California is Free of Drought for The First Time in 25 Years

By Clara Harter 

*California can be referred to as “The Golden State”.

(Available at: https://www.latimes.com/california/story/2026-01-09/california-has-no-areas-of-dryness-first- time-in-25-years – text specially adapted for this test).  

Leia o texto para responder à questão.

    It has been common in second language teaching to stress the role of interference – that is, the interfering effects of the native language on the target (the second) language. It is of course not surprising that this process has been so singled out, for native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference has been so strong that some have viewed second language learning as exclusively involving the overcoming of the effects of the native language. It is clear from learning theory that a person will use whatever previous experience he or she has had with language to facilitate the second language learning process. The native language is an obvious set of prior experiences. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the comparable French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.

(Brown, D. 1994. Principles of Language

Learning and Teaching. Adaptado)

Text 1

Smatphones are banned in Brazilian Schools

Brazil’s president has signed a law to limit smartphone use in schools, starting in February. This rule will apply to elementary and high schools across the country. Phones will only be allowed in emergencies, for educational activities, or for students with disabilities. The goal is to help students focus better and reduce distractions caused by phones.

Officials explained that children are using the internet at younger ages, which makes it harder for parents to monitor them. Limiting smartphones at school can help students concentrate on studying. A recent survey found that nearly two-thirds of Brazilians support banning smartphones in schools, and over threequarters believe these devices are harmful for kids.

Some families and students agree with the move, saying it will encourage more interaction and help classmates focus better. However, others believe it won’t solve all school issues, like bullying and harassment.

As of 2023, about two-thirds of Brazilian schools already limit smartphone use, while 28% ban them completely. Some states, such as Rio de Janeiro and Goias, have passed local laws restricting phones in schools, but enforcement has been challenging. In Sao Paulo, discussions are ongoing about banning phones in both public and private schools.

Globally, concerns ______________ smartphone use ______________ children have led to similar measures. Countries ______________ China, France, and parts of the U.S. have introduced restrictions to reduce distractions and protect children’s mental health. A report ______________ UNESCO found that one in four countries has already limited smartphone use in schools.

Adapted from: https://en.islcollective.com

Disponível em: https://www.nytimes.com/2024/09/25/climate/climate-change-environment-planet.html. Acesso em:24 de setembro de 2024.

Text 7A1-II

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. 

Robert Frost. The Road Not Taken. 1916 (adapted).  

READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT

TEXT I

National Assessment Reform: Core Considerations for Brazil

    Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.

Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D