Questões de Língua Inglesa da Fundação CESGRANRIO (CESGRANRIO)

According to Text II, the statement “ongoing North American hydrocarbon revolution is a ‘game changer’.” (lines 14-15) suggests that the hydrocarbon revolution represents a

• A. virtually endless source of energy
• B. cost-benefit uninteresting source of energy
• C. traditional technological stage in energy production
• D. great economical switch associated with this source of energy
• E. groundbreaking ecological stage in energy production

Comparing the excerpt from Text I “Non-OECD countries are projected to lead oil demand growth this year and forecast to add 1.3 mb/d in 2H14 compared to the same period a year ago” (lines 13-15) to the excerpt from Text II “Non-OECD oil demand, led by Asia and the Middle East, looks set to overtake the OECD for the first time as early as 2Q13 and will widen its lead afterwards” (lines 24-27), one states that Text number

• A. 1’s forecast is based on non-OECD countries’ oil demand in the 1Q13.
• B. 1’s forecast is based on non-OECD countries’ oil demand in the 2Q12.
• C. 2’s forecast is based on OECD countries’ oil demand in the 2H12.
• D. 2’s forecast is based on OECD countries’ oil demand in the 1H12.
• E. 1 and number 2 make similar forecasts for non-OECD countries’ oil demand.

The main idea defended by the author in the text is that

• A. the desire for mastery is encouraged when things are broken into small pieces.
• B. people tend to feel more motivated when they are given more autonomy in their tasks.
• C. language learning apps encourage people to learn more.
• D. people’s desire for mastery diminishes when they are given more autonomy.
• E. language learning is always very challenging.

The expression of the text “another tip” (line 5) suggests that the author

• A. presented a tip before.
• B. presented two tips before.
• C. has never presented any tip.
• D. presents a tip by the first time.
• E. wrote about suspending people’s autonomy.

In the sentence of the text: “They will then be motivated to continue and keep learning” (lines 9-10), the pronoun they refers to

• A. people in general.
• B. people who have a job.
• C. people who don’t have a job.
• D. language students.
• E. students at the university.

In the text, the word in italics describes the idea expressed by the boldfaced word in

• A.

  argued (line 8) - asked

• B.

  actually (line 10) - really

• C.

  talented (line 13) - unskilled

• D.

  income (line 16) - input

• E.

  path (line 17) - origin

The failures of Latin American education systems have been pointed out by

• A.

  students

• B.

  the job market

• C.

  the private sector business

• D.

  a team of education researchers

• E.

  business leaders such as Marina Bassi and Jaime Vargas

Based on the meanings in the text, the boldfaced verbal expression describes the same as the verb in:

• A.

  giving up (line 55) - resisting

• B.

  puts it (line 57) - says

• C.

  to catch up with (lines 58-59) - to leave

• D.

  rely on (lines 60-61) - divide

• E.

  put up with (line 68) - test

According to the text, in Latin America, education advocates

• A.

  have reason to suppose that secondary education problems have all ended.

• B.

  have reason to suppose that secondary education problems with quality have improved.

• C.

  can be happy because education quality rate has climbed over 30 percent.

• D.

  could be happy concerning students’ access to secondary school and completion of the course.

• E.

  should be very concerned with the poor rate of access to secondary school.

An example of socio-emotional skill is

• A.

  work ethics

• B.

  intelligence

• C.

  basic math knowledge

• D.

  general culture knowledge

• E.

  reading and writing abilities