Read the text to answer 34, 35 and 36.

D.C. schools try to meet students where they live

Sarah Zick swerved through the crowds clogging 14th Street NW in Columbia Heights one recent muggy afternoon, trekking to one of her student’s homes. The first-grade teacher is attempting to meet the families of each of her students at their homes or a place of their choosing — shifting the traditional parent-teacher power dynamic that plays out on school grounds. On this Wednesday, three weeks into the school year, it was student No. 21. She spotted the 6-year-old girl near her public housing complex holding hands with her mother. The girl gave Zick a quick hug. The meeting began. What Zick learned: the girl loves math but is more tepid about reading. She loves dancing and princesses. A friend from school recently died of complications related to asthma, and the 6-year-old often thinks about death. Lockdowns at the school prompted by recent shootings in Columbia Heights exacerbated those anxieties.Zick’s plan after that meeting: she will send the girl home with books about dancing and princesses for mom to read with her at night. And when there is another lockdown or drill, Zick will pay extra attention to make sure the girl is okay.

Over the past five years, the District has sought to reinvent the old-fashioned idea of home visits. It’s no longer about descending on the house of a struggling or truant student. In 2011, the traditional public school system partnered with the Flamboyan Foundation which trained the teachers on how to conduct the visits, paying them $40 each family meeting. Eight years after the program launched, D.C. educators have made more relationship-building home visits than any school system in the country — even more than bigger systems, according to Gina Martinez-Keddy, executive director of Parent Teacher Home Visits, which tracks these interactions.

(Available in:https://www.washingtonpost.com/education. Adapted.)

Read the text to answer 34, 35 and 36.

D.C. schools try to meet students where they live

Sarah Zick swerved through the crowds clogging 14th Street NW in Columbia Heights one recent muggy afternoon, trekking to one of her student’s homes. The first-grade teacher is attempting to meet the families of each of her students at their homes or a place of their choosing — shifting the traditional parent-teacher power dynamic that plays out on school grounds. On this Wednesday, three weeks into the school year, it was student No. 21. She spotted the 6-year-old girl near her public housing complex holding hands with her mother. The girl gave Zick a quick hug. The meeting began. What Zick learned: the girl loves math but is more tepid about reading. She loves dancing and princesses. A friend from school recently died of complications related to asthma, and the 6-year-old often thinks about death. Lockdowns at the school prompted by recent shootings in Columbia Heights exacerbated those anxieties.Zick’s plan after that meeting: she will send the girl home with books about dancing and princesses for mom to read with her at night. And when there is another lockdown or drill, Zick will pay extra attention to make sure the girl is okay.

Over the past five years, the District has sought to reinvent the old-fashioned idea of home visits. It’s no longer about descending on the house of a struggling or truant student. In 2011, the traditional public school system partnered with the Flamboyan Foundation which trained the teachers on how to conduct the visits, paying them $40 each family meeting. Eight years after the program launched, D.C. educators have made more relationship-building home visits than any school system in the country — even more than bigger systems, according to Gina Martinez-Keddy, executive director of Parent Teacher Home Visits, which tracks these interactions.

(Available in:https://www.washingtonpost.com/education. Adapted.)

Read the text to answer 31, 32 and 33.

What does ‘inclusive practises’ mean and

how can we ensure that all our classrooms

and work environments are truly inclusive?

Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this, we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society. An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Some of the practises which might promote inclusivity are:

1) Create a supportive, respectful environment: promote diversity and fairness.

2) Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.

3) Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.

4) Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is ‘personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.

5) Take a ‘community’ approach to learning and teaching. Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.

(Available in: https://www.cambridge.org › elt › blog › 2017/11/15. Adapted.)

Read the text to answer 31, 32 and 33.

What does ‘inclusive practises’ mean and

how can we ensure that all our classrooms

and work environments are truly inclusive?

Inclusion is about how we structure our schools, our classrooms and our lessons so that all our students learn and participate together. An inclusive classroom is one that creates a supportive environment for all learners, including those with learning differences and one that can also challenge and engage gifted and talented learners by building a more responsive learning environment. Inclusivity also means respecting people from all backgrounds and cultures. By teaching our students the importance of this, we can create a much more tolerant and understanding environment, not just in the classroom and school but also in wider society. An inclusive school or classroom can only be successful when all students feel they are truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Some of the practises which might promote inclusivity are:

1) Create a supportive, respectful environment: promote diversity and fairness.

2) Have high expectations of all your students. Research shows that students respond better when they feel that their teacher has faith in their abilities and is not focusing on their inabilities.

3) Create a supportive peer culture both inside and outside the classroom. This is when you empower learners to respect and trust each other, making empathy and caring ‘fashionable’ and reinforcing positive and pro-social attitudes by encouraging learners to help each other.

4) Plan learning which includes participation from everyone and encourages success. You can do this by creating an environment which is ‘personalised to students’ needs and by talking about learning that focuses on what students can do and what they would like to do next.

5) Take a ‘community’ approach to learning and teaching. Inclusive values are developed through a student’s lived experience and their exposure to other cultures and world-views. Bring your community into the classroom and take your classroom out to the community.

(Available in: https://www.cambridge.org › elt › blog › 2017/11/15. Adapted.)

Instruction: Answer questions 31 to 40 based on the following text.

Memory hacks to make you smarter

1. No matter how smart you think you are, the chances are that you sometimes fail to make
2. the most of your memory. A series of surveys have shown most students fail to use proven
3. methods of learning _________, instead wasting their time on ineffective methods. One of the
4. problems is that we often receive a lot of conflicting information from parents, teachers, and
5. scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
6. published in one of the top psychology journals, has examined the biggest misconceptions, with
7. a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
8. them more effectively.
9. Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
10. the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
11. passive, meaning that most of the information fails to leave an impression.
12. Memory hack: Space your reading: Passive rereading is probably the least effective
13. study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
14. of the concepts. You can make better use of those sessions, however, by ensuring that you return
15. to the material at regular intervals. You might read a chapter, move on to something else, and
16. then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
17. from questioning your understanding before you return to the material, which helps tune your
18. attention on the bits you do and don’t know and increases your mental engagement.
19. Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
20. ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
21. you to engage more with the information, and it makes it easier to identify the most important
22. passages later on. Although it can be more effective than passive rereading, underlining and
23. highlighting often fail to work, with most students __________ marking up almost every
24. paragraph without much discernment.
25. Memory hack: Pause to think: Instead, the scientists suggest that you read the text
26. once through cold, and then mark up the relevant passages on the second pass. By forcing you
27. to think more carefully about each point and its relative importance in the overall argument, this
28. encourages the more active processing that is essential for the formation of stronger memories.
29. Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
30. ________ copying the most important facts into their notebooks. Like underlining and
31. highlighting, the problems come when you fail to be judicious about the material you are
32. including. Your overenthusiasm – and propensity to include everything that is mentioned – can
33. easily become a vice.
34. Memory hack: Be concise. Experiments have shown that the fewer words students use
35. to express an idea in their notes, the more likely they are to remember it afterwards. This is
36. probably because creating summaries and paraphrasing force you to think deeply about the nub
37. of the idea you are trying to express – and that additional effort cements it in your memory.
38. These findings may also explain why it is better to take notes with a pen and paper, rather than
39. using a laptop: writing by hand is slower than typing and forces you to be more concise in what
40. you note down.

(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)

Instruction: Answer questions 31 to 40 based on the following text.

Memory hacks to make you smarter

1. No matter how smart you think you are, the chances are that you sometimes fail to make
2. the most of your memory. A series of surveys have shown most students fail to use proven
3. methods of learning _________, instead wasting their time on ineffective methods. One of the
4. problems is that we often receive a lot of conflicting information from parents, teachers, and
5. scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
6. published in one of the top psychology journals, has examined the biggest misconceptions, with
7. a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
8. them more effectively.
9. Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
10. the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
11. passive, meaning that most of the information fails to leave an impression.
12. Memory hack: Space your reading: Passive rereading is probably the least effective
13. study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
14. of the concepts. You can make better use of those sessions, however, by ensuring that you return
15. to the material at regular intervals. You might read a chapter, move on to something else, and
16. then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
17. from questioning your understanding before you return to the material, which helps tune your
18. attention on the bits you do and don’t know and increases your mental engagement.
19. Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
20. ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
21. you to engage more with the information, and it makes it easier to identify the most important
22. passages later on. Although it can be more effective than passive rereading, underlining and
23. highlighting often fail to work, with most students __________ marking up almost every
24. paragraph without much discernment.
25. Memory hack: Pause to think: Instead, the scientists suggest that you read the text
26. once through cold, and then mark up the relevant passages on the second pass. By forcing you
27. to think more carefully about each point and its relative importance in the overall argument, this
28. encourages the more active processing that is essential for the formation of stronger memories.
29. Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
30. ________ copying the most important facts into their notebooks. Like underlining and
31. highlighting, the problems come when you fail to be judicious about the material you are
32. including. Your overenthusiasm – and propensity to include everything that is mentioned – can
33. easily become a vice.
34. Memory hack: Be concise. Experiments have shown that the fewer words students use
35. to express an idea in their notes, the more likely they are to remember it afterwards. This is
36. probably because creating summaries and paraphrasing force you to think deeply about the nub
37. of the idea you are trying to express – and that additional effort cements it in your memory.
38. These findings may also explain why it is better to take notes with a pen and paper, rather than
39. using a laptop: writing by hand is slower than typing and forces you to be more concise in what
40. you note down.

(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)

Instruction: Answer questions 31 to 40 based on the following text.

Memory hacks to make you smarter

1. No matter how smart you think you are, the chances are that you sometimes fail to make
2. the most of your memory. A series of surveys have shown most students fail to use proven
3. methods of learning _________, instead wasting their time on ineffective methods. One of the
4. problems is that we often receive a lot of conflicting information from parents, teachers, and
5. scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
6. published in one of the top psychology journals, has examined the biggest misconceptions, with
7. a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
8. them more effectively.
9. Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
10. the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
11. passive, meaning that most of the information fails to leave an impression.
12. Memory hack: Space your reading: Passive rereading is probably the least effective
13. study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
14. of the concepts. You can make better use of those sessions, however, by ensuring that you return
15. to the material at regular intervals. You might read a chapter, move on to something else, and
16. then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
17. from questioning your understanding before you return to the material, which helps tune your
18. attention on the bits you do and don’t know and increases your mental engagement.
19. Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
20. ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
21. you to engage more with the information, and it makes it easier to identify the most important
22. passages later on. Although it can be more effective than passive rereading, underlining and
23. highlighting often fail to work, with most students __________ marking up almost every
24. paragraph without much discernment.
25. Memory hack: Pause to think: Instead, the scientists suggest that you read the text
26. once through cold, and then mark up the relevant passages on the second pass. By forcing you
27. to think more carefully about each point and its relative importance in the overall argument, this
28. encourages the more active processing that is essential for the formation of stronger memories.
29. Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
30. ________ copying the most important facts into their notebooks. Like underlining and
31. highlighting, the problems come when you fail to be judicious about the material you are
32. including. Your overenthusiasm – and propensity to include everything that is mentioned – can
33. easily become a vice.
34. Memory hack: Be concise. Experiments have shown that the fewer words students use
35. to express an idea in their notes, the more likely they are to remember it afterwards. This is
36. probably because creating summaries and paraphrasing force you to think deeply about the nub
37. of the idea you are trying to express – and that additional effort cements it in your memory.
38. These findings may also explain why it is better to take notes with a pen and paper, rather than
39. using a laptop: writing by hand is slower than typing and forces you to be more concise in what
40. you note down.

(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)

Instruction: Answer questions 31 to 40 based on the following text.

Memory hacks to make you smarter

1. No matter how smart you think you are, the chances are that you sometimes fail to make
2. the most of your memory. A series of surveys have shown most students fail to use proven
3. methods of learning _________, instead wasting their time on ineffective methods. One of the
4. problems is that we often receive a lot of conflicting information from parents, teachers, and
5. scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
6. published in one of the top psychology journals, has examined the biggest misconceptions, with
7. a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
8. them more effectively.
9. Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
10. the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
11. passive, meaning that most of the information fails to leave an impression.
12. Memory hack: Space your reading: Passive rereading is probably the least effective
13. study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
14. of the concepts. You can make better use of those sessions, however, by ensuring that you return
15. to the material at regular intervals. You might read a chapter, move on to something else, and
16. then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
17. from questioning your understanding before you return to the material, which helps tune your
18. attention on the bits you do and don’t know and increases your mental engagement.
19. Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
20. ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
21. you to engage more with the information, and it makes it easier to identify the most important
22. passages later on. Although it can be more effective than passive rereading, underlining and
23. highlighting often fail to work, with most students __________ marking up almost every
24. paragraph without much discernment.
25. Memory hack: Pause to think: Instead, the scientists suggest that you read the text
26. once through cold, and then mark up the relevant passages on the second pass. By forcing you
27. to think more carefully about each point and its relative importance in the overall argument, this
28. encourages the more active processing that is essential for the formation of stronger memories.
29. Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
30. ________ copying the most important facts into their notebooks. Like underlining and
31. highlighting, the problems come when you fail to be judicious about the material you are
32. including. Your overenthusiasm – and propensity to include everything that is mentioned – can
33. easily become a vice.
34. Memory hack: Be concise. Experiments have shown that the fewer words students use
35. to express an idea in their notes, the more likely they are to remember it afterwards. This is
36. probably because creating summaries and paraphrasing force you to think deeply about the nub
37. of the idea you are trying to express – and that additional effort cements it in your memory.
38. These findings may also explain why it is better to take notes with a pen and paper, rather than
39. using a laptop: writing by hand is slower than typing and forces you to be more concise in what
40. you note down.

(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)

Instruction: Answer questions 31 to 40 based on the following text.

Memory hacks to make you smarter

1. No matter how smart you think you are, the chances are that you sometimes fail to make
2. the most of your memory. A series of surveys have shown most students fail to use proven
3. methods of learning _________, instead wasting their time on ineffective methods. One of the
4. problems is that we often receive a lot of conflicting information from parents, teachers, and
5. scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
6. published in one of the top psychology journals, has examined the biggest misconceptions, with
7. a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
8. them more effectively.
9. Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
10. the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
11. passive, meaning that most of the information fails to leave an impression.
12. Memory hack: Space your reading: Passive rereading is probably the least effective
13. study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
14. of the concepts. You can make better use of those sessions, however, by ensuring that you return
15. to the material at regular intervals. You might read a chapter, move on to something else, and
16. then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
17. from questioning your understanding before you return to the material, which helps tune your
18. attention on the bits you do and don’t know and increases your mental engagement.
19. Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
20. ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
21. you to engage more with the information, and it makes it easier to identify the most important
22. passages later on. Although it can be more effective than passive rereading, underlining and
23. highlighting often fail to work, with most students __________ marking up almost every
24. paragraph without much discernment.
25. Memory hack: Pause to think: Instead, the scientists suggest that you read the text
26. once through cold, and then mark up the relevant passages on the second pass. By forcing you
27. to think more carefully about each point and its relative importance in the overall argument, this
28. encourages the more active processing that is essential for the formation of stronger memories.
29. Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
30. ________ copying the most important facts into their notebooks. Like underlining and
31. highlighting, the problems come when you fail to be judicious about the material you are
32. including. Your overenthusiasm – and propensity to include everything that is mentioned – can
33. easily become a vice.
34. Memory hack: Be concise. Experiments have shown that the fewer words students use
35. to express an idea in their notes, the more likely they are to remember it afterwards. This is
36. probably because creating summaries and paraphrasing force you to think deeply about the nub
37. of the idea you are trying to express – and that additional effort cements it in your memory.
38. These findings may also explain why it is better to take notes with a pen and paper, rather than
39. using a laptop: writing by hand is slower than typing and forces you to be more concise in what
40. you note down.

(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)

Instruction: Answer questions 31 to 40 based on the following text.

Memory hacks to make you smarter

1. No matter how smart you think you are, the chances are that you sometimes fail to make
2. the most of your memory. A series of surveys have shown most students fail to use proven
3. methods of learning _________, instead wasting their time on ineffective methods. One of the
4. problems is that we often receive a lot of conflicting information from parents, teachers, and
5. scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
6. published in one of the top psychology journals, has examined the biggest misconceptions, with
7. a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
8. them more effectively.
9. Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
10. the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
11. passive, meaning that most of the information fails to leave an impression.
12. Memory hack: Space your reading: Passive rereading is probably the least effective
13. study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
14. of the concepts. You can make better use of those sessions, however, by ensuring that you return
15. to the material at regular intervals. You might read a chapter, move on to something else, and
16. then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
17. from questioning your understanding before you return to the material, which helps tune your
18. attention on the bits you do and don’t know and increases your mental engagement.
19. Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
20. ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
21. you to engage more with the information, and it makes it easier to identify the most important
22. passages later on. Although it can be more effective than passive rereading, underlining and
23. highlighting often fail to work, with most students __________ marking up almost every
24. paragraph without much discernment.
25. Memory hack: Pause to think: Instead, the scientists suggest that you read the text
26. once through cold, and then mark up the relevant passages on the second pass. By forcing you
27. to think more carefully about each point and its relative importance in the overall argument, this
28. encourages the more active processing that is essential for the formation of stronger memories.
29. Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
30. ________ copying the most important facts into their notebooks. Like underlining and
31. highlighting, the problems come when you fail to be judicious about the material you are
32. including. Your overenthusiasm – and propensity to include everything that is mentioned – can
33. easily become a vice.
34. Memory hack: Be concise. Experiments have shown that the fewer words students use
35. to express an idea in their notes, the more likely they are to remember it afterwards. This is
36. probably because creating summaries and paraphrasing force you to think deeply about the nub
37. of the idea you are trying to express – and that additional effort cements it in your memory.
38. These findings may also explain why it is better to take notes with a pen and paper, rather than
39. using a laptop: writing by hand is slower than typing and forces you to be more concise in what
40. you note down.

(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)

Instruction: Answer questions 31 to 40 based on the following text.

Memory hacks to make you smarter

1. No matter how smart you think you are, the chances are that you sometimes fail to make
2. the most of your memory. A series of surveys have shown most students fail to use proven
3. methods of learning _________, instead wasting their time on ineffective methods. One of the
4. problems is that we often receive a lot of conflicting information from parents, teachers, and
5. scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
6. published in one of the top psychology journals, has examined the biggest misconceptions, with
7. a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
8. them more effectively.
9. Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
10. the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
11. passive, meaning that most of the information fails to leave an impression.
12. Memory hack: Space your reading: Passive rereading is probably the least effective
13. study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
14. of the concepts. You can make better use of those sessions, however, by ensuring that you return
15. to the material at regular intervals. You might read a chapter, move on to something else, and
16. then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
17. from questioning your understanding before you return to the material, which helps tune your
18. attention on the bits you do and don’t know and increases your mental engagement.
19. Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
20. ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
21. you to engage more with the information, and it makes it easier to identify the most important
22. passages later on. Although it can be more effective than passive rereading, underlining and
23. highlighting often fail to work, with most students __________ marking up almost every
24. paragraph without much discernment.
25. Memory hack: Pause to think: Instead, the scientists suggest that you read the text
26. once through cold, and then mark up the relevant passages on the second pass. By forcing you
27. to think more carefully about each point and its relative importance in the overall argument, this
28. encourages the more active processing that is essential for the formation of stronger memories.
29. Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
30. ________ copying the most important facts into their notebooks. Like underlining and
31. highlighting, the problems come when you fail to be judicious about the material you are
32. including. Your overenthusiasm – and propensity to include everything that is mentioned – can
33. easily become a vice.
34. Memory hack: Be concise. Experiments have shown that the fewer words students use
35. to express an idea in their notes, the more likely they are to remember it afterwards. This is
36. probably because creating summaries and paraphrasing force you to think deeply about the nub
37. of the idea you are trying to express – and that additional effort cements it in your memory.
38. These findings may also explain why it is better to take notes with a pen and paper, rather than
39. using a laptop: writing by hand is slower than typing and forces you to be more concise in what
40. you note down.

(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)

Instruction: Answer questions 31 to 40 based on the following text.

Memory hacks to make you smarter

1. No matter how smart you think you are, the chances are that you sometimes fail to make
2. the most of your memory. A series of surveys have shown most students fail to use proven
3. methods of learning _________, instead wasting their time on ineffective methods. One of the
4. problems is that we often receive a lot of conflicting information from parents, teachers, and
5. scientists, so that we are unsure what works and what doesn’t. Fortunately, a new paper,
6. published in one of the top psychology journals, has examined the biggest misconceptions, with
7. a list of the most popular study strategies, the potential pitfalls, and the ways that they can use
8. them more effectively.
9. Strategy 1: Rereading: Learning new vocabulary? The most common strategy is to read
10. the words and their meanings until they stick. Unfortunately, psychologists believe that it is too
11. passive, meaning that most of the information fails to leave an impression.
12. Memory hack: Space your reading: Passive rereading is probably the least effective
13. study method, but it may sometimes feel inevitable if you feel like you lack a basic understanding
14. of the concepts. You can make better use of those sessions, however, by ensuring that you return
15. to the material at regular intervals. You might read a chapter, move on to something else, and
16. then re-read it after an hour, a day, or a week to help stimulate the memory. You can also benefit
17. from questioning your understanding before you return to the material, which helps tune your
18. attention on the bits you do and don’t know and increases your mental engagement.
19. Strategy 2: Underlining and highlighting: Like rereading, this study technique is nearly
20. ubiquitous. The idea makes sense: the process of underlining key words and phrases should help
21. you to engage more with the information, and it makes it easier to identify the most important
22. passages later on. Although it can be more effective than passive rereading, underlining and
23. highlighting often fail to work, with most students __________ marking up almost every
24. paragraph without much discernment.
25. Memory hack: Pause to think: Instead, the scientists suggest that you read the text
26. once through cold, and then mark up the relevant passages on the second pass. By forcing you
27. to think more carefully about each point and its relative importance in the overall argument, this
28. encourages the more active processing that is essential for the formation of stronger memories.
29. Strategy 3: Note-taking. Visit any lecture theatre or library and you will find students
30. ________ copying the most important facts into their notebooks. Like underlining and
31. highlighting, the problems come when you fail to be judicious about the material you are
32. including. Your overenthusiasm – and propensity to include everything that is mentioned – can
33. easily become a vice.
34. Memory hack: Be concise. Experiments have shown that the fewer words students use
35. to express an idea in their notes, the more likely they are to remember it afterwards. This is
36. probably because creating summaries and paraphrasing force you to think deeply about the nub
37. of the idea you are trying to express – and that additional effort cements it in your memory.
38. These findings may also explain why it is better to take notes with a pen and paper, rather than
39. using a laptop: writing by hand is slower than typing and forces you to be more concise in what
40. you note down.

(Source: http://www.bbc.com/future/story/20180904-five-memory-hacks-to-make-you-smarter - Adapted)

Instrução: As questões de números 01 a 10 referem-se ao texto abaixo. Os destaques ao longo do texto estão citados nas questões.

Desumanizado mundo novo

1. Vivemos em um mundo repleto de ironias, de contradições, de paradoxos, em um mundo
2. confuso e confusamente percebido, como escreveu Milton Santos. Vemos, de um lado, a
3. tecnologia se desenvolver em uma velocidade cada vez maior, enquanto nós parecemos ir no
4. sentido contrário, em um processo contínuo e acelerado de desumanização. É óbvio que o
5. desenvolvimento tecnológico em si não é o causador do problema, mas o progresso humano
6. está paulatinamente mais distante do progresso da máquina e das grandes cidades. É como se,
7. para que um exista, o outro tenha que ceder espaço de si mesmo, adaptar-se, abnegar-se,
8. transformar-se no que não é.
9. Por mais que o desenvolvimento da ciência e da tecnologia seja importante e traga
10. benefícios para a vida individual e coletiva, é preciso considerar que um mundo de coisas não é
11. um mundo de pessoas. Todo “progresso” conseguido através da tecnologia deve servir como
12. instrumento para que haja uma melhora na condição humana. Desse modo, caso não seja
13. percebido um progresso similar entre o mundo das máquinas e o mundo dos homens, é
14. necessário repensar e reorganizar as bases em que tal “desenvolvimento” tem ocorrido.
15. Se analisarmos os altos índices (com projeções ainda maiores) de doenças psicológicas,
16. perceberemos que as áreas com maior incidência são as grandes cidades, onde a modernidade,
17. com todo o seu “progresso” material, consegue se “desenvolver” com maior êxito. Além disso,
18. os jovens são o grupo mais afetado, o que não significa que outras pessoas não possam sofrer
19. com os mesmos problemas. Esses dados separados podem não ter muito nexo. Contudo, se
20. analisados juntos, fazem todo o sentido, já que há uma pressão muito maior sobre as atuais
21. gerações para que elas consigam se afirmar e obter sucesso dentro dos parâmetros
22. estabelecidos pela sociedade, pautada, evidentemente, pelo consumismo e espetacularização
23. de bens que afirmam a magnificência do mundo líquido moderno.
24. Com isso, na medida em que o “sucesso” não é atingido, uma vez que nem todos possuem
25. os “pré-requisitos” necessários para adentrar no oásis de prazer da sociedade de consumo, nem
26. os “talentos” necessários para agradar à plateia do espetáculo permanente, que é a nossa
27. sociedade, passa-se a ter sujeitos frustrados, insatisfeitos e desindividualizados, que ao mesmo
28. tempo em que não conseguem se encaixar no mundo, não conseguem reconhecer a si próprios.
29. Em outras palavras, não há espaço para todos brilharem e/ou nem todos querem, de fato,
30. “brilhar”. Logo, muitos acabam ficando no meio do caminho, entre ser um sujeito individual,
31. mas desencaixado; ou ser um sujeito despersonalizado, porém ajustado. O preço cobrado por
32. sair __ um lugar, mas não chegar __ outro, é ficar perdido da sociedade e, sobretudo, de si
33. mesmo.
34. Apesar desses casos serem, aparentemente, mais graves, não se deve entender que
35. renunciar à própria individualidade em favor do cumprimento de protocolos sociais seja algo
36. saudável ou normal. Pelo contrário, é no enquadramento, na subserviência às regras de uma
37. sociedade que se apresenta em um temível estado patológico que reside o âmago do problema,
38. pois é por meio da conversão de novas ovelhas que a “igreja” expande o seu rebanho e,
39. consequentemente, o seu poder.
40. É urgente repensar o nosso mundo e declarar a ironia de uma sociedade que transverte o
41. fracasso em uma roupa de sucesso e que, ao criar a ilusão de uma sociedade de indivíduos,
42. criou uma sociedade de massa, uniforme e prisioneira em um reino de ignorância, indiferença,
43. egoísmo e apatia, em que todos, em alguma medida, vivem de forma mecânica, anônima,
44. invisível e solitária, distantes de si, distantes do mundo, chorando as lágrimas escassas de
45. quem não acredita mais no choro. Estamos todos doentes e precisamos nos curar. Entretanto, a
46. cura não está na sanidade de um mundo aparentemente são, mas completamente adoecido, e
47. sim na lou(cura) de ser a si mesmo e permitir que os outros também sejam, pois qualquer
48. caminho que tomemos deve ter como destino o nosso ser.

Texto adaptado especialmente para esta prova. Disponível em https://www.contioutra.com/desumanizado-mundo-novo/. Acesso em 14 mar. 2019.

Instrução: As questões de números 01 a 10 referem-se ao texto abaixo. Os destaques ao longo do texto estão citados nas questões.

Desumanizado mundo novo

1. Vivemos em um mundo repleto de ironias, de contradições, de paradoxos, em um mundo
2. confuso e confusamente percebido, como escreveu Milton Santos. Vemos, de um lado, a
3. tecnologia se desenvolver em uma velocidade cada vez maior, enquanto nós parecemos ir no
4. sentido contrário, em um processo contínuo e acelerado de desumanização. É óbvio que o
5. desenvolvimento tecnológico em si não é o causador do problema, mas o progresso humano
6. está paulatinamente mais distante do progresso da máquina e das grandes cidades. É como se,
7. para que um exista, o outro tenha que ceder espaço de si mesmo, adaptar-se, abnegar-se,
8. transformar-se no que não é.
9. Por mais que o desenvolvimento da ciência e da tecnologia seja importante e traga
10. benefícios para a vida individual e coletiva, é preciso considerar que um mundo de coisas não é
11. um mundo de pessoas. Todo “progresso” conseguido através da tecnologia deve servir como
12. instrumento para que haja uma melhora na condição humana. Desse modo, caso não seja
13. percebido um progresso similar entre o mundo das máquinas e o mundo dos homens, é
14. necessário repensar e reorganizar as bases em que tal “desenvolvimento” tem ocorrido.
15. Se analisarmos os altos índices (com projeções ainda maiores) de doenças psicológicas,
16. perceberemos que as áreas com maior incidência são as grandes cidades, onde a modernidade,
17. com todo o seu “progresso” material, consegue se “desenvolver” com maior êxito. Além disso,
18. os jovens são o grupo mais afetado, o que não significa que outras pessoas não possam sofrer
19. com os mesmos problemas. Esses dados separados podem não ter muito nexo. Contudo, se
20. analisados juntos, fazem todo o sentido, já que há uma pressão muito maior sobre as atuais
21. gerações para que elas consigam se afirmar e obter sucesso dentro dos parâmetros
22. estabelecidos pela sociedade, pautada, evidentemente, pelo consumismo e espetacularização
23. de bens que afirmam a magnificência do mundo líquido moderno.
24. Com isso, na medida em que o “sucesso” não é atingido, uma vez que nem todos possuem
25. os “pré-requisitos” necessários para adentrar no oásis de prazer da sociedade de consumo, nem
26. os “talentos” necessários para agradar à plateia do espetáculo permanente, que é a nossa
27. sociedade, passa-se a ter sujeitos frustrados, insatisfeitos e desindividualizados, que ao mesmo
28. tempo em que não conseguem se encaixar no mundo, não conseguem reconhecer a si próprios.
29. Em outras palavras, não há espaço para todos brilharem e/ou nem todos querem, de fato,
30. “brilhar”. Logo, muitos acabam ficando no meio do caminho, entre ser um sujeito individual,
31. mas desencaixado; ou ser um sujeito despersonalizado, porém ajustado. O preço cobrado por
32. sair __ um lugar, mas não chegar __ outro, é ficar perdido da sociedade e, sobretudo, de si
33. mesmo.
34. Apesar desses casos serem, aparentemente, mais graves, não se deve entender que
35. renunciar à própria individualidade em favor do cumprimento de protocolos sociais seja algo
36. saudável ou normal. Pelo contrário, é no enquadramento, na subserviência às regras de uma
37. sociedade que se apresenta em um temível estado patológico que reside o âmago do problema,
38. pois é por meio da conversão de novas ovelhas que a “igreja” expande o seu rebanho e,
39. consequentemente, o seu poder.
40. É urgente repensar o nosso mundo e declarar a ironia de uma sociedade que transverte o
41. fracasso em uma roupa de sucesso e que, ao criar a ilusão de uma sociedade de indivíduos,
42. criou uma sociedade de massa, uniforme e prisioneira em um reino de ignorância, indiferença,
43. egoísmo e apatia, em que todos, em alguma medida, vivem de forma mecânica, anônima,
44. invisível e solitária, distantes de si, distantes do mundo, chorando as lágrimas escassas de
45. quem não acredita mais no choro. Estamos todos doentes e precisamos nos curar. Entretanto, a
46. cura não está na sanidade de um mundo aparentemente são, mas completamente adoecido, e
47. sim na lou(cura) de ser a si mesmo e permitir que os outros também sejam, pois qualquer
48. caminho que tomemos deve ter como destino o nosso ser.

Texto adaptado especialmente para esta prova. Disponível em https://www.contioutra.com/desumanizado-mundo-novo/. Acesso em 14 mar. 2019.

Instrução: As questões de números 01 a 10 referem-se ao texto abaixo. Os destaques ao longo do texto estão citados nas questões.

Desumanizado mundo novo

1. Vivemos em um mundo repleto de ironias, de contradições, de paradoxos, em um mundo
2. confuso e confusamente percebido, como escreveu Milton Santos. Vemos, de um lado, a
3. tecnologia se desenvolver em uma velocidade cada vez maior, enquanto nós parecemos ir no
4. sentido contrário, em um processo contínuo e acelerado de desumanização. É óbvio que o
5. desenvolvimento tecnológico em si não é o causador do problema, mas o progresso humano
6. está paulatinamente mais distante do progresso da máquina e das grandes cidades. É como se,
7. para que um exista, o outro tenha que ceder espaço de si mesmo, adaptar-se, abnegar-se,
8. transformar-se no que não é.
9. Por mais que o desenvolvimento da ciência e da tecnologia seja importante e traga
10. benefícios para a vida individual e coletiva, é preciso considerar que um mundo de coisas não é
11. um mundo de pessoas. Todo “progresso” conseguido através da tecnologia deve servir como
12. instrumento para que haja uma melhora na condição humana. Desse modo, caso não seja
13. percebido um progresso similar entre o mundo das máquinas e o mundo dos homens, é
14. necessário repensar e reorganizar as bases em que tal “desenvolvimento” tem ocorrido.
15. Se analisarmos os altos índices (com projeções ainda maiores) de doenças psicológicas,
16. perceberemos que as áreas com maior incidência são as grandes cidades, onde a modernidade,
17. com todo o seu “progresso” material, consegue se “desenvolver” com maior êxito. Além disso,
18. os jovens são o grupo mais afetado, o que não significa que outras pessoas não possam sofrer
19. com os mesmos problemas. Esses dados separados podem não ter muito nexo. Contudo, se
20. analisados juntos, fazem todo o sentido, já que há uma pressão muito maior sobre as atuais
21. gerações para que elas consigam se afirmar e obter sucesso dentro dos parâmetros
22. estabelecidos pela sociedade, pautada, evidentemente, pelo consumismo e espetacularização
23. de bens que afirmam a magnificência do mundo líquido moderno.
24. Com isso, na medida em que o “sucesso” não é atingido, uma vez que nem todos possuem
25. os “pré-requisitos” necessários para adentrar no oásis de prazer da sociedade de consumo, nem
26. os “talentos” necessários para agradar à plateia do espetáculo permanente, que é a nossa
27. sociedade, passa-se a ter sujeitos frustrados, insatisfeitos e desindividualizados, que ao mesmo
28. tempo em que não conseguem se encaixar no mundo, não conseguem reconhecer a si próprios.
29. Em outras palavras, não há espaço para todos brilharem e/ou nem todos querem, de fato,
30. “brilhar”. Logo, muitos acabam ficando no meio do caminho, entre ser um sujeito individual,
31. mas desencaixado; ou ser um sujeito despersonalizado, porém ajustado. O preço cobrado por
32. sair __ um lugar, mas não chegar __ outro, é ficar perdido da sociedade e, sobretudo, de si
33. mesmo.
34. Apesar desses casos serem, aparentemente, mais graves, não se deve entender que
35. renunciar à própria individualidade em favor do cumprimento de protocolos sociais seja algo
36. saudável ou normal. Pelo contrário, é no enquadramento, na subserviência às regras de uma
37. sociedade que se apresenta em um temível estado patológico que reside o âmago do problema,
38. pois é por meio da conversão de novas ovelhas que a “igreja” expande o seu rebanho e,
39. consequentemente, o seu poder.
40. É urgente repensar o nosso mundo e declarar a ironia de uma sociedade que transverte o
41. fracasso em uma roupa de sucesso e que, ao criar a ilusão de uma sociedade de indivíduos,
42. criou uma sociedade de massa, uniforme e prisioneira em um reino de ignorância, indiferença,
43. egoísmo e apatia, em que todos, em alguma medida, vivem de forma mecânica, anônima,
44. invisível e solitária, distantes de si, distantes do mundo, chorando as lágrimas escassas de
45. quem não acredita mais no choro. Estamos todos doentes e precisamos nos curar. Entretanto, a
46. cura não está na sanidade de um mundo aparentemente são, mas completamente adoecido, e
47. sim na lou(cura) de ser a si mesmo e permitir que os outros também sejam, pois qualquer
48. caminho que tomemos deve ter como destino o nosso ser.

Texto adaptado especialmente para esta prova. Disponível em https://www.contioutra.com/desumanizado-mundo-novo/. Acesso em 14 mar. 2019.