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A expressão “Every now and then”, pode ser substituída por: 1. Now and again. 2. Now and never. 3. Every so often. 4. Eventually.

A Apenas pela expressão de número 1.
B Pelas expressões dos números 1 e 4.
C Pelas expressões dos números 2 e 3.
D Pelas expressões dos números 1 e 3.

Em uma das frases, a palavra FEW está sendo usada, erroneamente, qual é?

A Do you want a chocolate? I have a few in my backpack.
B You’ll have to leave your dog with a friend, unfortunately, very few hotels take pets in the city.
C You can wait for me here. I’ve got few things to do. It won’t take long.
D Don’t take that brochure, it has few information about the attractions we want to go.

Qual sequência de preposição completa corretamente as seguintes frases: Before the plane takes ........, the flight attendant tells you to buckle .......... Don’t go to your room yet, young lady! You’ve got to put ........... these groceries first! During my last vacation I could finally caught up ........ my reading! Fortunately, we could put ........ the fire quickly! The damage was little.

A off, up, away, on, out.
B off, up, out, in, away.
C up, in, away, on, up.
D up, down, on,with, off.

Com relação ao uso de singular e plural das frases abaixo, podemos dizer que: 1. Electronics is on sale at the department store next to my office this week. 2. Petrobras have finally released a note about the new offshore Project. 3. A hundred thousand dollars was used to rebuild the auditorium destroyed by a tornado in 2021. 4. Gymnastics is becoming my school’s favorite sport. Everyone wants to be in the team.

A Somente a 2 está incorreta.
B Somente a 1 e 3 estão incorretas
C Somente a 1 e 4 estão corretas.
D Somente a 4 está correta.
Texto associado
“Dragons are found in the myths of many cultures and appear in many forms. The name comes from the Greek word drakon, meaning “snake”. Generally, dragons are portrayed as large, scarly, winged serpernts or reptiles with sharp claws. In European myths , dragons are usually carnivorous reptiles with fiery breath. They are generally considered evil and dangerous. European ( or Western) dragons are said to live in caves or swamps or on mountaintops, where they often guard treasures. Two of the most famous dragons in European literature are the dragon that St. George killed and the dragon that killed Beowulf. There are also many stories about medieval knights fighting dragons. There are several types of European dragons. The guivre has no legs or wings. It is a large serpent with a wedgeshaped head. The lindworm has one pair of legs but no wings. The Amphiptere is basically a flying snake with wings but no legs. The wyvern – a particular bloodthirsty type of dragon – has two legs and two wings and a barbed tail. Heraldic dragons have four legs and two wings. Many noble European families chose this dragon as their symbol. The Asian (or Eastern) dragon was also a reptile but often displayed characteristics of other animals, such as camels, deer, lions, eagles, and bulls. Asian dragons have serpentine bodies, do not usually breath fire, and generally have no wings. Many have a “lion’s mane” around their neck and a bear aroud their chin. They have twoo antlers coming from their head and two long whiskers coming from their faces. Asian dragons have 117 scales, 81 infused with yang, the principle of good, and 36 infused with yin, the principle of evil. Their favorite food is roasted swallows. Asian dragons symbolize power and unlike European dragons, are generally pictured as good, kind, and intelligent. There are three families of Asian dragons: three-toed, four-toed, and five-toed. Three-toed dragons are native to Japan. Four-toed dragons are from Indonesia or Korea. Some Chinese dragons also have four toes, but the “Imperial dragons” of China have five. Asian dragons come in five colors: blue, White, black, red, and yellow. Red and black dragons are powerful, but the yellow dragon is the strongest of all. Asian dragons are often pictured with a pearl in their months, under their chins, or in their claws. The dragon is thought to draw its strength from this pearl. Many cultures outside of Europe and Asia also have legends of dragons. In fact, it is hard to find a culture that does not have a dragon myth. The Piasa (“storm bird”) was a dragon known to the Illini, a Native American group that lived by the Mississippi River. It had the head of a bear, large teeth, the antlers of an elk, the scaly body of a fish, and a bear’s leg ending in eagle’s claws. The tail was fifty feet (15 meters) long and was tipped with a spearhead. It lived in a cave in the cliffs overlooking the river. For many years, the Piasa only hunted buffalos. Then, it captured an Illini warrior and after that, it developed a taste for humans and began attacking villages. The Illini chief Ouatoga used himself as a “bait” to lure the beast from its cave. When the dragon stormed out to attack him, his warriors killed it with a shower of arrows. In Ethiopia, there are stories about a four-winged dragon, the Ethiopian Dream Snake. These creatures ate poisonous plants to make their bite and scratches poisonous. They were big enough to kill elephants. Once four of them wove together a raft and sailed to Arabia,Where they thought the hunting would be better. Then there is the Trukh of Madagascar, the Anka of Arabia, the Vekher (“wind demon”) of Russia, the Demaj of Persia, and the Kululkan of the Aztecs. The fact that so many cultures have dragons stories in common has led people to wonder if dragons really existed up the time of the Middle Ages, When they were hunted into extinction. Some people have even wondered if dragons were the last surviving dinosaurs. Scientists, however, have dismissed this theory as highly unlikely since there is no fossil evidence to indicate that any dinosaurs lived past the end of the Mesozoic era, 65 million years ago.” Text extracted from The Complete Guide to TOELF Test iBT Edition from Bruce Rogers, 2001. Page 168.

Quantos dragões europeus são mencionados no texto?

A 5.
B 81.
C 3.
D 117.

A produção oral desempenha um papel fundamental na construção da identidade e na interação social. Ao ensinar a produção oral em língua estrangeira, o professor deve:

A corrigir todos os erros dos alunos durante a produção oral para garantir a fluência.
B priorizar a produção oral em situações controladas, com atividades de memorização e repetição.
C criar um ambiente seguro e acolhedor, onde os alunos se sintam à vontade para se expressar.
D enfatizar a correção gramatical e a pronúncia perfeita, como requisitos para uma boa produção oral.
E utilizar apenas atividades individuais, para evitar que os alunos copiem um do outro.

TEXT I "The Road Not Taken" By Robert Frost

( 1916 ) Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. Read TEXT I and answer the question: What does the speaker most likely mean when he says, “I doubted if I should ever come back” (line 15)?

A The speaker is sure that he will never physically return to the same place.
B The speaker doubts he will have time to explore both roads equally.
C The speaker acknowledges that choices in life often lead to unexpected, irreversible consequences.
D The speaker is uncertain about whether the road he has taken will be the right one.
E The speaker thinks that the road he chose will eventually lead back to the original crossroads.
Texto associado
Text 1 Companies know how we think Companies can now find out exactly how you think through the science of neuromarketing. Advertisers are currently collaborating with scientists to test their products directly on our brains. Some experts believe that one in ten TV commercials have already been designed using neuromarketing. The reasons are obvious.The technique allows companies to discover exactly what people like about their products. For example, when we eat a type of potato chip, it may be the color, the flavor, or the pleasant noise it makes when you crunch it in your mouth that we like most. In order ................ tap into what’s going ................ in consumers’ brains, it all begins laboratories and office buildings. Groups of volunteers submit themselves to a simple process. Wearing a special headset called an electrode cap, they watch commercials or test products. The caps allow researchers to monitor brain activity. When something attracts the attention of the volunteers, this is highlighted on a computer. They literally use this device to read the minds of their volunteers. This may sound a little scary, but advertisers are just tapping into our existing thoughts and desires. And that’s what advertisers have always tried to do. Previously, companies would give people a survey or questionnaire to complete in order to research their customers. The problem was that people didn’t always tell the truth. They may not want to be critical of a product or advertisement because they don’t want to upset the interviewer. The electrode cap overcomes this problem. It shows when someone really is interested in something. Neuromarketing is also used to develop packaging for the world’s most famous brands. The aim is to make their products stand out in a busy marketplace. This will become standard as more companies capitalize on the technology. With millions invested in advertising, companies simply cannot afford to hope that their ads and products will be a success. If they can find out what we think first, and change their products to make them more successful, they will quickly pay off the high cost of neuromarketing and dominate their market.

Study the words in bold in the following paragraph from Text 1. “Groups of volunteers submit themselves to a simple process. Wearing a special headset called an electrode cap, they watch commercials or test products. The caps allow researchers to monitor brain activity. When something attracts the attention of the volunteers, this is highlighted on a computer. They literally use this device to read the minds of their volunteers.” The words in bold are:

A all possessive pronouns.
B all demonstrative pronouns.
C respectively, a reflexive pronoun, a possessive pronoun and, an object pronoun.
D respectively, a possessive adjective, a reflexive pronoun and, an intensive pronoun.
E respectively, a reflexive pronoun, a personal pronoun, and a possessive adjective.

Traditional views set the teachers’ task as the application of theory to practice, in more recent views teachers are seen to be both practitioners and theory builders ( Prabhu 1992; Savignon 2007 ). Given the latter view of teachers, their knowledge of methods is beneficial because:

A They can aid teachers in bringing to conscious awareness the thinking that underlies their actions.
B A large, diverse repertoire of practices is sure to exempt them to take over deep theoretical supply.
C They ought not think about methods when planning lessons, and deciding how to fit instruction and context.
D Having command of the professional discourse that community members use enables their accomplishment.

The didactic approach of knowledge aims at emphasizing the importance of giving proper treatment to the different contents that make up a teacher’s plan in order to equip his/her practice, as well as cover distinct categories integrating reality and understanding. Some kinds of contents cater to the active construction of capacities that operate with symbols, ideas, images, and representations that will allow the assignment of meaning to reality. From the least to the most complex perceptions, learning happens through a continuous process of coming and going, advancements and retreats upon which learners build tentative ideas, that are then amplified, modified, getting closer and closer to what is really accurate. The construction of some of these ideas might not be immediate, it will take them longer to be ready since hypothesis elaboration and original expression also rely on personal conditioning. The data offered refers to content which is:

A Practical.
B Attitudinal.
C Procedural.
D Conceptual.