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Giving Blood = Giving Life
Giving blood is an amazing thing a person can do. Why? Because people who have anaemia, cancer, blood disorders, sickle cell, and other illnesses need blood transfusion. Some people even need regular blood transfusion to live.
Think about it: giving blood as part ............ everyone’s life; something they done .............. a regular basis, like eating ........... a favourite restaurant. What kind of difference does that make? Well, a donation might make the difference between life and death for nearly five million people who receive blood transfusions every year.
Giving blood is simple and convenient. It only takes about an hour and you can make the donation at a donor center. Afterwards, you will feel good about yourself.
Most people don’t think they’ll never need a blood transfusion, but many do. Blood is something money can’t buy. One may give a newborn, a child, a mother or a father, a brother, or a sister another chance at life. In fact, this simple action may help to save lives.
The blood donation process is much quicker and easier than you think. Giving blood will not decrease your strength and it’s certainly the right thing to do.
The word decrease (last paragraph), has its synonym in which alternative?
Mark the alternative that present the phonetic transcription of the word "hen".
Mark the alternative that does have a synonym for the word "stuck".
Mark the alternative that correctly fills in the blank.
______________ are linguistic mechanisms that allow a logical-semantic connection between parts of a text. The connection and harmony that enable the binding of ideas within a text is made with the use of conjunctions, prepositions, adverbs or adverbial phrases.
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
In the fragment from the first paragraph “Rather than describe the core of language through traditional concepts of grammar and vocabulary”, the underlined expression means the same as
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