Question

1. Leia o Artigo a seguir e responda em língua portuguesa as questões.


Resilience: Reflections of a teacher from the Gaza envelope

After more than 22 hours of rocket fire, the regularly scheduled

program was the best thing for all of us

live and work on the border with the Gaza Strip. This week, we experienced 22

1/2 hours of rocket fire that was as bad as any of the worst days during the

2014 war: Operation Protective Edge.

I was working from my home on Kibbutz Nirim on Tuesday, and had to run for

cover at least four times during the day. There were even more alarms that

night. The post trauma and fight or flight instincts that had become second skin

during the war, yet gone into partial hibernation over time, were back faster

than you could say “Tzeva Adom” — Red Alert — the words that you hear

when a rocket has been launched towards you when you live in the Gaza

envelope.

It starts with a metallic crackle as the opening chord, a female voice, padded by

an eerie echo. It whips you out of your chair or bed or car, wherever you are,

and catapults you to your nearest safe haven (if you are lucky enough to have

such a spot nearby). There, you wait to hear the explosion. You try to calm

your breathing. You check that your loved ones are also safe (providing you

had the wherewithal to grab your phone first) and then you try to get back to

what you were doing, before you had to run for your life.

I am a teacher on the border, and my students all live and learn here. On

Wednesday we were due to have English Day for the seventh graders — a day

that is one of the most challenging of the year, entailing hours of painstaking

planning for weeks before. On English Day, different stations are spread around

our sprawling, green campus, manned (mostly womanned) by English teachers.
The kids go to the next station at the end of each lesson. The teachers great

them each time, trying to duplicate the same high-energy infectious enthusiasm

with which they greeted them the first lesson. It is an exhausting day for the

teachers, and one I was sure would be cancelled in light of what had gone on

the day before.

In retrospect, following through with it despite our exhaustion, despite our

concerns that the cease fire would not hold: it was the best thing we could have

done. It was the most excellent, educational and emotional gift we could have

given our students. Returning to routine as quick as possible following trauma,

is the healthiest thing one can do. In this case, we provided a routine of sorts:

the students were able to be with their friends, rather than being stuck at home

on their own or with family. But it was not really routine, since the learning

was done through puzzles or trivia games or a Druze tents or theater games, just

to name a few. They learned English but also had the opportunity for an

emotional outlet, in a familiar, safe environment, with peers and adults who

understood what they had just been through.

Here are my reflections:

So here we remain, with the time bomb of the humanitarian disaster in Gaza

ticking again, with the constant hum of drones hovering nearby, and with the

arson which continues daily from the early afternoon until the evening, when

the wind from the west dies down. Incendiary kites setting our fields afire,

making “cease fire” into an oxymoron.


a. What is the text talking about?



b. What is the author’s opinion about the event occurred in Gaza on May 14th?



c. What linguistic resources introduced facts in the text?



d. What linguistic resources introduced opinions in the text?
​

Answer 1

a) o texto conta a hostita de um professor onde ele diz de um experimento de 22 horas e meia de foguetes que foi horrível é a cidade sofre com isso

b) eles permanecem com a bomba relógio do desastre humanitário em gaza , ele acha isso tudo horrível

c)o texto tem como recurso linguístico os elementos coesos

d) elementos enfáticos >polysydeton tetando atrair o leitor

eu também estudo no CESA