENÇA 1:
  • “Story time is drawing capacity crowds...”
  • "A hora do conto estĂĄ atraindo multidĂ”es..."
➭ IS DRAWING (estrutura verbal passiva) – verbo "to be" no Simple Present "IS" mais o verbo "to draw" no Participle Present "DRAWING".

❑ SENTENÇA 2:
  • “...an informal reading to a small group...”
  • “...uma leitura informal para um pequeno grupo..."
➭ reading (noun) – leitura, compreensĂŁo. [www.linguee.com.br]

❑ SENTENÇA 3:
  • “...to prevent overcrowding...”,
  • As suas histĂłrias mantĂȘm-se concentradas, por vezes monotonamente, na elite, nos escravos que passam em silĂȘncio.
➭ overcrowding (noun) – superlotação, sobrepopulação, congestionamento. [www.linguee.com.br]

15 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

In the sentence

“In New York, demand for story time has surged across the city’s three library systems — the New York Public Library, the Brooklyn Public Library, and the Queens Library — and has posed logistical challenges for some branches…”

the link between the two clauses is established by a/an

A) coordinating conjunction.
B) subordinating conjunction.
C) adverbial conjunction.
D) contrastive conjunction.
__Gabarito:  (A)__
❑ SENTENÇA:
  • “In New York, demand for story time has surged across the city’s three library systems — the New York Public Library, the Brooklyn Public Library, and the Queens Library — and has posed logistical challenges for some branches…”
  • "Em Nova Iorque, a procura de horas do conto aumentou nos trĂȘs sistemas de bibliotecas da cidade - a Biblioteca PĂșblica de Nova Iorque, a Biblioteca PĂșblica de Brooklyn e a Biblioteca de Queens - e colocou desafios logĂ­sticos a algumas sucursais..."
➭ , AND – CONJUNÇÃO COORDENATIVA (coordinating conjunction) – CONECTA 2 ORAÇÕES INDEPENDENTES.

16 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

The sentence

“Ms. Feldman said the increased demand for story time was a product, in part, of more than a decade of work by the library association and others to encourage libraries to play a larger role in preparing young children for school.”

is an example of

A) direct speech.
B) reported speech.
C) adjectival clause.
D) direct and indirect speech.
__Gabarito:  (B)__
❑ SENTENÇA:
  • “Ms. Feldman said the increased demand for story time was a product, in part, of more than a decade of work by the library association and others to encourage libraries to play a larger role in preparing young children for school.”
  • "A Sra. Feldman disse que o aumento da demanda por tempo de histĂłria foi um produto, em parte, de mais de uma dĂ©cada de trabalho da associação de bibliotecas e outros para incentivar as bibliotecas a desempenhar um papel mais importante na preparação de crianças pequenas para a escola."
➭ FORMA VERBAL "SAID (THAT)" – introduz DISCURSO INDIRETO (REPORTED SPEECH).

17 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

The sentences

“As such, they will double their story time sessions, to an average of four a week, and distribute 15,000 “family literacy kits” that include a book and a schedule of story time.”

and

“For its part, the Queens Library plans to expand a “Kick Off to Kindergarten” program that attracted more than 180 families for a series of workshops last year.”

contain, respectively, a

A) defining relative clause and a defining relative clause.
B) defining relative clause and a non-defining relative clause.
C) non-defining relative clause and a defining relative clause.
D) non-defining relative clause and a non-defining relative clause.
__Gabarito:  (A)__
❑ SENTENÇA 1:
  • “As such, they will double their story time sessions, to an average of four a week, and distribute 15,000 “family literacy kits” that include a book and a schedule of story time.”
  • "Como tal, duplicarĂŁo as sessĂ”es de leitura de histĂłrias, para uma mĂ©dia de quatro por semana, e distribuirĂŁo 15 000 "kits de literacia familiar" que incluem um livro e um programa de leitura de histĂłrias."
➭ PRONOME RELATIVO (that) – introduzindo oração adjetiva com informação essencial ao contexto.
➭ DEFINING CLAUSE – É uma oração subordinada adjetiva com informação essencial ao contexto da sentença.

❑ SENTENÇA 2:
  • “For its part, the Queens Library plans to expand a “Kick Off to Kindergarten” program that attracted more than 180 families for a series of workshops last year.”
  • "Por seu lado, a Biblioteca de Queens planeja expandir o programa "Kick Off to Kindergarten" que atraiu mais de 180 famĂ­lias para uma sĂ©rie de workshops no ano passado."
➭ PRONOME RELATIVO (that) – introduzindo oração adjetiva com informação essencial ao contexto.
➭ DEFINING CLAUSE – É uma oração subordinada adjetiva com informação essencial ao contexto da sentença.

18 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

In the sentences

“Today’s story times involve carefully planned lessons by specially trained librarians…”

and

“Many libraries have refashioned the traditional readings…” 

contain respectively a/an

A) direct object and an indirect object.
B) indirect object and an indirect object.
C) indirect object and a direct object.
D) direct object and a direct object.
__Gabarito:  (D)__
❑ SENTENÇA 1:
  • “Today’s story times involve carefully planned lessons by specially trained librarians…”
  • "Hoje em dia, as horas do conto envolvem liçÔes cuidadosamente planeadas por bibliotecĂĄrios especialmente formados..."
➭ TO INVOLVE (transitividade direta sem preposição) –involve something  –  involve doing something – involve somebody/something doing something. [www.oxfordlearnersdictionaries.com]

❑ SENTENÇA 2:
  • “Many libraries have refashioned the traditional readings…” 
  • "Muitas bibliotecas reformularam as leituras tradicionais..."
➭ HAVE REFASHIONED (transitividade direta sem preposição) – have refashioned something.

19 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

The sentence

“Among parents of the under-5 set, spots for story time have become as coveted as seats for a hot Broadway show like Hamilton.”

contains conjunctions that are classified as

A) contrastive.
B) conditional.
C) comparative.
D) additional.
__Gabarito:  (C)__
❑ SENTENÇA 1:
  • “Among parents of the under-5 set, spots for story time have become as coveted as seats for a hot Broadway show like Hamilton.”
  • "Entre os pais de menores de 5 anos, os lugares para a hora do conto tornaram-se tĂŁo cobiçados quanto os lugares para um espetĂĄculo da Broadway como Hamilton."
➭ ESTRUTURA NOMINAL COMPARATIVA (as adjective as) – as coveted as – TÃO COBIÇADOS QUANTO.
➭ COVETED (adjective) – COBIÇADO. [www.linguee.com.br]

20 – (UECE-2016/1-2ÂȘ FASE-LÍNGUA INGLESA-VESTIBULAR)

In terms of voice, the verbs in the sentences

“They have been so overwhelmed by the rush at story time”

and

“Story time is drawing capacity crowds at public libraries across New York and across the country”

are, respectively,

A) active and active.
B) passive and passive.
C) active and passive.
D) passive and active.
__Gabarito:  (D)__
❑ SENTENÇA 1:
  • “They have been so overwhelmed by the rush at story time”
  • "Ficaram muito sobrecarregados com a correria da hora do conto"
➭ ESTRUTURA VERBAL PASSIVA (have been so overwhelmed) – verbo "to be" no PRESENT PERFECT(have been) mais PARTICIPLE PAST(overwhelmed) do verbo "to overwhelm".

❑ SENTENÇA 2:
  • “Story time is drawing capacity crowds at public libraries across New York and across the country”
  • "A hora do conto estĂĄ atraindo multidĂ”es nas bibliotecas pĂșblicas de Nova Iorque e de todo o paĂ­s"
➭ ESTRUTURA VERBAL ATIVA (is drawing) – verbo "to be" no SIMPLE PRESENT(is) mais PARTICIPLE PRESENT(drawing) do verbo "to draw". Estrutura no PRESENT CONTINOUS e conjugada na ACTIVE VOICE.

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