Questão de Língua Inglesa

9876 PROCESSO SELETIVO DE ACESSO À 9 9899 EDUCAÇÃO SUPERIOR

MALLOTE, Stan. The Painless Path to Proper English Usage: the basics of law, New York: St. Martin’s Press. 1986. Questão 16 The option which reflects CORRECTLY the humor approach of the text “The Basics of Law” is a) the property of the boat changed from Jim and Bill to the thieves because of the possessive pronoun “our”. b) the possessive pronouns shift on the boat’s name by one of the thieves produced new meaning trigger. c) the supposed thieves understood the situation because their boat’s name changed. d) Jim and Bill witnessed someone’s boat being stolen. e) Jim and Bill believed the thieves’ boat was about to be taken away. PROCESSO SELETIVO DE ACESSO À 9876 10 EDUCAÇÃO SUPERIOR 9899 Questions 17 and 18 must be answered based on the following text.

Questão 17 Outside Magazine - Live Bravely. BEST TOWNS 2021. The amount of miles there was in the Atlanta BeltLine by the time the author wrote the text Atlanta, Georgia: an example of urban-outdoor balance in the face of rapid growth is a) 2.4 miles. b) 13 acres. c) 20 miles. d) 13 miles. e) 280 acres. Questão 18 The option which points out the mayor’s campaign commitment is a) to expand the Atlanta West Park to Black areas. b) to keep legacy residents in their BeltLine-adjacent homes. c) to prioritize longtime communities differently from other cities. d) to invest in livability through new parks in Atlanta. e) to build parks in every neighborhood planning unit in the city. 9876 PROCESSO SELETIVO DE ACESSO À 11 9899 EDUCAÇÃO SUPERIOR Low-Context Versus High-Context Cultures If you have traveled much, perhaps you have noticed that people in various parts of the world differ in how direct and explicit their language is.You may have spent time in both low- and high-context cultures in your travels, with context here referring to the broad range of factors surrounding every act of communication. In a low-context culture, people are expected to be direct and to say what they mean. Individuals in lowcontext cultures prefer precise, concrete language for sending and receiving messages, and are unlikely to rely on the context of a message to determine its meaning. The United States is an example of a low-context society, as are Canada, Israel, and most northern European countries. In contrast, people in a high-context culture — such as Korea and the cultures of Native Americans and the Maori of New Zealand — are taught to speak in a much less direct way. In such cultures, maintaining harmony and avoiding offense are more important than expressing true feelings. Speech is more ambiguous and people convey much more of their meaning through subtle behaviors and contextual cues, such as their facial expressions and tone of voice. The difference between low-context and high-context cultures is evident in the ways in which people handle criticism and disagreement. In a low-context culture, a supervisor might reprimand an irresponsible employee openly, to make an example of the individual. The supervisor would probably be direct and explicit about the employee’s shortcomings, the company’s expectations for improvement, and the consequences of the employee’s failing to meet those expectations. In a high-context culture, however, the supervisor probably wouldn’t reprimand the employee publicly for fear that it would put the employee to shame and cause the worker to “lose face.” Criticism in high-context cultures is more likely to take place in private. The supervisor would also likely use more ambiguous language to convey what the employee was doing wrong, “talking around” the issue instead of confronting it directly. To reprimand an employee for repeated absences, for example, a supervisor might point out that responsibility to coworkers is important and that letting down the team would be cause for shame. The supervisor may never actually say that the employee needs to improve his or her attendance record. Instead, the employee would be expected to understand that message by listening to what the supervisor says and paying attention to the supervisor’s body language, tone of voice, and facial expressions. When people from low- and high-context cultures communicate with one another, the potential for misunderstanding is great. To appreciate that point, imagine that you’ve asked two of your friends to meet you tomorrow evening for a coffee tasting at a popular bookstore cafe. Tina, an American, says, “No, I’ve got a lot of studying to do, but thanks anyway.”Lee, who grew up in South Korea, nods his head and says, “That sounds like fun.”Thus, you’re surprised later when Lee doesn’t show up. How can you account for those different behaviors? The answer is that people raised in a high-context culture (such as that of South Korea) are often reluctant to say no—even when they mean no—for fear of causing offense. Another person raised in the South Korean culture might have understood from Lee’s facial expression or tone of voice that he didn’t intend to go to the coffee tasting. If you, like Tina, grew up in a low-context society, however, then you probably interpreted his answer and his nods to mean he was accepting your invitation. Referência Bibliográfica FLOYD, KORY. Communication Matters. New York: McGraw-Hill Education. 2018. Questão 19 The traits of a person who’s grown up in a low-context culture country is a) Concrete language. b) Facial expression. c) Tone of voice. d) Body language. e) Ambiguous language. PROCESSO SELETIVO DE ACESSO À 9876 12 EDUCAÇÃO SUPERIOR 9899 Questão 20 The sentence in which contrasting ideas can be reflected by one of the linking words in it is a) “The answer is that people raised in a high-context culture (such as that of South Korea) are often reluctant” b) “To reprimand an employee for repeated absences, for example, a supervisor might point out that responsibility to coworkers is important” c) “If you, like Tina, grew up in a low-context society, however, then you probably interpreted his answer …” d) “people in a high-context culture — such as Korea and the cultures of Native Americans and the Maori of New Zealand — are taught to speak” e) “Lee, who grew up in South Korea, nods his head and says, “That sounds like fun.” Thus, you’re surprised later when Lee doesn’t show up.” 9876 PROCESSO SELETIVO DE ACESSO À 13 9899 EDUCAÇÃO SUPERIOR El texto que vas a leer trátase del cuento Viajes, extraído del libro Historias de Cronopios y de Famas, de Júlio Cortázar. En el texto, se pueden observar trés tipos de seres: los cronopios, los famas y las esperanzas. Lea el texto y responda las cuestiones propuestas. Viajes Julio Cortázar Cuando los famas salen de viaje, sus costumbres al pernoctar en una ciudad son las siguientes: Un fama va al hotel y averigua cautelosamente los precios, la calidad de las sábanas y el color de las alfombras. El segundo se traslada a la comisaría y labra un acta declarando los muebles e inmuebles de los tres, así como el inventario del contenido de sus valijas. El tercer fama va al hospital y copia las listas de los médicos de guardia y sus especialidades. Terminadas estas diligencias, los viajeros se reúnen en la plaza mayor de la ciudad, se comunican sus observaciones, y entran en el café a beber un aperitivo. Pero antes se toman de las manos y danzan en ronda. Esta danza recibe el nombre de“Alegría de los famas”. Cuando los cronopios van de viaje, encuentran los hoteles llenos, los trenes ya se han marchado, llueve a gritos, y los taxis no quieren llevarlos o les cobran precios altísimos. Los cronopios no se desaniman porque creen firmemente que estas cosas les ocurren a todos, y a la hora de dormir se dicen unos a otros:“La hermosa ciudad, la hermosísima ciudad”. Y sueñan toda la noche que en la ciudad hay grandes fiestas y que ellos están invitados. Al otro día se levantan contentísimos, y así es como viajan los cronopios. Las esperanzas, sedentarias, se dejan viajar por las cosas y los hombres, y son como las estatuas que hay que ir a ver porque ellas no se molestan… Cortázar, J. Historias de cronópios y de famas. Barcelona: Edhasa, 1995. Real Academia Española. Asociación de Academias de la Lengua Española. Nueva gramática de la lengua española. Volumen I y II. Madrid: Espasa Libros, S.L.U;2009.