Provas

Texto-base: Career confusion in the 21st century: challenges and opportunities

[1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

[2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

[4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

[5] However, in recent years, analyses of career preparation have focused on the challenge of misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

[6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 – The positive effects of teenage part-time employment
[7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be expected.

Box 2 – The long-term impacts of career talks
[8] Another study, based on teenagers who, as 16-year-olds, had taken part in a career talk with someone from outside of school, finds that taking part in career talks is associated with significantly better earnings at age 26. The wage premium was found to be at its greatest where students took part in more than five career talks at age 14-15, rather than at 15-16, and when they agreed at the time that they had been very helpful.

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm <http://www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm>)

According to the text, which option is correct?

Texto-base: Career confusion in the 21st century: challenges and opportunities

[1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

[2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

[4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

[5] However, in recent years, analyses of career preparation have focused on the challenge of misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

[6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 – The positive effects of teenage part-time employment
[7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be expected.

Box 2 – The long-term impacts of career talks
[8] Another study, based on teenagers who, as 16-year-olds, had taken part in a career talk with someone from outside of school, finds that taking part in career talks is associated with significantly better earnings at age 26. The wage premium was found to be at its greatest where students took part in more than five career talks at age 14-15, rather than at 15-16, and when they agreed at the time that they had been very helpful.

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm <http://www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm>)

According to paragraph 1, it is correct to say that "students cannot be what they cannot see" because:

Texto-base: Career confusion in the 21st century: challenges and opportunities

[1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

[2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

[4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

[5] However, in recent years, analyses of career preparation have focused on the challenge of misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

[6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 – The positive effects of teenage part-time employment
[7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be expected.

Box 2 – The long-term impacts of career talks
[8] Another study, based on teenagers who, as 16-year-olds, had taken part in a career talk with someone from outside of school, finds that taking part in career talks is associated with significantly better earnings at age 26. The wage premium was found to be at its greatest where students took part in more than five career talks at age 14-15, rather than at 15-16, and when they agreed at the time that they had been very helpful.

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm <http://www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm>)

The word "their", in "[...] with limited views of both the amplitude of the labour market and their own potential." (paragraph 6), refers to:

Texto-base: Career confusion in the 21st century: challenges and opportunities

[1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

[2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

[4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

[5] However, in recent years, analyses of career preparation have focused on the challenge of misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

[6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 – The positive effects of teenage part-time employment
[7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be expected.

Box 2 – The long-term impacts of career talks
[8] Another study, based on teenagers who, as 16-year-olds, had taken part in a career talk with someone from outside of school, finds that taking part in career talks is associated with significantly better earnings at age 26. The wage premium was found to be at its greatest where students took part in more than five career talks at age 14-15, rather than at 15-16, and when they agreed at the time that they had been very helpful.

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm <http://www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm>)

The meaning of the expression "out of kilter with" in paragraph 5 is:

Texto-base: Career confusion in the 21st century: challenges and opportunities

[1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

[2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

[4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

[5] However, in recent years, analyses of career preparation have focused on the challenge of misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

[6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 – The positive effects of teenage part-time employment
[7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be expected.

Box 2 – The long-term impacts of career talks
[8] Another study, based on teenagers who, as 16-year-olds, had taken part in a career talk with someone from outside of school, finds that taking part in career talks is associated with significantly better earnings at age 26. The wage premium was found to be at its greatest where students took part in more than five career talks at age 14-15, rather than at 15-16, and when they agreed at the time that they had been very helpful.

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm <http://www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm>)

According to the contents of paragraph 3, the transition from school to work is better for teenagers who:

Texto-base: Career confusion in the 21st century: challenges and opportunities

[1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

[2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

[4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

[5] However, in recent years, analyses of career preparation have focused on the challenge of misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

[6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 – The positive effects of teenage part-time employment
[7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be expected.

Box 2 – The long-term impacts of career talks
[8] Another study, based on teenagers who, as 16-year-olds, had taken part in a career talk with someone from outside of school, finds that taking part in career talks is associated with significantly better earnings at age 26. The wage premium was found to be at its greatest where students took part in more than five career talks at age 14-15, rather than at 15-16, and when they agreed at the time that they had been very helpful.

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm <http://www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm>)

According to the text in Box 1, it is correct to say that people who worked a lot and studied when they were teenagers:

Which option completes the text below correctly?

Renew or replace your adult passport

You ______ be aged 16 or over (or turning 16 in the next 3 weeks) if you want an adult passport. There's a different process to get a passport for a child.

The rules for passports, driving, pet travel and more ______ change from 1 January 2021. Act now so you ______ travel as planned.

If you're in the UK you ______:

- renew your passport if it's expired or will expire soon;
- replace your passport if it's been lost, stolen or damaged;
- change the details on your passport.

(Adapted from <https://www.gov.uk/renew-adult-passport>)

Mark the sentence that is grammatically INCORRECT.

Analyze the questions below.

I- Who does this pencil belong to?
II- Who read a book last week?
III- Where did your mother born?
IV- What about are they talking?
V- What fell on the floor yesterday?

Choose the correct option.

Which option completes the paragraph below correctly?

It is important that female navy officers are now commanding vessels, not only because of ______ achievement in and of itself, but also because ______ types of posts will help ______ advance even more in ______ careers.

(Adapted from http://cimsec.org)

Which option completes the text below correctly?

There are ______ different opinions on how ______ water you should be drinking every day.
Health authorities commonly recommend eight 8-ounce glasses, which equals about 2 liters, or half a gallon. This is called the 8×8 rule and is very easy to remember.
However, ______ health gurus believe that you need to sip on water constantly throughout the day, even when you're not thirsty.
As with most things, this depends on the individual. ______ factors (both internal and external) ultimately affect your need for water.

(https://www.healthline.com)

Choose the correct option to complete the paragraph below.

The Brazilian Navy ______ its new Antarctic station "Estação Antártica Comandante Ferraz" (EACF) on 15 January. The facility ______ by China National Electronic Imports and Exports Corporation (CEIEC) to replace the original EACF, which ______ by a fire in 2012. The new station ______ of laboratories, communications and meteorological modules, power generation equipment, and a living area for 64, as well as medical, healthcare, catering, and technical areas.
(Adapted from https://www.janes.com)

Which option completes the sentence below correctly?

Spinach is very thin, so there's more loss of moisture and exposure to heat and oxygen compared to a carrot, ______?

(Adapted from https://www.bbc.com)

Which option completes the paragraph below correctly?

In 1984, Dallas, Texas, a call to the emergency services ______ catastrophically wrong. An elderly woman ______ breathing in her home. Her son, clearly distressed, ______ 911. His conversation with the dispatcher soon ______ out of control.

(Adapted from https://www.bbc.com)

Which is the correct option to complete the text below?

The Letter Always Wins

Somehow ______ our several ways to contact a company and complain ______ products (email, toll free numbers, ______ person), the old-fashioned letter still seems to win.
Case in point. This week Smucker's Jam agreed to replace two of my grandmother's Pineapple Jams that she had ordered. She talked ______ them ______ the phone and they apologized ______ the bad packaging. But it was her letter that got her two free replacements.
(Adapted from <https://www.wisebread.com/the-letter-always-wins>)

Which option completes the text correctly? A dash (-) indicates that no article is used.

______ China's first autonomous cargo ship, named Jin Dou Yun 0 Hao, has made its first voyage in Zhuhai.
Yunzhou Tech, ______ technology company based in Zhuhai, developed ______ ship in collaboration with Wuhan University of Technology and CCS. ______ autonomous cargo ship will reduce 20% construction cost, 20% operation cost and 15% fuel consumption.

(Adapted from https://www.seatrade-maritime.com)

Which option completes the paragraph below correctly?

If your child has no symptoms of vision problems and no family history of vision problems, ______ every one to two years. Otherwise, schedule eye exams based on the advice of your eye doctor.

(Adapted from https://www.mayoclinic.org)

Read the sentences below.

I- People shouldn't drive so ______.
II- I need to see a doctor because I haven't been feeling well ______.
III- Although she's tried ______ to find a new job, she's still unemployed.

Which option completes the sentences correctly?

Which option completes the paragraph below correctly?

Speak, FIDO!

Imagine you're out for a walk with your family when a strange dog approaches. The dog isn't aggressive, but it seems ______ something because it nudges you with its snout, and barks. What you don't know is that this dog is trained ______ a person with a medical condition. Around the corner, the dog's owner has collapsed, and the dog instinctively runs off ______ help. That's you! But how can the dog make you ______ what's wrong?

(Adapted from https://www.timeforkids.com)

Mark the option that completes the paragraph below correctly.

The Russian Vostok weather station in Antarctica has recorded temperatures as ______ as -89.2°C (-128.6°F). Here, the ______ temperature ever measured is -14°C (7°F).

(Adapted from <https://www.climatestotravel.com/climate/antarctica>)