UERJ (julho) 2007 – Questão 16

Linguagens / Inglês / Text Comprehension / Identify the main idea of the text
The “in” group
 
My eighth grade consisted of 28 students most of whom knew each other from the age of five or six. The class was close-knit and we knew each other so well that most of us could distinguish each other’s handwriting at a glance.Although we grew up together, we still had class outcasts1. From second grade on, a small elite group spent a large portion of their time harassing two or three of the others. I was one of those two or three, though I don’t know why.
In most cases when children get picked on, they aren’t good at sports or they read too much or they wear the wrong clothes or they are of a different race. But in my class, we all read too much and didn’t know how to play sports. We had also been brought up to carefully respect each other’s races. This is what was so strange about my situation. Usually, people are made outcasts because they are in some way different from the larger group. But in my class, large differences did not exist. It was as if the outcasts were invented by the group out of a need for them. Differences between us did not cause hatred; hatred caused differences between us.
The harassment was subtle. It came in the form of muffled giggles when I talked, and rolled eyes when I turned around. If I was out in the playground and approached a group of people, they often fell silent. Sometimes someone would not see me coming and I would catch the tail end of a joke at my expense. I also have a memory of a different kind. There was a girl in our class who was perhaps even more rejected than I. She also tried harder than I did for acceptance, providing the group with ample material for jokes2. One day during lunch I was sitting outside watching a basketball game.One of the popular girls in the class came up to me to show me something she said I wouldn’t want to miss. We walked to a corner of the playground where a group of three or four sat. One of them read aloud from a small book, which I was told was the girl’s diary. I sat down and, laughing till my sides hurt, heard my voice finally blend with the others. Looking back, I wonder how I could have participated in mocking this girl when I knew perfectly well what it felt like to be mocked myself4. I would like to say that if I were in that situation today I would react differently, but I can’t honestly be sure. Often being accepted by others is more satisfying than being accepted by oneself5, even though the satisfaction does not last. Too often our actions are determined by the moment6.
 
(http://media.elmhurst.edu)
The text refers to the author’s childhood experience in school.
During that period, the relationship between the author and his schoolmates was marked by:
a) defense
b) avoidance
c) animosity
d) precaution

Veja outras questões semelhantes:

Base dudow 2000 – Questão 4
My parents could not see them because they _____ when they _____ there. a) already left / got b) already left / had got c) had already left / get d) had already left / had got e) had already left / got
UERJ 2008 – Questão 33
Duas partículas, X e Y, em movimento retilíneo uniforme, têm velocidades respectivamente iguais a 0,2 km/s e 0,1 km/s. Em um certo instante t1, X está na posição A e Y na posição B, sendo a distância entre ambas de 10 km. As direções e os...
UERJ 2021 – Questão 45
O ácido iodídrico, utilizado na higienização de instrumentos médicos, dentre outras aplicações, é produzido a partir da seguinte reação química: Em um processo de produção industrial, ao adicionar 254 kg de I2 e 80 kg de N2 H4 , verifica-se o consumo completo do reagente limitante. A massa de reagente em excesso, que não foi consumida, em quilogramas, tem valor igual a: a) 16 b) 32 c) 64 d) 72
Base dudow 2000 – Questão 9
Where did you go during your last vacation: Egypt or England? a) I neither go nor gone to both. b) I decided neither to go. c) I decided to go to both. d) I didn‟t like either to go both. e) I decided to go nor.
UERJ 2019 – Questão 30
Os triângulos A1B1C1, A2B2C2, A3B3C3, ilustrados abaixo, possuem perímetros p1, p2, p3,respectivamente. Os vértices desses triângulos, a partir do segundo, são os pontos médios dos lados do triângulo anterior. Admita que == 7 e = 4. Assim, (p1, p2, p3) define a seguinte progressão: a) aritmética de razão = – 8 b) aritmética de razão = – 6 c) geométrica de razão = d) geométrica de razão =