ESCOLA ESTADUAL PADRE CLEMENTE DE MALETO

ALUNO(A): Athos Elias Pereira Lázaro Nº:

ANO/SÉRIE: 3 REG : 8

PROFESSOR(A): ANA PAULA BOTELHO COMPONENTE CURRICULAR: LINGUA

INGLESA

DATA: 30 _/04_/21 VALOR: 10 NOTA:

QUESTÃO 01
read the text.

Breakfast waffle

Ingredients
½ packet mushrooms, sliced
½ onion, sliced
1 clove garlic, chopped
2 tbsp olive oil
½ glass white wine
120ml/4fl oz double cream
110g/4oz blue cheese
2 slices bacon
4 waffles
1 tbsp parsley, chopped

Method
1. Fry the mushrooms, onion and garlic in the oil for 2-3 minutes.
2. Add the wine and simmer for two minutes.
3. Add the cream and cheese and simmer for one minute.
4. Grill the bacon until crisp.
5. Grill the waffles.
6. Spoon the mixture over the waffles.
7. Top with the bacon and sprinkle over the parsley.

Disponível em: http://www.bbc.co.uk/food/recipes/database/breakfastwaffle_71933.shtml

Acesso em 12 maio 2006.

How do you invite your classmate to make this BREAKFAST WAFFLE?

Minha irmã
__________________________________________________________
__________________________________________________________
__________________________________________________________

QUESTÃO 02

Read the text about “hurricanes” and answer the question below.

Read the text.

Hurricane Classification and Extremes

Hurricanes are classified into five categories based on current maximum wind speed. This rating
scale is called the Saffir-Simpson Hurricane Scale, named for Herb Saffir and Robert Simpson,
who developed it.

- Category 1 -- Winds 74-95 mph

- Category 2 -- Winds 96-110 mph

- Category 3 -- Winds 111-130 mph

- Category 4 -- Winds 131-155 mph

- Category 5 -- Winds over 155 mph (these are VERY rare)

Fortunately, there are very few Category 5 storms; most storms that achieve Category 5 status only hit
Category 5 status for a very short time, then the winds subside to a less powerful level. Some of the
strongest recent hurricanes (Atlantic Ocean tropical cyclones) that hit Category 5 status include:

- Hurricane Wilma
(October 2005) -- Gulf of Mexico, Yucatan Peninsula, Mexico, Cuba, and Southern Florida

- Hurricane Rita
(September 2005) -- hit Texas, Louisiana

- Hurricane Katrina
(August 2005) -- hit southern Louisiana, Mississippi and Alabama

- Hurricane Isabel
(September 2003) -- hit North Carolina, Maryland, Delaware, Virginia, and Washington, D.C.

- Hurricane Gilbert
(September 1988) -- hit Jamaica, Mexico

- Hurricane Andrew
(August 1992)-- hit southeastern Florida and southeastern Louisiana

- Hurricane Mitch
(October 1988) -- hit Honduras, Nicaragua, El Salvador, and Guatemala
- Hurricane Edith
(1971) -- hit Nicaragua
 - Hurricane Camille
(August 1969) -- hit Mississippi, SE Louisiana, and Virginia

- Hurricane Janet
(1955) -- hit Mexico, the Caribbean

- "New England" Hurricane

(September 1938) -- hit New York, Connecticut, Massachusetts (perhaps a Category 5 hurricane).

- "Labor Day" Hurricane

(September 1935) -- hit the Florida Keys.

Disponível em: http://www.enchantedlearning.com/subjects/weather/hurricane/classification.shtml

Acesso em 12 maio 2006.

In 2005 three strong Hurricanes destroyed a lot of cities killing many people. What are the names of
these hurricanes? Where did these hurricanes hit?

__________________________________________________________

(Outubro de 2005)-Golfo do México, Península de Yucatan, México, Cuba e

Sul da Florida.
(Setembro 2005)-Atingiu o Texas, Louisiana-Furacão Katrina.
(Agosto 2005)-Atingiu o Sul da Louisiana, Mississippi e Alabama-Furacão Isabel.

QUESTÃO 03

Read the text.

Tsunami
 A tsunami (pronounced sue-nahm-ee) is a series of huge waves that can cause great devastation and
loss of life when they strike a coast.

Tsunamis are caused by an underwater earthquake, a volcanic eruption, an sub-marine rockslide, or,
morerarely, by an asteroid or meteoroid crashing into in the water from space. Most tsunamis are caused
by underwater earthquakes, but not all underwater earthquakes cause tsunamis - an earthquake has
to be over

about magnitude 6.75 on the Richter scale for it to cause a tsunami. About 90 percent of all tsunamis
occur in the Pacific Ocean.

Many tsunamis could be detected before they hit land, and the loss of life could be minimized, with the
use of modern technology, including seismographs (which detect earthquakes), computerized
offshore buoys that can measure changes in wave height, and a system of sirens on the beach to
alert people of potential tsunami danger.

NOTE: If you see the water recede quickly and unexpectedly from a beach (this is called drawback),
run toward higher ground or inland -- there may be a tsunami coming. Also, if you are on the coast
and there is an earthquake, it may have caused a tsunami, so run toward higher ground or inland.
Some beaches have tsunami warning sirens -- do not ignore them. The first wave in a tsunami is often
not the largest; if you experience one abnormally-huge wave, go inland quickly -- even bigger waves
could be coming soon.

Disponível em: http://www.enchantedlearning.com/subjects/tsunami/index.shtml

Acesso em 12 maio 2006.

Read the text and answer the question.

How could specialists and common people avoid loss of life when a tsunami comes to the land?

__________________________________________________________

Bom, com o uso Da tecnologia atual, incluindo sismógrafos que detectam

terremotos, offshore computadorizado bóias que podem medir mudanças na
altura das ondas e um sistema de sirenes na praia para alertar as pessoas do
perigo potencial de tsunami, desta forma muitos tsunamis podem ser
detectados antes de atingirem a terra, e a perda de vidas pode ser
minimizada.

QUESTÃO 04
Read the text.

WORLD REPORT: April 4, 2008 Vol. #13 Iss. #23

A Very Bad Break
A massive, 160-square-mile block of ice broke off from the Wilkins Ice Shelf, in western Antarctica,
last Tuesday. The shelf has been around for about 1,500 years. It covers about 5,000 square miles
of the Antarctic peninsula.
Scientists track ice shelves carefully. When they noticed that the shelf was breaking, they were able to
move satellites and an airplane into position in time to capture the collapse in photos and on video.
"It's an event we don't see very often," says Ted Scambos, a scientist at the University of Colorado.
"The cracks fill with water, (then ice chunks) slice off and topple," he says.
Scientists fear that this collapse will cause the remainder of the Wilkins Ice Shelf, which is about the
size of Connecticut, to break away.
There have been bigger collapses. In 2002, a chunk of ice more than 2,100 miles square about the
size of Rhode Island shattered and separated from the Larsen B Ice Shelf, forming a 40-mile-wide
iceberg. The sheet of ice had existed more than 10,000 years ago during the Ice Age. Scientists blame
the increase in ice shelf collapses on rapid warming of the area in recent decades. Six shelves have
collapsed in 30 years.

http://www.timeforkids.com/TFK/teachers/wr/article/0,27972,1726352,00.html

VOCABULARY:

Breaf off - Remove by breaking

Shelf – a flat area of rock underwater or on a cliff
Track – follow
Cracks – fendas, rachaduras
Chunks – pedaço grande
Slice – cortar
Topple – cair
Collapse - queda
Blame – culpar
Remainder – resto
Break away – soltar, romper shatter
- Despedaçar Complete the
dialogues with the answers from the
box. There are two extra items.

For about 1,500 years.

The remainder of the Wilkins Ice Shelf can break away.
The cracks fill with water,(then ice chunks) slice off and topple. It broke off from the Wilkins Ice Shelf.
It is about 5,000 square miles of the Antarctica peninsula.
They can move satellites and an airplane into position in time to capture the collapse in photos and
on video.

1. A - What happened to a 160-square-mile block of ice in Western Antarctica on April 2008?

B - Um enorme bloco de gelo de 160 milhas quadradas se separou Da Plataforma de Gelo Wilkins,
no Oeste da Antártica.

2. A - How long has this shelf been in Western Antarctica?

B - ___A prateleira existe há cerca de 1.500
anos.____________________________________________________________________.

3. A - How big is Wilkins Ice Shelf?

B - __Cobre cerca de 5.000 milhas quadradas de península Antártica.

_____________________________________________________________________.

4. A What do scientists do when they notice that a shelf is breaking?

B – quando perceberam que a prateleira estava quebrando, eles conseguiram para mover satélites e
um avião para a posição a tempo de capturar o colapso em fotos e em vídeo

QUESTÃO 05

O futuro da humanidade nunca esteve tão em risco como nos anos recentes. A falta de cuidado com
os recursos naturais do planeta tem nos levado a questionar nossas atitudes com o meio ambiente,
caso desejemos mesmo continuar a viver por aqui por mais tempo.

Na figura acima, há uma clara mensagem que pode ser resumida pela seguinte frase:

A) More trees are not planted because they don’t give off Wi-fi signals.
B) Plant more trees or we won’t have wifi signals.
C) Trees produce the oxygen we breathe and Wi-fi signals.
D) Everybody needs Wi-fi signals nowadays. So, plant more trees. XX

QUESTÃO 06
 Disponível em: https://br.pinterest.com/carinareis/advertising/ (Acesso em: 21 dez 2017)

Desde nossos primeiros anos de idade somos instruídos a lavarmos nossas mãos, por questões
óbvias de higiene. A campanha publicitária acima incita, de maneira bem criativa, um cuidado maior
com a higiene das mãos.

Assinale entre as alternativas abaixo aquela que apresenta um substantivo, naforma plural, retirado
do texto.

A) Bacteria.
B) Soap. XX
C) Water.
D) Them.
QUESTÃO 07

Disponível em: <https://www.truthdig.com/cartoons/education-is-the-future/>. Acesso em: 17 maio 2018.

Uma das poucas coisas em que todos concordam é o papel fundamental da Educação no
crescimento de uma nação. Na charge acima, encontramos um aluno que acha

A) a Educação certamente será uma prioridade no futuro.

B) a Educação ainda não é uma prioridade. XX
C) para ser uma prioridade, a Educação precisa de novas metodologias.
D) a prioridade da Educação deve ser ensinar alunos como ele a escrever melhor.

QUESTÃO 08

Using Technology as a Learning Tool, Not Just the Cool New ThingHuman Interaction

Generational differences in learning techniques are apparent in how people of different ages approach
technology. It has been said that we, the Net Generation, are closer to our grandparents—the
Greatest Generation—in our work ethic and optimism about the future than to our parents' generation.
But how we approach problems is totally different.

My grandfather is a tinkerer—he figures out how things work by trial and error. He is very
mechanically inclined and has spent his life working on many kinds of machinery. But when it comes
to computers, he approaches it one thing at a time, step by step.
Every time I come home from college, he has a new problem for me to fix on his computer. He will
fiddle and fiddle with a program until he is befuddled. Usually it is because he missed a step
somewhere. If I show him and write down steps, he takes the information I've given him and works it
out for himself. Even though the computer's parts are more complex than a carburetor or gear drives,
the skills my grandfather used to put it together came from decades of tinkering with machines. He still
uses a stepby-step thinking process used in mechanical arts to figure out software and basic functions
like e-mail and Internet browsing.

Similarly, Patrick sits down with a new piece of design software and tinkers with its features. "Usually,
if it is from a software company I know, I can figure out a new program easily," he said. He has
fundamental knowledge about how certain software should work. By tinkering, he can figure out
shortcuts and pick up the gist of the program quickly.

Even though Patrick uses step-by-step problem-solving skills, he also is pulling information from his
own memory, experience, and base knowledge to master the new program. Patrick has had almost
two decades of experience working with computers—almost to the point that it is second nature. My
grandfather, on the other hand, has only had about five years of computer experience. Because they
have been wired since grade school, Net Geners are likely to grasp technological concepts faster.

But the same "tinkering" practice applies in the classroom: doing hands-on work and working in
groups, students get a better grasp of concepts the professor is trying to teach. Using technology only
enhances the hands-on experience; it does not—and cannot—replace human interaction. There's that
word again.

Disponível em: https://www.educause.edu/research-and-publications/books/educating-net-generation/

using-technology-learning-tool-not-just-cool-new-thing.Acesso em: 14 jan. 2019.

De acordo com o texto, o uso da tecnologia em sala de aula deve:

A) incentivar a aprendizagem individual no lugar da interação humana. XX

B) tomar o lugar da interação humana entre o aluno, seus pares e o professor.
C) incentivar a interação humana, utilizando o ensino por partes.
D) substituir o ensino por partes, colocando todas as informações à disposição dos alunos.

QUESTÃO 09

As Seas Warm, Galápagos Islands Face a Giant Evolutionary Test

ALCEDO VOLCANO, Galápagos — When the clouds break, the equatorial sun bears down on the
crater of this steaming volcano, revealing a watery landscape where the theory of evolution began to
be conceived.

Across a shallow strip of sea lies the island of Santiago, where Charles Darwin once sighted marine
iguanas, the only lizard that scours the ocean for food. Finches, the product of slow generational flux,
dart by. Now, in the era of climate change, they might be no match for the whims of natural selection.

In the struggle against extinction on these islands, Darwin saw a blueprint for the origin of every
species, including humans.

Yet not even Darwin could have imagined what awaited the Galápagos, where the stage is set for
perhaps the greatest evolutionary test yet.

As climate change warms the world’s oceans, these islands are a crucible. And scientists are worried.
Not only do the Galápagos sit at the intersection of three ocean currents, they are in the cross hairs of
one of the world’s most destructive weather patterns, El Niño, which causes rapid, extreme ocean
heating across the Eastern Pacific tropics.

Research published in 2014 by more than a dozen climate scientists warned that rising ocean
temperatures were making El Niño both more frequent and more intense. Unesco, the United Nations
 educational and cultural agency, now warns the Galápagos Islands are one of the places most vulnerable to the
impacts of climate change.

Disponível em: https://www.nytimes.com/interactive/2018/12/18/climate/galapagos-islands-oceanwarming.html?rref=collection

%2Fsectioncollection%2Fclimate.
Acesso em: 14 jan. 2019. (adaptado)

De acordo com o texto, a Ilha de Galápagos está passando por um teste evolucionário pois:

A) após a confirmação de alterações climáticas na ilha, pesquisadores foram até verificar se os

animais sofreram alguma evolução para se adaptarem. XX
B) é um dos lugares mais vulneráveis à mudança climática mundial e devido ao estudo sobre
evolução realizado por Charles Darwin na Ilha, o autor do texto usa essa expressão.
C) é um dos lugares menos vulneráveis à mudança climática mundial e devido ao estudo sobre
lagartos realizado por Charles Darwin na Ilha, o autor do texto usa essa expressão.
D) após a confirmação de alterações climáticas na ilha, pesquisadores foram confirmar se os dados
coletados por Charles Darwin estavam corretos.

QUESTÃO 10

New DNA tools and technology help investigators solve decades-old crimes

INDIANAPOLIS, Ind. - A more than 30-year-old murder was solved after police say DNA led them to
the man who killed an 8-year-old girl.

Police in Fort Wayne announced the arrest of John Miller. Investigators said he killed April Tinsley in
1988. Court records show a private company was contacted to conduct genetic DNA testing. Results
showed a match to Miller and his brother.

"Anytime law enforcement investigates a case, they use as they say, every tool in the toolbox and I
think it’s become pretty clear in general that DNA in all shapes and forms is a tool in the toolbox," said
Allen County Prosecuting Attorney Karen Richards.

ISP Crime Lab Biology Section Supervisor Paul Misner has been working in the lab for more than 30
years. He said technology that exists now, like genealogy testing, didn't exist during the time Tinsley
was killed.

"That was in the pre-DNA era as far as forensic science goes," Misner said.

In the last 30 years, DNA technology and tools have improved to help solve other cases where DNA is
prime evidence. One tool that has significantly helped investigators is a DNA copying system.

"You may be limited to a very small amount in the crime scene samples, but after copying it, you now
have enough sample to do additional tests that you couldn’t do before," Misner explained.

Court records show for Tinsley's case, investigators contacted a private outside company to do
genealogical testing. In the state police crime lab, technology to cross reference genealogical DNA
isn't available.
[...]

Before state police could receive a tool that could cross DNA for forensics with genealogy DNA,
Misner said there would have to be many policies and procedures put in place. He said there would
have to be assurance that it could be help up in court.

Misner said there are also other forms of DNA technology coming out that would broaden a physical
profile. Right now, DNA can show hair color, eye color, and race.
He also said the new technology is so advanced it would show physical facial aspects like how far
apart someones eyes are or unique hairlines like a widows peak. Disponível em:
https://fox59.com/2018/07/17/new-dna-tools-and-technology-help-investigators-solve-decades-old-crimes/.

Acesso em: 14 jan. 2019. (adaptado)

Paul Misner, supervisor do laboratório da polícia de Indianopolis, realiza este trabalho:

A) há menos tempo do que a data em que foi cometido o crime solucionado.

B) o mesmo tempo do intervalo entre o crime comentido e a sua solução. XX
C) há menos tempo do que as mudanças ocorridas na pesquisa de análise do DNA.
D) há mais tempo do que a data em que foi cometido o crime solucionado.