- Texto | Howard Gardner: 'Multiple intelligences' are not 'learning styles' | washingtonpost.com |
- 16 MCQs (Multiple Choice Questions) | 4 Options Each Question.
❑ TEXTO: Read the text below and answer questions 01 to 16 according to it.
Howard Gardner: 'Multiple intelligences' are not 'learning styles'
Howard Gardner: 'Inteligências múltiplas' não são 'estilos de aprendizagem'
- by Valerie Strauss
➽1º PARÁGRAFO(1-8):
►The fields of psychology and education were revolutionized 30 years ago when we now worldrenowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests.
Os campos da psicologia e da educação foram revolucionados há 30 anos, quando o agora renomado psicólogo Howard Gardner publicou seu livro de 1983, Frames of Mind: The Theory of Multiple Intelligences, que detalhou um novo modelo de inteligência humana que foi além da visão tradicional de que havia um único tipo que poderia ser medido por testes padronizados.
➽2º PARÁGRAFO(9-19):
►Gardner's theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more.
►Gardner's theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more.
A teoria de Gardner listou inicialmente sete inteligências que trabalham juntas: linguística, lógico-matemática, musical, corporal-cinestésica, interpessoal e intrapessoal; mais tarde, ele acrescentou uma oitava inteligência naturalista e diz que pode haver mais algumas.
►The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, 'multiple intelligences' somehow became synonymous with the concept of 'learning styles'.
A teoria tornou-se muito popular entre educadores do ensino fundamental e médio em todo o mundo que procuravam formas de alcançar alunos que não respondiam às abordagens tradicionais, mas com o tempo, as “inteligências múltiplas” tornaram-se de alguma forma sinônimo do conceito de “estilos de aprendizagem”.
►In this important post, Gardner explains why the former is not the latter.
Neste importante post, Gardner explica porque o primeiro não é o último.
➽3º PARÁGRAFO(20-29):
►It's been 30 years since I developed the notion of 'multiple intelligences'.
➽3º PARÁGRAFO(20-29):
►It's been 30 years since I developed the notion of 'multiple intelligences'.
Já se passaram 30 anos desde que desenvolvi a noção de “inteligências múltiplas”.
►I have been gratified by the interest shown in this idea and the ways it’s been used in schools, museums, and business around the world.
Venho sendo gratificado pelo o interesse demonstrado por esta ideia e pela forma como tem sido utilizada em escolas, museus e empresas em todo o mundo.
►But one unanticipated consequence has driven me to distraction and that’s the tendency of many people, including persons whom I cherish, to credit me with the notion of 'learning styles' or to collapse ‘multiple intelligences’ with 'learning styles'.
Mas uma consequência imprevista levou-me à distração e é a tendência de muitas pessoas, incluindo pessoas que estimo, de me creditarem a noção de “estilos de aprendizagem” ou de desintegrarem “inteligências múltiplas” com “estilos de aprendizagem”.
►It's high time to relieve my pain and to set the record straight.
Já é hora de aliviar minha dor e esclarecer as coisas.
➽4º PARÁGRAFO(30-40):
►First a word about 'MI theory'.
➽4º PARÁGRAFO(30-40):
►First a word about 'MI theory'.
Primeiro, uma palavra sobre a “teoria das IM”.
►On the basis of research in several disciplines, including the study of how human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our 'multiple intelligences'.
Com base na investigação em diversas disciplinas, incluindo o estudo da forma como as capacidades humanas são representadas no cérebro, desenvolvi a ideia de que cada um de nós possui uma série de faculdades mentais relativamente independentes, que podem ser denominadas as nossas “inteligências múltiplas”.
►The basic idea is simplicity itself.
A ideia básica é a própria simplicidade.
►A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life.
A crença numa inteligência única pressupõe que temos um computador central para todos os fins, e isso determina o nosso desempenho em todos os setores da vida.
►In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences.
Em contraste, a crença em inteligências múltiplas pressupõe que os seres humanos tenham de 7 a 10 inteligências distintas.
➽5º PARÁGRAFO(41-48):
►Even before I spoke and wrote about 'MI', the term ‘learning styles’ was being bandied about in educational circles.
➽5º PARÁGRAFO(41-48):
►Even before I spoke and wrote about 'MI', the term ‘learning styles’ was being bandied about in educational circles.
Mesmo antes de eu falar e escrever sobre 'MI', o termo 'estilos de aprendizagem' já estava sendo cogitado nos círculos educacionais.
►The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities.
A ideia, bastante razoável à primeira vista, é que todas as crianças (na verdade, todos nós) têm mentes e personalidades distintas.
►Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective.
Por conseguinte, faz sentido conhecer os alunos e ensiná-los e nutri-los de formas que sejam apropriadas, que eles valorizem e, acima de tudo, que sejam eficazes.
➽6º PARÁGRAFO(49-59):
►Two problems: first, the notion of ‘learning styles’ is itself not coherent.
➽6º PARÁGRAFO(49-59):
►Two problems: first, the notion of ‘learning styles’ is itself not coherent.
Dois problemas: primeiro, a noção de “estilos de aprendizagem” em si não é coerente.
►Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited.
Quem usa este termo não define os critérios de um estilo, nem de onde vêm os estilos, como são reconhecidos/avaliados/explorados.
►Say that Johnny is said to have a learning style that is ‘impulsive’.
Digamos que Johnny tenha um estilo de aprendizagem “impulsivo”.
►Does that mean that Johnny is ‘impulsive’ about everything? How do we know this? What does this imply about teaching? Should we teach 'impulsively', or should we compensate by 'teaching reflectively'? What of learning style is ‘right-brained’ or visual or tactile? Same issues apply.
Isso significa que Johnny é ‘impulsivo’ em relação a tudo? Como nós sabemos disso? O que isso implica sobre o ensino? Deveríamos ensinar “impulsivamente” ou deveríamos compensar “ensinando reflexivamente”? Qual estilo de aprendizagem é “direito do cérebro”, visual ou tátil? Os mesmos problemas se aplicam.
➽7º PARÁGRAFO(60-71):
►Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a 'one size fits all approach'.
➽7º PARÁGRAFO(60-71):
►Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a 'one size fits all approach'.
Problema nº 2: quando os investigadores tentam identificar estilos de aprendizagem, ensinar de forma consistente com esses estilos e examinar os resultados, não há provas convincentes de que a análise do estilo de aprendizagem produza resultados mais eficazes do que uma abordagem única.
►Of course, the learning style analysis might have been inadequate.
É claro que a análise do estilo de aprendizagem pode ter sido inadequada.
►Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective.
Ou mesmo que esteja certo, o facto de uma intervenção não ter funcionado não significa que o conceito de estilos de aprendizagem seja fatalmente imperfeito; outra intervenção poderia ter se mostrado eficaz.
►Absence of evidence does not prove non-existence of a phenomenon; it signals to educational researchers: 'back to the drawing boards'.
A ausência de provas não prova a inexistência de um fenômeno; sinaliza aos investigadores educacionais: “de volta às pranchetas”.
➽8º PARÁGRAFO(72-91):
►Here's my considered judgment about the best way to analyze this lexical terrain:
➽8º PARÁGRAFO(72-91):
►Here's my considered judgment about the best way to analyze this lexical terrain:
Aqui está meu julgamento ponderado sobre a melhor maneira de analisar esse terreno lexical:
►Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Inteligência: Todos nós temos inteligências múltiplas. Mas assinamos, como inteligência forte, uma área onde a pessoa tem um poder computacional considerável.
►Style or learning style:
►Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Inteligência: Todos nós temos inteligências múltiplas. Mas assinamos, como inteligência forte, uma área onde a pessoa tem um poder computacional considerável.
►Style or learning style:
Estilo ou estilo de aprendizagem:
►A hypothesis of how an individual approaches the range of materials.
Uma hipótese de como um indivíduo aborda a gama de materiais.
►If an individual has a ‘reflective style’, he/she is hypothesized to be reflective about the full range of materials.
Se um indivíduo tem um “estilo reflexivo”, supõe-se que ele seja reflexivo sobre toda a gama de materiais.
►We cannot assume that reflectiveness in writing necessarily signals reflectiveness in one’s interaction with the others.
Não podemos assumir que a refletividade na escrita sinaliza necessariamente a refletividade na interação de alguém com os outros.
►Senses:
►Senses:
Sentidos:
►Sometimes people speak about a ‘visual’ learner or an ‘auditory’ learner.
Às vezes as pessoas falam sobre um aluno “visual” ou um aluno “auditivo”.
►The implication is that some people learn through their eyes, others through their ears.
A implicação é que algumas pessoas aprendem através dos olhos, outras através dos ouvidos.
►This notion is incoherent.
Esta noção é incoerente.
►Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties.
Tanto a informação espacial como a leitura ocorrem com os olhos, mas fazem uso de faculdades cognitivas totalmente diferentes.
►What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up.
O que importa é o poder do computador mental, a inteligência que atua sobre a informação sensorial, uma vez captada.
➽9º PARÁGRAFO(92-96):
►These distinctions are consequential. If people want to talk about ‘an impulsive style’ or a ‘visual learner’, that’s their prerogative.
➽9º PARÁGRAFO(92-96):
►These distinctions are consequential. If people want to talk about ‘an impulsive style’ or a ‘visual learner’, that’s their prerogative.
Essas distinções são consequenciais. Se as pessoas querem falar sobre “um estilo impulsivo” ou um “aprendizado visual”, essa é sua prerrogativa.
►But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst.
Mas deveriam reconhecer que estes rótulos podem ser inúteis, na melhor das hipóteses, e mal concebidos, na pior.
➽10º PARÁGRAFO(97-106):
►In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences.
➽10º PARÁGRAFO(97-106):
►In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences.
Em contraste, há fortes evidências de que os seres humanos têm uma gama de inteligências e que a força (ou fraqueza) de uma inteligência não prevê a força (ou fraqueza) de quaisquer outras inteligências.
►All of us exhibit jagged profiles of intelligences.
Todos nós exibimos perfis irregulares de inteligência.
►There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery.
Existem formas de avaliar as nossas próprias inteligências, e mesmo que pareça apropriado, podemos fazer uma bateria de testes mais formal.
And then, as teachers, parents, or selfassessors, we can decide how best to make use of this information.
E então, como professores, pais ou autoavaliadores, podemos decidir a melhor forma de utilizar esta informação.
(Adapted from https://www.washingtonpost.com/news/answer-sheet)
Glossary:1. K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects.
Os educadores do ensino fundamental e médio defendem a adoção de um currículo e métodos interdisciplinares de ensino com objetos.
33 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
The text
a) aims at highlighting distinctive mind barriers related to learning.
b) provides the reader with a bird's-eye-view of Gardner's landmark publication.
c) develops a considerable set of psychological and mental implications.
d) concerns about spending 30 years to measure people's intelligence.
b) provides the reader with a bird's-eye-view of Gardner's landmark publication.
c) develops a considerable set of psychological and mental implications.
d) concerns about spending 30 years to measure people's intelligence.
👍 Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO :
O texto
a) aims at highlighting distinctive mind barriers related to learning.
visa destacar barreiras mentais distintas relacionadas à aprendizagem.
b) provides the reader with a bird's-eye-view of Gardner's landmark publication.
b) provides the reader with a bird's-eye-view of Gardner's landmark publication.
fornece ao leitor uma visão panorâmica da publicação marcante de Gardner.
c) develops a considerable set of psychological and mental implications.
c) develops a considerable set of psychological and mental implications.
desenvolve um conjunto considerável de implicações psicológicas e mentais.
d) concerns about spending 30 years to measure people's intelligence.
d) concerns about spending 30 years to measure people's intelligence.
preocupações sobre gastar 30 anos para medir a inteligência das pessoas.
34 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
In the sentence "there was a single kind that could be measured by standardized tests" (lines 07 and 08), it is possible to find an option to substitute the pronoun accordingly in
a) when.
b) which.
c) how.
d) whom.
b) which.
c) how.
d) whom.
👍 Comentários e Gabarito B
TÓPICO - RELATIVE PRONOUN :
In the sentence "there was a single kind that could be measured by standardized tests" (lines 07 and 08), it is possible to find an option to substitute the pronoun accordingly in
Na sentença "there was a single kind that could be measured by standardized tests"(havia um único tipo que poderia ser medido por testes padronizados), é possível encontrar uma opção para substituir o pronome adequadamente em
a) when.
b) which.
c) how.
d) whom.
b) which.
c) how.
d) whom.
35 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
In the fragment "why the former is not the latter" (line 19), the highlighted words refer to
a) multiple intelligences / learning style.
b) over time / theory.
c) ways to reach students / traditional approaches.
d) traditional approaches / K-12 educators.
b) over time / theory.
c) ways to reach students / traditional approaches.
d) traditional approaches / K-12 educators.
👍 Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO :
36 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
In the third paragraph (lines 20 and 29), the author
a) delves into the mind of human beings.
b) reinforces the importance of a thirty-year study.
c) tries to make controversial issues clear.
d) apologizes for the fact that his theory has collapsed.
b) reinforces the importance of a thirty-year study.
c) tries to make controversial issues clear.
d) apologizes for the fact that his theory has collapsed.
👍 Comentários e Gabarito C
TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO :
37 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
In the sentence "it's been 30 years since I developed the notion of 'multiple intelligences'" (lines 20 and 21), the contraction refers to
(A) It has.
(B) It been.
(C) It is.
(D) It was.
(B) It been.
(C) It is.
(D) It was.
👍 Comentários e Gabarito A
In the sentence "it's been 30 years since I developed the notion of 'multiple intelligences'" (lines 20 and 21), the contraction refers to
(A) It has.
(B) It been.
(C) It is.
(D) It was.
(B) It been.
(C) It is.
(D) It was.
38 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
Mark the option which shows the appropriate question tag for the sentence “one unanticipated consequence has driven me to distraction” (lines 24 and 25).
a) Hasn’t driven it?
b) Not has it?
c) Has it?
d) Hasn’t it?
b) Not has it?
c) Has it?
d) Hasn’t it?
👍 Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO :
39 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
Mark the option that shows synonyms for the underlined expressions in "It's high time to relieve my pain and to set the record straight" (lines 28 and 29).
a) An important brake / to register.
b) An ordinary condition / to show the discussion.
c) A belated explanation / to make myself clearly understood.
d) An unusual hour / to comprehend an argument.
b) An ordinary condition / to show the discussion.
c) A belated explanation / to make myself clearly understood.
d) An unusual hour / to comprehend an argument.
👍 Comentários e Gabarito C
TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO :
40 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
Choose the best option to change the sentence "human capacities are represented in the brain"(line 32), into the active form.
The brain ___________ human capacities.
(A) has represented
(B) represents
(C) has been represented
(D) representing
(C) has been represented
(D) representing
👍 Comentários e Gabarito B
TÓPICO - ACTIVE VOICE & PASSIVE VOICE :
Choose the best option to change the sentence "human capacities are represented in the brain"(line 32), into the active form.
The brain represents human capacities.
(A) has represented
(B) represents
(C) has been represented
(D) representing
(C) has been represented
(D) representing
➽DICAS GRAMATICAIS:
(1) O "objeto"(The brain) da Voz Passiva passa ser "sujeito"(The brain) na Voz Ativa.
(2) Tempo verbal PERMANECE → PRESENT SIMPLE (indicado pelo verbo to be flexionado na forma "am").
(3) Na voz ativa → The brain represents ...
41 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
In the fourth paragraph (lines 30 to 40), it’s said that
(A) a single intelligence (SI) concept leads to the assumption of computers which control 7 to 10 distinct intelligences.
(B) MI theory believes that instead of a central computer mastering various sectors, there are a larger amount of them relatively autonomous.
(C) MI theory estimates the existence of a central computer responsible for 7 to 10 distinct intelligences.
(D) a SI determines people’s performance in different sectors of life through autonomous computers.
(C) MI theory estimates the existence of a central computer responsible for 7 to 10 distinct intelligences.
(D) a SI determines people’s performance in different sectors of life through autonomous computers.
👍 Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO :
No quarto parágrafo (linhas 30 a 40), é dito que
a) a single intelligence (SI) concept leads to the assumption of computers which control 7 to 10 distinct intelligences.
um conceito de inteligência única (SI) leva à suposição de computadores que controlam de 7 a 10 inteligências distintas.
b) MI theory believes that instead of a central computer mastering various sectors, there are a larger amount of them relatively autonomous.
b) MI theory believes that instead of a central computer mastering various sectors, there are a larger amount of them relatively autonomous.
A teoria das Múltiplas Inteligências (MI), acredita que em vez de um computador central dominar vários setores, há uma quantidade maior deles relativamente autônomos.
c) MI theory estimates the existence ofa central computer responsible for 7 to 10 distinct intelligences.
c) MI theory estimates the existence of
A teoria MI estima a existência de um computador central responsável por 7 a 10 inteligências distintas.
d)a SI determines people’s performance in different sectors of life through autonomous computers.
d)
um IS determina o desempenho das pessoas em diferentes setores da vida através de computadores autônomos.
➽JUSTIFICATIVA(36-40):
►A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences.
A crença numa inteligência única pressupõe que temos um computador central para todos os fins, e isso determina o nosso desempenho em todos os setores da vida. Em contraste, a crença em inteligências múltiplas pressupõe que os seres humanos tenham de 7 a 10 inteligências distintas.
42 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
Mark the alternative in which the problems described in paragraphs 6 and 7 (lines 49 to 71) are correctly summarized.
a) The idea of teaching distinct leaning styles and their consistence were questionable concepts when researches started.
b) Educational researchers have found that an impulsive learning style causes problems in its outcomes.
c) There are proofs that different learning styles exist and produce positive results.
d) The notion of learning styles and the outcomes observed when teaching based on them need further studies.
b) Educational researchers have found that an impulsive learning style causes problems in its outcomes.
c) There are proofs that different learning styles exist and produce positive results.
d) The notion of learning styles and the outcomes observed when teaching based on them need further studies.
👍 Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO :
Marque a alternativa em que os problemas descritos nos parágrafos 6 e 7 (linhas 49 a 71) estão corretamente resumidos.
a) The idea of teaching distinct leaning styles and their consistence were questionable concepts when researches started.
A ideia de ensinar estilos de aprendizagem distintos e sua consistência eram conceitos questionáveis quando as pesquisas começaram.
b) Educational researchers have found that an impulsive learning style causes problems in its outcomes.
b) Educational researchers have found that an impulsive learning style causes problems in its outcomes.
Os investigadores educacionais descobriram que um estilo de aprendizagem impulsivo causa problemas nos seus resultados.
c) There are proofs that different learning styles exist and produce positive results.
c) There are proofs that different learning styles exist and produce positive results.
Existem provas de que existem diferentes estilos de aprendizagem e que produzem resultados positivos.
d) The notion of learning styles and the outcomes observed when teaching based on them need further studies.
d) The notion of learning styles and the outcomes observed when teaching based on them need further studies.
A noção de estilos de aprendizagem e os resultados observados quando se ensina com base neles necessitam de mais estudos.
43 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
Mark the option that contains the correct negative form for the sentence
“researchers have tried to identify learning styles” (lines 60 and 61).
(A) Researchers have tried to not identify learning styles.
(B) Researchers not have tried to identify learning styles.
(C) Researchers do not have tried to identify learning styles.
(D) Researchers have tried not to identify learning styles.
(B) Researchers not have tried to identify learning styles.
(C) Researchers do not have tried to identify learning styles.
(D) Researchers have tried not to identify learning styles.
👍 Comentários e Gabarito D
Marque a opção que contém a forma negativa correta da sentença
“researchers have tried to identify learning styles” (pesquisadores tentaram identificar estilos de aprendizagem).
(A) Researchers have tried to not identify learning styles. (a negativa é "not to" e não "to not")
(B) Researchersnot have tried to identify learning styles. (a negativa é "not to")
(C) Researchersdo not have tried to identify learning styles. (a negativa é "not to")
d) Researchers have tried not to identify learning styles.
(B) Researchers
(C) Researchers
d) Researchers have tried not to identify learning styles.
➽OUTROS EXEMPLOS:
• He told us not to make so much noise.
Ele nos disse para não fazermos muito barulho.
• We were asked not to park in front of the house.
Pediram-nos para não estacionar em frente à casa.
➽DICA GRAMATICAL: Quando fazemos uma negativa com o infinitivo, colocamos NOT antes do TO-infinitivo:
44 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)
The expression "one size fits all approach"(line 64) means
a) for a variety of cases a single aftermath.
b) the body dimension for human beings.
c) different outcomes for different people.
d) every person has the same achievements.
b) the body dimension for human beings.
c) different outcomes for different people.
d) every person has the same achievements.
👍 Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO :
The expression "one size fits all approach"(line 64) means
A expressão "uma abordagem única" (linha 64) significa
a) for a variety of cases a single aftermath.
para uma variedade de casos, uma única consequência.
b) the body dimension for human beings.
b) the body dimension for human beings.
a dimensão corporal do ser humano.
c) different outcomes for different people.
c) different outcomes for different people.
resultados diferentes para pessoas diferentes.
d) every person has the same achievements.
d) every person has the same achievements.
todas as pessoas têm as mesmas conquistas.
45 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA)Mark the option which shows the appropriate plural form for the word "phenomenon" (line 70).
a) Phenomenae.
b) Phenomena.
c) Phenomenons.
d) Phenomenos.
b) Phenomena.
c) Phenomenons.
d) Phenomenos.
👍 Comentários e Gabarito B
TÓPICO - PLURAL FORM :
Marque a opção que mostra a forma plural apropriada para a palavra "phenomenon" (fenômeno).
a) Phenomenae.
b) Phenomena.
c) Phenomenons.
d) Phenomenos.
b) Phenomena.
c) Phenomenons.
d) Phenomenos.
46 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA) The expression
- "back to the drawing boards"(line 71)
suggests that
a) one should pay more attention to the blackboards.
b) every researcher should draw schemes on boards.
c) more knowledge of the subject shall be considered.
d) the evidences are clear on drawing boards.
c) more knowledge of the subject shall be considered.
d) the evidences are clear on drawing boards.
👍 Comentários e Gabarito C
TÓPICO - EXPRESSÃO IDIOMÁTICA "BACK TO THE DRAWING BOARDS" :
- "back to the drawing boards"(line 71)
- de volta às pranchetas
A expressão "back to the drawing boards" sugere que
a) one should pay more attention to the blackboards.
deve-se prestar mais atenção aos quadros negros.
b) every researcher should draw schemes on boards.
todo pesquisador deve desenhar esquemas em quadros.
c) more knowledge of the subject shall be considered.
c) more knowledge of the subject shall be considered.
será considerado maior conhecimento do assunto.
d) the evidencesare clear on drawing boards.
d) the evidences
as evidências são claras nas pranchetas.
>> "BACK TO THE DRAWING BOARD" é uma expressão idiomática que significa recomeçar ou tentar novamente porque algo que você fez não deu certo:
- "The company went back to the drawing board to make a better product".
- "The new package we designed hasn't increased our sales as we'd hoped, so it's back to the drawing board".
47 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA) Choose the option that shows the indirect speech form for
- “These distinctions are consequential.” (line 92).
Gardner
a) said that those distinctions were consequential.
b) told these distinctions are consequential.
c) said us these distinctions were consequential.
d) told those distinctions are consequential.
b) told these distinctions are consequential.
c) said us these distinctions were consequential.
d) told those distinctions are consequential.
Comentários e Gabarito A
- These distinctions are consequential.”
- Essas distinções têm consequências.
Gardner
a) said that those distinctions were consequential.
b) told these distinctions are consequential. (USO INADEQUADO DO VERBO INTRODUTOR "TOLD")
c) said us these distinctions were consequential. (Não se usa pronome objeto depois do verbo "SAID")
d) told those distinctions are consequential. (USO INADEQUADO DO VERBO INTRODUTOR "TOLD")
>> 3 VERBOS INTRODUTORES DE REPORTED SPEECH:
- "TOLD" /'toʊɫd/ (quando há IMPERATIVO no discurso direto)
- "ASKED" /'æskt/ (quando há PERGUNTA no discurso direto)
- "SAID"/'sɛd/ (quando não há imperativo e nem pergunta no discurso direto)
- "ARE?" (Present Simple) ➝ "WERE" (Past Simple).
- ("SAID" não segue pronome objeto)
48 – (AFA/CFO-2017-ACADEMIA DA FORÇA AÉREA) According to the last paragraph
a) many outcomes have shown more kinds of strong or weak intelligences.
b) other intelligences are always more significant for human beings.
c) despite gathering distinctive intelligences people use their senses.
d) knowing intelligences are many, one becomes able to use them as needed.
👍 Comentários e Gabarito D b) other intelligences are always more significant for human beings.
c) despite gathering distinctive intelligences people use their senses.
d) knowing intelligences are many, one becomes able to use them as needed.
De acordo com o último parágrafo
a) many outcomes have shown more kinds of strong or weak intelligences.
muitos resultados mostraram mais tipos de inteligências fortes ou fracas.
b) other intelligences are always more significant for human beings.
b) other intelligences are always more significant for human beings.
outras inteligências são sempre mais significativas para os seres humanos.
c) despite gathering distinctive intelligences people use their senses.
c) despite gathering distinctive intelligences people use their senses.
apesar de reunirem inteligências distintas, as pessoas usam os seus sentidos.
d) knowing intelligences are many, one becomes able to use them as needed.
sabendo que as inteligências são muitas, torna-se capaz de usá-las conforme necessário.
