When we are young, we learn that tigers and sharks are dangerous animals. We might be scared of them because they are big and powerful. As we get older, however, we learn that sometimes the most dangerous animals are also the smallest ones. In fact, the animal that kills the most people every year is one that you have probably killed many times: the mosquito.

While it may seem that all mosquitoes are biters, this is not actually the case. Male mosquitoes eat plant nectar. On the other hand, female mosquitoes feed on animal blood. They need this blood to live and produce eggs. When a female mosquito bites a human being, it injects a small amount of saliva into his/her blood. This saliva may or may not contain a deadly disease. Therefore, the result of the bite can be as minor as an itchy bump or as serious as death.

Because a mosquito can bite many people in the course of its life, it can carry diseases from one person to another very easily. Two of the most deadly diseases carried by mosquitoes are malaria and yellow fever. More than 700 million people become sick from these diseases every year. At least 2 million of these people will die as a consequence.

Many scientists are working on safer and better forms of killing mosquitoes, but so far, there is no sure way to protect everyone in the world from their deadly bites. Mosquito nets can be placed over beds to protect people against being bitten. These nets help people stay safe at night, but they do not kill any mosquitoes. However, mosquitoes have many natural enemies like bats, birds, dragonflies, and certain kinds of fish, so bringing more of these animals into places where mosquitoes live might help to cut down the amount of mosquitoes in that area. This is a natural solution, but it does not always work very well. Mosquitoes can also be killed with poisons or sprays. Even though these sprays kill mosquitoes, they may also harm other plants or animals.

Internet: <www.englishforeveryone.org> (adapted).

Based on text above, judge the following item.

Malaria is an example of a disease which is transmitted from person to person through a mosquito bite.

The term language learning strategy has been defined by many researchers. Wenden and Rubin (1987:19) define learning strategies as “... any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information.” Richards and Platt (1992:209) state that learning strategies are “intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information.” According to Stern (1992:261), “the concept of learning strategy is dependent on the assumption that learners consciously engage in activities to achieve certain goals and learning strategies can be regarded as broadly conceived intentional directions and learning techniques.” All language learners use language learning strategies either consciously or unconsciously when processing new information and performing tasks in the language classroom. Since language classroom is like a problem-solving environment in which language learners are likely to face new input and difficult tasks given by their instructors, learners’ attempts to find the quickest or easiest way to do what is required, that is, using language learning strategies is inescapable.

Language learning strategies use during the act of processing the new information and performing tasks have been identified, described and classified by many scholars. However, most of these attempts to classify language learning strategies reflect more or less the
same categorizations without any radical changes.

M. Hismanoglu. Language Learning Strategies in Foreign Language Learning and Teaching. In: The Internet TESL Journal. Internet: <http//:iteslj.org> (adapted).

Based on the text, judge the following item.

Learning strategies are used by some students to learn better in the classroom.

When we are young, we learn that tigers and sharks are dangerous animals. We might be scared of them because they are big and powerful. As we get older, however, we learn that sometimes the most dangerous animals are also the smallest ones. In fact, the animal that kills the most people every year is one that you have probably killed many times: the mosquito.

While it may seem that all mosquitoes are biters, this is not actually the case. Male mosquitoes eat plant nectar. On the other hand, female mosquitoes feed on animal blood. They need this blood to live and produce eggs. When a female mosquito bites a human being, it injects a small amount of saliva into his/her blood. This saliva may or may not contain a deadly disease. Therefore, the result of the bite can be as minor as an itchy bump or as serious as death.

Because a mosquito can bite many people in the course of its life, it can carry diseases from one person to another very easily. Two of the most deadly diseases carried by mosquitoes are malaria and yellow fever. More than 700 million people become sick from these diseases every year. At least 2 million of these people will die as a consequence.

Many scientists are working on safer and better forms of killing mosquitoes, but so far, there is no sure way to protect everyone in the world from their deadly bites. Mosquito nets can be placed over beds to protect people against being bitten. These nets help people stay safe at night, but they do not kill any mosquitoes. However, mosquitoes have many natural enemies like bats, birds, dragonflies, and certain kinds of fish, so bringing more of these animals into places where mosquitoes live might help to cut down the amount of mosquitoes in that area. This is a natural solution, but it does not always work very well. Mosquitoes can also be killed with poisons or sprays. Even though these sprays kill mosquitoes, they may also harm other plants or animals.

Internet: <www.englishforeveryone.org> (adapted).

Based on text above, judge the following item.

The expression “More than” can be correctly replaced with Over.

Heart diseases in younger people are often more severe and afflict more often people from India than those in developed countries, a study has found. Publishing their findings in The Lancet, an Indian-Canadian team of researchers analysed data on 20,937 people who suffered heart attacks, collected from 89 centres spread across 50 cities in India from 2001–2005. They then compared these data with similar studies in developed countries.

The researchers found that 60 per cent of the patients had a severe form of heart disease, compared with around per cent in developed countries. Indian patients are also younger, with a mean age of 57 years rather than 63–68 years. Three-quarters of Indian heart disease patients are from low socio-economic backgrounds. The poorer patients receive medical attention late, for reasons including lack of awareness of the symptoms and poor access to ambulances. Poorer Indians are also less likely to receive treatments proven to save lives. The study indicates that higher death rates in poor patients are not because of differences in risk factors, but because of differences in treatment.

Eighty per cent of the 7.1 million deaths due to heart disease in 2001 took place in poor countries, and India is expected to account for 60 per cent of the heart disease burden by 2010. Between 1990 and 2020, the number of men with heart disease in developing countries is expected to increase by 137 per cent, and women by 120 per cent, compared with 30–60 per cent in developed countries.

“India is a likely representative of other nations facing similar socio-economic challenges,” says Kim Eagle, cardiology professor at the University of Michigan Medical Center, United States. “The increasing obesity epidemic, high rate of smoking in certain populations, and variable availability of modern medications and treatments create a situation in which coronary prevention efforts are far from optimal,” he said.

Internet: <www.scidev.net> (adapted).

Judge the following items according to the text above.

Kim Eagle mentions obesity, pollution and smoking as causes of heart diseases.

Os resultados do Índice de Desenvolvimento da Educação Básica (IDEB) apontam desigualdades entre as regiões brasileiras. Segundo relatório dos técnicos de Planejamento e Pesquisa do IPEA, 90% dos municípios nas categorias baixo e médio-inferior do IDEB estão localizados no Norte e no Nordeste do país. O Sul e o Sudeste possuem, respectivamente, 74% e 85% dos municípios com nota médio- superior e alta. E 47% dos municípios do Centro-Oeste apresentam notas ruins e 53%, notas boas.

Na educação, os técnicos identificaram que fatores como renda, moradia, água, esgoto, coleta de lixo e escolaridade da população do município influenciaram mais para a qualidade da nota do IDEB do que o acesso à infraestrutura pedagógica, como biblioteca escolar e laboratório de informática. E o fator que mais pode aumentar o desempenho do aluno é a escolaridade dos pais, principalmente a da mãe.

Em uma comparação entre o IDEB e o Índice das Condições Sociais (ICS), 94% dos municípios com ICS alto tiraram nota do IDEB entre alto e médio-superior. “Esses dados corroboram o entendimento de que é maior a probabilidade de se obter um resultado elevado no IDEB quando se tem um maior número de fatores sociais considerados adequados”, explica um dos autores do relatório.

Os técnicos afirmam que, na área de educação, não basta aos governos oferecerem boas escolas às crianças que se encontram à margem do acesso aos direitos básicos de cidadania, embora boas instalações e professores qualificados sejam importantes requisitos para o rendimento escolar.

Adriana Nicacio. Um novo olhar sobre a diversidade

territorial. In: Desafios do Desenvolvimento. Revista do IPEA, ano 10, n.º 77, 7/10/2013 (com adaptações).

No que se refere à organização das ideias no texto acima, julgue o item.

No trecho “o acesso à infraestrutura pedagógica", o emprego do acento indicativo de crase é obrigatório em decorrência de regra de regência nominal.

Os resultados do Índice de Desenvolvimento da Educação Básica (IDEB) apontam desigualdades entre as regiões brasileiras. Segundo relatório dos técnicos de Planejamento e Pesquisa do IPEA, 90% dos municípios nas categorias baixo e médio-inferior do IDEB estão localizados no Norte e no Nordeste do país. O Sul e o Sudeste possuem, respectivamente, 74% e 85% dos municípios com nota médio- superior e alta. E 47% dos municípios do Centro-Oeste apresentam notas ruins e 53%, notas boas.

Na educação, os técnicos identificaram que fatores como renda, moradia, água, esgoto, coleta de lixo e escolaridade da população do município influenciaram mais para a qualidade da nota do IDEB do que o acesso à infraestrutura pedagógica, como biblioteca escolar e laboratório de informática. E o fator que mais pode aumentar o desempenho do aluno é a escolaridade dos pais, principalmente a da mãe.

Em uma comparação entre o IDEB e o Índice das Condições Sociais (ICS), 94% dos municípios com ICS alto tiraram nota do IDEB entre alto e médio-superior. “Esses dados corroboram o entendimento de que é maior a probabilidade de se obter um resultado elevado no IDEB quando se tem um maior número de fatores sociais considerados adequados”, explica um dos autores do relatório.

Os técnicos afirmam que, na área de educação, não basta aos governos oferecerem boas escolas às crianças que se encontram à margem do acesso aos direitos básicos de cidadania, embora boas instalações e professores qualificados sejam importantes requisitos para o rendimento escolar.

Adriana Nicacio. Um novo olhar sobre a diversidade

territorial. In: Desafios do Desenvolvimento. Revista do IPEA, ano 10, n.º 77, 7/10/2013 (com adaptações).

No que se refere à organização das ideias no texto acima, julgue o item.

Mantendo-se a correção gramatical, o vocábulo “Segundo”, na linha 3, pode ser substituído pela expressão No entanto, seguida de vírgula.

Internet: <www.gocomics.com>.

Based on the comic strip, judge the item below.

The word “unless” can be replaced by even if without changing the original meaning of the sentence.

Heart diseases in younger people are often more severe and afflict more often people from India than those in developed countries, a study has found. Publishing their findings in The Lancet, an Indian-Canadian team of researchers analysed data on 20,937 people who suffered heart attacks, collected from 89 centres spread across 50 cities in India from 2001–2005. They then compared these data with similar studies in developed countries.

The researchers found that 60 per cent of the patients had a severe form of heart disease, compared with around per cent in developed countries. Indian patients are also younger, with a mean age of 57 years rather than 63–68 years. Three-quarters of Indian heart disease patients are from low socio-economic backgrounds. The poorer patients receive medical attention late, for reasons including lack of awareness of the symptoms and poor access to ambulances. Poorer Indians are also less likely to receive treatments proven to save lives. The study indicates that higher death rates in poor patients are not because of differences in risk factors, but because of differences in treatment.

Eighty per cent of the 7.1 million deaths due to heart disease in 2001 took place in poor countries, and India is expected to account for 60 per cent of the heart disease burden by 2010. Between 1990 and 2020, the number of men with heart disease in developing countries is expected to increase by 137 per cent, and women by 120 per cent, compared with 30–60 per cent in developed countries.

“India is a likely representative of other nations facing similar socio-economic challenges,” says Kim Eagle, cardiology professor at the University of Michigan Medical Center, United States. “The increasing obesity epidemic, high rate of smoking in certain populations, and variable availability of modern medications and treatments create a situation in which coronary prevention efforts are far from optimal,” he said.

Internet: <www.scidev.net> (adapted).

Judge the following items according to the text above.

The verb “spread” can correctly be replaced with spreaded.

Julgue o item subsequente, com base nos instrumentos legais que dispõem acerca da educação brasileira, considerando que CF corresponde à Constituição Federal de 1988 e LDB, à Lei de Diretrizes e Bases da Educação Nacional.

A Emenda Constitucional n.º 53/2006 atualiza os dispositivos da CF, pois limita o atendimento, na educação infantil, às crianças de até seis anos de idade matriculadas em escolas de tempo integral.

An understanding of language as open, dynamic, energetic, constantly evolving and personal encompasses the rich complexities of communication. This expanded view of language also makes educational experience more engaging for students. Language is not a thing to be studied but a way of seeing, understanding and communicating about the world and each language user uses his or her language(s) differently to do this. People use language for purposeful communication and learning a new language involves learning how touse words, rules and knowledge about language and its use in order to communicate with speakers of the language.

This understanding of language sees a language not simply as a body of knowledge to be learnt but as a social practice in which to participate. Language is something that people do in their daily lives and something they use to express, create and interpret meanings and to establish and maintain social and interpersonal relationships. If language is a social practice of meaning-making and interpretation, then it is not enough for language learners just to know grammar and vocabulary. They also need to know how that language is used to create and represent meanings and how to communicate with others and to engage with the communication of others. This requires the development of awareness of the nature of language and its impact on the world.

A. Scarino; A. J. Liddicoat. Teaching and learning

languages: a guide. Australia: Commonwealth of Australia, 2009, p. 16. Internet: <www.tllg.unisa.edu.au> (adapted).

According to the text, judge the following item.

The verb “makes” suggests that the action of making “educational experience more ingaging for students” has limited duration.