Os textos abaixo correspondem a fragmentos de fontes diversas, pertencentes a gêneros textuais também variados. As fontes dos textos foram omitidas propositalmente. Utilize-os para responder a questão a seguir

Text 1

Renata left her legal aid office an hour later than normal. She’d been helping a man with a dispute over land. He was expecting another child and wanted to extend the rough house his family lived in. But a bar owner and a tyre shop were unhappy with the plans. Renata had slipped easily into the space of the disagreement, fluid, empathic, and negotiated a compromise. The man had just visited her office to bless her and offer his respects. He’d talked for a long time.

Mario Leme is a low-ranking detective in the Sao Paulo civil police. Every day on the way to work he sets off early and drives through the favela known as Paraisopolis - Paradise City. It’s a pilgrimage: his wife Renata was gunned down at an intersection here a year ago, the victim of a stray bullet in a conflict between drug dealers. One morning, parked near the place where Renata died, he sees an SUV careen out of control and flip over. The driver Leo is killed, but before his body is removed, Leme is sure he sees bullet wounds. Leo’s death wasn’t an accident, he was murdered. Soon, his girlfriend turns up dead too. And if they were killed deliberately, perhaps Renata was too… Leme finds himself immersed further and further in the dark underbelly of Brazilian society, as corruption seeps from the highest to the lowest echelons, and the devastating truth about Renata begins to emerge.

Text 3

A partir da leitura da tira de “Hagar, o horrível” assinale a alternativa correta.

The streets pounded with Baile funk, and flip-flopped men in dark glasses stood around the car, watching the five dirt roads that joined at the junction. The sun slipped down out of sight of the favela crater, below the line of the city. [...]

My book, Paradise City, is named after the Paraisópolis favela, where a key incident happens at the beginning. Sao Paulo’s a great setting for crime fiction because of the huge gulf between rich and poor – there’s a disenfranchised underclass and a sense of lawlessness. It’s a place rich in culture, dripping in cash and undermined by political lawlessness. A crime novel allows access to these different worlds. Crime in São Paulo is run by a gang called PCC – from jail. On the weekend before the World Cup in 2006, they demanded wide screen TVs to watch the game. When the authorities refused they said they’d cause chaos across the city – and they did for three days. Police were attacked, buses hijacked and set on fire – when they authorities finally agreed to the TVs the mayhem stopped. It was that weekend that the seed of the idea for my novel was planted.

Text 4

I. In ___________, learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses. Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace of learning.

III. _____________ proposes activities that are carried out using language, such as finding a solution to a puzzle, reading a map and giving directions, making a telephone call, writing a letter, or reading a set of instructions and assembling a toy.

14 de JUNHO ...Está chovendo. Eu não posso ir catar papel. O dia que chove eu sou mendiga. Já ando mesmo trapuda e suja. Já uso uniforme dos indigentes. E hoje é sábado. Os favelados são considerados mendigos. Vou aproveitar a deixa. A Vera não vai sair comigo porque está chovendo. (...) Ageitei um guarda-chuva velho que achei no lixo e saí. Fui no Frigorifico, ganhei uns ossos. Já serve. Faço sopa. Já que a barriga não fica vazia, tentei viver com ar. Comecei desmaiar. Então resolvi trabalhar porque eu não quero desistir da vida.

...Enquanto eu esperava na fila para ganhar bolachas ia ouvindo as mulheres lamentar-se outra mulher reclamava que passou numa casa e pediu uma esmola. A dona da casa mandou esperar (...) A mulher continuou dizendo que a dona da casa surgiu com um embrulho e deu-lhe. Ela não quiz abrir o embrulho perto das colegas, com receio que elas pedissem. Começou pensar. Será um pedaço de queijo? Será carne? Quando ela chegou em casa, a primeira coisa que fez, foi desfazer o embrulho porque a curiosidade é amiga das mulheres. Quando

desfez o embrulho viu que eram ratos mortos.

Tem pessoas que zombam dos que pedem.

Com base na leitura atenta de trechos do texto a seguir, responda a questão a seguir.

Quero ver como é que eu vou morrer. Ninguem deve alimentar a ideia de suicidio. Mas hoje em dia os que vivem até chegar a hora da morte, é um heroi. Porque quem não é forte desanima.

...Vi uma senhora reclamar que ganhou só ossos no Frigorifico e que os ossos estavam limpos.

Fiquei nervosa ouvindo a mulher lamentar-se porque é duro a gente vir ao mundo e não poder nem comer. Pelo que observo, Deus é o rei dos sabios. Ele pois os homens e os animais no mundo. Mas os animais quem lhes alimenta é a Natureza porque se os animais fossem alimentados igual aos homens, havia de sofrer muito. Eu penso isto, porque quando eu não tenho nada para comer, invejo o animais.

Grammar teachers have long been aware of recurring interference factors with pronouns and reference, such as the Japanese tendency to confuse he and she, the Spanish tendency to confuse his and your, and so on, and there is not much discourse analysts can say to ease those overgreen problems. What can be (and often is not) directly taught about a system such as that of English is the different ways of referring to the discourse itself by use of items such as it, this, and that, which do not seem to translate in a one-to-one way to other languages, even where these are closely cognate (cf. German, French, Spanish).

Teachers and teachers in training need to be able to use approaches and methods flexibly and creatively based on their own judgment and experience. In this process, they should be encouraged to transform and adapt the methods they use to make their own. Training in the techniques and procedures of a specific method is probably essential for novice teachers entering teaching, because it provides them with the confidence they will need to face learners and it provides techniques and strategies for presenting lessons. In the early stages, teaching

is largely a matter of applying procedures and techniques developed by others.

Grammar teachers have long been aware of recurring interference factors with pronouns and reference, such as the Japanese tendency to confuse he and she, the Spanish tendency to confuse his and your, and so on, and there is not much discourse analysts can say to ease those overgreen problems. What can be (and often is not) directly taught about a system such as that of English is the different ways of referring to the discourse itself by use of items such as it, this, and that, which do not seem to translate in a one-to-one way to other languages, even where these are closely cognate (cf. German, French, Spanish).