Many English verbs consist of two parts: a lexical verb followed by one or two particles. In this way the only two phrasal verbs as they appear in the text are:
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:
In order to understand the core meaning of verbs, one must take into consideration the notions of time and tense. In the passage: “At the moment when the neon–pink sun slips below the horizon, everyone stops, stands and claps: a nightly salute to city, beach and sky.” (lines 5–7), the tense used conveys the idea of:
Conjunctions are items used to mark logical relationships between words, phrases, clauses or sentences. The conjunction which could be inserted before the sentence “I booked two tickets.” (line 30) in order to emphasize its logical relationship with the preceding sentence is:
Many English verbs consist of two parts: a lexical verb followed by one or two particles. In this way the only two phrasal verbs as they appear in the text are:
Questions 31 to 38 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)
Match each teaching model on the left to its corresponding characteristic on the right:
Teaching models
1- Audio-lingualism
2- Communicative language
3- Grammar-translation
4- Task-based learning
Characteristics
( ) use of authentic texts; teaching emphasis on the development of communication skills( ) use of bilingual word lists; teaching emphasis on the development of reading and writing skills
( ) use of drills; emphasis on the development of oral skills
( ) use of problem solving and situations; emphasis on the successful completion of activities The only correct sequence is expressed by:
One way in which a text is bound together is through cohesion. In the excerpt “If you want to know why people come to Rio de Janeiro, and came even during its years of bloody, decadent decline (…)” (lines 1-2), cohesion operates in the underlined elements by means of:
Verb phrases signal certain concepts. In the excerpt “(…) a strong national economy has been motivating the city of six million to remake itself.” (lines 21-23) and “Brazilian authorities have boasted that Rio’s murder rate has plunged.” (lines 23-24), the concept being signalled is that of:
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:
Questions 31 to 38 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)
The three basic building blocks for successful foreign language teaching and learning may be described as Engage, Study and Activate (Harmer, 1997:32). The main aim of Activate is to:
Questions 31 to 38 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)
When choosing texts for the reading lesson, text-related concepts such as Suitability of content, Exploitability and Readability should be taken into consideration. The concept of Readability is related to the:
The passive voice in the excerpt “Until recently, it had been considered a laughably inappropriate destination for a motherdaughter trip.” (lines 16-17) is being used because the agent:
The most suitable title for the New York Times text, bearing in mind its overall communicative function, is “Rio:
