In the fragment “Our results show that the unit follows the principles of the...

In the fragment “Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can...

Q1136105 • Inglês • Interpretação de Texto Reading Comprehension • VUNESP • EsFCEx • Oficial • 2026

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Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:

English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.

(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)

In the fragment “Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning”, the highlighted verbs indicate, respectively:

a) possibility and expectation.
b) possibility and necessity.
c) ability and obligation.
d) necessity and necessity.
e) ability and advisability.

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Equipe Gabarite EQUIPE
18/09/2026 • 06:01

Vamos falar sobre os verbos modais 'can' e 'must', que aparecem no trecho destacado da questão. Esses verbos são usados em inglês para indicar diferentes nuances de significado sobre uma ação ou situação.

'Can' geralmente indica possibilidade ou habilidade. No contexto do texto, 'can be improved' sugere que a melhoria do design pedagógico é possível, é uma chance ou abertura para essa melhoria, não uma obrigação ou certeza.

Já 'must' expressa necessidade, obrigação ou certeza. No trecho 'students must assume', indica que os alunos têm a responsabilidade que precisam assumir, ou seja, uma obrigação ou necessidade clara e forte.

Dessa forma, 'can' indica possibilidade, e 'must' indica necessidade. Portanto, a alternativa correta que relaciona esses sentidos é a letra b) possibilidade e necessidade.

Questões sobre Interpretação de Texto Reading Comprehension

1

Q1155575 • Inglês • Interpretação de Texto Reading Comprehension • Colégio Pedro II • Colégio Pedro II • Inglês • 2019
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TEXT 1
School for sexism
By Deborah Cameron (Oxford University)

This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.

The following quote from Cameron’s article presents a standard passive construction, according to Parrott (2010): “This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping.”
Among the sentences below, choose the only one that follows a different pattern from standard passive constructions.
- a) “Examples from the results of the second questionnaire are given in the Appendix”
- b) “Mick was attacked with a cut-throat razor”
- c) “He got his leg broken playing football.”
- d) “She is thought to be a genius.”
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2

Q1155574 • Inglês • Interpretação de Texto Reading Comprehension • Colégio Pedro II • Colégio Pedro II • Inglês • 2019
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TEXT 1
School for sexism
By Deborah Cameron (Oxford University)

This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.

Assuming a sociointeractional viewpoint, Giesel (in FERREIRA, 2012) argues that all forms of discourse can be understood as a social product, since they are present in the experiences of students.
Regarding the position presented above, choose the quote below from Cameron’s text which might support the idea that language teachers should approach aspects of sexist language and gender stereotyping in their lessons.
- a) “But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.”
- b) “When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched.”
- c) “They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words.”
- d) “By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys.”
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3

Q1155573 • Inglês • Interpretação de Texto Reading Comprehension • Colégio Pedro II • Colégio Pedro II • Inglês • 2019
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TEXT 1
School for sexism
By Deborah Cameron (Oxford University)

This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.

According to linguist Deborah Cameron, the IoP report:
- a) locates the source of oppressions in a structure which language is just part of.
- b) contradicts the figures presented by Girl Guiding UK survey and is perverse when identifies sexist ‘banter’ as a problem.
- c) claims that it is necessary to ban certain words from school environment so that girls feel more encouraged to study sciences.
- d) states that boys and girls perform a kind of “battle of sexes”, in which boys are, sometimes, more affected by sexist language than girls.
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4

Q1149555 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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General observation suggests that it is those who start to learn English after their school years who are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age. This difficulty has nothing to do with intelligence or level of education, or even with knowledge of English grammar and vocabulary.
Of course, there is no simple answer to why pronunciation is so difficult to learn — indeed, there is a whole range of theoretical perspectives on the question. What is generally accepted among psycholinguists and phonologists who specialized in this area is that the difficulty in learning to pronounce a foreign language is cognitive rather than physical, and that it has something to do with the way “raw sound” is categorized or conceptualized in using speech.
Many learners of English as a second language have major difficulties with English pronunciation even after years of learning the language. This often results in them facing difficulties in areas such as finding employment. Up to a certain proficiency standard, the fault which most severely impairs the communication process in EFL/ESL learners is pronunciation, not vocabulary or grammar.

A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English LanguageTeaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).

Based on the text above, judge the following item.
Pronunciation plays a greater role in limiting communication for EFL/ESL speakers than other aspects of language.
- a) Certo
- b) Errado
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5

Q1149554 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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General observation suggests that it is those who start to learn English after their school years who are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age. This difficulty has nothing to do with intelligence or level of education, or even with knowledge of English grammar and vocabulary.
Of course, there is no simple answer to why pronunciation is so difficult to learn — indeed, there is a whole range of theoretical perspectives on the question. What is generally accepted among psycholinguists and phonologists who specialized in this area is that the difficulty in learning to pronounce a foreign language is cognitive rather than physical, and that it has something to do with the way “raw sound” is categorized or conceptualized in using speech.
Many learners of English as a second language have major difficulties with English pronunciation even after years of learning the language. This often results in them facing difficulties in areas such as finding employment. Up to a certain proficiency standard, the fault which most severely impairs the communication process in EFL/ESL learners is pronunciation, not vocabulary or grammar.

A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English LanguageTeaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).

Based on the text above, judge the following item.
According to the text, the difficulty in acquiring intelligible pronunciation in English grows slightly with time.
- a) Certo
- b) Errado
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6

Q1149552 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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The history of language study illustrates widely divergent attitudes concerning the relationship between writing and speech. Written language was the medium of literature, and, thus, a source of standards of linguistic excellence. It was felt to provide language with permanence and authority. The rules of grammar were, accordingly, illustrated exclusively from written texts.
The everyday spoken language, by contrast, was ignored or condemned as an object unworthy of study, demonstrating only lack of care and organization. It was said to have no rules, and speakers were left under the illusion that, in order to “speak properly”, it was necessary to follow the “correct” norms, as laid down in the recognized grammar books and manuals of written style.
There was sporadic criticism of this viewpoint throughout the 19th century, but it was not until the 20th century that an alternative approach became widespread. This approach pointed out that speech is many thousands of years older than writing; that it develops naturally in children (whereas writing has to be artificially taught); and that writing systems are derivative — mostly based on sounds of speech.

D. Crystal. How Language Works. London: Penguin Books, 2006 (adapted).

Based on the previous text, judge the following item.
According to the text, it used to be believed that the everyday spoken language is too anarchic to be used as the basis for grammar.
- a) Certo
- b) Errado
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7

Q1149551 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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The history of language study illustrates widely divergent attitudes concerning the relationship between writing and speech. Written language was the medium of literature, and, thus, a source of standards of linguistic excellence. It was felt to provide language with permanence and authority. The rules of grammar were, accordingly, illustrated exclusively from written texts.
The everyday spoken language, by contrast, was ignored or condemned as an object unworthy of study, demonstrating only lack of care and organization. It was said to have no rules, and speakers were left under the illusion that, in order to “speak properly”, it was necessary to follow the “correct” norms, as laid down in the recognized grammar books and manuals of written style.
There was sporadic criticism of this viewpoint throughout the 19th century, but it was not until the 20th century that an alternative approach became widespread. This approach pointed out that speech is many thousands of years older than writing; that it develops naturally in children (whereas writing has to be artificially taught); and that writing systems are derivative — mostly based on sounds of speech.

D. Crystal. How Language Works. London: Penguin Books, 2006 (adapted).

Based on the previous text, judge the following item.
The expression “this viewpoint” (third paragraph) refers to the idea that spoken language should follow the same rules as written language to be correct.
- a) Certo
- b) Errado
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8

Q1149550 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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Whatever training is given there should always be a permanent concern about the naturalness and spontaneity of everyday speech rather than an artificial sound production for the sake of preserving a “correct” pronunciation.
This is, in fact, a crucial issue, since if too much care is demanded from the student, this may turn out to be an undesirable blockage to another more important factor, namely, fluency. Perhaps, and even worse, if over-careful pronunciation habits are developed, this will certainly cause difficulties for the oral comprehension, as the students will expect to hear sounds, words and utterances the way they personally produce them.

G.A. Chauvet. Improve Your Pronunciation. Brasília:

Editora Universidade de Brasília, 2005 (adapted).

Based on the previous text, judge the following item.
According to the text, excessive demands with regard to pronunciation can inhibit fluency.
- a) Certo
- b) Errado
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9

Q1149549 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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Teachers sometimes assume that more outgoing learners will be able to learn pronunciation better than shyer students, and there may be some truth to this. Confident students might speak more and be more willing to try new sounds, and this extra practice could help them improve their pronunciation. However, this improvement is certainly not guaranteed. Some outgoing students may be producing a lot of language, but they may also be jumping ahead without paying attention to the accuracy of their pronunciation. If listeners are impressed by their fluency and accept their imperfect pronunciation, they have no way to know that they need to improve.
Some more introverted students might actually be thinking carefully about sounds and practicing “within themselves,” even if they don’t speak much in class. Don’t underestimate the quiet students. Appreciate the strengths and possibilities of all your students and encourage everyone. All students can learn and improve in their own way.
Another aspect of personality that can affect pronunciation is the degree to which a person is willing or able to change the way they sound. Most of us have been speaking and listening to language in the same, familiar way since we learned to talk. Our voice and our pronunciation are a central part of the way we see ourselves. It can be uncomfortable, and possibly even frightening, to try out unfamiliar sounds and melodies of language. For some people this process seems like a small bump on the road, but for others, it’s a serious roadblock.

M.T. Yoshida. Beyond Repeat After Me: Teaching Pronunciation to

English Learners. Alexandria: TESOL Press, 2016 (adapted).

Based on the text above, judge the following item.
According to the text, speaking more, and thus practicing more, does not necessarily lead to improvement.
- a) Certo
- b) Errado
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10

Q1149548 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
📖 Texto associado ▼

Teachers sometimes assume that more outgoing learners will be able to learn pronunciation better than shyer students, and there may be some truth to this. Confident students might speak more and be more willing to try new sounds, and this extra practice could help them improve their pronunciation. However, this improvement is certainly not guaranteed. Some outgoing students may be producing a lot of language, but they may also be jumping ahead without paying attention to the accuracy of their pronunciation. If listeners are impressed by their fluency and accept their imperfect pronunciation, they have no way to know that they need to improve.
Some more introverted students might actually be thinking carefully about sounds and practicing “within themselves,” even if they don’t speak much in class. Don’t underestimate the quiet students. Appreciate the strengths and possibilities of all your students and encourage everyone. All students can learn and improve in their own way.
Another aspect of personality that can affect pronunciation is the degree to which a person is willing or able to change the way they sound. Most of us have been speaking and listening to language in the same, familiar way since we learned to talk. Our voice and our pronunciation are a central part of the way we see ourselves. It can be uncomfortable, and possibly even frightening, to try out unfamiliar sounds and melodies of language. For some people this process seems like a small bump on the road, but for others, it’s a serious roadblock.

M.T. Yoshida. Beyond Repeat After Me: Teaching Pronunciation to

English Learners. Alexandria: TESOL Press, 2016 (adapted).

Based on the text above, judge the following item.
It can be inferred from the text that our identity is partly tied to the way we speak.
- a) Certo
- b) Errado
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