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Read the text to answer 31, 32 and 33.
What does ‘inclusive practises’ mean and
how can we ensure that all our classrooms
and work environments are truly inclusive?
Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this, we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society. An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Some of the practises which might promote inclusivity are:
1) Create a supportive, respectful environment: promote diversity and fairness.
2) Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.
3) Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.
4) Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is ‘personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.
5) Take a ‘community’ approach to learning and teaching. Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.
(Available in: https://www.cambridge.org › elt › blog › 2017/11/15. Adapted.)
About the “that” (L02), the consistent item is
Read the text to answer 31, 32 and 33.
What does ‘inclusive practises’ mean and
how can we ensure that all our classrooms
and work environments are truly inclusive?
Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this, we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society. An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Some of the practises which might promote inclusivity are:
1) Create a supportive, respectful environment: promote diversity and fairness.
2) Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.
3) Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.
4) Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is ‘personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.
5) Take a ‘community’ approach to learning and teaching. Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.
(Available in: https://www.cambridge.org › elt › blog › 2017/11/15. Adapted.)
Analyse word use in the text. The item that does NOT belong in the group is:
Read the text to answer 31, 32 and 33.
What does ‘inclusive practises’ mean and
how can we ensure that all our classrooms
and work environments are truly inclusive?
Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this, we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society. An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Some of the practises which might promote inclusivity are:
1) Create a supportive, respectful environment: promote diversity and fairness.
2) Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.
3) Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.
4) Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is ‘personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.
5) Take a ‘community’ approach to learning and teaching. Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.
(Available in: https://www.cambridge.org › elt › blog › 2017/11/15. Adapted.)
“Peer” (L25) means:
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
According to the text, analyze some methods of learning checking if they are ineffective:
I. Some methods of learning are ineffective because we receive conflicting information about what works.
II. One of the main reasons that traditional learning techniques fail is because they tend to be too passive.
III. The best way to learn is to engage with different methods at the same time, instead of relying on only one.
Which ones are correct?
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
Consider the following statements:
I. The note-taking strategy only works if you write down with a pen and a paper.
BECAUSE
II. The more you write the more you will remember afterwards.
Considering the sentences above,
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
Mark the word that follows the same rule as ‘easier’ (l.21).
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
“underlining and highlighting often fail to work” (l. 22-23) could be translated as:
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
Choose the word that has only a prefix.
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
Match the Column 1 to Column B, linking the verbs occurrence to their correct verb tense.
Column 1
1. Simple Future.
2. Present Continuous.
3. Present Perfect.
Column 2
( ) series of surveys have shown most students (l.02).
( ) a new paper […] has examined the biggest (l.05-06).
( ) you will find students (l.29).
( ) the idea you are trying to […] (l.37).
The correct order of filling in the parenthesis, from the top to the bottom, is:
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
According to the context of use, consider the following replacement of words of the text:
I. pitfalls (l. 07) for advantages.
II. ubiquitous (l. 20) for scarce.
III. judicious (l. 31) for unsound.
Which ones change the meaning of the utterance?
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
According to the use in the text, the words however (l. 14), Although (l. 22) and because (l. 36) express, respectively:
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
Consider the following questions:
I. Is every method of learning effective?
II. Is rereading the best method to learn new expressions?
III. How do reading and writing differ?
Which ones can be answered by the text?
Instruction: Answer questions 31 to 40 based on the following text.
Memory hacks to make you smarter
- No matter how smart you think you are, the chances are that you sometimes fail to make
- the most of your memory. A series of surveys have shown most students fail to use proven
- methods of learning _________, instead wasting their time on ineffective methods. One of the
- problems is that we often receive a lot of conflicting information from parents, teachers, and
- scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
- published in one of the top psychology journals, has examined the biggest misconceptions, with
- a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
- them more effectively.
- Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
- the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
- passive, meaning that most of the information fails to leave an impression.
- Memory hack: Space your reading: Passive rereading is probably the least effective
- study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
- of the concepts. You can make better use of those sessions, however, by ensuring that you return
- to the material at regular intervals. You might read a chapter, move on to something else, and
- then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
- from questioning your understanding before you return to the material, which helps tune your
- attention on the bits you do and don’t know and increases your mental engagement.
- Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
- ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
- you to engage more with the information, and it makes it easier to identify the most important
- passages later on. Although it can be more effective than passive rereading, underlining and
- highlighting often fail to work, with most students __________ marking up almost every
- paragraph without much discernment.
- Memory hack: Pause to think: Instead, the scientists suggest that you read the text
- once through cold, and then mark up the relevant passages on the second pass. By forcing you
- to think more carefully about each point and its relative importance in the overall argument, this
- encourages the more active processing that is essential for the formation of stronger memories.
- Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
- ________ copying the most important facts into their notebooks. Like underlining and
- highlighting, the problems come when you fail to be judicious about the material you are
- including. Your overenthusiasm – and propensity to include everything that is mentioned – can
- easily become a vice.
- Memory hack: Be concise. Experiments have shown that the fewer words students use
- to express an idea in their notes, the more likely they are to remember it afterwards. This is
- probably because creating summaries and paraphrasing force you to think deeply about the nub
- of the idea you are trying to express – and that additional effort cements it in your memory.
- These findings may also explain why it is better to take notes with a pen and paper, rather than
- using a laptop: writing by hand is slower than typing and forces you to be more concise in what
- you note down.
(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)
The words that correctly fill in the blanks (lines 03, 23 and 30) in the text are, respectively:
Para Moran, a convergência digital exige mudanças muito mais profundas que afetam a escola em todas as suas dimensões, quais sejam:
I. Infraestrutura.
II. Projeto pedagógico.
III. Formação docente.
IV. Mobilidade.
Quais estão corretas?
Instrução: As questões de números 01 a 10 referem-se ao texto abaixo. Os destaques ao longo do texto estão citados nas questões.
Desumanizado mundo novo
- Vivemos em um mundo repleto de ironias, de contradições, de paradoxos, em um mundo
- confuso e confusamente percebido, como escreveu Milton Santos. Vemos, de um lado, a
- tecnologia se desenvolver em uma velocidade cada vez maior, enquanto nós parecemos ir no
- sentido contrário, em um processo contínuo e acelerado de desumanização. É óbvio que o
- desenvolvimento tecnológico em si não é o causador do problema, mas o progresso humano
- está paulatinamente mais distante do progresso da máquina e das grandes cidades. É como se,
- para que um exista, o outro tenha que ceder espaço de si mesmo, adaptar-se, abnegar-se,
- transformar-se no que não é.
- Por mais que o desenvolvimento da ciência e da tecnologia seja importante e traga
- benefícios para a vida individual e coletiva, é preciso considerar que um mundo de coisas não é
- um mundo de pessoas. Todo “progresso” conseguido através da tecnologia deve servir como
- instrumento para que haja uma melhora na condição humana. Desse modo, caso não seja
- percebido um progresso similar entre o mundo das máquinas e o mundo dos homens, é
- necessário repensar e reorganizar as bases em que tal “desenvolvimento” tem ocorrido.
- Se analisarmos os altos índices (com projeções ainda maiores) de doenças psicológicas,
- perceberemos que as áreas com maior incidência são as grandes cidades, onde a modernidade,
- com todo o seu “progresso” material, consegue se “desenvolver” com maior êxito. Além disso,
- os jovens são o grupo mais afetado, o que não significa que outras pessoas não possam sofrer
- com os mesmos problemas. Esses dados separados podem não ter muito nexo. Contudo, se
- analisados juntos, fazem todo o sentido, já que há uma pressão muito maior sobre as atuais
- gerações para que elas consigam se afirmar e obter sucesso dentro dos parâmetros
- estabelecidos pela sociedade, pautada, evidentemente, pelo consumismo e espetacularização
- de bens que afirmam a magnificência do mundo líquido moderno.
- Com isso, na medida em que o “sucesso” não é atingido, uma vez que nem todos possuem
- os “pré-requisitos” necessários para adentrar no oásis de prazer da sociedade de consumo, nem
- os “talentos” necessários para agradar à plateia do espetáculo permanente, que é a nossa
- sociedade, passa-se a ter sujeitos frustrados, insatisfeitos e desindividualizados, que ao mesmo
- tempo em que não conseguem se encaixar no mundo, não conseguem reconhecer a si próprios.
- Em outras palavras, não há espaço para todos brilharem e/ou nem todos querem, de fato,
- “brilhar”. Logo, muitos acabam ficando no meio do caminho, entre ser um sujeito individual,
- mas desencaixado; ou ser um sujeito despersonalizado, porém ajustado. O preço cobrado por
- sair __ um lugar, mas não chegar __ outro, é ficar perdido da sociedade e, sobretudo, de si
- mesmo.
- Apesar desses casos serem, aparentemente, mais graves, não se deve entender que
- renunciar à própria individualidade em favor do cumprimento de protocolos sociais seja algo
- saudável ou normal. Pelo contrário, é no enquadramento, na subserviência às regras de uma
- sociedade que se apresenta em um temível estado patológico que reside o âmago do problema,
- pois é por meio da conversão de novas ovelhas que a “igreja” expande o seu rebanho e,
- consequentemente, o seu poder.
- É urgente repensar o nosso mundo e declarar a ironia de uma sociedade que transverte o
- fracasso em uma roupa de sucesso e que, ao criar a ilusão de uma sociedade de indivíduos,
- criou uma sociedade de massa, uniforme e prisioneira em um reino de ignorância, indiferença,
- egoísmo e apatia, em que todos, em alguma medida, vivem de forma mecânica, anônima,
- invisível e solitária, distantes de si, distantes do mundo, chorando as lágrimas escassas de
- quem não acredita mais no choro. Estamos todos doentes e precisamos nos curar. Entretanto, a
- cura não está na sanidade de um mundo aparentemente são, mas completamente adoecido, e
- sim na lou(cura) de ser a si mesmo e permitir que os outros também sejam, pois qualquer
- caminho que tomemos deve ter como destino o nosso ser.
Texto adaptado especialmente para esta prova. Disponível em https://www.contioutra.com/desumanizado-mundo-novo/. Acesso em 14 mar. 2019.
Qual das seguintes propostas de pontuação no lugar dos parênteses localizados na linha 15 do texto mantém a coerência da mensagem, sem, portanto, truncá-la ou distorcê-la?
Leia o texto abaixo e responda às questões de 13 a 15
TEXTO 7
Precisamos falar sobre o direito à cidade
por Mariana de Freitas e Souza para o Portal Geledés - 22/04/2019
1 Sob a ótica constitucional, o conceito de direito à cidade está relacionado a construção de direitos relativos à moradia
2 e ao meio ambiente sustentável, assim, discutir esse tema é de fundamental importância para a classe trabalhadora e deve ser
3 responsabilidade de todos os lados: gestores, urbanistas, sujeitos jurídicos, incorporadores, mercado, sociedade.
4 O acesso à moradia, mesmo sendo um direito reconhecido no ordenamento jurídico não é uma realidade para todos.
5 Segundo pesquisa da Fundação João Pinheiro, o Brasil possui mais de 6,9 milhões de famílias sem habitação e nesse cenário há
6 cerca de 6,05 milhões de imóveis desocupados. Essa situação evidencia que o poder público muitas vezes está alheio às
7 dinâmicas sociais, a preocupação com os direitos humanos no discurso dos gestores, fica apenas nisso: no discurso. Quando
8 analisadas as desigualdades sob a perspectiva de gênero e raça, podemos notar vários desafios para a autonomia e o exercício
9 de direitos. De acordo com Censo de 2010, estima-se que 11,4 milhões de brasileiros vivam em favelas (aproximadamente 6%
10 da população) e esses moradores também são maioria pretos ou pardos (68%).
11 Os movimentos sociais se constituem como um importante espaço no processo de luta pela constituição desse direito.
12 A narrativa dada pela grande imprensa, como forma de acionar demandas repressivas, não é novidade. Ao contrário do que é
13 apresentado, tais movimentos são formados pela resistência de trabalhadores(as) que estão no espaço periférico e que
14 conhecem no dia a dia a ausência do Estado no que diz respeito à provisão de infraestrutura e serviços públicos básicos,
15 enquanto as áreas centrais ou nobres da cidade recebem investimentos privados como públicos, em um processo contínuo de
16 reprodução do capital. Como afirma Harvey:
17 O direito à cidade significa o direito de todos nós a criarmos cidades que satisfaçam as
18 necessidades humanas, as nossas necessidades (…) O direito à cidade não é simplesmente o
19 direito ao que já existe na cidade, mas o direito de transformar a cidade em algo radicalmente
20 diferente, quando eu olho para a história, vejo que as cidades foram regidas pelo capital, mais
21 que pelas pessoas. Assim, nessa luta pelo direito à cidade haverá também uma luta contra o
22 capital. (HARVEY, 2011, p. 1).
23 Neste processo de produção espacial, evidencia-se a associação entre o capital imobiliário e o Estado com o intuito de
24 viabilizar interesses privados e não por iniciativa voltada à melhoria dos serviços públicos e infraestrutura urbana para a
25 população, o que gera variadas consequências sociais e tende a se acentuar no governo vigente.
26 Por fim, nos cabe buscar apreender as características da nossa formação sócio-histórica sob o modo de produção
27 capitalista que materializa hierarquizações bem como nesse contexto entender a atuação dos movimentos sociais, enquanto
28 espaço de resistência política no que se refere à luta pela garantia de direitos e exercício da cidadania em termos de políticas
29 públicas, pela efetivação da mobilidade urbana, à proteção ambiental e demais usos de utilidade pública e interesse social do
30 espaço, afinal “o direito à cidade não é um presente”. (HARVEY, 2013, p. 43).
Assinale a alternativa que melhor representa a adequação à norma culta dos trechos do texto 7, com relação à pontuação e à concordância verbal:
Analise o texto abaixo:
Consta no artigo 7° da Lei de Diretrizes e Bases da Educação Nacional (1996) que ao aluno regularmente matriculado em instituição de ensino pública ou privada ___________________, é assegurado, no exercício da liberdade de consciência e de crença, o direito de, mediante prévio e motivado requerimento, ausentar-se de prova ou de aula marcada para dia em que, segundo os preceitos de sua religião, seja vedado o exercício de tais atividades. (Incluído pela Lei n° 13.796, de 2019)
Assinale a alternativa que completa corretamente a lacuna do texto.
Analise o texto abaixo:
A avaliação ___________________ apresenta dois objetivos básicos: iluminar o caminho da transformação e permitir que o sujeito, por meio da consciência crítica, imprima uma direção às suas ações nos contextos em que se situa de acordo com valores que elege e com os quais se compromete no decurso de sua historicidade.
Assinale a alternativa que completa corretamente a lacuna do texto.
Brit dad is the first person to take
a holiday in the ruins of failed state ISIS
in Northern Iraq
Dad-of-four Andy Drury, 53, had no visas and was in danger of kidnapping from militia d uring his £4,000 three-day break in Mosul, Northern Iraq. But he has _______ back stunning photos of t he former IS stronghold.
Building firm owner Andy, of Guildford, Surrey, has spent the last 20 years touring areas of the planet most people do not dare to go and first visited this a rea in 2016.
He said of one visit to a dangerous area near Mosul : “I was nervous, my heart was in my mouth for 20 minutes.
“We had been turned away by Iraqi forces. If caught , we could have been jailed for spying.”
Andy added: “I must be the first person to be have been a tourist in the ruins of Islamic State.
“My fixer Ammar (not his real name) was right on th e front line for the taking back of Mosul, taking repor ters in there.
“But he said he is more scared with me, with the ne ws reporters he was in an armoured car, but with m e on the front line a couple of years ago, he said I di dn’t wear a vest or helmet or nothing, he said that w as scarier.”
Andy said he doesn’t wear protective clothing beca use he tries to stumble on as little front line fighting as possible.
The businessman is meticulous in the planning of hi s trips and so far has holidayed in no-goareas like Somalia, North Korea and Afghanistan, as well as spending time with the Klu Klux Klan.
Andy said:
“Driving in from Iraq and Kurdistan, all the buildings were beautiful, and then it changes, and I’ve never seen nothing like it, it was like an apocalyptic film.
Fonte: https://www.thesun.co.uk/travel/10087541/br it-dad-holiday-isis-iraq/ Acesso em: 09/Out/2019
The following is an example of word formation b y suffixation:
Brit dad is the first person to take
a holiday in the ruins of failed state ISIS
in Northern Iraq
Dad-of-four Andy Drury, 53, had no visas and was in danger of kidnapping from militia d uring his £4,000 three-day break in Mosul, Northern Iraq. But he has _______ back stunning photos of t he former IS stronghold.
Building firm owner Andy, of Guildford, Surrey, has spent the last 20 years touring areas of the planet most people do not dare to go and first visited this a rea in 2016.
He said of one visit to a dangerous area near Mosul : “I was nervous, my heart was in my mouth for 20 minutes.
“We had been turned away by Iraqi forces. If caught , we could have been jailed for spying.”
Andy added: “I must be the first person to be have been a tourist in the ruins of Islamic State.
“My fixer Ammar (not his real name) was right on th e front line for the taking back of Mosul, taking repor ters in there.
“But he said he is more scared with me, with the ne ws reporters he was in an armoured car, but with m e on the front line a couple of years ago, he said I di dn’t wear a vest or helmet or nothing, he said that w as scarier.”
Andy said he doesn’t wear protective clothing beca use he tries to stumble on as little front line fighting as possible.
The businessman is meticulous in the planning of hi s trips and so far has holidayed in no-goareas like Somalia, North Korea and Afghanistan, as well as spending time with the Klu Klux Klan.
Andy said:
“Driving in from Iraq and Kurdistan, all the buildings were beautiful, and then it changes, and I’ve never seen nothing like it, it was like an apocalyptic film.
Fonte: https://www.thesun.co.uk/travel/10087541/br it-dad-holiday-isis-iraq/ Acesso em: 09/Out/2019
De acordo com o PCN, é INCORRETO afirmar que:
Conheça nossos planos