Questões Militares de Inglês
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Lego wants to replace plastic blocks with sustainable materials
The Lego Group wants to replace the plastic in their products with a “sustainable material” by 2030, the company announced.
The world’s largest toy company will invest $1 billion in their new LEGO Sustainable Materials Centre in Denmark, which _______(1) devoted to finding and implementing new sustainable alternatives for their current building materials. Lego plans on hiring 100 specialists for the center. There is no official definition of a sustainable material.
Legos _______(2) made with a strong plastic known as acrylonitrile butadiene styrene since 1963. The company uses more than 6,000 tons of plastic annually to manufacture its products, according to NBC News. Changing the raw material could have a large effect on Lego’s carbon footprint, especially considering that only 10% of the carbon emissions from Lego products come from its factories. The other 90% is produced from the extraction and refinement of raw materials, as well as distribution from factories to toy stores.
The company _______(3) already taken steps to lower its carbon footprint, including a reduction of packaging size and an investment in an offshore wind farm.
Adapted from http://time.com/3931946/lego-sustainable-materials/
Lego wants to replace plastic blocks with sustainable materials
The Lego Group wants to replace the plastic in their products with a “sustainable material” by 2030, the company announced.
The world’s largest toy company will invest $1 billion in their new LEGO Sustainable Materials Centre in Denmark, which _______(1) devoted to finding and implementing new sustainable alternatives for their current building materials. Lego plans on hiring 100 specialists for the center. There is no official definition of a sustainable material.
Legos _______(2) made with a strong plastic known as acrylonitrile butadiene styrene since 1963. The company uses more than 6,000 tons of plastic annually to manufacture its products, according to NBC News. Changing the raw material could have a large effect on Lego’s carbon footprint, especially considering that only 10% of the carbon emissions from Lego products come from its factories. The other 90% is produced from the extraction and refinement of raw materials, as well as distribution from factories to toy stores.
The company _______(3) already taken steps to lower its carbon footprint, including a reduction of packaging size and an investment in an offshore wind farm.
Adapted from http://time.com/3931946/lego-sustainable-materials/
(Título omitido propositadamente)
Italian children have been told not to turn up to school unless they can prove they have been properly vaccinated. The deadline follows months of national debate over compulsory vaccination. The new law came amid a surge in measles cases - but Italian officials say vaccination rates have improved since it was introduced. Children must receive a range of mandatory immunisations before attending school. They include vaccinations for chickenpox, polio, measles, mumps and rubella.
Children up to the age of six years will be excluded from nursery and kindergarten without proof of vaccination under the new rules. Those aged between six and 16 cannot be banned from attending school, but their parents face fines if they do not complete the mandatory course of immunisations.
Italian media report that regional authorities are handling the situation in a number of different ways. In Bologna, the local authority has set letters of suspension to the parents of some 300 children, and a total of 5,000 children do not have their vaccine documentation up to date. In other areas there have been no reported cases, while still others have been given a grace period of a few days beyond the deadline.
The new law was passed to raise Italy’s dropping vaccination rates from below 80% to the World Health Organisation’s 95% target.
Adapted from https://www.bbc.com/news/world-europe-47536981
(Título omitido propositadamente)
Italian children have been told not to turn up to school unless they can prove they have been properly vaccinated. The deadline follows months of national debate over compulsory vaccination. The new law came amid a surge in measles cases - but Italian officials say vaccination rates have improved since it was introduced. Children must receive a range of mandatory immunisations before attending school. They include vaccinations for chickenpox, polio, measles, mumps and rubella.
Children up to the age of six years will be excluded from nursery and kindergarten without proof of vaccination under the new rules. Those aged between six and 16 cannot be banned from attending school, but their parents face fines if they do not complete the mandatory course of immunisations.
Italian media report that regional authorities are handling the situation in a number of different ways. In Bologna, the local authority has set letters of suspension to the parents of some 300 children, and a total of 5,000 children do not have their vaccine documentation up to date. In other areas there have been no reported cases, while still others have been given a grace period of a few days beyond the deadline.
The new law was passed to raise Italy’s dropping vaccination rates from below 80% to the World Health Organisation’s 95% target.
Adapted from https://www.bbc.com/news/world-europe-47536981
(Título omitido propositadamente)
Italian children have been told not to turn up to school unless they can prove they have been properly vaccinated. The deadline follows months of national debate over compulsory vaccination. The new law came amid a surge in measles cases - but Italian officials say vaccination rates have improved since it was introduced. Children must receive a range of mandatory immunisations before attending school. They include vaccinations for chickenpox, polio, measles, mumps and rubella.
Children up to the age of six years will be excluded from nursery and kindergarten without proof of vaccination under the new rules. Those aged between six and 16 cannot be banned from attending school, but their parents face fines if they do not complete the mandatory course of immunisations.
Italian media report that regional authorities are handling the situation in a number of different ways. In Bologna, the local authority has set letters of suspension to the parents of some 300 children, and a total of 5,000 children do not have their vaccine documentation up to date. In other areas there have been no reported cases, while still others have been given a grace period of a few days beyond the deadline.
The new law was passed to raise Italy’s dropping vaccination rates from below 80% to the World Health Organisation’s 95% target.
Adapted from https://www.bbc.com/news/world-europe-47536981
Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
According to the text, read the statements and choose the correct alternative.
I. Rafael tries to show them that their everyday lives are not an obstacle.
II. Those children’s parents don’t want them to attend university.
III. Rafael brings classroom topics close to what the children see and live.
IV. Those children may replace their parents in the future as rural workers.
V. The language school reaffirms that country life has nothing to do with other parts of the world.
Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
With beeps, buzzes and chimes alerting us to crucial intelligences like the latest software updates we'll regret installing, and our work colleague's groundbreaking new profile picture, our mastery of concentration is slipping away. Focus is becoming a lost art. One study reported that adults between the ages of 18 and 33 interact with their phones an astounding 85 times a day, spending about 5 hours doing so. Interestingly, their usage was largely unconscious. They all thought they spent about half the time. For Larry Rosen, a psychologist at Califórnia State University, smartphones are really influencing our behavior.
Benjamim Storm, a psychologist at the University of Califórnia says: “The scope of the amount of information we have at our fíngertips is beyond anything we've ever experienced. The temptation to become reliant on it seems to be greater”. One of his studies offered strong evidence that the more students were allowed to use the internet to answer questions, the more they were prone to continue to use the internet, even when the questions became easier. “Some people think memory is absolutely declining as a result of us using technology”, he says. “Others disagree”. Based on the current data, though, I don't think we can really make strong conclusions one way or the other”.
(Adapted and abridged from: http://www.cbc.ca)
In the excerpt “[...] the more they were prone to continue to use the internet [...]”, the word in bold means:
Read the text and mark the correct option.
Smartphones are rewiring our brains
With beeps, buzzes and chimes alerting us to crucial intelligences like the latest software updates we'll regret installing, and our work colleague's groundbreaking new profile picture, our mastery of concentration is slipping away. Focus is becoming a lost art. One study reported that adults between the ages of 18 and 33 interact with their phones an astounding 85 times a day, spending about 5 hours doing so. Interestingly, their usage was largely unconscious. They all thought they spent about half the time. For Larry Rosen, a psychologist at Califórnia State University, smartphones are really influencing our behavior.
Benjamim Storm, a psychologist at the University of Califórnia says: “The scope of the amount of information we have at our fíngertips is beyond anything we've ever experienced. The temptation to become reliant on it seems to be greater”. One of his studies offered strong evidence that the more students were allowed to use the internet to answer questions, the more they were prone to continue to use the internet, even when the questions became easier. “Some people think memory is absolutely declining as a result of us using technology”, he says. “Others disagree”. Based on the current data, though, I don't think we can really make strong conclusions one way or the other”.
(Adapted and abridged from: http://www.cbc.ca)
Analyze the sentences and choose the option which is grammatically correct.
I . I heard that she's looking forward to visit you.
II. She wanted that everyone understood her.
III. If you can't sleep, try taking sleeping pills.
IV. I'll never forget visiting Paris for the first time.
V. Remember locking the door on the way out.
Which is the correct option to replace the verb “reach” in the paragraph below so that the meaning remains the same?
Nowadays, it is difficult for parents to ______ their image of what ideal parenting should look like.
Choose the correct option to complete the sentences below.
I. She congratulated m e ______passing the driving test.
II. My parents discouraged me _____ quitting my job.
III. She got married______a foreigner.
IV. Many young people dream______living abroad.
V. The mayor was forced to resign ______ his position.
Which is the correct way to complete the paragraph below?
Netflix______9.6 million new subscribers in the first three months of the year even as it increased prices and faced competition from rivais including Amazon and Apple. The streaming video-service now ______ nearly 149 million subscribers worldwide. Since it _____ public in 2002, Netflix shares ______about 29%.
(Abridged from https://www.bbc.com)
Which option is correct to complete the sentences below?
1- My sister heard him_______ down the stairs.
2- She heard the bomb_________.
3- The teacher saw the notebook__________on the table.
4- Justice must not only be done, it must be to be done.
5 - I could see my nephew______ on the bus.
Mark the option which corresponds to the correct sentences.
I - The lady regularly assists the local mosque.
II - She is very particular about cleanliness.
III - It is difficult to access whether this is a new trend.
IV - As for Van Gogh, he was confined in a hospice for one reason; he was a madman.
V - Abstracts that summarise new research and findings will be given priority.
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