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- 1. UNITAU 1995Assinale a alternativa que corresponde à sequência de "question-tags" adequados para completar as frases a seguir: 1. He isn't at home,___________? 2. That will happen,___________? 3. She hasn't a cue,___________? 4. It rains a lot,_______________?
- 2. UEL 1995He hasn't seen you lately, ......?
- 3. UNESP 1988Assinale a alternativa correta. Politics is a science, ______?
- 4. FUVEST 1978Assinale a alternativa que preenche corretamente a lacuna: He doesn't study here, .......... he?
- 5. G1 - EPCAR 2016CYBERBULLYING ON THE RISE Bullying among children and teenagers is not something new but it is getting more and more common by modern methods of communication. Cyberbullying happens when an adolescent is put in danger by another child or teenager by photos or text messages sent to cell phones or posted on social networks. Sometimes cyberbullies send mails with sexual comments or take passwords of other teenagers and log on to websites with false identities. Children also play Internet games and make fun of each other in many ways. A study by a Canadian University shows that 1half of the young people interviewed said that they suffer bullying. 2One of the reasons is the great use of cell phones over the past years. Today’s children are connected with each other electronically. They call friends every time they want or communicate with them on Facebook. 3Cyberbullying is getting extremely popular because teens can stay anonymous. 4Many adolescents act this way because they feel frustrated or angry and want to punish somebody for something that happened to them. 5At other times they do it just for fun or because have nothing else to do. 6Parents usually don’t know their child is a cyberbully. 7They perceive it just when the victim or the victim’s parents contact them. This kind of bullying is not as inoffensive as many people think. In some cases it can lead to suicide. 8Many countries have organized campaigns to inform adults and children of its dangers. 9There are a few ways to prevent cyberbullying. First, it is important to show children that they have to respect others and they are responsible for what they do. For victims it is important not to play the bully’s game or answer their emails and text messages. It is also important to get help from parents and teachers. Often schools get involved. 10They bring together the parents of victims and cyberbullies and talk with them. Cyberbullying does not always end at school. Often, parents go to the police and accuse the bullies. (Adapted from http://www.english-online.at/society/ cyberbullying/cyberbullying-on-the-rise.htm) Mark the option to complete the sentence with the correct tag question form. “They bring together the parents of victims,__________” (reference 10)
- 6. FEI 1997Complete: He'll be back soon, __________ ?
- 7. EPCAR (AFA) 2013Why Bilinguals Are Smarter Speaking two languages 5rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that 10the advantages of bilingualism are even more fundamental than being able to converse with 11a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even protecting from dementia in old age. This view of bilingualism is 1remarkably different from 12the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that delayed a child’s academic and intellectual development. They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. Bilinguals, 2for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle Martin-Rhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. 13The bilinguals were quicker at performing this task. 6The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s 3so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving. 14Why does the fight between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought 7the bilingual advantage was centered primarily in an ability for inhibition that was improved by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals 4even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page. The bilingual experience appears to influence the brain from infancy to old age (and 8there is reason to believe that it may also apply to those who learn a second language later in life). In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of tests, the infants were presented with an audio stimulus and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of tests, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the beginning of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of occurrence. Nobody ever doubted the power of language. 9But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? Adapted from http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefitsof-bilingualism.html One extracted fragment has its correct Tag Question. Mark the item.
- 8. FUVEST 1998Science talent redirected "Is Science Talent Squandered?" (SN: 5/31/97, p. 338) sent me into a reverie of my precollege days. Having achieved, at 10 years of age, minor celebrity status in Nation's Business by inventing a "new" cotton picker, having burned holes in my parents' basement ceiling with my huge Gilbert chemistry set, and having been given a key to the high school lab to conduct my own experiments on weekends, I knew I would be a scientist. Then came college and the public denigration (in an introductory chemistry class) of my poetic expression of the practical application of combustion. Literary and artistic teachers and friends enjoyed my "weird" presentation, so I joined their ranks instead, achieving modest adult recognition as a writer but still finding my real reading interest in science. If I had found a Carl Sagan some 40 years ago, I might be in a different college in my University today, but perhaps with different regrets. F. Richard Thomas, Professor of American Thought and Language, Michigan State University, East Lansing, Mich. [Science News, 26 July 1997, vol. 152] Escolha a "question tag' correta para: "I knew I would be a scientist." (ref. 2)
- 9. UNESP 1987Assinale a alternativa correta: Your name is Mary, ______?
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