Foram encontradas 40 questões.
Read the excerpt from Lewis Carroll’s book Alice's Adventures in Wonderland and answer question.
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, "and what is the use of a book," thought Alice, "without pictures or conversations?"
So she was considering in her own mind, (as well as she could, for the hot day made her feel very sleepy and stupid,) whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a white rabbit with pink eyes ran close by her.
There was nothing so very remarkable in that; nor did Alice think it so very much out of the way to hear the Rabbit say to itself, "Oh dear! Oh dear! I shall be too late!" (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually took a watch out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and, burning with curiosity, she ran across the field after it, and was just in time to see it pop down a large rabbit-hole under the hedge.
In another moment down went Alice after it, never once considering how in the world she was to get out again.
http://www.yabookscentral.com/cfusion/index.cfm?fuseAction=books.excerpt&excer pt_id=62&book_id=486 October, 2010
In the excerpt from Alice's Adventures in Wonderland there is a large number of pronoun reference. In the sentence “…once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it…” the second pronoun “it”, in bold, refers to:
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SECONDARY EDUCATION IN BRAZIL
The proportion of young Brazilian students attending secondary education at the right age has doubled compared to that of 1995, disclosing a significant advance in the access to secondary education.
In 2005, enrolment in secondary education in Brazil amounted to approximately 9.0 million: 7.9 million (87.8%) in the public sector, of which 3.9 million (43.3%) were in the evening shift. From the total enrolment rate, 4.7 million (52.22%) students are about 15 – 17 years of age. (Source: BRAZIL. Ministry of Education/Inep. Censo Escolar).
Since 1997, UNESCO Office in Brazil has followed and supported the national actions towards the implementation of secondary education reform. In this progress, the Organization supports the development of public policies that can effectively contribute to the improvement of the educational system in this level through studies, publications, promotion of discussions, and technical cooperation agreements.
UNESCO has tried to sensitize the Brazilian government on the need to diverse structures and expand the offer of Secondary Education, including through:
• use of Communication and Information Technologies (ICT)
• valuing the teaching profession
• teacher education and training to improve their competencies and update their methods
• inclusion of transdisciplinary themes in school curriculum with emphasis on ethical and civic values such as the principles and concepts of human rights, ethics, philosophy, and sustainability
• development of permanent mechanisms of student and school community participation in discussions of school evaluation process, of pedagogical work, and their results
These focuses indicate that the most important is to have a good quality basic education that can permit the permanent process of lifelong learning.
Source: http://www.unesco.org/en/brasilia/
education-in-brazil/other-educationthemes- in-brazil/secondary-education-in-brazil/ September, 2010.
Read the following sentences extracted from the text:
I. “The proportion of young Brazilian students attending secondary education at the right age has doubled compared to that of 1995…”
II. “Since 1997, UNESCO Office in Brazil has followed and supported the national actions towards the implementation of secondary education reform...”
III. “UNESCO has tried to sensitize the Brazilian government on the need to diverse structures and expand the offer of Secondary Education…”
IV. “These focuses indicate that the most important is to have a good quality basic education that can permit the permanent process of lifelong learning”.
Mark the correct alternative:
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THE SWEET NOTHINGNESS OF HOLIDAYS…
I just love it. There’s nothing better than waking up at 11am, making your way downstairs still in PJs, getting a bowl of cereal and then thinking: “I ain’t got a single thing to do today!”
If I look back, I wonder where the day went. Got up at 11, watched a couple of humour shows on the telly, played PS3. Just lazed on the sofa and listened to music. Chatted to my friend on Skype.
Well. I’ll enjoy the freedom and laziness while it lasts, cause I realise there ain’t gonna be much more of it in the next months.
Adapted from http://www.ateenblogs.com/
Some words in English have different forms and spellings according to the country where the variety is spoken. For example, we can infer that the teenager who owns this blog is British because he uses the word holidays for vacation. Look the list of words below and decide if the difference in spelling is related to language variation or if it is a mistake.
I. collor = color
II. humour = humor
III. realise = realize
IV. centre = center
II. humour = humor
III. realise = realize
IV. centre = center
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De acordo com Maria Inez Matoso Silveira, em seu livro Línguas estrangeiras – Uma visão histórica das abordagens, métodos e técnicas de ensino (p. 56 - 57), a concepção de ensino na Abordagem Tradicional é uma atividade expositiva e promotora da disciplina formal, na qual o professor é autoridade dominante em sala de aula e o único detentor do saber. Sendo assim, cabe ao aluno manter atitude de submissão ao professor, sem tomar qualquer iniciativa durante as aulas. Ainda dentro da Abordagem Tradicional e segundo a mesma autora, podemos julgar como VERDADEIRAS as seguintes afirmativas:
I. Na concepção de língua da Abordagem Tradicional a língua escrita literária é vista como superior à língua falada.
II. É atribuído grande valor aos elementos morfológicos, daí a ênfase no ensino da nomenclatura.
III. A concepção de aprendizagem é a formação de hábitos, como na aprendizagem da primeira língua.
IV. O material didático nessa abordagem privilegia os elementos fonéticos e estruturais da língua estrangeira.
Adaptado de: SILVEIRA, M. I. M. (1999) Línguas estrangeiras -
Uma visão histórica das abordagens, métodos e técnicas de ensino. ( p. 63 a 65). Edições Catavento, São Paulo.
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Read the cartoon and answer question basedon it.
http://www.satyamag.com/sept05/piraro.html September, 2010
In the cartoon, the expression “go separate ways” corresponds to:
I. Lose touch.
II. Keep in touch.
III. Drift apart.
IV. Fall apart.
II. Keep in touch.
III. Drift apart.
IV. Fall apart.
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A young Londoner is very serious about the green lifestyle.
He has been living in a tree house in the English countryside for six months and he catches his own food from the forest.
Nick Weston, 27, is trying to live as self-sufficiently as possible. He grows his own vegetables, catches fish from the local river and hunts for his meat. […]
He has no electricity, but uses solar power to charge his mobile phone and has a wind-up radio. […]
He admits that he still tries to switch on the light when he goes into his tree house because the habit is so ingrained. Everything takes a long time in the forest – dinner preparations start around mid-afternoon if he wants to eat by 10pm and even making a cup of tea is time-consuming.
[…]
Source: Speak Up, ano XXIII, n.277, September 2010, Editora Rickdan, p. 32.
According to the text, it is possible to say that:
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Consider the following sentence: “Tom has been studying hard lately. He has been doing that because he wants to pass the exam.”
In this sentence, the word because suggests:
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SECONDARY EDUCATION IN BRAZIL
The proportion of young Brazilian students attending secondary education at the right age has doubled compared to that of 1995, disclosing a significant advance in the access to secondary education.
In 2005, enrolment in secondary education in Brazil amounted to approximately 9.0 million: 7.9 million (87.8%) in the public sector, of which 3.9 million (43.3%) were in the evening shift. From the total enrolment rate, 4.7 million (52.22%) students are about 15 – 17 years of age. (Source: BRAZIL. Ministry of Education/Inep. Censo Escolar).
Since 1997, UNESCO Office in Brazil has followed and supported the national actions towards the implementation of secondary education reform. In this progress, the Organization supports the development of public policies that can effectively contribute to the improvement of the educational system in this level through studies, publications, promotion of discussions, and technical cooperation agreements.
UNESCO has tried to sensitize the Brazilian government on the need to diverse structures and expand the offer of Secondary Education, including through:
• use of Communication and Information Technologies (ICT)
• valuing the teaching profession
• teacher education and training to improve their competencies and update their methods
• inclusion of transdisciplinary themes in school curriculum with emphasis on ethical and civic values such as the principles and concepts of human rights, ethics, philosophy, and sustainability
• development of permanent mechanisms of student and school community participation in discussions of school evaluation process, of pedagogical work, and their results
These focuses indicate that the most important is to have a good quality basic education that can permit the permanent process of lifelong learning.
Source: http://www.unesco.org/en/brasilia/
education-in-brazil/other-educationthemes- in-brazil/secondary-education-in-brazil/ September, 2010.
The text is about:
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SECONDARY EDUCATION IN BRAZIL
The proportion of young Brazilian students attending secondary education at the right age has doubled compared to that of 1995, disclosing a significant advance in the access to secondary education.
In 2005, enrolment in secondary education in Brazil amounted to approximately 9.0 million: 7.9 million (87.8%) in the public sector, of which 3.9 million (43.3%) were in the evening shift. From the total enrolment rate, 4.7 million (52.22%) students are about 15 – 17 years of age. (Source: BRAZIL. Ministry of Education/Inep. Censo Escolar).
Since 1997, UNESCO Office in Brazil has followed and supported the national actions towards the implementation of secondary education reform. In this progress, the Organization supports the development of public policies that can effectively contribute to the improvement of the educational system in this level through studies, publications, promotion of discussions, and technical cooperation agreements.
UNESCO has tried to sensitize the Brazilian government on the need to diverse structures and expand the offer of Secondary Education, including through:
• use of Communication and Information Technologies (ICT)
• valuing the teaching profession
• teacher education and training to improve their competencies and update their methods
• inclusion of transdisciplinary themes in school curriculum with emphasis on ethical and civic values such as the principles and concepts of human rights, ethics, philosophy, and sustainability
• development of permanent mechanisms of student and school community participation in discussions of school evaluation process, of pedagogical work, and their results
These focuses indicate that the most important is to have a good quality basic education that can permit the permanent process of lifelong learning.
Source: http://www.unesco.org/en/brasilia/
education-in-brazil/other-educationthemes- in-brazil/secondary-education-in-brazil/ September, 2010.
Based on the text it is correct to affirm that:
I. 43,3% of night shift students are 15 – 17 years of age.
II. About half of students enroled in 1995 were at the right age.
III. Less than half of secondary school students in the public sector study in the evening.
IV. Private secondary school students account to 12,2% of enrolment .
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Answer question based on the cartoon below.
http://www.cartoonstock.com/ September, 2010.
The cartoon presents a pun on the word “order”. Mark the correct alternative.
I. The boss is asking about commands the clerk received.
II. The boss is asking about business deals the clerk closed.
III. The sales clerk is talking about commands he received.
IV. The sales clerk is talking about business deals he closed.
II. The boss is asking about business deals the clerk closed.
III. The sales clerk is talking about commands he received.
IV. The sales clerk is talking about business deals he closed.
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