The communicative intention of Text I is to

Helicopter Pilot Careers in Law Enforcement      In recent years there has been an increase in the use of helicopters by law enforcement. Helicopters provide a clear advantage to law enforcement. They offer speed, a bird's eye perspective, and the use of specialized sensors such as infrared that enable them to "see" in the dark. A career flying law enforcement helicopters is definitely within your reach and can offer excitement as well as financial rewards and job security.      Most, but not all law enforcement agencies require that you be a law enforcement officer before you become a pilot. This means attending the police academy and spending time in a patrol car or walking a beat. This will expose you to the situations that police officers on the ground encounter daily and you'll be better able to determine the best way to assist with an air unit. Some police aviation units, like the Maryland State Police Aviation Unit, are comprised of civilians. Others hire agencies to provide the helicopters and the pilots.      The scope and depth of law enforcement operations varies with the department. In general, larger departments have more capabilities than smaller departments. Some departments fly under VMC (visual meteorological conditions) only which means they need to be able to see the horizon to maintain the proper orientation of the aircraft while others operate in IMC (instrument meteorological conditions) which is flight solely referenced to the flight instruments. Some departments have forward looking infra red while others only have a spot light and others fly using night vision goggles.      Law enforcement flying for the most part is done close to the ground. Law enforcement helicopters are usually trying to find people and vehicles that are hidden or are trying to evade and/or escape. Because of this pilots who fly law enforcement helicopters must remain vigilant for obstructions such as towers and wires. (http://ezinearticles.com/?Helicopter-Pilot-Careers-in-Law-Enforcement&id=687642)
According to the text, going to police academy before learning how to fly is:

THERE ARE 10 QUESTIONS OF MULTIPLE CHOICE IN YOUR TEST BASED ON THE TEXT “THE PLACE OF ‘CULTURE’ IN THE FOREIGN LANGUAGE CLASSROOM: A REFLECTION”. EACH QUESTION HAS 4 ALTERNATIVES (A, B, C, AND D) FROM WHICH ONLY ONE IS CORRECT. CHECK THE CORRECT ONE. The Place of "Culture" in the Foreign Language Classroom: A Reflection    Ramona Tang
In the field of foreign language teaching, one aspect that occasionally emerges as a topic of discussion is the relationship between knowledge of a foreign language, and knowledge of the culture from which that language "originated". From my (admittedly limited) experience with foreign language education, it would appear that the question of "culture" is often relegated to the end of a language teaching plan. It seems as if it is always something of a bonus if the teacher manages to find time to introduce a bit of the culture of the foreign language into the classroom - some music perhaps, or a traditional dance, in the final lesson of the course. If learners are particularly lucky, they get a chance to spend a month in the foreign country to "immerse" themselves in the "culture" of the country. But is that one class session enough? Is one month enough? Is it necessary?  

According to Pica (1994: 70), the question "how necessary to learning a language is the learner's cultural integration?" is something which "troubles teachers, whether they work with students in classrooms far removed from the culture of the language they are learning or with students who are physically immersed in the culture but experientially and psychologically distant from it". Numerous other researchers have tried to address issues along similar lines, including Gardner and Lambert (1972) who postulate that learners may have two basic kinds of motivation. The first is integrative motivation, which refers to the desire of language learners to acquire the language while immersing themselves into the whole culture of the language, in order to "identify themselves with and become part of that society" (Brown 1994: 154). The second is instrumental motivation, which refers to the functional need for learners to acquire the language in order to serve some utilitarian purpose, such as securing a job, or a place at a university. The argument is that such instrumentally motivated learners are neither concerned with the culture from which their target language emerged, nor interested in developing any feelings of affinity with the native speakers of that language.  

But questions of this sort and research of this sort appear to me to presuppose that culture can be separated from language, that culture is something that needs to be introduced into the language classroom and to the learner, and that learner and teacher have some sort of a choice as to whether "cultural integration" is to be included in the "syllabus" or not. I would like to suggest that language and culture are inextricably linked, and therefore it may be pointless, and perhaps even impossible, to ask ourselves: "how much of the culture of a country should be taught along with the language?"  

Does this then mean that the "integrative" and "instrumental" motivation which have been discussed for years do not exist? Is that what I am saying? No. I think the person who has "integrative" motivation simply acknowledges that he or she is actively seeking to know about the culture, whereas the person with "instrumental" motivation does not want to add anything on to his or her knowledge of the language. He or she may not want to sample the food, or get to know the night-life, or visit places that have nothing to do with work, or read about the history of the country, or chat with shopkeepers behind the counter of a grocery store to find out whether that high-rise across the road was once a park where children played. But those are frills; those are extras. Language itself is already culture, and therefore it is something of a moot point to talk about the inclusion or exclusion of culture in a foreign language curriculum. We might perhaps want to re-envisage the situation as a contrast between an active and deliberate immersion in culture, and a non-deliberate exposure to it.  
To conclude, I expect that some may disagree with my rather "deterministic" view that language is culture. A counterargument could well be that some people who decide to learn French, for instance, have no inkling at all of French culture. Indeed, they may not even know where France is on the map. How then can language be culture for them? To such a counterargument, I would say that while there may in theory be cases of such isolated individuals, I believe that in reality this is rather unlikely. But more than that, even if the learners themselves are not initially aware of the cultural associations attached to the language they are learning, others are, and will perceive them as being aligned with that culture. And if social theories of identity formation are to be believed (e.g. Brooke 1991), a person's identity is a social construct, and is (in part or in whole) the product of societal perception. I would like to add here that I am not in any way suggesting that a person cannot actively and deliberately reject the "cultural baggage" that accompanies a language. I am merely suggesting that it is there, and therefore we might want to consider not treating language and culture as if they were ultimately separable.  
(http://iteslj.org/Articles/Tang-Culture.html) 

According to the author of the text,

Many of our travelers enjoy having the option to purchase a first class seat or - if you're a Medallion
member - receive a complimentary upgrade to one; but that hasn't been an option on our smaller, regional  jets. Now, if your flight is over 750 miles, you can expect the same two-cabin service that we offer on larger aircraft. We figure if we get to choose the plane, you should get to choose where you'd like to sit.
                             


Mark T (true) or F (false) and, then, choose the correct option.

( ) "Jets" and "aircraft" are related to the same idea in the text.

( ) It would be possible to write "We think that" instead of "We figure".

( ) The word "that" in "that we offer on larger aircraft" is linked with "two-cabin service".

An adequate title for the three paragraphs above, which would summarize their content, could be:

The implication of the phrase “Lose the key and you effectively lose your data!”, is that the:

The last paragraph claims that encryption “is about as close to rocket science” because the process:

The expression ‘data breach disclosures’ as used in Paragraph 2 means a/an:

The dilemma referred to in the Paragraph 1 involves at least a choice between:

Paragraph 4 suggests that a possible hiccup inherent to Fixer’s is that its:

In Paragraph 2, the phrase “It then comes up with several potential patches...” can be understood as “The Fixer:

According to Paragraph 2, Fixer works:

In the first paragraph the professor claims that Fixer can:

No segundo parágrafo do texto, which refere-se a

De acordo com o texto, uma das vantagens da tecnologia x2 é a

O texto diz ainda que o x2

O texto diz que uma das limitações do helicóptero refere-se

De acordo com o texto,

Segundo o texto, uma das preocupações com relação ao Porto de Santos era

Identifique as afirmativas verdadeiras ( V ) e falsas ( F ), de acordo com o texto.

( ) If you’re not in the room the use of timers to turn of the lights helps to save energy.

( ) Living in a warm region one shouldn’t have curtains at home.

( ) The color that your curtains must be is white, because they reflect the heat.

( ) A car releases the same amount of carbon dioxide into the air than a household generates.

( ) Anybody can preserve and help the Earth’s natural resources.

Assinale a alternativa que indica a sequência correta, de cima para baixo.