Conteúdo licenciado para Jucélia F Passos - 971.985.

520-72
Conteúdo licenciado para Jucélia F Passos - 971.985.520-72
Conteúdo licenciado para Jucélia F Passos - 971.985.520-72
Conteúdo licenciado para Jucélia F Passos - 971.985.520-72
 Escola:_________________________________________________________________
Professor(a):_____________________________________________Turma:__________
Aluno(a):________________________________________________Data:___/___/_____

1) Leia o texto para responder à questão.

There is no agent of ecological imperialism more ferocious than the wild pig.
Wherever Europeans invaded, from the Americas to Australia, so did their pigs,
many of which escaped into the countryside to wreak havoc. The beasts tear
through native plants and animals, they spread disease, they destroy crops, and
they reconstruct whole ecosystems in their wake. They’re not so much pests as
they are chaos embodied.
Now add climate change to the wild pig’s résumé of destruction. In their never-
ending search for food, the pigs root through soils, churning the dirt like a farmer
tills fields. Scientists already knew, to some extent, that this releases the carbon
that’s locked in the soil, but researchers in Australia, New Zealand, and the US
have now calculated how much soil wild pigs may be disturbing worldwide. The
carbon dioxide emissions that they produce annually, the authors concluded,
equal that of more than a million cars.
It’s yet another piece of an increasingly worrisome puzzle, showing how
modification of the land has — in this case, inadvertently — exacerbated climate
change. “Anytime you disturb soil, you’re causing emissions,” says University of
Queensland ecologist Christopher O’Bryan, lead author on a new paper
describing the research in the journal Global Change Biology. “When you till soil
for agriculture, for example, or you have widespread land-use change —
urbanization, forest loss.”
Given their domination of whole landscapes, pigs had to be making things worse,
the researchers knew, but no one had modeled it worldwide. “We started to
realize there’s a big gap at the global scale looking at this question,” O’Bryan
adds.
(Matt Simon. www.wired.com, 19.07.2021. Adaptado.)

No trecho do quarto parágrafo “We started to realize there’s a big gap at the
global scale looking at this question”, o termo sublinhado equivale, em português,
a:

a) perceber.
b) falar.
c) valorizar.
d) acreditar.
e) explicar.

Conteúdo licenciado para Jucélia F Passos - 971.985.520-72

Objetivo de Aprendizagem e Desenvolvimento: Habilidades EM13LGG302 – EM13LGG603 – EM13LGG701
 Escola:_________________________________________________________________
Professor(a):_____________________________________________Turma:__________
Aluno(a):________________________________________________Data:___/___/_____

2) Leia o texto para responder a questão.

According to the Union of Concerned Scientists, there are nearly 2,800 working
satellites in space. We depend on these devices for technology we use every
day, such as video calls, online maps, satellite TV, and weather tracking.
Scientists use them to study space and learn more about our planet.
But there are many other satellites in orbit that are no longer working. They’re
among the objects cluttering up space. Some of these eventually fall back toward
Earth, either landing or burning up in the atmosphere. But much of this space
junk circles Earth for decades.
Orbital debris, a type of space junk, is any human-made object that has stopped
working but continues to float around the Earth. This includes abandoned
satellites and pieces of spacecraft, such as rocket stages.
Space junk also includes fragments of objects. These occur when satellites
collide with things. They also result from an object crashing into an old rocket
stage that still contains fuel, causing an explosion.
Heather Cowardin works at NASA. She says the United States is tracking more
than 23,000 pieces of space debris. These tiny fragments can damage working
satellites, which can affect research in space. That’s why cleanup efforts are so
important.
(Karena Phan. www.timeforkids.com, 16.10.2020. Adaptado.)

De acordo com o quarto e quinto parágrafos, os pequenos fragmentos presentes

no espaço:

a) serão removidos em breve pela NASA.

b) podem ocasionar a explosão dos estágios de um foguete.
c) são importantes para o desenvolvimento de pesquisas espaciais.
d) podem danificar satélites em funcionamento.
e) serão reutilizados na construção de foguetes.

3) A fala do médico está indiretamente associada à frase:

a) “It’s raining cats and dogs.”

b) “The cat is out of the bag.”
c) “Curiosity killed the cat.”
d) “Has the cat got your tongue?”
e) “A cat in gloves catches no mice.”

Conteúdo licenciado para Jucélia F Passos - 971.985.520-72

Objetivo de Aprendizagem e Desenvolvimento: Habilidades EM13LGG302 – EM13LGG603 – EM13LGG701
 Escola:_________________________________________________________________
Professor(a):_____________________________________________Turma:__________
Aluno(a):________________________________________________Data:___/___/_____

4) Leia o infográfico para responder a questão.

In the excerpt from fact number 2 “may not actually be extinct” the underlined
word was used to indicate:

a) possibility.
b) suggestion.
c) permission.
d) advice.
e) prediction.

5) Examine a tira Peanuts, de Charles Schulz.

Na tira, a garota é caracterizada como:

a) mal-humorada.
b) paciente.
c) impulsiva.
d) inteligente.
e) egocêntrica.

Conteúdo licenciado para Jucélia F Passos - 971.985.520-72

Objetivo de Aprendizagem e Desenvolvimento: Habilidades EM13LGG302 – EM13LGG603 – EM13LGG701
 Escola:_________________________________________________________________
Professor(a):_____________________________________________Turma:__________
Aluno(a):________________________________________________Data:___/___/_____

6) Choose ONLY the third conditional sentence:

a) If you had money, you would travel by plane.

b) If she had gone to the movies, she would have met Jane.
c) If he loses election, he will retire from public life.
d) If I were you, I wouldn’t buy that house.
e) If I had seen you yesterday, I would go with you

7) Considere a frase a seguir: Susan would have been a great architect if she
had gone to the university. A estrutura gramatical utilizada para formulá-la é:

a) Third conditional of if clauses.

b) Second conditional of if clauses.
c) Zero conditional of if clauses.
d) Nenhuma das alternativas.

8) Use the conditional clauses that express hypothetical situations and their
consequences, in other words, conditions and results, to answer the question.
Read the sentences below and choose the correct one:

a) They will travel to the USA, if they will get their visa.
b) If I was American, I would not go to Brazil.
c) We will go faster if we took a cab instead of a uber.
d) If he had studied more, he would have passed in the test.
e) If she was taller, she will be a model.

9) If teacher _____ us, we ____ the work after the time.

a) Had helped – would have finished

b) Has helped – would have finished
c) Have helped – would have finished
d) Had helped – would had finished
e) Has helped – would had finished

Conteúdo licenciado para Jucélia F Passos - 971.985.520-72

Objetivo de Aprendizagem e Desenvolvimento: Habilidades EM13LGG302 – EM13LGG603 – EM13LGG701
 Escola:_________________________________________________________________
Professor(a):_____________________________________________Turma:__________
Aluno(a):________________________________________________Data:___/___/_____

10) Based on the comic, analyze the words and the expressions: “WHOEVER”;
… “CAN’T COME”; “MY DOG IS SLEEPING”; “… AND IF I GET UP...”
Choose the RIGHT alternative regarding the highlighted words above.

a) indefinite pronoun; modal verb that expresses the idea of capacity; past
continuous; conditional clause.
b) pronoun; modal verb that expresses the idea of ability; future continuous;
conditional clause.
c) indefinite pronoun; modal verb that expresses the idea of permission;
relative clause; relative clause.
d) pronoun; modal verb that expresses the idea of disability; present
continuous; conditional clause.
e) reciprocal pronoun; modal verb that expresses the idea of permission; past
continuous; relative clause.

11) O que significa o phrasal veb da frase a seguir? “we had to call off the
meeting”.

a) Sair.
b) Telefonar.
c) Comer.
d) Cancelar.
e) Chamar.

12) What phrasal verb has the same meaning of “to search for someone or
something”?

a) Look up.
b) Take on it.
c) Look for.
d) Take it out on.

Conteúdo licenciado para Jucélia F Passos - 971.985.520-72

Objetivo de Aprendizagem e Desenvolvimento: Habilidades EM13LGG302 – EM13LGG603 – EM13LGG701
 Escola:_________________________________________________________________
Professor(a):_____________________________________________Turma:__________
Aluno(a):________________________________________________Data:___/___/_____

13) “I realize that the idea of ___________________ wild babies is fun and
unique, however proper food, tools and training are essential.” Choose the best
option that completes the context.

a) … caring on…
b) … caring for…
c) … to care for…
d) … to care on…

14) What does the phrasal verb “look forward to” mean?

a) Wait eagerly / anticipate with pleasure.

b) Try to find the answer for hard questions.
c) Looking always straight.
d) Search, seek.
e) Misunderstand someone.

15) Complete a frase abaixo com a opção CORRETA: Your dad will be mad when
he ____ you didn’t go to school.

Alternativas:
a) Looks on.
b) Looks up.
c) Finds.
d) Finds up.
e) Finds out.

Conteúdo licenciado para Jucélia F Passos - 971.985.520-72

Objetivo de Aprendizagem e Desenvolvimento: Habilidades EM13LGG302 – EM13LGG603 – EM13LGG701
Conteúdo licenciado para Jucélia F Passos - 971.985.520-72