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Read the following context.


I - […] teachers cannot assume that students who are good readers in their native language can simply apply successfully the same skills to reading in English. Reading in English requires a set of thinking skills and attitudes that grow out of the spoken and written use of the English language.


II - Teaching reading in standard English to second-language learners and other limited English proficient students means helping them acquire the literate behaviors, the ways of thinking about text, that are practiced by non-native speakers of English.


III - In fact, learning to read and comprehend a second language requires learning a secondary literacy: alternative cultural interpretations, cultural beliefs about language and discourse, and culturespecific formal and content schemata.


IV - It is important to realize that learning to read effectively in a second language literally alters the learner’s cognitive structures and values orientations.


Observing the context above, choose the correct option.

Read the fragment below.


It is useful to present to the student, for example, how the variety of English spoken by American blacks is discriminated against in society and therefore, as they are mistakenly placed in discourse as inferior. The comparison with non-hegemonic varieties of Brazilian Portuguese can be enlightening, since their speakers also suffer social discrimination.


(http://portal.mec.gov.br/seb/arquivos/pdf/pcn_estrangeira.pdf)
Choose the best option that reflects the variety of spoken Languages.

Analyze the fragment below.


A fire destroyed three metal buildings.


As the context should be rewritten into a passive voice, choose the correct verb form.

Observe the following fragment.


I sound a note of caution here because experts don't seem to agree ______ which drawings are in fact.


Choose the correct preposition that completes the context:

Read the sentence below.


Even though I'm not on the ballot, in a certain way I am on the ballot.


Choose the best option that can replace the underlined connective without changing the meaning of the context.