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Questões do ENEM: Verbos | Verbs

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256 questões encontradas. Mostrando a página 8 de 13.

  • 6FF90774-06

    Inglês

    Sinônimos | Synonyms    UNIFESP · 2015DifícilEntre para guardar nos favoritos

    Leia o texto para responder à questão.

     

    Nobel winner Malala opens school for Syrian refugees

     

    Sylvia Westall

    July 13, 2015

    Bekaa Valley, Lebanon


    Imagem da questão de Inglês, da prova de 2015 

     

      Malala Yousafzai, the youngest winner of the Nobel Peace Prize, celebrated her 18th birthday in Lebanon on Sunday by opening a school for Syrian refugee girls and called on world leaders to invest in “books not bullets”. Malala became a symbol of defiance after she was shot on a school bus in Pakistan in 2012 by the Taliban for advocating girls’ rights to education. She continued campaigning and won the Nobel in 2014.

       “I decided to be in Lebanon because I believe that the voices of the Syrian refugees need to be heard and they have been ignored for so long,” Malala told Reuters in a schoolroom decorated with drawings of butterflies. The Malala Fund, a non-profit organization that supports local education projects, provided most of the funding for the school, set up by Lebanon’s Kayany Foundation in the Bekaa Valley, close to the Syrian border. The Kayany Foundation, established by Syrian Nora Joumblatt in response to Syria’s refugee crisis, has already completed three other new schools to give free education to Syrian children in Lebanon. The Malala school can welcome up to 200 girls aged 14 to 18.

       “Today on my first day as an adult, on behalf of the world’s children, I demand of leaders we must invest in books instead of bullets,” Malala said in a speech. Lebanon is home to at least 1.2 million of the 4 million refugees that have fled Syria’s war to neighboring countries. There are about 500,000 Syrian school-age children in Lebanon, but only a fifth are in formal education. “We are in danger of losing generations of young Syrian girls due to the lack of education,” Joumblatt said in a speech at the opening of the school. “Desperate and displaced Syrians are increasingly seeing early marriage as a way to secure the social and financial future of their daughters. We need to provide an alternative: Keep young girls in school instead of being pressured into wedlock.”

        Lebanon, which allows informal settlements on land rented by refugees, says it can no longer cope with the influx from Syria’s four-year conflict. More than one in four people living in Lebanon is a refugee. The United Nations says the number of Syrian refugees in neighboring countries is expected to reach 4.27 million by the end of the year. “In Lebanon as well as in Jordan, an increasing number of refugees are being turned back at the border,” Malala said. “This is inhuman and this is shameful.”

        Her father Ziauddin said he was proud she was carrying on her activism into adulthood. “This is the mission we have taken for the last 8-9 years. A small moment for the education of girls in Swat Valley: it is spreading now all over the world,” he said.

     

    (www.reuters.com. Adaptado.)

    Analise o trecho do terceiro parágrafo “I demand of leaders we must invest in books instead of bullets”, para responder à questão.


    O termo “must” pode ser substituído, sem alteração de sentido, por

    Escolha uma alternativa para a questão 6ff90774-06
  • 212C96C6-F7

    Inglês

    Presente perfeito progressivo | Present perfect continuous    UEG · 2015MédioEntre para guardar nos favoritos

    Leia o texto a seguir para responder à questão.

     

    Migrant or Refugee? There Is a Difference, With Legal Implications

     

    In the first half of this year alone, at least 137,000 men, women and children crossed the Mediterranean Sea to reach the shores of Europe, according to the United Nations. Thousands are traveling across the Balkans now. However, are they refugee or migrants? Does it make any difference? In search for these answers, let’s read the interview.

     

    Q. Does it matter what you call them?

    A. Yes. The terms “migrant” and “refugee” are sometimes used interchangeably, but there is a crucial legal difference between the two.

     

    Q. Who is a refugee?

    A. Briefly, a refugee is a person who has fled his or her country to escape war or persecution, and can prove it.

     

    Q. What does the distinction mean for European countries?

    A. Refugees are entitled to basic protections under the 1951 convention and other international agreements. Once in Europe, refugees can apply for political asylum or another protected status, sometimes temporary. By law, refugees cannot be sent back to countries where their lives would be in danger. “One of the most fundamental principles laid down in international law is that refugees should not be expelled or returned to situations where their life and freedom would be under threat,” the refugee agency said in a statement on Thursday.

     

    Q. Who is a migrant?

    A. Anyone moving from one country to another is considered a migrant unless he or she is specifically fleeing war or persecution. Migrants may be fleeing dire poverty, or may be well-off and merely seeking better opportunities, or may be migrating to join relatives who have gone before them. There is an emerging debate about whether migrants fleeing their homes because of the effects of climate change – the desertification of the Sahel region, for example, or the sinking of coastal islands in Bangladesh – ought to be reclassified as refugees.

     

    Q. Are migrants treated differently from refugees?

    A. Countries are free to deport migrants who arrive without legal papers, which they cannot do with refugees under the 1951 convention. So it is not surprising that many politicians in Europe prefer to refer to everyone fleeing to the continent as migrants.

     

    Disponível em: <https://www.nytimes.com/2015/08/28/world/migrants-refugees-europe-syria.html?_r=0>.  Acesso em: 15 set. 2015.


    Considerando os aspectos estruturais do texto, tem-se o seguinte:
    Escolha uma alternativa para a questão 212c96c6-f7
  • 7C5DB41D-F6

    Inglês

    Verbos modais | Modal verbs    Universidade Nove de Julho – UNINOVE · 2015FácilEntre para guardar nos favoritos
    Leia o texto para responder à questão.

    Imagem da questão de Inglês, da prova de 2015

        You need only go back 70 years to a time when a scratch and a common infection could prove deadly. Routine surgery and childbirth could be a hazardous business. Penicillin had been discovered in 1928 by Sir Alexander Fleming, but human trials did not begin for over a decade. The first patient was an Oxford policeman, Albert Alexander, who had scratched his face on a rose bush and the wound became seriously infected (another historical version has him injured in a bombing raid). He was treated with penicillin and his condition rapidly improved, but supplies ran out before he could be cured and he died. By the end of the war penicillin was being widely produced, and other drugs quickly followed - marking the start of the antibiotic era.

        So most of us have grown up with these miracle drugs readily available. It’s understandable that patients and some doctors simply can’t comprehend the concept of a pre-antibiotic world. But that is what’s at stake unless the threat is taken seriously.

    • Rise of superbugs

        Much of modern medicine is now underpinned by antibiotics. Surgery is more invasive than ever: from hip replacements to cancer treatment and transplants - antibiotics are essential to prevent and treat infection. There have been repeated calls on doctors to curb the overuse of antibiotics going back many years.

        Whilst it is important that the NHS (National Health System in England) exercises better stewardship of antibiotics, it is worth remembering that this is a global problem that requires global solutions. Superbug infections respect no borders and have spread from continent to continent with ease. This is a serious concern because many developing countries have far poorer controls on antibiotic use.

    • Misuse

        Last year the World Health Organization found that some antibiotics could be bought legally over the counter in 19 out of 43 European countries surveyed. Then there is the widespread misuse of antibiotics in agriculture, in farmed animals and fish. More antibiotics are used in livestock production than for human health and there is widespread concern about the use of long-term, low-dose antibiotics in animal feed in countries like the US, China and India.

        Part of the problem is due to simple evolutionary pressure: bacteria are constantly evolving, and resistant strains emerging. This means there is a constant battle to stay ahead of the germs. But developing new antibiotics has proved hugely difficult - it’s nearly 30 years since the last new class of antibiotics came on the market.
    No trecho do primeiro parágrafo “Routine surgery and childbirth could be a hazardous business”, o termo em destaque pode ser substituído, sem alteração de sentido, por
    Escolha uma alternativa para a questão 7c5db41d-f6
  • 0BB042F5-F0

    Inglês

    Presente simples | Simple present    Faculdade Adventista da Bahia · 2015MédioEntre para guardar nos favoritos
    Leia o texto abaixo para a questão.

    Imagem da questão de Inglês, da prova de 2015


    Friendship Day History
        There is not much literature on Friendship Day history as we celebrate today. However, there are numerous folktales and several instance in mythological legends that shows that friends and friendship have been valued since the beginning of civilized world. As an intrinsically social creature, men love to make friends to further this process of socialization.

    History of Friendship Day in US
        Considering the valuable role friends play in our life it was deemed to fit to have a day dedicated to friends and friendship. The United States Congress, in 1935, proclaimed first Sunday of August as the National Friendship Day. Since then, celebration of National Friendship Day became an annual event. The noble idea of honoring the beautiful relationship of friendship caught on with the people and soon Friendship Day became a hugely popular festival. Following the popularity and success of Friendship Day in US, several other countries adopted the tradition of dedicating a day to friends. Today, Friendship Day is enthusiastically celebrated by several countries across the world including India. In 1997, the United Nations named Winnie - the Pooh as the world's Ambassador of Friendship.

    Importance of Friendship in Bible
    The Bible, the primary text of the western civilization, reflects upon friendship as the bond that forms the foundation to human faith, trust and companionship. Following verses from the bible aptly portray the importance of friends:

    "Ask and it will be given to you; seek and you will find; knock and the door will be opened to you.”
    Matthew 7:7

    “Greater love hath no man than this that a man lay down his life for his friends.”
    John 15:13-15
    http://www.friendshipday.org/friendship-day-history.html ≥ Acesso em 09/06/2015
    Podemos obter um exemplo correto de uma frase no Simple Present Tense em:
    Escolha uma alternativa para a questão 0bb042f5-f0
  • 0BA4C5F4-F0

    Inglês

    Futuro simples | Simple future    Faculdade Adventista da Bahia · 2015MédioEntre para guardar nos favoritos

    Leia a tirinha abaixo e marque a alternativa correta.


    Imagem da questão de Inglês, da prova de 2015


    Qual é o tempo verbal predominante nos dois primeiros quadrinhos?

    Escolha uma alternativa para a questão 0ba4c5f4-f0
  • 0B3AE7FF-E4

    Inglês

    Análise sintática | Syntax Parsing    Centro universitário FAG · 2015FácilEntre para guardar nos favoritos
    Text 2


    First and Second Inaugural Addresses


        This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself – nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days. day by day.
        I see millions whose daily lives in city and on farm continue under conditions labeled indecent by a so-called polite society half a century ago.
        I see millions denied education, recreation, and the opportunity to better their lot and the lot of their children.
        I see millions lacking the means to buy the products of farm and factory and by their poverty denying work and productiveness to many other millions.
        I see one-third of a nation ill-housed, ill-clad, ill-nourished.
        It is not in despair that I paint you that picture, I paint it for you in hope – because the Nation, seeing and understanding the injustice in it, proposes to paint it out. We are determined to make every American citizen the subject of his country’s interest and concern; and we will never regard any faithful, law-abiding group within our borders as superfluous. The test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little.
    (Franklin Delano Roosevelt)
    In the sentence “Nor need we shrink from honestly facing conditions in our country today” the verb need preceded the subject we because:
    Escolha uma alternativa para a questão 0b3ae7ff-e4
  • 1D111E51-E0

    Inglês

    Interpretação de texto | Reading comprehension    Centro universitário FAG · 2015DifícilEntre para guardar nos favoritos
    Text 1


    Of prime importance in reading is vocabulary skill. The reader must know the meanings of enough of the words in a sentence for it to make sense and also know how to combine individual word meanings within a sentence. Once the student is past the initial stages of reading, he spends a large percentage of his time encountering new vocabulary, which can be approached in a number of ways. The teacher can give the meaning for each new word, as is common in teaching reading to non-native students.
    Or, also common, the student may spend hours with a dictionary writing native-language glosses into his text. For the native speaker of English, the most common form of vocabulary building is guessing from context and/or word formations.
    In many settings in which English is taught as a foreign language (EFL) there are high degrees of emphasis on rote memorization. Because vocabulary development skills are seldom specifically taught, the student is not aware of the skills or their benefits. Most students have been trained to panic. Their first
    reaction on encountering a new word in a text is to stop and ask for a definition, even if the rest of the sentence defines it. The student of English as a foreign language cannot begin to read with full comprehension until he has been taught to conquer the unknown word by using contextual aids, that is, the formation of the word itself and the environment in which it is found.
    (Adapted from Vocabulary in Context, by Anna Fisher Kruse, in Long, Michael H. and Richards, Jack (eds.), Methodology in TESOL – A Book of Readings. New York: Newbury House, 1987)
    In the fragment from the text – The reader must know the meanings of enough of the words… – the modal verb must could be correctly replaced, keeping the same meaning, by:
    Escolha uma alternativa para a questão 1d111e51-e0
  • F6101C1E-D8

    Inglês

    Passado simples | Simple past    Universidade Estadual de Roraima · 2015MédioEntre para guardar nos favoritos

    Text 3

    Al Capone

        Born in 1899 in Brooklyn, New York, to poor immigrant parents, Al Capone went on to become the most infamous gangster in American history. In 1920 during the height of Prohibition, Capone’s multi-million dollar Chicago operation in bootlegging, prostitution and gambling dominated the organized crime scene. Capone was responsible for many brutal acts of violence, mainly against other gangsters. The most famous of these was the St. Valentine’s Day Massacre in 1929, in which he ordered the assassination of seven rivals. Capone was never indicted for his racketeering but was finally brought to justice for income-tax evasion in 1931. After serving six-and-a-half years, Capone was released. He died in 1947 in Miami. Capone’s life captured the public imagination, and his gangster persona has been immortalized in the many movies and books inspired by his exploits.

    (Excerpt from the site: http://www.history.com/topics/alcapone. Researched on: October 2015)

    In the sentence “Capone was responsible for many brutal acts of violence, mainly against other gangsters”. The verb “was” is the Simple Past of:
    Escolha uma alternativa para a questão f6101c1e-d8
  • EF5818D4-D1

    Inglês

    Preposições | Prepositions    Universidade Estadual do Maranhão · 2015MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, da prova de 2015

    http://garfield.dale.ro/garfield-1996-december-30.html

    Muitos verbos em inglês consistem em duas partes: um verbo “base” (tais como bring, take, go, come) acompanhados de uma preposição ou de uma partícula adverbial (tais como up, down, out, in, off). No segundo quadro da tirinha, foi retirada a palavra que acompanha o verbo GO. A preposição que completa o sentido do verbo na fala do personagem é

    Escolha uma alternativa para a questão ef5818d4-d1
  • 1D0C541A-B8

    Inglês

    Passado perfeito | Past perfect    UECE · 2015MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, da prova de 2015

    In the sentence “Both Mr. Calheiros, the head of the Senate, and Mr. Cunha, the head of the lower house, have asserted that they are innocent in connection to the bribery scheme at Petrobras” (lines 138-142), the verbs in the clauses are respectively in the
    Escolha uma alternativa para a questão 1d0c541a-b8
  • 918CD9A3-B1

    Inglês

    Verbos modais | Modal verbs    FATEC · 2015MédioEntre para guardar nos favoritos

    Learn ‘n’ go

    How quickly can people learn new skills?

    Jan 25th 2014 – from the print edition


          In 2012, Erik Brynjolfsson and Andrew McAfee took a ride in one of Google’s driverless cars. The car’s performance, they report, was flawless, boring and, above all, “weird”. Only a few years earlier, “We were sure that computers would not be able to drive cars.” Only humans, they thought, could make sense of the countless, shifting patterns of driving a car – with oncoming1 traffic, changing lights and wayward2 jaywalkers3 .

          Machines have mastered driving. And not just driving. In ways that are only now becoming apparent, the authors argue, machines can forecast home prices, design beer bottles, teach at universities, grade exams and do countless other things better and more cheaply than humans. (…)

          This will have one principal good consequence, and one bad. The good is bounty4 . Households will spend less on groceries, utilities and clothing; the deaf will be able to hear, the blind to see. The bad is spread5 . The gap is growing between the lucky few whose abilities and skills are enhanced6 by technology, and the far more numerous middle-skilled people competing for the remaining7 jobs that machines cannot do, such as folding towels and waiting at tables. (…) People should develop skills that complement, rather than compete with computers, such as idea generation and complex communication. (…)

    <http://tinyurl.com/m2zmazg>Acesso em: 27.07.2015. Adaptado.

    Glossário

    1oncoming: iminente; próximo.

    2wayward: desobediente; instável.

    3jaywalker: pedestre imprudente.

    4bounty: recompensa.

    5spread: propagação; extensão.

    6enhanced: aprimorado(a).

    7remaining: remanescente.

    O modal verb should em “People should develop skills that complement” (terceiro parágrafo) expressa a ideia de
    Escolha uma alternativa para a questão 918cd9a3-b1
  • 1DBE127B-31

    Inglês

    Presente perfeito progressivo | Present perfect continuous    PUC - Campinas · 2015DifícilEntre para guardar nos favoritos

    Imagem da questão de Inglês, da prova de 2015

    A parte sublinhada em tudo teria começado com a haste vertical ao sol, conforme aparece no texto principal, é traduzida por:
    Escolha uma alternativa para a questão 1dbe127b-31
  • 0DB5CD6C-91

    Inglês

    Infinitivo e gerúndio | Infinitive and gerund    UECE · 2015FácilEntre para guardar nos favoritos

    TEXT

        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.

        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.

        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.

        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.

        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.

        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.

        “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.

        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.

        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.”

        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.

        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.

        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.

        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.

        “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.”

        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

    In “Story time is drawing capacity crowds...”, “...an informal reading to a small group...”, and “...to prevent overcrowding...”, the -ING words are, respectively,
    Escolha uma alternativa para a questão 0db5cd6c-91
  • 0DA2399B-91

    Inglês

    Presente progressivo | Present continuous    UECE · 2015MédioEntre para guardar nos favoritos

    TEXT

        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.

        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.

        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.

        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.

        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.

        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.

        “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.

        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.

        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.”

        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.

        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.

        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.

        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.

        “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.”

        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

    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
    Escolha uma alternativa para a questão 0da2399b-91
  • 0D9B81C4-91

    Inglês

    Infinitivo e gerúndio | Infinitive and gerund    UECE · 2015MédioEntre para guardar nos favoritos

    TEXT

        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.

        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.

        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.

        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.

        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.

        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.

        “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.

        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.

        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.”

        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.

        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.

        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.

        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.

        “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.”

        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

    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,
    Escolha uma alternativa para a questão 0d9b81c4-91
  • 0D929117-91

    Inglês

    Presente perfeito progressivo | Present perfect continuous    UECE · 2015MédioEntre para guardar nos favoritos

    TEXT

        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.

        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.

        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.

        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.

        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.

        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.

        “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.

        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.

        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.”

        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.

        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.

        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.

        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.

        “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.”

        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

    In “...and many parents have made story time a fixture in their family routines...” the verb tense is
    Escolha uma alternativa para a questão 0d929117-91
  • C0C68AF7-1C

    Inglês

    Verbos frasais | Phrasal verbs    PUC - SP · 2015MédioEntre para guardar nos favoritos

    Mind reading may one day be possible, researchers say

    Disponível em: www.theguardian.com/us-news/2015/sep/24/mind-reading-may-one-day-be-possible-researchers-say

    Acessado em 25/09/2015. Adaptado para fins educacionais.

    Ellen Brait

    According to a new study, 'a non-invasive brain-to-brain interface (BBI) can be used to allow one human to guess what is on the mind of another human'. Mind reading might not be as improbable as many people believe, says a study published by researchers at the University of Washington.

    Imagem da questão de Inglês, da prova de 2015

    Dentre as alternativas abaixo, a expressão mais apropriada em português para “might not be” no trecho “Mind reading might not be as improbable as many people believe” é

    Escolha uma alternativa para a questão c0c68af7-1c