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321Q1022039 | Inglês, Interpretação de Texto Reading Comprehension, tarde, Instituto Rio Branco, CESPE CEBRASPE, 2024

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Text V


Urbanization is one of the defining trends of this century and a key driver of development. By 2050, around 70% of the world’s population will be living in cities and towns. Asia and Africa will collectively account for a significant majority of the urban growth rate, a development that reflects the growth of both ‘megacities’ and smaller urban settlements in both regions over the past three decades. Today, cities produce around 80% of the global GDP and this importance is likely to continue. Cities also use 75% of global energy and are responsible for 70% of global carbon emissions. Accompanying the pace and extent of urbanization are a number of positive and negative trends — from increased economic opportunities and improvements in lives and livelihoods, through to the potential for greater urban-rural disparity, lower quality of life, and conflict. One thing is clear, cities across the world play a critical role in driving sustainable development.

However, cities today face numerous vulnerabilities and threats. Without proper planning, policies, and support, urbanization often leads to unnecessary risks and costs, preventing cities from reaching their full potential. Cases such as urban sprawls and the proliferation of informal settlements are increasing, and the communities who reside in such areas often suffer from the poor provision of public services (or lack of) such as healthcare or waste management systems. As their population grows, cities also become more complex, making long-term planning and city management a challenge. Amongst the numerous challenges that policymakers must tackle include those that are environmental, those pertaining to resource allocation, and even social challenges such as reducing intra-city inequalities.

Cities are providing a wide range of opportunities and possibilities for its citizens and, in order for them to be fully harnessed, cities should be built for and together with its citizens to fully unlock their potential. This includes taking into account the various needs and aspirations of people, making sure that everyone can have equal and inclusive access to services and create urban spaces and environments to enhance livability.


Internet: <www.undp.org (adapted)

Based on text V, judge whether the following statements are right (C) or wrong (E).

It can be inferred that the more urban expansions and proliferation of informal settlements are created, the more problems the communities nearby will face in terms of provision of public services.

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322Q1022561 | Inglês, Interpretação de Texto Reading Comprehension, Produção Teatral, UNICAMP, VUNESP, 2024

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What does a Theatrical Company Manager do?



It’s difficult to pin down exactly what a theatrical company manager does simply because they do so much: negotiate contracts, organize payroll, pay for purchases of outside materials, organize rehearsals, arrange transportation and lodging for cast and crew, assist the director, and – of course – handle emergencies inside and outside of the theater. Crucially, company managers also act as the link between the general manager – their boss – and the rest of the company. A generalized problem solver with a focus on human resources and logistics, the company manager’s work is never over, and rarely the same from day to day.

Expected Professional Education

The company manager is one of the highest-ranking professionals in any theater company or production, responsible for overseeing almost all logistical and administrative processes. While a company manager could possibly do well with no more than a bachelor’s degree, most theater companies prefer a master’s degree in theater management, business management, or arts administration.

Many company managers get started as stage managers, working directly with the director, actors, and designers in rehearsal and calling the show. Over time, they may move gradually towards the broader logistical duties of a company manager, perhaps progressing first to become the head of operations or audience services. As this is a high-ranking position, most company managers advance by seeking longterm positions with prestigious and well-funded companies. They can also progress to become general managers, or even choose to become production managers.

(https://www.berklee.edu. Adaptado)
According to the first paragraph, the responsibilities of theatrical company managers
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323Q1021816 | Inglês, Interpretação de Texto Reading Comprehension, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

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Educating future technology engineers


While much of the world's wireless communications technologies, such as cell phones, run on 5G mobile networks, engineers already have their eyes on developing future-generation networks. One of these engineers is Yanchao Zhang, a professor of electrical engineering in the Ira A. Fulton Schools of Engineering at Arizona State University.


Zhang runs the DOD Center of Excellence in Future Generation Wireless Technology, or FutureG Center of Excellence. Led by ASU and funded by the U.S. Department of Defense (DOD), the center includes collaborators from the U.S. Army Combat Capabilities Development Command Army Research Laboratory, the U.S. DOD and The Ohio State University.


The FutureG Center of Excellence aims to advance mobile network technology for wireless communications that are more secure, faster and more reliable. Artificial intelligence, or AI, and machine learning are also up for potential inclusion.


The center also has outreach and workforce development initiatives to increase the number of workers in the wireless communications engineering field. As part of this initiative, the center hosted a five-day FutureG Summer Research Camp on ASU's Tempe campus in May that is planned yearly.


The inaugural camp hosted 25 undergraduate students from the School of Electrical, Computer and Energy Engineering and the School of Computing and Augmented Intelligence, both part of the Fulton Schools. The participants learned about a variety of engineering disciplines related to electronics, including cybersecurity, signal processing, augmented and virtual reality, or AR and VR.


To choose the 25 students, Zhang and his colleagues in the FutureG Center of Excellence — Antonia Papandreou-Suppappola and Chaitali Chakrabarti, both Fulton Schools professors of electrical engineering — selected from 78 applicants.


"I was thrilled to see so many motivated, highly qualified young minds interested in cutting-edge research topics," he says. "Notably, half of the participants were women and underrepresented minority students, who were selected based on the same criteria as all applicants."


In line with the Fulton Schools value of building a foundation for all to be successful, students participated in sessions each day featuring lectures and demonstrations from experts in the topic areas. The presenters beyond Zhang included a variety of Fulton Schools electrical and computer engineering andcomputer science faculty members and external FutureG Center of Excellence collaborators.


"The goal of this summer camp is to expose highly qualified Fulton Schools undergraduate students to the latest topics and opportunities in the future generation wireless technology field and within the FutureG Center of Excellence," Zhang says. "We aim to motivate their academic and research interests in the future wireless technology area, ultimately contributing to the U.S. workforce in this field."


Among the student participants inspired to further research future wireless communications technology is Diego Quintero, a Fulton Schools undergraduate student majoring in electrical engineering who just completed his sophomore year.


Before the program, Quintero was only considering studying electrical engineering through the Fulton Schools accelerated master's degree program, which enables students to complete graduate coursework while completing their bachelor's degree, saving them time. Now he's planning to apply to the program in the 2024− 25 academic year.


Quintero says the FutureG summer camp helped him understand how the engineering skills he learned in the classroom are applied to technology development.


"Learning about such fascinating advancements in the thriving tech industry has strengthened my ideologies and passion for pursuing a career in this field," he says. "There are so many interesting careers and research opportunities. I believe it's a great way to learn more about specific roles in engineering."


For Mounia Bazzi, an undergraduate electrical engineering student who just completed the first year of her program, the FutureG summer camp helped her build on principles she learned while exploring engineering specializations. While Bazzi initially learned about using the MATLAB programming software in her FSE 100: Introduction to Engineering class, she explored MATLAB's signal processing tools in a session led by Papandreou-Suppappola.


Bazzi found that hearing from graduate students who are working with session presenters was especially helpful in learning about research conducted at ASU. The presentations inspired her interest to pursue her own research, and she contacted Guoliang Xue, a Fulton Schools professor of computer science and engineering involved in the camp, to ask if she could work under him in fall 2024.


Bazzi says her favorite part of the experience was the final day of the camp, which took place at ASU's Media and Immersive eXperience Center, or MIX Center.


"The most fun part of the camp was experiencing AR and VR systems with Dr. Robert LiKamWa," Bazzi says. "After going through different VR immersive narratives, we formed groups and used Dreamscape to build our own VR world that we then got to experience."


The session led by LiKamWa, a Fulton Schools associate


professor of electrical engineering with a joint appointment in ASU's School of Arts, Media and Engineering, was also Shannen Aganon's favorite part of the camp.


"Exploring and developing VR experiences was both exciting and educational," says Aganon, a rising senior majoring in computer science. "It is definitely interesting to see how immersive technology can transform so much."

During the camp, Aganon aimed to learn more about different engineering fields within electrical engineering.


"Attending this camp session broadened my appreciation of how different engineering disciplines interconnect and definitely allowed me to reach my goal," she says.


Aganon says the camp confirmed her passion for engineering through the variety offered within the field and the hands-on collaborative activities. She also enjoyed the networking, new friendships and skills the camp taught her


"If you would like a unique way to gain hands-on experience, this camp offers invaluable opportunities," Aganon says.

Judge the excerpts from the text.


Acesso em: https://tinyurl.com/yck35f65



During the FutureG Summer Research Camp, Mounia Bazzi learned about using MATLAB's signal processing tools, which she had previously encountered in her FSE 100: Introduction to Engineering class.
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324Q1046907 | Inglês, Interpretação de Texto Reading Comprehension, Primeiro Dia, COLÉGIO NAVAL, Marinha, 2021

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Read text Ili to answer question.

Text III

Causes and Effects of Climate Change

Glaciers are melting, sea levels are rising, cloud forests are dying, and wildlife is scrambling to keep pace. lt has become clear that humans have caused most of the past century's warming by releasing heat-trapping gases as we power our modem tives. Called greenhouse gases, their leveis are higher now than at any time in the last 800,000 years.



We often call the result global warming, but it is causing a set of changes to the Earth's climate, or long-term weather patterns, that varies from place to place. While many people think of global warming and climate change as synonyms, scientists use "climate change" when describing the complex shífts now affecting our planet's weather and climate systems - in part because some areas actually get cooler in the short term.



Climate change encampasses not only rising average temperatures but also extreme weather events, shifting wildlife populations and habitats, rising seas, and a range of other impacts. Ali of those changes are emerging as humans continue to add heat-trapping greenhouse gases to the atmosphere, changing the rhythms of climate that ali living things have come to rely on.



What will we do - what can we do - to slow this humancaused warming? How will we cape with the changes we ___ into motion? While we struggle to figure it ali out, the fate of the Earth as we know it - coasts, forests, farms, and snow-capped mountains - hangs in the balance.


By Christina Nunez Adapted from


https://www.nationalgeographic.com/environment/article/global-warming-overview


Read the statements. Mark {T) for true and (F) false.

( ) Glaciers, sea leveis, forests and wild life are suffering from global warming.

( ) Global warming and climate change are synonyms.

( ) Greenhouse gases interferes in weather events.

( ) Humans still need to find out how to solve global warming problems.

Mark the correct option.

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325Q1020041 | Inglês, Interpretação de Texto Reading Comprehension, QM 2023, SEDUCSP, VUNESP, 2025

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Stephen R. Covey (2017) once explained the importance of priorities by using an experience he had in a business class. He stated that a professor stood in front of a group of students and set a large canning jar in front of them. He filled it to the top with rocks and asked the students if it was full. They responded yes. Then he took out a bucket of sand and filled the jar again, and students watched as the sand poured inside the spaces between the large rocks. The professor asked again if the jar was full. This time students hesitated, and with good reason. The professor proceeded to fill the jar with a pitcher of water, after which he asked the students to explain the purpose behind this visual demonstration. After several incorrect responses, (including something along the lines of. There is always room for more stuff in your life), the professor gave his answer, which amounts to this: Unless you put the rocks in first, they will never fit into the jar.


This story demonstrates the principle of prioritizing, of knowing what matters most and what matters least, and that what matters most must be placed in the first position. No doubt, this is a very relevant way to analyze your own ecosystem1 .


As you move forward in developing a lifestyle that incorporates language learning, you must constantly reflect on whether or not you have prioritized your tasks well. If you imagine your ecosystem as the canning jar, and your language tasks as items that fill up the jar, you can see how making the right decisions will increase your chances of not only enjoying the learning process but making it more successful. Always remember that it is not just “doing a lot of language stuff” that will bring you success but rather that by putting priorities in their place, language learning can happen on its own. Let’s talk about how to prioritize language learning tasks by using the metaphor of the canning jar itself and discuss two concepts: fixed and fluid.


(Dixon, Shane. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)


1 A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom through a diverse system of tasks and incentives.
What rhetorical device does the author use to reinforce the significance of prioritization in language learning?
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326Q1022095 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Estrangeira Inglês, Prefeitura de Anchieta SC, AMEOSC, 2024

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How online photos and videos alter the way you think



The images we are exposed to on social media and internet websites have a surprising influence on the way we view the world.


Every day we are bombarded with digital images. They appear on our social media feeds, in our search results and the websites we browse. People send them to us via messaging apps or over email. By the end of today, billions more will have been uploaded and shared online.


With the average user spending 6 hours and 40 minutes per day on the internet, according to one report, these images make up a significant portion of our everyday visual input.


And, recent research indicates that they may even be influencing our perceptions.


One study published earlier this year analysed images on Google,Wikipedia and the Internet Movie Database (IMBD), specifically looking at what genders predominated when they searched for different occupations − such as "farmer", "chief executive officer" or "TV reporter". The findings were stark. Although women were underrepresented overall, gender stereotypes were strong. Categories like "plumber", "developer", "investment banker" and "heart surgeon" were far more likely to be male. "Housekeeper", "nurse practitioner", "cheerleader" and "ballet dancer" tended to be female.


So far, so unsurprising. Anecdotally, I found the same phenomenon myself in 2019, when I was trying to find gender-balanced images for this website. Searching on Getty Creative, one of our main stock photo sites, I had found that photographs of male doctors outstripped female doctors by three to one − even though in the US, for example, physicians under 44 at the time were more likely to be female than male. This depiction of medical professionals were only part of the problem. There were twice as many options for photos of women with babies, or for that matter, of women with salads, as of men.


The more biased images AI models themselves spit out, the more we see; the more we see, the more implicitly biased we become ourselves


The latest study, however, took this a step further. Rather than just showing the extent of gender bias in online imagery, the researchers tested whether exposure to these images had any impact on people's own biases. In the experiment, 423 US participants used Google to search for different occupations. Two groups searched by text, using either Google or Google News; another group used Google Images, instead. (A control group also used Google, but to search for categories unrelated to occupations, like "apple" and "guitar"). Then all participants were given an "implicit association test",which measures implicit biases.


Compared to Googling text-based descriptions of occupations, the participants who used Google Images and received visual representations in response showed much higher rates of implicit gender bias after the experiment − both immediately after and three days later.


"The rise of images in popular internet culture may come at a critical social cost," the researchers write. "Our findings are especially alarming given that image-based social media platforms such as Instagram, Snapchat and TikTok are surging in popularity, accelerating the mass production and circulation of images. In parallel, popular search engines such as Google are increasingly incorporating images into their core functionality, for example, by including images as a default part of text-based searches."


There's another growing problem, too: how the images already circulating online are informing and shaping AI models. Earlier this year, I experimented with this myself. I asked ChatGPT to create images for me of dozens of various professionals: doctor, lawyer, scientist, comedian, poet, teacher, customer service representative, nutritionist, thought leader, CEO, expert. Except for two or three results − dental hygienist, nurse and housekeeper − it delivered, again and again, a man. And not just a man, but a slim white man around his 30s with a crop of flowing brown hair.


In a later attempt, trying to get away from career bias, I asked ChatGPT to come up with different sorts of people for me: someone "smart", someone "successful", someone watching an opera, someone watching the show Love Is Blind, someone who quit their job to take care of the kids. Once again, over and over, I got the white guy with the lustrous hair.


Obviously, models like ChatGPT are learning based on the imagery that already exists. But, once again, this may perpetuate a vicious cycle: the more biased images AI models themselves spit out, the more we see; the more we see, the more implicitly biased we become ourselves. And the more biased we become, the more we create and upload our own biased imagery.


So what can be done? A good deal of responsibility lies with the tech and AI companies. But even when their intentions are good, there doesn't seem to be an easy fix. In its attempt to correct for racial, gender and other biases, for example, Google's AI tool Gemini sometimes overcorrected − one image it generated of the US Founding Fathers included a black man, for example, while an image of German soldiers from World War Two featured a black man and an Asian woman.


In the meantime, we need to take control of shaping our digital visual world ourselves.


While it seems obvious, the fact that we can − to a certain extent − curate our social media feeds often goes overlooked. Seeking out accounts and influencers who are of different ethnic and racial backgrounds, or photographers from different parts of the woresults we get by altering the way we phrase the initial query.


The most effective strategy of all might be reclaiming our time. In the eponymous "digital detox plan" of art entrepreneur Marine Tanguy's book The Visual Detox: How to Consume Media Without Letting It Consume You, for example, there are no surprises, but some good, solid reminders − such as putting limits on when you look at a screen or your phone, deleting apps you aren't using, and spending time outside without technology.


I became aware recently that even my several-year-old phone has a timer you can switch on for various apps, choosing whatever time period per day you'd like. While I can't say that I've always heeded its warning when I hit my limit, it's helped me become much more aware of, and cut down on, my social media usage. As we have covered before, putting your phone in another room entirely seems to keep even the thought of checking it at bay.


Above all else, however, it may be awareness that is key. We don't often think about our visual consumption or consider how often we're surrounded by images that have been deliberately created and served to us, often to persuade us to purchase something.


Nor do we think about just how strange and new a phenomenon that is. For the vast majority of human evolutionary history − some 99% of the time we have been around − we wouldn't have seen many images within our own natural environment at all, save some cave paintings or handmade sculptures. While, in Europe, the Renaissance ushered in a new era of image production − which saw the rise of art markets and of artworks made for popular consumption, like printmaking − people still wouldn't have seen anywhere near the number of man-made images that we see today.


In the more than 100,000 generations since the Homo branch of the evolutionary tree emerged, we have evolved to spend far more time looking at the world (and people) around us than at images, never mind images on a screen. Perhaps, it seems, there is an argument for trying to incorporate more of that time away from our screens into our everyday lives today.


https://www.bbc.com/future/article/20241101-how-online-photos-and-vid eos-alter-the-way-you-think
What reasoning does the author provide for suggesting a "digital detox" as part of managing the influence of online images?
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327Q1047441 | Inglês, Interpretação de Texto Reading Comprehension, Cadete do Exército, ESCOLA NAVAL, Marinha

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PART 1: READING COMPREHENSION

Based on the text below, answer the question.

Exercising Body and Mind at the Same Time?

New Device Lets You Read While You Run


Engineers from Purdue University have devised a new System that will facilitate a very specific type of physical and mental multitasking - helping treadmill runners to read text on a display screen.

The System, called ReadingMate, compensates for constantly bobbing eyes so runners can train for a marathon while reading their favorite novel.

"Not many people can run and read at the same time," said Ji Soo Yi, an assistant professor of industrial engineering at Purdue University. "This is because the relative location of the eyes to the text is vigorously changing, and our eyes try to constantly adjust to such changes, which is burdensome."

Instead of increasing the size of the displayed font, Yi and his colleagues decided to compensate for a runner's head motion.

"You could increase the font size and have a large-screen monitor on the wall, but that's impractical because you cannot have numerous big screen displays in an exercise room," Yi said.

According to a report on the system published recently in Human Factors: The Journal of the Human Factors and Ergonomics Society, the engineers recruited 15 multitasking volunteers to perform a "letter-counting" test while jogging on a treadmill and using ReadingMate. The participants were asked to tally how many times the letter 'F' appeared in two lines of text nested in 10 lines of text that were displayed on a computer monitor.

While performing the test, the participants wore goggles equipped with infrared LEDs. An infrared camera tracked the motion of the LEDs, essentially recording the movement of the runner's head. To compensate for the head motion, the displayed text was moved as the volunteers ran along the treadmill with their heads bobbing.

The researchers found those who used the ReadingMate system performed better at multi-tasking their physical and mental assignments, particularly when it carne to reading smaller font sizes and smaller line-spaced text.

Besides aiding people with the novel task of reading while running, the researchers said their system could be used to assist airline pilots or those working in heavy industry.

"Both may experience heavy shaking and turbulence while reading information from a display," Kwon said. "ReadingMate could stabilize the content in such cases."


(Adapted from http://www.redorbit.com/news)

Considering the text, what does the word "tally” mean in this extract?

"The participants were asked to tally how many times the letter 'F ' appeared in two lines of text [...]"

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328Q1024403 | Inglês, Interpretação de Texto Reading Comprehension, Fisioterapia, A C Camargo Câncer Center, VUNESP, 2024

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Leia o texto para responder à questão.


In a study of more than 100,000 people, researchers found that those with less healthy lifestyles were more likely to reduce their risk of colorectal cancer with regular aspirin use than those with healthier behaviors (JAMA Oncol 2024 Aug 1). Regular aspirin use was defined as two or more 325 mg tablets a week or a daily 81 mg dose; less healthy lifestyles were characterized by higher body mass index, smoking, greater alcohol consumption, less physical activity, and poorer diet. Those with the unhealthiest lifestyles had a 3.4% chance of developing colorectal cancer if they didn’t take aspirin regularly, whereas those who did had a 2.1% chance of developing the disease. In contrast, people with the healthiest lifestyles had a 1.5% chance of developing colorectal cancer if they took aspirin regularly and a 1.6% chance if they didn’t. This result suggests that physicians can pursue a nuanced approach when prescribing aspirin for disease prevention.


(https://aacrjournals.org. 26 de julho a 01 de agosto 2024. Adaptado)
The text is mainly about
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329Q1062564 | Inglês, Interpretação de Texto Reading Comprehension, Técnico Federal de Controle Externo, TCU, CESPE CEBRASPE, 2025

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A new scholarship aimed at developing the next generation of artificial intelligence “pioneers” will open to applicants in spring 2026, with the first cohort beginning studies the following autumn.

The Sparck AI scholarships, named after pioneering British computer scientist Karen Sparck Jones, will give master’s degree university students access to industry-leading firms as the Government looks to boost the UK’s AI credentials.

The University of Bristol will be one of nine universities to offer the fully-funded Government scholarship, alongside faculties in Newcastle, Manchester and Edinburgh.

The scheme has been developed in line with the Government’s “AI Opportunities Action Plan”, receiving more than £17 million of funding from Westminster, with the grant covering both students’ tuition and living costs.

Alongside master’s places, 100 scholars will receive placements in leading AI companies, as well as mentorship from industry experts. It is hoped the scholarships will give students “unparalleled access” to the fast-moving industry.

Vice-Chancellor Evelyn Welch said the scholarships would give Bristol the chance to “explore bold new ideas and nurture exceptional talent.” Technology Secretary Peter Kyle MP said he believed the scheme would help students secure “highly skilled jobs” and build “a workforce fit for the future.” AI talent acquisition firm Beamery said the scholarships would help their goal to create “equal access to work” and connect “talent to opportunity”.

Internet:<www.bbc.com> (adapted).

About the ideas and the linguistic aspects of the previous text, judge the following item.

It can be inferred from the text that the new scholarship scheme will undoubtedly achieve its goal of developing the next generation of AI groundbreakers.

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330Q1023147 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

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Read the text to answer question:


On January 13, 2025, a bill was signed into law to regulate students’ use of personal portable electronic devices, including cell phones, in public and private schools in Brazil. (Law No. 15,100.) It came into force upon its publication in the January 14 edition of Brazil’s official gazette.


The law, which applies in elementary, middle, and high schools, prohibits the use of portable electronic devices by students during classes, recess, and breaks. It provides that teachers may allow use of such devices for pedagogical purposes. The law allows their use in cases of danger or emergency. It also permits their use for purposes of ensuring accessibility and inclusion, addressing health conditions, and ensuring fundamental rights. (Arts. 2, 3.)


The stated purpose of the law is to safeguard the mental, physical, and psychological health of children and adolescents. (Art. 1.) It requires schools to develop strategies to address students’ mental health, including preventing excessive use of devices and inappropriate content. They must also offer training for personnel to detect signs of psychological distress and create spaces to support those suffering mental distress from the excessive use of electronic devices. (Art. 4.)


(Eduardo Soares. Brazil: New Law Prohibits Cell Phone Use in Schools, 2025. Disponível em: https://www.loc.gov/item/globallegal-monitor/2025-02-13/brazil-new-law-prohibits-cell-phone-usein-schools/. Adaptado)
A legislação recém-implantada vai ao encontro do trecho da BNCC que descreve o uso da tecnologia na medida em que
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331Q1024171 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Inglesa, Prefeitura de Luiz Alves SC, UNIVALI, 2024

Read the following text excerpt and answer the question:

"As technological advancements reshape the workplace, the value of emotional intelligence has become increasingly prominent. Employees with strong interpersonal skills are better equipped to navigate the demands of a dynamic work environment."

Which type of text does this passage most likely represent, based on its style and content?
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332Q1020080 | Inglês, Interpretação de Texto Reading Comprehension, Edital n 48, USP, FUVEST, 2025

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Texto para a questão


Extraterrestrial tongues


The challenge of imagining alien communication is highlighted in the film Arrival (2016), where linguists confront a language strikingly different from any on Earth. While fictional alien languages like Klingon (Star Trek) often resemble human languages with variations in sound or syntax, the possibilities for extraterrestrial tongues are far more diverse. To truly grasp the potential for alien linguistic systems, we must consider the fundamental components of language itself: signs, structure, semantics, and pragmatics.

The first level, signs, encompasses the means of expression, which could extend beyond spoken words and written symbols to include gestures, smells (as in animal communication), or even electrical impulses. Structure, the second level, involves the organization of language, including grammar and syntax. While we might initially assume alien languages would share structural similarities with our own, they could radically differ, potentially lacking familiar elements like nouns or verbs, or employing entirely novel grammatical categories, perhaps akin to the way maps convey information.

Semantics, the third level, deals with meaning. Here, the problem of untranslatability arises. While some differences in meaning between human languages exist (e.g., the German word "Fernweh"), alien languages might present more fundamental challenges. If aliens perceive and categorize the world in fundamentally different ways, their language might express concepts we struggle to even grasp.

Despite these obstacles, communication may still be possible. Shared needs, such as describing the world or giving commands, could provide a basis for finding points of connection between alien and human languages. Pragmatics, the fourth level, concerns how language is used in context, including metaphors and social conventions. Differences at this level, particularly when combined with semantic differences, as illustrated by the Tamarian language in Star Trek: The Next Generation, can further complicate understanding.

Ultimately, contemplating the possibilities of alien communication pushes us to expand our understanding of language itself. It encourages us to move beyond our "anthropocentric bubble" and consider that alien languages might possess levels or structures we haven't yet imagined, potentially transforming our perspectives on consciousness, intelligence, and what it means to communicate.


Aeon, April 9th, 2025,(Adaptado)
"The first level, signs, encompasses the means of expression."

Em relação ao texto apresentado, qual das seguintes reestruturações desse trecho mantém o sentido original, manifesta ênfase semelhante e é gramaticalmente correta?
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333Q1024178 | Inglês, Interpretação de Texto Reading Comprehension, Analista Administrativo de Projetos, InoversaSul, CESPE CEBRASPE, 2025

Texto associado.
A majority of remote workers would quit their jobs if forced to return to the office, according to a new study. In FlexJobs’ recent report, 57 percent of remote workers surveyed said they would absolutely look for a new job if they were not allowed to continue working remotely. “Obviously, an employer has the right to call employees back to the office from remote or hybrid positions at any time, but for many who have had these jobs since the early days of the pandemic, working from home during all or part of the week has become a way of life, and they’ve scheduled virtually all other priorities around it,” says Alex Beene, a financial literacy instructor at the University of Tennessee.
The numbers could indicate a significant turnover issue as companies continue to look for ways to be fully in-person again, as just under 25 percent of workers said their employer had already instituted a return-to-office mandate. The report is based on a poll of 3,000 American professionals between August 5 and August 18. Overall, Americans were eager to leave their jobs in pursuit of higher wages or more flexible work, as 67 percent said they planned to change jobs in the next six months. But key things like a promotion, remote work and a better company culture could convince some workers to stay, according to the survey. Between 33 percent and 38 percent of workers said these factors could convince them to stay in their current roles.
Working remotely continues to be a huge draw when it comes to attracting talent, and it can even convince some employees to accept lower salaries. In the report, 58 percent of workers said they’d accept a salary decrease if it meant they could work from home. “We have a generation of employees that live in locations far removed from their actual employer due to work-from-home policies,” Beene said. “For many, hours of commuting may either not be feasible or not add up financially to make sense given their current role.”
And because many remote workers don’t feel a productivity loss, companies are still “vying for talent and willing to accommodate,” said Kevin Thompson, a finance expert and founder and CEO of 9i Capital Group. As a result, workers still largely have the power over their employers, Thompson said. “The only reason they would not is if businesses began to collude and mandated everyone return to work,” Thompson told Newsweek. “As long as the market remains free and fair, the ability to find remote work should actually continue.”
Putting productivity aside, Thompson said the main loss from remote work has been in corporate culture. “I don’t believe you can build a culture through Zoom, but that does not mean it is not possible,” Thompson said. “The consequences of remote work won’t be felt for a number of years.”

Internet: <newsweek.com> (adapted).
About the ideas conveyed by the preceding text, as well as its linguistic aspects, judge the following item.

The word “collude” (third sentence of the fourth paragraph) is used metaphorically in the text.
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  2. ✂️

334Q1022645 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Canaã dos Carajás PA, FGV, 2025

Texto associado.

READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.


TEXT IV


Assessment for Young Learners in the English Language Classroom



All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.


Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF


The expression “the broader brush stroke” is an idiom that means a(n)
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  5. ✂️

335Q1024439 | Inglês, Interpretação de Texto Reading Comprehension, Língua Estrangeira Inglês, SED SC, FURB, 2024

Texto associado.
O texto seguinte servirá de base para responder à questão.


Curious Kids: what is the Bermuda Triangle and why is it considered dangerous?


(1º§) "The hype around the Bermuda Triangle can be traced back to a series of unexplained disappearances of ships and aircraft. In 1945, five US Navy planes and 14 men disappeared in the area while doing routine training exercises. The flight's leader, Lieutenant Charles Taylor, was heard over the radio saying: "We are entering white water, nothing seems right. We don't know where we are, the water is green, no white." The US navy investigated and ultimately reported the incident as "cause unknown". From the time of this incident until the mid-1980s, 25 small planes disappeared while passing through the Bermuda Triangle. They were never seen again. No wreckage was ever recovered.


(2º§) In light of the above, we should ask ourselves: if we don't know what caused something, or if something appears entirely mysterious, should we look for the answer in the paranormal (such as ghosts or spirits) or the supernatural (such as magic or miracles)? Some people do. They find such explanations exciting. This is what has happened for decades with the incidents in the Bermuda Triangle. However, when we take the time to learn more about these events and not jump to conclusions, they start to look much more ordinary.


(3º§) "Take the disappearance of Charles Taylor and the five planes which the US Navy investigated. The investigation found that as it got dark outside and the weather changed, Taylor had navigated the planes to the wrong location. Taylor also had a history of getting lost while flying. He had twice needed to be rescued in the Pacific Ocean. The navy itself had a good idea of what had happened ahead of the disappearance.


(4º§) "But the incident was ultimately described as "cause unknown" because Taylor's mother, not wanting to blame her son for the disappearance, maintained if the navy couldn't find the aircraft they couldn't say for sure what had happened. Not wanting to blame Taylor for the tragedy, the navy agreed. Most of the pilots involved in the incident were trainees. This means they weren't properly taught how to use all the aircraft instruments when flying at night, or in bad weather.


(5º§) "What's more, the aircraft they had been flying wereknown to sink in as little as 45 seconds if they landed in water. And once aircraft sink in the vast ocean (although this is extremely rare these days), they are often never found again. This is true even now, despite big improvements in aircraft technology and search-and-rescue methods. For instance, only a small amount of debris from the missing Malaysia Airlines MH370 flight, which disappeared in 2014, has been found [...].


SATTERLEY, S. Curious Kids: what is the Bermuda Triangle and why is it considered dangerous?. The Conversation, 2020 (adaptado). Disponível em: https://theconversation.com/curious-kids-what-is-the-bermuda-triangle-a nd-why-is-it-considered-dangerous-145616. Acesso em 21 de julho de 2024.
The text mentions the initial investigation into the disappearance of 14 U.S. Navy men in the Bermuda Triangle region in 1945 and its subsequent conclusion. According to what was released by the U.S. Navy, the disappearance was due to:
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336Q1024185 | Inglês, Interpretação de Texto Reading Comprehension, Analista Administrativo de Projetos, InoversaSul, CESPE CEBRASPE, 2025

Texto associado.
A majority of remote workers would quit their jobs if forced to return to the office, according to a new study. In FlexJobs’ recent report, 57 percent of remote workers surveyed said they would absolutely look for a new job if they were not allowed to continue working remotely. “Obviously, an employer has the right to call employees back to the office from remote or hybrid positions at any time, but for many who have had these jobs since the early days of the pandemic, working from home during all or part of the week has become a way of life, and they’ve scheduled virtually all other priorities around it,” says Alex Beene, a financial literacy instructor at the University of Tennessee.
The numbers could indicate a significant turnover issue as companies continue to look for ways to be fully in-person again, as just under 25 percent of workers said their employer had already instituted a return-to-office mandate. The report is based on a poll of 3,000 American professionals between August 5 and August 18. Overall, Americans were eager to leave their jobs in pursuit of higher wages or more flexible work, as 67 percent said they planned to change jobs in the next six months. But key things like a promotion, remote work and a better company culture could convince some workers to stay, according to the survey. Between 33 percent and 38 percent of workers said these factors could convince them to stay in their current roles.
Working remotely continues to be a huge draw when it comes to attracting talent, and it can even convince some employees to accept lower salaries. In the report, 58 percent of workers said they’d accept a salary decrease if it meant they could work from home. “We have a generation of employees that live in locations far removed from their actual employer due to work-from-home policies,” Beene said. “For many, hours of commuting may either not be feasible or not add up financially to make sense given their current role.”
And because many remote workers don’t feel a productivity loss, companies are still “vying for talent and willing to accommodate,” said Kevin Thompson, a finance expert and founder and CEO of 9i Capital Group. As a result, workers still largely have the power over their employers, Thompson said. “The only reason they would not is if businesses began to collude and mandated everyone return to work,” Thompson told Newsweek. “As long as the market remains free and fair, the ability to find remote work should actually continue.”
Putting productivity aside, Thompson said the main loss from remote work has been in corporate culture. “I don’t believe you can build a culture through Zoom, but that does not mean it is not possible,” Thompson said. “The consequences of remote work won’t be felt for a number of years.”

Internet: <newsweek.com> (adapted).
About the ideas conveyed by the preceding text, as well as its linguistic aspects, judge the following item.

One can conclude that, for the participants of the survey presented in the text, the advantages of remote work outnumber its drawbacks.
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  2. ✂️

337Q1021883 | Inglês, Interpretação de Texto Reading Comprehension, LEM Inglês, SEED PR, Consulplan, 2024

Texto associado.
Read the text to answer question

Less than half of Generation Z watch broadcast TV

Emma Saunders.
Culture reporter.

For the first time, less than half of 16 to 24-year-olds are now watching traditional TV each week.
Just 48% of young adults tuned in during an average week last year, compared with 76% just five years before (2018), according to Ofcom’s annual Media Nations report.
They watched traditional TV for an average of 33 minutes each day, down 16% year-on-year.
It will come as no surprise to many that the age group spent three times as long each day (1hr 33min) watching video-sharing platforms such as TikTok and YouTube.
Children between the ages of four and 15 are also switching off, with only 55% watching traditional TV each week last year, compared to 81% in 2018.
But there has also been a decline in middle-aged viewers (45 to 54), dropping from 89% to 84% since 2023, and a 5% drop in viewers aged between 65 and 75.
The over 75s slightly increased their traditional TV viewing, up 1% from last year, Ofcom said.
The overall viewing figures declined by 6% last year, although that was a slower fall than in 2022 (12%).
However, there was brighter news for radio. The first quarter of 2024 saw the highest number of weekly radio listeners across all devices in the last 20 years (just under 50 million). Listening time is up on last year to an average of 20.5 hours per week.
Much of this is down to commercial radio’s continued success – just over seven in 10 people aged 15 and over tune into commercial stations at least once a week (70.4%) compared to 55.6% for BBC stations.
But BBC Radio 2 was still the most popular UK station, and commercial radio had a slightly lower average listening time each week (14.0 hours compared to 14.2 hours for BBC stations).

Most watched programmes in 2023
New Year's Eve Fireworks – BBC One, 12.1m
Happy Valley – BBC One (series three, final episode) 12.1m
The Coronation of The King and Queen Camilla – BBC One, 12m
Eurovision Song Contest – BBC One, 10.1m
Strictly Come Dancing – BBC One (series 21 finale) – BBC One, 9.9m
I'm A Celebrity... Get Me Out of Here! – ITV1 (series 23, launch episode) – 9.9m
Beyond Paradise – BBC One (series one, episode one) – 9m
Death in Paradise – BBC One (series 12, episode two) – 8.7m
Glastonbury – BBC One (25 June) – 8.4m
Call the Midwife Holiday Special – BBC One – 8.4m

Music streaming
Streaming was the second most listened to form of audio last year, with 50% of adults using services such as Spotify each week.
Music streaming continues to account for two thirds of the total income for the record industry.

YouTube on Telly
Despite shifts in viewing habits, TV screens are becoming more popular for watching YouTube content.
The report says 34% of time spent watching YouTube at home is now on a TV set, up from 29% in 2022. This increases to 45% among children aged 4 to 15 – up from 36% in 2022.
YouTube’s total in-home use grew to 38 minutes per person per day in 2023, an increase of 20% year-on-year.
Overall, UK viewers watched more TV and video content at home in 2023, averaging 4hrs 31min a day (an increase of 6 minutes or 2% since 2022).
This was mainly driven by an increase in daily viewing to video-sharing platforms (including YouTube) and to broadcast video-on-demand services, such as iPlayer and ITVX.
Those services grew by 29% in 2023.

Subscription services
Overall daily viewing of subscription streaming services increased by six minutes to 38 minutes a day, with Netflix remaining the most popular service, accounting for half of all subscription video-on-demand viewing.
But those pay-for streaming services have plateaued in reach, with about two thirds of households (68%) using at least one last year, similar to 2022.
Yet the sector made just under £4bn in subscription revenue last year, up 22%, largely due to price increases.

(BBC, 2024, BBC website. Accessed: 12 August 2024. Available https://www.bbc.com/news/articles/crgm9z1dpkpo. Adapted.)
According to the text, more than 1/3 of time spent watching YouTube at home is on a:
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338Q1023935 | Inglês, Interpretação de Texto Reading Comprehension, Ensino Fundamental Anos Finais, Prefeitura de Schroeder SC, FURB, 2023

Texto associado.

O texto seguinte servirá de base para responder às questões de 21 a 25.

PUCKER UP I'm a dermatologist - you've been using lip balm all wrong - here's why your pout is still chapped

(1º§)YOU might be reaching for your lip balm more and more through these winter months. But are your lips still sore and chapped, no matter how much of the stuff you slather on? According to dermatology experts, the type of balm you put on your pout might be more important than the amount.

(2º§)Dr. Mona Gohara, an associate clinical professor of dermatology at the Yale School of Medicine, and Dr. Brendan Camp, a dermatologist at MDCS Dermatology in New York, told TODAY why some lip balms could do more harm than good.

(3º§)To start with, they discussed why your lips might be chapped in the first place. The cold weather can wreak havoc on them as the skin is very thin, so they're more likely to dry out, Dr Gohara said. Meanwhile, Dr Camp noted that the delicate skin of your pout can easily be irritated by ingredients in skincare or food, yeast or bacteria, and even enzymes in saliva.

(4º§)You might also not be giving them enough love: lot's of people forget about their lips when they're moisturising their face. But if your lips are dry and chapped not long after you apply your balm, you just might be using the wrong kind.

(5º§)Four things to avoid in a lip balm:

1.Tingly balms

2. Fragrances

3. Flavouring agents

4. Dyes

(6º§)Dr Camp said these might cause allergic contact dermatitis, a type of eczema triggered by contact with a particular substance. And if your lips are dry, cracked, red, scaly and itchy, you might have developed a sensitivity to an ingredient in your lip balm, he added. Moral of the story, check your lip balm ingredients.

(7º§)Since you're doing that, there are a few ingredients that will help hydrate your pout. Dr Camp said you want to look for ingredients that will help trap water in the skin while keeping it moisturized for a long period of time. "Ingredients like beeswax, olive oil, castor oil, coconut oil, and shea butter are often used for this purpose," he said.

(8º§)You should also be wearing a salve with SPF to protect your lips from the sun. Meanwhile, Dr Gohara said that your ideal balm will have a combination of humectants (like hyaluronic acid and glycerin), which draw moisture into the skin, and occlusives (such as shea butter and mineral oil), which lock moisture in.

(9º§)The NHS recommended you use one containing petroleum jelly or beeswax. It said: "Try a few different lip balms if one is not working for you - some people may be sensitive to some fragrances, dyes or cosmetic ingredients."

(10º§)As long as you're using the right type of balm, Dr Gohara said you can apply it multiple times a day. According to Dr Camp, it's best to put on lip balm once in the morning and once before bed. There are other ways of preventing dry lips too.

(11º§)Lisa Borg, skin specialist and nutritionist at the Pulse Light Clinc, said the best thing you can do is drink plenty of fluids throughout the day. Preferably quality water as opposed to dehydrating coffee and fizzy drinks, she noted.

(12º§)Lisa also recommended eating foods that simulate saliva production, such as apples, cucumbers, tomatoes, courgettes, watermelon, lemons, and crunchy fibrous vegetables like carrots and celery. Meanwhile, the NHS said you should wash your hands before applying lip balm and cover your lips with a scarf when you're outside in cold weather. If you're outdoors, use a balm with SPF 15 or more every two hours, it added.

(13º§)Common causes of dry lips: cold weather, dry air or wind; damage from the sun; dehydration; a lip injury; allergies; and lack of vitamins and minerals. If you have sore or dry lips, you should avoid: picking or biting any flaky skin on your lips - this can slow down healing; licking dry or cracked lips - this can make them sore; and sharing lip balms with other people - this can spread germs.

(adapted) -wwrongg-pu--chappeed .uk/health/21661055/dermatologist-using-lip-balm-wrong-pout-chapped/

Based on the text, what is the main cause of chapped lips during the winter months?

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339Q1020096 | Inglês, Interpretação de Texto Reading Comprehension, PortuguêsInglês, IFMS, AOCP, 2025

Texto associado.
Text V


Literacy as a Multidimensional Concept


An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear, 2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).

Therefore, in order to define it, we must take into consideration the set of resources, sociocultural practices and competences––beyond reading and writing––that enable student interaction, critical thinking, the drawing of conclusions and the application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern 2000; American Association of School Librarians (AASL) 2011; Cooper et al. 2012; Kucer 2014; Paesani et al. 2016; Reyes-Torres 2018; Warner and Dupuy 2018). As such, the multimodal training approach that we propose for the FL class stems from Kern’s notion of literacy, first, “as a process of creating and transforming knowledge” (2000, 29), and second, “as a matter of engaging in the ever-developing process of using reading and writing as tools for thinking and learning, in order to expand one’s understanding of oneself and the world” (40). This involves paying careful attention to language, while also developing a critical awareness of the relationships between texts, images, discourse conventions and sociocultural and digital contexts.

In sum, and in consonance with Kern and other scholars such as the NLG (1996), Steve Kucer (2014), Maria Brisk (2015), Paesani et al. (2016) and Shari Tishman (2018), we define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills, visual thinking strategies and dialogic attitudes that are necessary to develop the knowledge that allows them to grasp and evaluate information, organize ideas, exchange perspectives, construct meaning and reflect critically on a variety of sociocultural contexts. In order to foster such a multidimensional approach to literacy in EFL and implement it as an organizing principle (Kress 2010; Serafini 2014), it is necessary that teachers become acquainted with the three dimensions that both Kern (2000) and Kucer (2014) acknowledge as the key components: a) cognitive; b) conceptual; and c) sociocultural.

These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, and they also illustrate the multiple facets and fluid nature of literacy.


Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín; FERNÁNDEZ, Pilar. A multimodal approach to foster the multiliteracies pedagogy in the English as a Foreign Language context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at: https://www.atlantisjournal.org/index.php/atlantis/article/view/741. Accessed on: Mar. 21, 2025.
According to the Text V, what is the proposed approach for the foreign language (FL) class?
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  5. ✂️

340Q1020097 | Inglês, Interpretação de Texto Reading Comprehension, PortuguêsInglês, IFMS, AOCP, 2025

Texto associado.
Text V


Literacy as a Multidimensional Concept


An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear, 2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).

Therefore, in order to define it, we must take into consideration the set of resources, sociocultural practices and competences––beyond reading and writing––that enable student interaction, critical thinking, the drawing of conclusions and the application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern 2000; American Association of School Librarians (AASL) 2011; Cooper et al. 2012; Kucer 2014; Paesani et al. 2016; Reyes-Torres 2018; Warner and Dupuy 2018). As such, the multimodal training approach that we propose for the FL class stems from Kern’s notion of literacy, first, “as a process of creating and transforming knowledge” (2000, 29), and second, “as a matter of engaging in the ever-developing process of using reading and writing as tools for thinking and learning, in order to expand one’s understanding of oneself and the world” (40). This involves paying careful attention to language, while also developing a critical awareness of the relationships between texts, images, discourse conventions and sociocultural and digital contexts.

In sum, and in consonance with Kern and other scholars such as the NLG (1996), Steve Kucer (2014), Maria Brisk (2015), Paesani et al. (2016) and Shari Tishman (2018), we define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills, visual thinking strategies and dialogic attitudes that are necessary to develop the knowledge that allows them to grasp and evaluate information, organize ideas, exchange perspectives, construct meaning and reflect critically on a variety of sociocultural contexts. In order to foster such a multidimensional approach to literacy in EFL and implement it as an organizing principle (Kress 2010; Serafini 2014), it is necessary that teachers become acquainted with the three dimensions that both Kern (2000) and Kucer (2014) acknowledge as the key components: a) cognitive; b) conceptual; and c) sociocultural.

These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, and they also illustrate the multiple facets and fluid nature of literacy.


Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín; FERNÁNDEZ, Pilar. A multimodal approach to foster the multiliteracies pedagogy in the English as a Foreign Language context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at: https://www.atlantisjournal.org/index.php/atlantis/article/view/741. Accessed on: Mar. 21, 2025.
The Text V discusses the essential dimensions identified by Kern (2000) and Kucer (2014) as foundational for a multidimensional approach to literacy in English as a Foreign Language (EFL). What is the role of these dimensions in the teaching and learning process?
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