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    03.09 - Inglês - 3 Série

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    prof.ronicunha
    The text discusses how higher levels of education are directly related to lower mortality rates. It provides examples showing that countries with more years spent in schooling generally have lower female adult mortality rates, even when accounting for differences in GDP. One key point made is that one additional year of schooling corresponds to about a 10% lower mortality rate, whereas a 10% increase in GDP only leads to a 1-2% drop in the mortality rate.

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    03.09 - Inglês - 3 Série

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    prof.ronicunha
    4 views5 pages
    The text discusses how higher levels of education are directly related to lower mortality rates. It provides examples showing that countries with more years spent in schooling generally have lower female adult mortality rates, even when accounting for differences in GDP. One key point made is that one additional year of schooling corresponds to about a 10% lower mortality rate, whereas a 10% increase in GDP only leads to a 1-2% drop in the mortality rate.

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    Exercícios de revisão

    Original Title

    03.09 - INGLÊS - 3ª SÉRIE

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    The text discusses how higher levels of education are directly related to lower mortality rates. It provides examples showing that countries with more years spent in schooling generally have lower female adult mortality rates, even when accounting for differences in GDP. One key point made is that one additional year of schooling corresponds to about a 10% lower mortality rate, whereas a 10% increase in GDP only leads to a 1-2% drop in the mortality rate.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    4 views5 pages

    03.09 - Inglês - 3 Série

    Uploaded by

    prof.ronicunha
    The text discusses how higher levels of education are directly related to lower mortality rates. It provides examples showing that countries with more years spent in schooling generally have lower female adult mortality rates, even when accounting for differences in GDP. One key point made is that one additional year of schooling corresponds to about a 10% lower mortality rate, whereas a 10% increase in GDP only leads to a 1-2% drop in the mortality rate.

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    TEXTO PARA AS PRÓXIMAS 3 QUESTÕES:

    To live the longest and healthiest life possible, get smarter. Institute for Health
    Metrics and Evaluation (IHME) data show that past a certain threshold, health and
    wealth are just weakly correlated. However, overall health is closely tied to how many
    years people spend in school. Mexico, for instance, has a fifth the per capita gross
    domestic product (GDP) of the United States, but, for women, more than 50 percent of
    the latter’s schooling.
    In line with the trend, Mexico’s female adult mortality rate is only narrowly
    higher. Vietnam and Yemen have roughly equivalent per capita GDP. Yet Vietnamese
    women average 6.3 more years in school and are half as likely to die between the ages
    of 15 and 60. “Economic growth is also significantly associated with child mortality
    reductions, but the magnitude of the association is much smaller than that of increased
    education,” comments Emmanuela Gakidou, IHME’s director of education and training.
    “One year of schooling gives you about 10 percent lower mortality rates, whereas with
    a 10 percent increase in GDP, your mortality rate would go down only by 1 to 2
    percent.”
    Discover, May 31, 2013. Adaptado.

    3- (Fuvest 2014) O argumento central do texto é o de que níveis mais altos de


    escolaridade estão diretamente relacionados a
    a) índices mais baixos de mortalidade.
    b) crescimento econômico acentuado.
    c) mais empregos para as mulheres.
    d) menores taxas de natalidade.
    e) melhorias nos serviços de saúde.

    4- (Fuvest 2014) No texto, ao se comparar o México aos Estados Unidos, afirma-se


    que, no México,
    a) o produto interno bruto é equivalente a 50% do produto interno bruto dos Estados
    Unidos.
    b) os índices de mortalidade adulta vêm crescendo, nos últimos anos.
    c) as mulheres representam 50% da população escolarizada.
    d) as políticas educacionais são insuficientes e estão defasadas.
    e) as taxas de mortalidade feminina adulta são pouco superiores às norte-americanas.

    → Cause: She past the test, because she study a lot.


    → Time: After you arrive here, we'll go out with our friends.
    → Condition: I'll leave, if it's not raining.
    → Manner: She doesn't take this conversation serious, she is acting like it is a joke.
    → Contrast: Although he is handsome, he isn't a good person.

    (Unicamp 2015)

    10- Para o menino do cartum é surpreendente que seus avós:

    a) já possuam contas nas redes virtuais de relacionamento.

    b) tenham se conhecido nas redes virtuais de relacionamento.

    c) ainda não consigam gerenciar suas relações sociais nas redes virtuais de
    relacionamento.

    d) tenham conseguido se conhecer fora das redes virtuais de relacionamento.

    e) não conhecessem algumas redes sociais famosas na internet.

    On the crest of a wave = Estar por cima


    Kill two birds with one stone = Matar dois coelhos com uma cajadada só
    To put the cat out of the bag = Contar um segredo / Não esconder o jogo
    Make yourself at home / ease / comfortable = Sinta-se em casa / Fique à vontade
    Help yourself / Be my guest / Go ahead (informal) = Sirva-se

    (Enem 2013) National Geographic News


    Christine Dell’ Amore
    Published April 26, 2010
    Our bodies produce a small steady amount of natural morphine, a new study
    suggests. Traces of the chemical are often found in mouse and human urine, leading
    scientists to wonder whether the drug is being made naturally or being delivered by
    something the subjects consumed. The new research shows that mice produce the
    “incredible painkiller” – and that humans and other mammals possess the same
    chemical road map for making it, said study co-author Meinhart Zenk, who studies
    plant-based pharmaceuticals at the Donald Danforth Plant Science Center in St. Louis,
    Missouri.

    Disponível em: www.nationalgeographic.com. Acesso em: 27 jul. 2010.

    6- Ao ler a matéria publicada na National Geographic para a realização de um trabalho


    escolar, um estudante descobriu que
    a) os compostos químicos da morfina, produzidos por humanos, são manipulados no
    Missouri.
    b) os ratos e os humanos possuem a mesma via metabólica para produção de
    morfina.
    c) a produção de morfina em grande quantidade minimiza a dor em ratos e humanos.
    d) os seres humanos têm uma predisposição genética para inibir a dor.
    e) a produção de morfina é um traço incomum entre os animais.

    Adverb Clauses of Concession


    These adverb clauses answer the question HOW, albeit in a roundabout way.
    o Although: Although she is young, she is very independent.
    o Even though: She hasn’t phoned, even though she said she would.

     Though: Anne was fond of Tim, though he often annoyed her.

    Adverb Clauses of Purpose


    These adverb clauses also answer the question WHY.
     So that: We need a microphone so that people in the back can hear us.
     In order that: He ate vegetables in order that he could stay healthy.

    Adverb Clauses of Comparison


     Than: Natalie was prettier than her sister.
     As…as: Tom’s not as old as you, is he?
    Adverb Clauses of Manner
    These adverb clauses answer the question HOW.
     As if: Mandy looked as if she had seen a ghost.
     Just as: The room was decorated just as he had imagined.

    Adverb Clauses of Result


     So…that: He was so weak that he could hardly stand up.
     Such…that: It’s such a tiny kitchenthat I don’t have to do much to keep it clean.

    TEXTO PARA AS DUAS PRÓXIMAS QUESTÕES:

    In August 1975, three men were entering a bank, when they got stuck in the
    revolving doors and had to be helped free by the staff. They had been on their way to
    rob the Royal Bank of Scotland. They thanked everyone for their help and left. A few
    minutes later they returned and announced their intention of robbing the bank but
    nobody believed them. First they demanded $5,000 but the head cashier only laughed
    at them, thinking it was a joke. The gang leader reduced his demand to $500, then to
    $50 and finally to 50 cents. Then one of the men jumped over the counter and hurt his
    ankle, while the other two got stuck in the doors again trying to make a getaway.

    7- An appropriate title for the passage would be:


    a) A Narrow Escape.
    b) The Worst Bank Robbers.
    c) The Heroic Head Cashier.
    d) The Importance of Revolving Doors.
    e) The history of dollar.

    8- The writer’s tone in the passage is:


    a) Critical.
    b) Worried.
    c) Ironic.
    d) Humorous.
    e) Sad.

    All of them are Adverb Clauses of Time,


    except:
     After: I walk back after work every day.
     As soon as: The baby can cry as soon as he is born.
     Before: It’s most unlikely that she’ll arrive before seven.
     By the time: By the time she was eight, she could read Greek and Latin.
     Since: Since you are unable to answer, perhaps we should ask someone else. (Reason)

    Capítulo 31 - Do you play any sports?


    Adverbial clauses (of cause, purpose, time, place, condition, contrast)

    Capítulo 32 - Cheering is not fighting


    Idioms (some common ones);
    Prepositions after adjectives.

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