Present, past e present continuous – Simulado de Inglês

(UniCESUMAR PR/2018)    

Yikes: Your Blood Type Might Put You at Risk for These Diseases

Here’s what you should do about it.

BY MERRITT WATTS March 18, 2016

Do you know your blood type? Whether you’re A, B, AB, or O — it’s time to learn (your M.D. or parents should have the info handy). Recent studies show certain blood types may be linked to illnesses such as heart disease and cancer. Scientists are still unraveling exactly why, but in the meantime, here’s what you should know.

Taking into account the excerpt “Scientists are still unraveling exactly why”, mark what is TRUE concerning its structure.

(IFGO/2015)    

Ebola crisis

 West Africa is experiencing the biggest outbreak of the Ebola virus ever known, causing thousands of deaths, devastating fragile healthcare systems and damaging the economies of countries, some of which are still recovering from civil war. Infections are thought to be doubling every few weeks. The World Health Organization (WHO) says there were 13,700 officially registered cases by the end of October, almost all in Sierra Leone, Liberia and Guinea, with about 5,000 deaths, but many go unrecorded and the true figure is thought to be two to three times higher. The US Centre for Disease Control (CDC) says that if nothing changes there could be 1.4 million cases by late January.

The WHO has been criticized for not reacting fast enough to the outbreak: it took three months to diagnose the first cases, and five months more before a public health emergency was declared. The exceptional spread of the disease was probably down to a number of factors including dysfunctional health systems, high population mobility across state borders, densely populated capitals and lack of trust in authorities after years of armed conflict meaning health advice is not heeded. Fear is also a factor. People are afraid to go to hospital because they think it may be the source of infection.

Healthcare in the region was fragile before Ebola. Now there is disintegration as staff become ill or stay away for fear of the disease. Infection control and hygiene are major issues. Soap and water are unavailable in some areas. Alcohol hand rubs are needed on a large scale. Isolation facilities are vital to contain Ebola, as are labs for testing because rapid diagnosis is very important. Both are in very short supply. In some places, isolation is nothing more than an area behind a curtain. People with other diseases and women in childbirth are at risk because hospitals are no longer functioning properly.

The Guardian, Oct. 31, 2014. Available on: <http://www.
theguardian.com/world/2014/sep/25/-sp-ebola-crisisbriefing>.
Access on: Nov. 25, 2014. [Adapted]

About the first sentence of the text, it is correct to affirm that

(UECE CE/2015)    

In the sentence “Parents were literally putting their hands over the kids’ hands and saying (…)” the tense of the verbs PUT and SAY is

(UESPI/2014)    

THE LOCH NESS MONSTER – BEHIND THE MYTH

 A VERY OLD STORY

The first written story of the monster is in a text written in the year 565 AD by a Celtic biographer: this writer describes how a man was attacked by a monster while he was swimming in the river Ness. Perhaps the legend already existed in those days: it has certainly existed for many centuries in Scottish folklore.

However, the story of the monster was not very well-known in England for one simple reason: Loch Ness is a very long way from the rest of Britain. Until the age of the railway, very few people ever went to the Highlands of Scotland….except soldiers or officials from the cities of the Scottish Lowlands. No-one else had any reason to go there: the North of Scotland was wild and desolate, wet and generally cold, and inhabited more by sheep than by people.

The myth became big news in 1930; three men, out in a boat on the lake, said that they had seen a monster. Immediately, several other people said that they had seen one too. In 1933, a man took the first “photo” of the monster, from a distance of about 100 metres. The photo was not clear, but Kodak said that the photo was real. The most famous photo of all was taken in 1934 by a London surgeon; it seems to show a long neck and a small head sticking up out of the water. “Nessie” – if the photo is real – looks something like a dinosaur.

A lot of other photos have been taken since then, but none of them have been clear. Obviously, if there is a monster, it is a timid one! It doesn’t often come to the surface, and it never does so near the shore on a sunny afternoon in summer!

If it had done so, lots of people would have taken photos of it, and there would be no more mystery. Until now it has tried to avoid publicity…. if it exists!

In 1987, some people used sonar equipment to try to discover Nessie…. but they found…. nothing. So no-one has proved that the Loch Ness monster exists; but no-one has proved that it does not exist. It’s a great story.

Fonte: http://linguapress.com/intermediate/loch-ness-monster.htm acessado em 04/09/2014

Na frase “this writer describes how a man was attacked by a monster while he was swimming in the river Ness” o tempo verbal da construção sublinhada foi usado para

(UECE CE/2011)    

¹Prof. Katherine Rowe‘s blue-haired ²avatar was flying across a grassy landscape ³to a virtual three-dimensional re-creation of ⁴the Globe Theater, where some students ⁵from her introductory Shakespeare class at ⁶Bryn Mawr College had already gathered ⁷online. Their assignment was to create ⁸characters on the Web site Theatron3 and ⁹use them to block scenes from the gory ¹⁰revenge tragedy “Titus Andronicus,” to see ¹¹how setting can heighten the drama. “I‘ve ¹²done this class before in a theater and a ¹³lecture hall, but it doesn‘t work as well,” Ms. ¹⁴Rowe said, explaining that it was difficult ¹⁵for students to imagine what it would be like ¹⁶to put on a production in the 16th-century ¹⁷Globe, a circular open-air theater without ¹⁸electric lights, microphones and a curtain.

          ¹⁹Jennifer Cook, a senior, used her laptop ²⁰to move a black-clad avatar center stage. ²¹She and the other half-dozen students ²²agreed that in “Titus,” the rape, murders and ²³final banquet — when the Queen ²⁴unknowingly eats the remains of her two ²⁵children — should all take place in the same ²⁶spot. “Every time someone is in that space,” ²⁷Ms. Cook said, “the audience is going to say, ²⁸‘Uh oh, you don‘t want to be there.’ ”

          ²⁹Students like Ms. Cook are among the ³⁰first generation of undergraduates at dozens ³¹of colleges to take humanities courses — ³²even Shakespeare — that are deeply ³³influenced by a new array of powerful digital ³⁴tools and vast online archives. Ms. Rowe‘s ³⁵students, who have occasionally met with ³⁶her on the virtual Globe stage while wearing ³⁷pajamas in their dorm rooms, are ³⁸enthusiastic about the technology.

          ³⁹At the University of Virginia, history ⁴⁰undergraduates have produced a digital ⁴¹visualization of the college‘s first library ⁴²collection, allowing them to consider what ⁴³the selection of books says about how ⁴⁴knowledge was classified in the early 18th ⁴⁵century. At Hamilton College, students can ⁴⁶explore a virtual re-creation of the South ⁴⁷African township of Soweto during the 1976 ⁴⁸student uprisings, or sign up for “e-black ⁴⁹studies” to examine how cyberspace reflects ⁵⁰and shapes the portrayal of minorities.

          ⁵¹Many teachers and administrators are ⁵²only beginning to figure out the contours of ⁵³this emerging field of digital humanities, and ⁵⁴how it should be taught. In the classroom, ⁵⁵however, digitally savvy undergraduates are ⁵⁶not just ready to adapt to the tools but also ⁵⁷to explore how new media may alter the very ⁵⁸process of reading, interpretation and ⁵⁹analysis. “There’s a very exciting generation ⁶⁰gap in the classroom,” said Ms. Rowe, who ⁶¹developed the digital components of her ⁶²Shakespeare course with a graduate student ⁶³who now works at Google. “Students are ⁶⁴fluent in new media, and the faculty bring ⁶⁵sophisticated knowledge of a subject. It‘s a ⁶⁶gap that won‘t last more than a decade. In ⁶⁷10 years these students will be my ⁶⁸colleagues, but now it presents unusual ⁶⁹learning opportunities.” As Ms. Cook said, ⁷⁰“The Internet is less foreign to me than a ⁷¹Shakespeare play written 500 years ago.”

          ⁷²Bryn Mawr‘s unusually close partnership ⁷³with Haverford College and Swarthmore ⁷⁴College has enabled the three institutions to ⁷⁵pool their resources, students and faculty. In ⁷⁶November students from all three ⁷⁷participated in the first Digital Humanities ⁷⁸Conference for Undergraduates.

          ⁷⁹Jen Rajchel, one of the conference ⁸⁰organizers, is the first undergraduate at Bryn ⁸¹Mawr to have a digital senior thesis accepted ⁸²by the English department: a Web site and ⁸³archive on the American poet Marianne ⁸⁴Moore, who attended the college nearly a ⁸⁵century ago. Presenting a Moore poem on ⁸⁶the Web site while simultaneously displaying ⁸⁷commentary in different windows next to the ⁸⁸text (as opposed to listing them in a paper) ⁸⁹more accurately reflects the work‘s multiple ⁹⁰meanings, according to Ms. Rajchel. After all, ⁹¹she argued in the thesis, Moore was acutely ⁹²aware of her audience and made subtle ⁹³alterations in her poems for different ⁹⁴publications — changes that are more easily ⁹⁵illustrated by displaying the various versions. ⁹⁶The Web presentation of Moore’s poetry also ⁹⁷allows readers to add comments and talk to ⁹⁸one another, which Ms. Rajchel believes ⁹⁹matches the poet‘s interest in opening a ¹⁰⁰dialogue with her readers.

          ¹⁰¹Particularly inspiring to Ms. Rajchel is ¹⁰²that her work doesn‘t disappear after being ¹⁰³deposited in a professor’s in box. The site, ¹⁰⁴which includes scans of original documents ¹⁰⁵from Bryn Mawr’s library, was (and remains) ¹⁰⁶viewable. “It really can go outside of the ¹⁰⁷classroom,” she said, adding that an ¹⁰⁸established Marianne Moore scholar at ¹⁰⁹another university had left a comment.

          ¹¹⁰Doing research that lives outside the ¹¹¹classroom is also what drew Anna Levine, a ¹¹²junior at Swarthmore, to digital humanities. ¹¹³Over the summer and after class, she and ¹¹⁴Richard Li, a senior at Swarthmore, worked ¹¹⁵with Rachel Buurma, an assistant professor ¹¹⁶of literature there, to develop the Early ¹¹⁷Novels Database for the University of ¹¹⁸Pennsylvania‘s Rare Book and Manuscript ¹¹⁹Library, which enables users to search more ¹²⁰thoroughly through fiction published between ¹²¹1660 and 1830. “I am the one doing all the ¹²²grunt work,” Ms. Levine said of her tasks, ¹²³which largely involve entering details about a ¹²⁴novel into the database. “But one of the ¹²⁵great things is as an undergraduate, it really ¹²⁶enables me to participate in a scholarly ¹²⁷community.”

          ¹²⁸In a Swarthmore lounge where Ms. ¹²⁹Buurma‘s weekly research seminar on ¹³⁰Victorian literature and culture meets, Ms. ¹³¹Levine and a handful of other students ¹³²recently settled into a cozy circle on stuffed ¹³³chairs and couches. As part of their class ¹³⁴work, they have been helping to correct the ¹³⁵transcribed online versions of Household ¹³⁶Words and All the Year Round, two 19th- ¹³⁷century periodicals in which Charles Dickens ¹³⁸initially published some novels, including ¹³⁹“Great Expectations,” in serial form. On a ¹⁴⁰square coffee table sat a short stack of ¹⁴¹original issues of the magazine that a ¹⁴²librarian had brought from the college‘s ¹⁴³collection to show the class. Students ¹⁴⁴discussed how the experience of reading ¹⁴⁵differs, depending on whether the text is ¹⁴⁶presented in discrete segments, surrounded ¹⁴⁷by advertisements or in a leather binding; ¹⁴⁸whether you are working in an archive, ¹⁴⁹editing online or reading for pleasure.

Source: http://www.nytimes.com/March 21, 2011.

In terms of tense, the sentences “Katherine Rowe’s blue-haired avatar was flying across a grassy landscape”, “Some students had already gathered online.” and “On a square coffee table sat a short stack of original issues of the magazine…” are respectively in the

(FAMECA SP/2010)    

Assinale a alternativa que completa as histórias em quadrinhos correta e adequadamente.

(UECE CE/2007)     

TEXT

The movement known as Modernism began in the first decade of the 20th c. and was a reaction against all aspects of Victorianism. Literary interest shifted from the external to the internal, to the psychology and.motivation of characters and their roots in deeply shared experience, influenced by the theories of Sigmund Freud and Carl Gustav Jung, and the anthropological relativism of J. G. Fraser. Joseph Conrad, D. H. Lawrence, and E. M. Foster, among others, explored mind and feeling⁴ in fiction still largely conventional in narrative and dialogue. Virginia Woolf and James Joyce, however, experimented with the stream of consciousness to express a character’s thoughts more directly. Poetry broke even more radically with the past, replacing⁵ traditional prosody with free verse and favouring⁶ the shorter poem with sharp, concrete imagery. The American-born T. S. Eliot became the most famous poet of the new style in England, while in Ireland W. B. Yeats started in Neo-Romantic vein but developed new verse styles for his own mythology, and Hugh Mac-Diarmaid in Scotland sought a renaissance of literary Scots in tandem with verbal experiment and socialist¹ politics.

Much of the literature of the period was marked by a more colloquial and relaxed use of language. The magisterial tone and direct comment of 19th c. novelists changed into styles which allowed the reader a more open and less directed approach to the text.

Scenes and topics once banned from literature were now admitted, with hitherto taboo words appearing⁷ in print and a more explicit presentation of sexuality and human differences. These traits increased in the years between 1918 and 1939, with a sense of the fragmentation of society and the dispersal of shared beliefs. Aldous Huxley and Evelyn Waugh wrote of the frenetic escapism of the years after the First World War. Under the threat of a second war, writers began to urge the need for commitment and political action, writers such as the poet W. H. Auden and the novelist² George Orwell took strong left-wing stances, whileGraham Greene expressed a radical Roman Catholic point of view. All of them sought to make their work popular, using as appropriate to their genre the language of the thriller or the rhythm of popular dance music.

After 1945, there was radical questioning⁸ of the47.basic savagery in human nature. William olding, Iris Murdoch, Norman Mailer, and John Fowles brought this theme into fiction. The freedom to write explicitly of sex and violence was taken further. Drama and the novel now presented the human dilemma in terms influenced by French existentialist³ philosophy. The theatre of the absurd, with Samuel Beckett and Harold Pinter, took dramatic speech away from the communicative and naturalistic to the inconsequential.

The term Postmodernism has been given to the extension of Modernism into a more radical questioning of the integrity of language and the uncertainty of all linguistic performance.

The sentence “Poetry broke even more radically with the past…” in the Past Perfect Continuous would be:

(IFRS/2017)    

⁰¹ The ideas began with what seemed to be a minor difference of opinion between John and me on ⁰² a matter of small importance: how much one should maintain one’s own motorcycle. It seems natural ⁰³ and normal to me to make use of the small tool kits and instruction booklets supplied with each ⁰⁴ machine, and keep it tuned and adjusted myself. John demurs. He prefers to let a competent mechanic ⁰⁵ take care of these things so that they are done right. Neither viewpoint is unusual, and this minor ⁰⁶ difference would never have become magnified if we didn’t spend so much time riding together and ⁰⁷ sitting in country roadhouses drinking beer and talking about whatever comes to mind. What comes to ⁰⁸ mind, usually, is whatever we’ve been thinking about in the half hour or forty-five minutes since we last ⁰⁹ talked to each other. When it’s roads or weather or people or old memories or what’s in the newpapers, ¹⁰ the conversation just naturally builds pleasantly. But whenever the performance of the machines has been ¹¹ on my mind and gets into the conversation, the building stops. The conversation no longer moves ¹² forward. There is a silence and a break in the continuity. It is as though two old friends, a Catholic and ¹³ Protestant, were sitting drinking beer, enjoying life, and the subject of birth control somehow came up. ¹⁴ Big freeze-out.

¹⁵ (…)

¹⁶ When you’re talking birth control, what blocks it and freezes it out is that it’s not a matter of more ¹⁷ or fewer babies being argued. That’s just on the surface. What’s underneath is a conflict of faith, of faith ¹⁸ in empirical social planning versus faith in the authority of God as revealed by the teachings of the ¹⁹ Catholic Church. You can prove the practicality of planned parenthood till you get tired of listening to ²⁰ yourself and it’s going to go nowhere because your antagonist isn’t buying the assumption that ²¹ anything socially practical is good per se. Goodness for him has other sources which he values as ²² much as or more than social practicality.

(Excerpt from Zen and the Art of Motorcycle Maintenance, By
Robert M. Pirsig. New York: Harpertorch, 1974)

Considere as afirmações abaixo.

I. “began” (Ref. 01) e “didn’t spend” (Ref. 06) estão no passado simples.
II. “seems” (Ref. 02) e “prefers” (Ref. 04) estão no presente simples.
III. “would never have become” (Ref. 06) é uma estrutura usada para algo que não teria acontecido com uma condição, expressa por uma outra oração com o verbo no passado simples.
IV. “we´ve been thinking” (Ref. 08) e “has been” (Ref. 10) estão no presente perfeito contínuo.

Assinale a alternativa correta.

(UNIT SE/2016)    

You Complete Me

¹ If Hollywood ever makes a prequel to The Matrix, it ² could start with the research that scientists at Duke ³ University are doing with rats. In the sci-fi movie, humans ⁴ were connected to a machine and to each other in one ⁵ enormous interlinked, well, matrix. It’s not too dissimilar ⁶ to what they’ve been doing at Duke. Thanks to technology ⁷ they’ve developed that records and transmits brain ⁸ signals, they’ve been able to plug rats’ brains into each ⁹ other so that when one learns a simple task, the other ¹⁰ does as well. They even managed to connect a rat brain ¹¹ in Brazil to a rat brain in North Carolina. It seems the ¹² rodents begin to share their identities: acting, for instance, ¹³ as if their whiskers were the same length when they’re ¹⁴ not. “We are creating a single central nervous system ¹⁵ made up of two rat brains,” says neurobiology professor ¹⁶ Miguel Nicolelis. Theoretically, he said, there could be ¹⁷ many more in what he called a “brain-net,” or perhaps ¹⁸ even a vast organic computer. “You can imagine that a ¹⁹ combination of brains could provide solutions that ²⁰ individual brains cannot achieve by themselves,” says ²¹ Nicolelis. No mention of plugging human brains into each ²² other … yet.

DICKEY, Christopher. You Complete Me. BIG THINK, Around the
world in six ideas. By. Newsweek, Apr. 1, 2013. p. 7.

Considering verb forms used in the text, it’s correct to say:

(URCA CE/2008)    

Survival of the cutest

 Thousands of creatures will qietly disappear if we only focus on the most fascinating species. 

The struggle to preserve the world’s biodiversity is being compromised by fatal flaws in the way conservations draw up their lists of endangered species. An australian botanist warms that the lists reflect the plants and animals that scientists are most interested in studying, rather than the most threatned species or those at risk of extinction. For instance, says Mark burgman of the University of Melbourne, lists compiled and used by organizations such as the World Conservation Union (IUCN) and the Secretariat to the CITES agreement are heavily biased toward birds, mammals and flowering plants, to the detriment of less charismatic species such as insects and fungi. If no one tackles the problem, Burgman believes we will unwittingly focus our conservation efforts in the wrong places, and fail to stop the biggest mass extinction since dinosaurs. Rare species lists contain fewer threatened insects than birds, although we know of nearly a milion insect species and fewer than 10,000 birds. That’s because most insects are poorly studied, says Burgman. For most, all that we have is a specimen in a museum and a brief formal description, he says. Generally, little or nothing is known about their habitat and abundance, and no one may have looked for them since their discovery. ―We assume all’s well because we don’t have any evidence, and we don’t have evidence because we haven’t looked‖, Burgman says. Georgina Mace, director of science athe Zoological Society of London and chair of the Species Survival Comittee, thinks Burgman has identified real problems. Yet she says that groups like the IUCN are adressing them. Starting with amphibians, it has begun assessing the global health of whole groups of related animals, species by species. Putting a species on the Red List is like assessing people coming into a hospital emergency room, she says. It’s not a robust prediction of what will happen, but it’s a quick way to pick out the sickest. But Burgman says that the criteria for assessing whether a species will go extinct vary from country to country and from study to study. He has compared a range of studies and found that different methods produce very inconsisitent results. He says conservation scientists ―need to get our act together‖ and develop a uniform set of tools that everyone can test and agree upon. Even ―extinction‖ can be hard to define, he points out. A surprising number of species have been declared extinct, only to resurface later after people had given up looking for them. (Jeff Hecht in New

Scientists, jan, 2002, p.5)

VOCABULARY :

Struggle – effort; fight Flaw – fault; error

Draw up – compose; design

Threatened – at risk, endangered

Biased – inclined; to be disposed to a certain preference

Tackle (v) – confront, attack

Unwittingly – unintentionally

Brief – short

Pick out (v) – select, choose

Range – variety

Tool – instrument

Resurface (v) – reappear

Choose the correct verb form to complete the sentence:

“____________ some trouble with the car I just rented from you – the wipers don’t work properly”.