Read Text I and answer questions 01 to 10:
The main idea of Text I is the
Read Text I and answer questions 01 to 10:
In relation to learning a second language as the text presents it,
mark the statements below as true T or false F.
() Teenagers learn slowly because they have many other interests.
() There is no evidence of a best moment for starting to learn a second language.
() Adults learn faster than children because they have more focus and life experience. The statements are, respectively,
Read Text I and answer questions 01 to 10:
rather than in “ rather than an inflexible standard of correctness or native-like pronunciation“ (lines 5 and 6) can be replaced by:
Read Text II and answer questions 11 to 15:
The text predicts that “ English will be a core communicative skill“ (lines 33 and 34). To this purpose, some activities have already been proposed (see Almeida Filho and Barbirato, 2000). All the statements below mention activities where this goal can be achieved, except
Read Text II and answer questions 11 to 15:
The expression “ I look forward to meeting you on the Net“ (line 66) implies
Read Text III and answer questions 16 to 30:
When the author holds that “ it ‘rings true’“ (line 11), she means that it is
Read Text III and answer questions 16 to 30:
When the author refers to “ busy professionals short on time“ (lines 33 and 34), she implies that these professionals have
Demonstrative pronouns in English may be used in different ways to refer to segments of a text or ideas within a text. In the excerpt “This was part of why my 7–year–old daughter and I traveled to Rio in December.”, (lines 8–9) the pronoun this refers to the fact that the writer wanted to:
Indirect speech/thought is a reconstruction of the words/thoughts of a speaker conveyed in a reported clause. The acceptable way to report “Would it be possible to experience Rio with maximum pleasure and minimal risk?” (lines 34–35) is conveyed by:
Read the text below to answer questions 11–12.
Quality of School Lunches Questioned
The meat being provided to our nation’s students in their
lunches may not meet requirements by the fast–food industry,
according to a recent investigation.
Those pangs of guilt when biting into a fast–food
hamburger are one thing, but who would imagine that burger
could be made with higher–quality meat than what our students
are getting in school?
A recent USA Today investigation found that the nation’s
largest fast–food chains have higher quality and safety standards
for the meat they use than what the U.S. Department of
Agriculture has for the meat used for the National School Lunch
Program, which is served to 31 million students a day.
While the USDA rules for meat sent to schools maintain
government safety standards, the government rules have fallen
behind the stricter regulations of fast–food chains and other large
retailers. Fast–food chains test their meat five to ten times more
often than the USDA for bacteria and would reject meat that the
USDA deems safe for consumption.
The standards for meat sent to schools and retailers are so
disparate that ground beef from a plant with a salmonella
outbreak this past August was recalled by retailers, but ground
beef from the same plant produced during that outbreak was still
shipped to schools.
In addition to meat quality issues, school cafeterias are not
being inspected as rigorously required by the Child Nutrition Act.
USA Today found that 8,500 schools across the country did not
have their kitchens inspected at all in 2008, and another 18,000
schools did not complete the two required yearly inspections.
The USDA is responsible for inspecting every school
cafeteria twice a year, but the requirement is difficult to enforce.
For starters, the USDA requires that states simply provide the
number of schools that have been inspected, but don’t keep
record of school names. Also, these cafeteria inspections are
not free and the money is not automatically provided to meet the
mandate. With resources for schools scares across the country,
cafeteria needs are not often a top priority.
These quality control problems for school lunches are not
going unnoticed by NEA (National Education Association)
members. Education support professionals and educators know
the important role nutritious school lunches play in student
achievement. “While the lunches may, according to standards,
be a balanced lunch, it leaves a lot to be desired as far as the
standard applied to the contents of a school lunch”, said Bob
Munoz, a Nevada educator.
Quality of School Lunches Questioned. Available in: http://www.nea.org
Read the sentence below taken from the text and choose
the alternative that presents a synonym to the underlined
word.
“Fast–food chains test their meat five to ten times more
often than the USDA for bacteria and would reject meat
that the USDA deems safe for consumption.”
Read the sentence below, considering the context of the
text, and choose the alternative that best fills in correctly
and respectively the blanks.
“When we eat, the food is _________ down into glucose
(blood sugar), the body’s main energy source. As blood
flows through the pancreas, this organ detects the high
levels of glucose and knows to release insulin, a hormone
that it produces in order to allow the cells _____________
the body to use the glucose. The cells have insulin
receptors that allow glucose to enter. Then the cell either
uses the glucose to make energy right away or
__________ it as a future energy source.”
Insulin Resistance.
Available in: http://www.caring.com
In “Everybody thought that the word ‘wireless’ had gone completely out of date…” , it means that the word wireless
