Simple Past

Aluno: ____________________________________________
Série: _________ Turma: _________ Data: ______

Questão 1

Leia atentamente o texto e responda à questão.

On That Note

01 One year when I was teaching second grade, a new child entered our class mid-year. His
name was Daniel,
and he brought a special light to our class.
Daniel came over to me one afternoon at the end of the school day. He said, “Ms. Johnson, I
have a note
for you from my old teacher. It’s not on paper though, it’s in my head.” Daniel leaned over
and said, “She
05 wanted me to tell you how lucky you are to have me in your class!”

Krista Lyn Johnson

(CANFIELD, Jack et alii. A 4th Course of Chicken Soup for the Soul. Deerfield Beach: Health
Communications, Inc, 1997.)

Em relação aos recursos linguísticos utilizados no texto, assinale a afirmativa correta.

A) A fala de Daniel está em discurso indireto.

B) O pronome de tratamento Ms. indica que Ms. Johnson é homem.
C) "though" (linha 04) é o passado do verbo to think.
D) "school" (linha 03) é adjetivo.
E) "when" (linha 01) é pronome interrogativo.

Questão 2

Global Food Crisis

1 If you've been shopping for food lately, I don't have to tell you that prices are going through the
roof. In
2 some cases world prices have more than tripled in recent months, "going from, in December, a
price of $300
3 a ton to just this week over $1,000 a ton."
4 Robert Zeigler of the International Rice Research Institute is talking about rice, a basic staple food
across
5 Asia, of course. Prices surged dramatically after China, Vietnam, and India limited exports to ensure
they
6 had enough supplies for their own people. Other food products have also seen alarming increases.
7 The U.N.'s Food and Agriculture Organization, the FAO, says wheat prices have doubled in Senegal.
8 Bread prices doubled in Tajikistan. The cost of corn in Uganda rose 65 percent in just six months.
One
9 reason: farmers are passing on their higher costs, particularly the rising cost of energy. "Fertilizers
become
10 more and more unaffordable for the small farmers, who are at the center of a response to the
world food
11 crisis," notes Joachim von Braun, who heads the International Food Policy Research Institute in
12 Washington. "And transport costs have become higher and higher, so the cost side of agriculture
will keep
13 food prices high, even if we make major efforts to increase production."
14 Other reasons for the run-up in prices include natural causes like drought and pest outbreaks and
15 speculation in the commodities market.
16 And as world oil prices hover around $120 a barrel, more food crops are ending up in fuel tanks. In
the
17 United States, about one-quarter of the corn crop is now being used to make ethanol, which is
blended with
18 gasoline to make a motor fuel. Soybean farmers are switching to corn, which drives up soy prices,
and so
19 on.
20 Rising living standards also play a role. Particularly in India and China, where hundreds of millions
of
21 people are having access to the middle class, more people are buying more food higher up the
food chain,
22 says Carlos Seré of the International Livestock Research Institute in Nairobi.
23 "We know that consumers, when they move, let's say, from $2 to $10 a day per capita, they
largely
24 expand the consumption of vegetables, oils, and animal products. This is happening in big
countries around
25 the world. This has a big impact."
26 But in many cases the poorest of the poor are paying the price for the good fortune of the
emerging
27 middle class.
28 Analysts like Robert Zeigler of the Rice Research Institute are starting to assess the damage. "Now
what
29 are the consequences of this? Well, there are some estimates that say that if present trends
continue for
30 very long, we can expect 100 million people to be pushed back into poverty." And Joachim von
Braun of the
31 Food Policy Research Institute says that higher food prices today can cause long-term damage as
people
32 change their eating habits.
33 "The high food prices lead poor people to limit their food consumption and shift to even less
balanced
34 diets with harmful effects on health in the short and long run. The child who is not appropriately
nourished
35 under the age of three for a couple of months will be harmed for the rest of its life."
36 The three experts spoke in a telephone conference organized by the International Agricultural
Research
37 Group, whose research centers have some 8,000 scientists working on food issues.

(Adapted from http://www.voanews.com/english/Science/2008-05-09-voa21.cfm. Retrieved on May

13th, 2008.)

The infinitive form of the verb rose (line 8) is:

a) raise.
b) risen.
c) rise.
d) rosen.

Questão 3

Comunidade Film
Oficinas Querô, Brazil
There’s a film industry growing up in the crowded,
1 extremely poor favelas of Santos, Brazil — but it’s not
producing lots of blockbusters. It’s doing something much
more dramatic: changing lives. Filmmaker Carlos Cortez
launched Oficinas Querô — the Querô Workshops — in
2005 to train some young people living in a Santos slum
5 to be actors in a film. But when he saw how positively they
reacted, he had another idea: why not train them to make
films? He did just that, working with UNICEF to create an
eleven-month-long, five-days-a-week program that takes
10 40 students, aged 16 to 21, through the entire filmmaking
process, from conception and writing to financing and
entrepreneurship to video and audio production. Students
work side by side with Brazilian film professionals, and at
the end of the course, their films are screened. Some go
on to work in the Brazilian film and TV industry. But all go
15 away with a host of valuable skills: they know how to work
as part of a team, to make a dream a reality — and they
know how to achieve.

COMUNIDADE film. Newsweek, New York, p.11, Nov. 3, 2008. “blockbusters” (l. 3): filmes de
sucesso.

Considering language usage in the text, it’s correct to say:

01) The’s in “There’s” (l. 1) is the contraction of has.

02) The word “lives” (l. 4) is the plural of life.
03) The word “people” (l. 6) is a singular noun.
04) The verb form “saw” (l. 7) refers to present time.
05) The pronoun “them” (l. 8) refers to “films” (l. 9).

Questão 4

1 European drama has a less continuous

2 history than epic and poetry; it has
3 sometimes flourished and sometimes
4 declined. The first surviving drama was in
5 Greek, performed in Athens in the 5c BC:
6 the work of Aeschylus, Sophocles, and
7 Euripides (tragedy) and of Aristophanes
8 (comedy). The main Latin contribution was
9 the comedy of Terence and Plautus in the 2c
10 BC. The later Roman Republic and the
11 Empire produced no significant drama;
12 Seneca (c.4 BC-AD 65) wrote tragedies
13 based on the Greek model which were
14 intended for reading to a select audience
15 and not for the public stage. The later
16 Roman theatre became increasingly devoted
17 to elaborate and often decadent spectacle.
18 The Christians opposed it and in the 6c the
19 barbarian invasions brought it to an end.
20 The revival of the theatre began in the 11c
21 with the introduction of brief dramatized
22 episodes into the Mass on the occasion of
23 major festivals. These gradually developed
24 into complete plays, performed in public
25 places by the trade guilds and known as
26 mystery plays or mysteries. These were
27 succeeded in the 15c by morality plays,
28 allegorical presentations of human virtues
29 and vices in conflict.
30 The high point of drama in English came
31 in the late 16c and early 17c, with such
32 writers as Shakespeare (especially with his
33 tragedies), Marlowe, Jonson, and Webster.
34 In the later 17c, the Restoration theatre was
35 mainly devoted to the witty and often
36 scurrilous comedy of manners and intrigue.
37 The French classical theatre had its great
38 period at the same time, with the tragedies
39 of Corneille and Racine, and the comedies of
40 Molière. A long decline in Britain, briefly
41 broken by the 18c comedies of the Anglo-
42 Irish playwrights Oliver Goldsmith and
43 Richard Sheridan, ended in a revival at the
44 end of the 19c by the Irish dramatists Oscar
45 Wilde and George Bernard Shaw. Prominent
46 playwrights of the 20c include such
47 experimenters in the theatre of the absurd
48 as Harold Pinter and Samuel Beckett. The
49 latter belongs as much to the French
50 theatre, which has produced plays of
51 challenge and questioning by Jean-Paul
52 Sartre, Jean Giraudoux, and Eugène
53 Ionesco. Dramatists in the 20c US have
54 looked at the predicament of modern
55 humanity in a complex, pluralistic society,
56 notably Eugene O’Neill, Tennessee Williams,
57 and Arthur Miller. Some of the foremost
58 modern plays are those of Henrik Ibsen in
59 Norway, August Strindberg in Sweden, and
60 Ivan Turgenev and Anton Chechov in Russia.
61 Dramatists are affected, like all writers,
62 by the presuppositions and fashions of their
63 time and place. Medieval drama derives
64 from the prevailing popular Catholic
65 Christianity, Elizabethan and Jacobean
66 drama reflects contemporary views of
67 status, honour, and revenge, Victorian
68 drama displays the manners and attitudes of
69 the new middle class. Conventions also
70 affect the structure of plays. In the 16c and
71 17c, European drama was often obedient to
72 the demand for the three unities, adding the
73 unity of place to the unities of time and
74 action attributed to Aristotle. Dramatists in
75 English usually disregarded these restraints,
76 supported the main plot with a subplot, and
77 ranged widely through time and space. The
78 practice of reading a play instead of seeing it
79 produced is comparatively late; the majority
80 of early plays were not printed, and the
81 texts which appeared were often careless
82 and poorly produced. When Jonson had his
83 collected plays carefully printed as his Works
84 (1616), he aroused some ridicule but helped
85 establish the play as a literary text, probably
86 influencing the publication of
87 Shakespeare’s plays in the First Folio
88 (1623). The printed play became in its own
89 right a branch of literature, with the result
90 that theatrical and textual scholarship has
91 been applied to the work of early
92 dramatists. As time passed, playwrights
93 gave more consideration to the reader.
94 Stage directions evolved from laconic
95 indications of entrances and exits to detailed
96 descriptions of scenes and actions, including
97 sketches of the appearance and nature of
98 the characters. The effect is sometimes of
99 an excerpt from a novel in the present
100 tense. Dramatists in general have become
101 more self-explanatory and less inclined to
102 entrust their work solely to the reactions of
103 a live audience.
104 Although great variety in dramatic
105 structure is possible, most plays have a
106 connected plot that develops through
107 conflict to a climax followed by resolution.
108 Even when the story is known to the
109 audience, the dramatist creates a mood of
110 tension and suspense by the responses of
111 characters to the changing situation. The
112 factors apply to both tragedy and comedy.
113 The suspense can be terrifying or mirthful
114 and the resolution one of sadness or relief.
115 Because the play is witnessed in short and
116 continuous time, the dramatist needs to be
117 economical, telescoping events that in
118 reality would develop over a longer period
119 and introducing meetings and
120 juxtapositions that might seem remarkable
121 outside the theatre. Divisions into acts and
122 scenes may mark the passage of time and
123 emphasize major developments. A play
124 requires continuous action, not necessarily
125 vigorous, but moving into new situations
126 and relationships. Long set speeches and
127 philosophical discourses are seldom
128 effective.
129 In spite of the fact that some types of
130 drama, such as ritual performances and
131 representations of myth, deliberately avoid a
132 human focus, characterization is the device
133 in most dramas. Characters may be depicted
134 as great people, leaders of the community
135 and powerful in its destiny, or, as is often
136 the case in modern drama, as ordinary
137 persons. They must be quickly presented to
138 the audience and become familiar in a short
139 time. They are created through the words
140 they speak, their actions in the play, and
141 what other characters report of them.
142 Leading characters are supported by minor
143 roles, and the quality of a dramatist is
144 shown partly by skill in making such roles
145 credible and individual.
146 Early drama was written in verse,
147 ranging from the poetry of ancient Greek
148 tragedy and Shakespeare to the colloquial
149 rhythms of the medieval mysteries. The type
150 of verse changes from one period to
151 another. Blank verse was dominant in 16c
152 and early 17c English drama, the heroic
153 couplet in Restoration tragedy, and the
154 alexandrine in French classical drama. Prose
155 dialogue was also used by Shakespeare and
156 his contemporaries, and by the end of the
157 17c was the normal medium for English
158 drama. In the 20c, there was a revival of
159 verse drama. It was short-lived, however,
160 partly through the decline of popular interest
161 in poetry and partly through the failure of
162 the dramatists to develop an idiom that
163 could be sustained without becoming
164 artificial and forced. Modern prose dialogue
165 has tended to become more colloquial and
166 naturalistic, in contrast to the stylized
167 diction of early 19c prose drama. In the 20c,
168 some writers have given close attention to
169 specific dialects and registers: Synge
170 listened to Irish peasant speech and Clifford
171 Odets to conversation in New York bars.
172 However, dramatic dialogue can never
173 simply reproduce normal speech. The
174 repetitions, hesitations, and redundancies of
175 normal conversation would be intolerable on
176 the stage.

From: McArthur, Tom (ed.). The Oxford Companion to the English Language. Oxford: OUP, 1998.

The sentences “…he aroused some ridicule but established the play as a literary text” and
“Dramatists in English usually disregarded these restraints, supported the main plot with a subplot,
and ranged widely through time and space.” contain respectively

A) direct objects and direct objects.

B) indirect objects and direct objects.
C) subject noun clauses and object noun clauses.
D) direct objects and subject complements.
Questão 5

About swine flu

Swine flu is the common name given to a new strain of influenza (flu). It is called swine flu because it
is thought to have originated in pigs, but this is not certain.
The most common symptoms are a fever, sore throat, diarrhea, headache, feeling generally unwell
and a dry cough. In other words, the symptoms are very similar to seasonal (regular) flu. Most people
recover within a week, even without special treatment.

Pandemic
The virus was first identified in Mexico in April 2009. It has since become a pandemic, which means it
has spread around the globe. It has spread quickly because it is a new type of flu virus that few, if
any, people have full resistance to.
Flu pandemics are a natural event that occur from time to time. Last century, there were flu
pandemics in 1918, 1957 and 1968, when millions of people died across the world.
In most cases the virus has proved relatively mild. However, around the world more than 1,700
people have died and it is not yet clear how big a risk the virus is. For this reason, and because all
viruses can mutate to become more potent (stronger), scientists are saying we need to be careful.

High-risk groups
Some people are more at risk of complications if they catch swine flu, and need to start taking
antivirus as soon as it is confirmed that they have the illness. Doctors may advise some high-risk
patients to take antivirus before they have symptoms, if someone close to them has swine flu.
People at risk are:
- patients who have had drug treatment for asthma in the past three years,
- pregnant women,
- people aged 65 and over, and
- children under five.

To stop the virus spreading

The most important way is to have good respiratory and hand hygiene. In other words, always sneeze
in to a tissue, and quickly put it in a bin. Wash your hands and home and work surfaces regularly and
thoroughly to kill the virus.

http://www.nhs.uk/conditions/pandemic-flu/Pages/Introduction.aspx

The sentence “millions of people died across the world” in the interrogative form is

A) Did millions of people died across the world?

B) Did millions of people dye across the world?
C) Did millions of people die across the world?
D) Did millions of people dying across the world?
E) Did millions of people are dying across the world?