All the following alternatives present objectives in teaching English for Specific Purposes
postulated by Basturkmen (2006), EXCEPT:
Tracing and interpreting rhetorical organization is a way of looking at the context rather
than at the functional value of utterances. Although the reader does not consciously think
about rhetorical organization in normal circumstances, it is desirable to be able to trace it if
necessary. In order to make students aware of the significance of rhetorical organization,
it's probably easier to begin with the organization of paragraphs into texts. Which of the
following alternatives presents a suggested activity for group work in order to practice the
organization of paragraphs into texts?
The Word “seamless” in “collaborative seamless eGovernment services” (l.8) can be correctly replaced by
The expression “regardless of” in “regardless of their country of origin” (l.12) can be correctly replaced by
According to the text, the words their (line 5), their (line 14),
which (line 19), who (line 21), and ones (line 26) refer,
respectively, to
Read text to answer from 33 through 38.
This (Illegal) American Life
By Maria E. Andreu My parents came to New York City to make their fortune when I was a baby. Irresponsible and dreamy and in their early 20s, they didn't think things through when their visa expired; they decided to stay just a bit longer to build up a nest egg. But our stay got progressively longer, until, when I was 6, my grandfather died in South America. My father decided my mother and I should go to the funeral and, with assurances that he would handle everything, sat me down and told me I'd have a nice visit in his boyhood home in Argentina, then be back in America in a month. I didn't see him for two years. We couldn't get a visa to return. My father sent us money from New Jersey, as the months of our absence stretched into years. Finally, he met someone who knew "coyotes" - people who smuggled others into the U.S. via Mexico. He paid them what they asked for, and we flew to Mexico City. They drove us to the Mexican side of the border, and left us at a beach. Another from their operation picked us up there and drove us across as his family. We passed Disneyland on our way to the airport, where we boarded the plane to finally rejoin my father. As a child, I had thought coming back home would be the magical end to our troubles, but in many ways it was the beginning. I chafed at the strictures of undocumented life: no social security number meant no public school (instead I attended a Catholic school my parents could scarcely afford); no driver's license, no after-school job. My parents had made their choices, and I had to live with those, seeing off my classmates as they left on a class trip to Canada, or packing to go off to college, where 1 could not go. The year before I graduated from high school, Congress passed the amnesty law of 1987. A few months after my 18th birthday, I became legal and what had always seemed a blank future of no hope suddenly turned dazzling with possibility. When I went for my interview at the Immigration and Naturalization Service, the caseworker looked at me quizzically when he heard me talk in unaccented English and joke about current events. Surely this American teenager did not fit in with the crowd of illegals looking to make things right. At the time, I was flattered. His confusion meant I could pass as an American.
(Newsweek, October 2f , 2008. Page 12.)
I n "I was flattered. His confusion meant I could pass as an American." F LATT E R E D is
Read text to answer from 33 through 38.
This (Illegal) American Life
By Maria E. Andreu My parents came to New York City to make their fortune when I was a baby. Irresponsible and dreamy and in their early 20s, they didn't think things through when their visa expired; they decided to stay just a bit longer to build up a nest egg. But our stay got progressively longer, until, when I was 6, my grandfather died in South America. My father decided my mother and I should go to the funeral and, with assurances that he would handle everything, sat me down and told me I'd have a nice visit in his boyhood home in Argentina, then be back in America in a month. I didn't see him for two years. We couldn't get a visa to return. My father sent us money from New Jersey, as the months of our absence stretched into years. Finally, he met someone who knew "coyotes" - people who smuggled others into the U.S. via Mexico. He paid them what they asked for, and we flew to Mexico City. They drove us to the Mexican side of the border, and left us at a beach. Another from their operation picked us up there and drove us across as his family. We passed Disneyland on our way to the airport, where we boarded the plane to finally rejoin my father. As a child, I had thought coming back home would be the magical end to our troubles, but in many ways it was the beginning. I chafed at the strictures of undocumented life: no social security number meant no public school (instead I attended a Catholic school my parents could scarcely afford); no driver's license, no after-school job. My parents had made their choices, and I had to live with those, seeing off my classmates as they left on a class trip to Canada, or packing to go off to college, where 1 could not go. The year before I graduated from high school, Congress passed the amnesty law of 1987. A few months after my 18th birthday, I became legal and what had always seemed a blank future of no hope suddenly turned dazzling with possibility. When I went for my interview at the Immigration and Naturalization Service, the caseworker looked at me quizzically when he heard me talk in unaccented English and joke about current events. Surely this American teenager did not fit in with the crowd of illegals looking to make things right. At the time, I was flattered. His confusion meant I could pass as an American.
(Newsweek, October 2f , 2008. Page 12.)
I n "My father decided my mother and I should go to the funeral" the modal can be replaced by
Procedural programming has been around since the
inception of computers and programming. Object–oriented
paradigms arrived a little later — in the late 1950s to early 1960s
— which means over 50 years of object–oriented problem solving.
Still, many developers lack a full understanding of the thought
process in developing object–oriented software and therefore can't
take advantage of its concepts. I'm happy to see that this book, The
Object–Oriented Thought Process, has taken this fairly old
perspective and given it full attention and renewed interest.
Not having read the previous editions, I'm not familiar
with the changes represented in this fourth edition. Author Matt
Weisfeld is a professor who understands these important concepts
and the level of knowledge and process required for readers and
students to grasp what they need to know. The examples in the book
are concise, clear, and easy to follow. Additionally, the book makes
good use of white space, lists, pictures, and diagrams to make the
content easier to follow and scan quickly.
Weisfeld has organized the concepts to build on each
other, ensuring that students understand one concept well before
moving to the next. On the other hand, readers who already
understand the fundamentals can go directly to object–oriented
thought processes for particular programming paradigms, such as
Web services or client–server applications.
The book is language–neutral. Its examples are in C#, but
a supplementary website offers example code in other languages. If
your language isn't fairly represented, don't be deterred from
acquiring this book because object–oriented concepts and semantics
are mostly universal — just the particular implementation might
vary due to the language.
Each chapter contains UML and example code to better
understand the concepts and see how they're implemented. The last
chapter introduces design patterns but without going into great
detail about how to use them. This lets the inexperienced reader
know that design patterns would be the next step in the path to
developing good code.
Overall, I can recommend this book to code developers,
designers, and testers — to anyone with an interest in proper
software development semantics. It's available in a digital format
that serves as a useful ready reference.
Scott Brookhart. Thinking about objects.
Internet:
Considering the book review above, judge the following items.
The digital format of the book will be launched soon.
According to the text, judge the items below.
Among the good aspects of the book, the author of the review
mentions the examples given and the use of pictures and
diagrams.
Based on the text, judge the following items.
The text informs the readers about irregularities committed by
the crew of a non–Australian ship on the Australian coast.
Based on the text, judge the following items.
The word “personnel" (l.13) refers to the Australian Federal Police.
According to the text above, judge the following items.
The author points to a discontinuity in the history of financial bookkeeping from the end of the 15th century to the 18th century.
According to the text above, judge the following items.
Without changing the meaning of the text, the fragment “explains the basic rationale for instituting controls rather straightforwardly" (l 16-17) could be correctly replaced with explains a common-sense approach to retain control instead of simply handing it over.
