Which question completes the dialogue below correctly? Richard: She...

Which question completes the dialogue below correctly? Richard: She's won a gold medal. Paul: _______

Q1142859 • Inglês • Interpretação de Texto Reading Comprehension • Marinha • ESCOLA NAVAL • Aspirante • 2025

Which question completes the dialogue below correctly?

Richard: She's won a gold medal.

Paul: _______

a) Neither am I.
b) So have I.
c) Neither is she.
d) So am I.
e) Neither have I.

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David Castilho EQUIPE
03/10/2026 • 04:01

Vamos analisar essa questão que trata de respostas curtas em inglês, conhecidas como "short answers". Elas são muito usadas para dar respostas rápidas e corretas em diálogos.

Na frase, Richard diz: "She's won a gold medal." Isso significa "Ela ganhou uma medalha de ouro." A resposta de Paul deve concordar com Richard, confirmando a informação de que alguém (ele próprio) também ganhou uma medalha de ouro.

A estrutura da frase de Richard é "She has won" (pretérito perfeito), então a resposta deve usar o verbo auxiliar "have" ou sua forma contraída, e a estrutura correspondiente para expressar concordância positiva.

Vamos analisar as alternativas:
- a) "Neither am I." significa "Eu também não", mas o verbo "am" não é adequado aqui porque Richard usou "has won", e o verbo principal é "have".
- b) "So have I." significa "Eu também", e usa o verbo "have", que é o correto para essa frase perfeita.
- c) "Neither is she." também não faz sentido porque a frase de Richard é afirmativa, e "Neither" indica uma negativa.
- d) "So am I." novamente, "am" não é o verbo auxiliar utilizado no presente perfeito.
- e) "Neither have I." significa "Eu também não", e não confirma o que Richard disse.

Portanto, a única resposta correta e que faz sentido no diálogo, confirmando que Paul também ganhou uma medalha de ouro, é a alternativa b) "So have I."

Questões sobre Interpretação de Texto Reading Comprehension

1

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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2

Q1149554 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
📖 Texto associado ▼

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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3

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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4

Q1149551 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
📖 Texto associado ▼

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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5

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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6

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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7

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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8

Q1147541 • Inglês • Interpretação de Texto Reading Comprehension • ISET • Prefeitura de Canudos BA • Professor de Ensino Fundamental • 2026
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Read the text and answer question.

More and more of Japan’s universities are moving toward teaching their classes in English, not just for those on exchange programs, but for domestic students.

The University of Tokyo’s graduate school of engineering triggered a wave of online debate earlier this year when it announced that it would be teaching all classes in English “as a general rule” from 2026.

Many netizens argued that the move was unfair, most Japanese students have studied mostly, if not exclusively, in Japanese their entire lives, leaving them ill-equipped to learn university-level English fast enough, and a lot of faculty members may not be set up to suddenly teach advanced material in English.

The University of Tokyo’s announcement came just as private universities such as Sophia and Waseda were rolling out quieter, more incremental versions of similar initiatives. “The push has been there for decades,” said Laurie Wesselhoff, a cultural anthropologist and lecturer at Keio University.

When Wesselhoff started at Keio about 30 years ago, universities were talking about offering more classes in English, but “there wasn’t much standardization or ministry guidance,” she said.

Instead, schools built English programs for returnee Japanese students and for international students, rather than the bulk of domestic undergraduates. The result, she said, was English tracks that looked international on paper but were socially and academically segregated between international and domestic students.

Source: https://www.japantimes.co.jp/news/2025/11/03/japan/more-japanese-universitiespushing-english-classes/

Based on the information presented in the final paragraph, earlier English-language academic programs in Japanese universities tended to
- a) function primarily as specialized tracks designed for students with international exposure, rather than the majority of local undergraduates.
- b) attract a balanced mixture of domestic and international students in integrated learning environments.
- c) follow a unified national framework established by the Ministry of Education.
- d) prioritize language acquisition over disciplinary knowledge.
- e) focus mainly on short-term exchange programs for foreign students.
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9

Q1147540 • Inglês • Interpretação de Texto Reading Comprehension • ISET • Prefeitura de Canudos BA • Professor de Ensino Fundamental • 2026
📖 Texto associado ▼

Read the text and answer question.

More and more of Japan’s universities are moving toward teaching their classes in English, not just for those on exchange programs, but for domestic students.

The University of Tokyo’s graduate school of engineering triggered a wave of online debate earlier this year when it announced that it would be teaching all classes in English “as a general rule” from 2026.

Many netizens argued that the move was unfair, most Japanese students have studied mostly, if not exclusively, in Japanese their entire lives, leaving them ill-equipped to learn university-level English fast enough, and a lot of faculty members may not be set up to suddenly teach advanced material in English.

The University of Tokyo’s announcement came just as private universities such as Sophia and Waseda were rolling out quieter, more incremental versions of similar initiatives. “The push has been there for decades,” said Laurie Wesselhoff, a cultural anthropologist and lecturer at Keio University.

When Wesselhoff started at Keio about 30 years ago, universities were talking about offering more classes in English, but “there wasn’t much standardization or ministry guidance,” she said.

Instead, schools built English programs for returnee Japanese students and for international students, rather than the bulk of domestic undergraduates. The result, she said, was English tracks that looked international on paper but were socially and academically segregated between international and domestic students.

Source: https://www.japantimes.co.jp/news/2025/11/03/japan/more-japanese-universitiespushing-english-classes/

According to the text, the controversy surrounding the University of Tokyo’s announcement was mainly related to the concern that
- a) many Japanese universities lack sufficient technological infrastructure to offer courses online.
- b) both students and faculty members might face difficulties adapting rapidly to English as the primary language of instruction.
- c) the Japanese government had imposed strict regulations requiring universities to adopt English in all academic programs.
- d) international students would receive fewer opportunities within Japanese higher education institutions.
- e) the initiative would immediately replace Japanese as the official language of higher education in the country.
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10

Q1147528 • Inglês • Interpretação de Texto Reading Comprehension • ISET • Prefeitura de Canudos BA • Professor de Ensino Fundamental • 2026
📖 Texto associado ▼

Read the text and answer the question.

PRINCIPLES AND FOUNDATIONS OF DEMOCRATIC MANAGEMENT IN SCHOOL

Democratic management in school is a topic that has gained prominence in recent decades and has established itself as an essential concept to promote improvements in the educational environment. This management model is based on the collaboration and active participation of all those involved in the educational process, including students, teachers, parents, and the community. By fostering this participation, it seeks not only an improvement in pedagogical practices, but also a cultural transformation in educational institutions. The inclusion of diverse voices and perspectives is key to building a space that is truly representative and capable of meeting everyone's demands.

One of the main pillars of democratic management is the appreciation of diversity. Recognizing the plurality of opinions and experiences within the school community provides a richer environment for the exchange of ideas and mutual learning. As Alvarenga and Silva (2023) state, "deliberation in school management promotes an invitation to new perspectives", implying that active participation in decision-making can result in more innovative pedagogical practices that are appropriate to local realities. This reaffirms the importance of constant dialogue among all participants in the educational community.

In addition, the construction of a collaborative culture is essential to make democratic management effective. In order for everyone to feel part of the process, it is necessary to create a climate of trust and mutual respect where each other's contributions are valued. This model promotes not only engagement but also social responsibility, an aspect that can be widely developed when students are encouraged to become active agents within their own education.

Source: REVISTA ARACÊ, São José dos Pinhais, v.7, n.3, p.12840-12856, 2025

In the excerpt “deliberation in school management promotes an invitation to new perspectives”, the authors imply that deliberation:
- a) restricts participation to individuals with formal authority.
- b) reinforces administrative centralization within schools.
- c) replaces pedagogical planning with spontaneous decisions.
- d) facilitates the emergence of innovative educational practices.
- e) discourages collaborative engagement among stakeholders.
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Which question completes the dialogue below correctly? Richard: She...

Which question completes the dialogue below correctly? Richard: She's won a gold medal. Paul: _______

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