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Questões de Concursos Interpretação de texto Reading comprehension

Resolva questões de Interpretação de texto Reading comprehension comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.


601Q1019932 | Inglês, Interpretação de Texto Reading Comprehension, QM 2020, SEDUCSP, VUNESP, 2025

Texto associado.
Read the text to answer question.


Different times, different methods


Current teaching practice is the direct result of the acquisition-versus-learning debate. Also, both abstract theory and practical techniques have been discussed, have gone in and out of fashion, and have influenced what was and is included in classrooms and teaching materials.

In the 1990s, for example, there was considerable discussion about the Lexical Approach. In the 1970s, methods such as the Silent Way were advocated, and although they may not be used much any more – certainly not as they were originally envisaged – still some of the techniques they included have been incorporated into modern teaching practice.

Amongst the plethora of ideas and techniques which have been offered over the years, some trends have had, and continue to have a significant impact on how languages are taught today.


(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “and although they may not be used much any more”, the part in bold can be substituted with no change in meaning for
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602Q1019937 | Inglês, Interpretação de Texto Reading Comprehension, QM 2020, SEDUCSP, VUNESP, 2025

Texto associado.
Read the text to answer questions from.


Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary items slotted in; it also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc., which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying “Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?, etc). Students also need to be aware of the need for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language; it is actually about how it is used.

The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use, and if they are motivated, then language learning will take care of itself. Thus, CLT has a lot in common with the acquisition view of language absorption. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work.


(Harmer, J. 1998. Adaptado)
According to the second paragraph, CLT and the concept of language acquisition
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603Q1046818 | Inglês, Interpretação de Texto Reading Comprehension, Primeiro Dia, ESCOLA NAVAL, Marinha, 2020

Analyze the questions below.

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

Choose the correct option.
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604Q1023780 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Inglesa, AMCEVALE RN, FUNCERN, 2024

Texto associado.

For question, consider the following collocation: “Congratulations on” and choose the best-suited alternatives.


Collocations can be classified as:
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605Q1019945 | Inglês, Interpretação de Texto Reading Comprehension, QM 2020, SEDUCSP, VUNESP, 2025

Texto associado.
Read the text and answer question.


A new age has dawned in additional language teaching methodology which directly reflects wider changes in the world. In the corresponding sea-change in educational philosophy, Content and Language Integrated Learning (CLIL) presents an opportunity and a threat to accepted language teaching practice. As with immersion, formal language instruction remains integral to most CLIL models. But for this to be synchronous to subject teaching through an additional language, curricular and methodological adjustment is often required.

The ways in which content and language are integrated influence decision-making on how each is handled within the model. For example, this may be through language-learning preparation before the CLIL course, language learning embedded in the CLIL course, or language learning parallel to the CLIL course.

A useful starting point is to consider the content of learning. The concept of what constitutes content in a CLIL context is much more flexible than selecting a discipline from a traditional school curriculum such as geography, music, biology or physics. Whilst curricular subjects such as these might be appropriate for some CLIL programmes, contextual variables such as teacher availability, language support, age of learners and the social demands of the learning environment may mean that a different choice of content is more appropriate. In other words: what exactly is meant by ‘content’ in CLIL will depend on the context of the learning institution.

However, the crucial point here is that, no matter whether issues concerning the content or the language are more dominant at a given point, neither must be subsumed or the interrelationship between the two ignored.


(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
According to the authors, regardless of how language and content will be integrated in CLIL, the essential requirement is that
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606Q1022516 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, IF Farroupilha RS, FUNDATEC, 2025

In the article “Effective English Reading Strategies: English Language Learners’ Perceptions” (2019), the author Waheeb S. Albiladi says that:

“Reading in English within a second language (ESL) context has received much attention as researchers and second language educators have sought the most effective and beneficial ways to develop language learners’ reading skills. For many educators (Horwitz, 2008; Krashen, 2007; Nation, 2008; Singhal, 2001), reading is the bridge that allows English language learners to acquire and develop other language skills including speaking, writing, and vocabulary acquisition. [...] Barrot (2016) mentioned that research surrounding teaching English reading focuses on the type of text or materials used in English classes and the strategies that ESL teachers utilize to facilitateteaching and learning of English reading”.

Analyze the following statements about the excerpt above:

I. Reading is the only mandatory skill needed for acquiring other language abilities. II. Research on teaching of English reading often focuses on materials and teaching strategies. III. Reading skills are less significant than speaking skills in second language learning.

Which ones are correct?
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607Q1022518 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, IF Farroupilha RS, FUNDATEC, 2025

Identifying the text genre and its purpose helps the reader to understand it better and to choose the appropriate reading strategies. Read the excerpt below:

“Enjoy an Enchanting Holiday in the Maldives

Scattered across the Indian Ocean lie islands with the finest white sand beaches and clearest crystal blue waters. These are the MALDIVES! Over 1,000 coral islands. Temperatures here are always in the 80s. What can our holiday offer you?

Luxurious accommodation aboard the fabulous Orient Explorer. Water sports for the entire duration of your holiday. Drinks and entertainment included at no extra charge. Chauffeur-driven limousine to and from the airport. Combine this with another seven-night holiday in our opulent apartments at the Kelai Country Club.

Prices start from just £899 per person”.

(Available at: https://teach.files.bbci.co.uk/skillswise/en03text-e3-f-different-types-of-text.pdf – text specially adapted for this test)

Mark the correct statement about the genre of the text above.
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608Q1024577 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Catuípe RS, OBJETIVA, 2024

Texto associado.
Birth of Venus is one of the most famous paintings in the world. It was painted by Alessandro di Mariano Filipepi, known as Sandro Botticelli, who was an Italian painter of the Florentine School that emerged in the early Renaissance period. In mythology, Venus wasconceived when the Titan Cronus castrated his father, thegod Uranus, whose severed genitals fertilized the sea.
Venus was conceived when the Titan Cronus castrated his father, the god Uranus, whose severed genitals fertilized the sea. Venus is an arrestingly beautiful figure with her delicate skin and soft-flowing curls fresh from the sea. Historically, this is the most important depicted nude since classical antiquity.
Apart from its artistic quality, Birth of Venus is noteworthy for having been the first known Tuscan work of art to be painted on canvas, which is now standard but was then revolutionary, with paintings customarily done on more expensive wood panels. It was restored in 1987 to heighten the bright vividness of the painting as it first appeared, an effect achieved by the use of lustrous alabaster powder and gold leaf.

(Source: Encyclopaedia Britannica — adaptation.)
Which 20th-century American author crafted a satirical novel set in a fantastical land, chronicling the adventures of a curious young girl named Alice?
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609Q1044034 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Caraguatatuba SP, FGV, 2024

Texto associado.

Text I


The BNCC and Twenty-First Century Skills


The most ambitious feature of the BNCC, which only appeared in the document’s third version, was to establish ten core competencies that all students should develop throughout basic education, starting in early childhood. These competencies include lifelong learning, critical thinking, aesthetic sensibilities, communication skills, digital literacy, entrepreneurship, self-care, empathy, citizenship and ethics. The core competencies broaden the goals of basic education well-beyond academic skills to twenty-first century skills widely regarded as essential to preparing the next generations for the challenges of the 4th industrial revolution.


As ambitious as it was, the BNCC was criticized for the lack of explicit links between the ten core competencies and the subject specific competencies and skills, leaving cities and states with the responsibility of making these links themselves. In addition to this, the core competencies are not generally integrated into teacher training programs and are often de-prioritized for the more basic literacy and numeracy needs. In this context, the Ministry of Education and its partners in the third sector have developed orientations, produced videos and online courses aimed at filling this gap, and helped cities and states integrate the ten core competencies in their curricula.


[…]


Ensuring all Brazilian students master the ten core competencies laid out by the BNCC by the end of high school is a long-term, extremely ambitious goal. Before we can set a timeframe for when we will be able to achieve this feat, we need to know where we stand. Due to the core competencies’ complexity, each involves several skills, attitudes and sometimes values, it is unclear whether we will be capable of measuring all ten of them and by when. Until then we are in the company of the OECD, which is already tackling this challenge and will likely pave the way for Brazil in this respect


Note: BNCC: Base Nacional Comum Curricular;

OECD: The Organization for Economic Cooperation and Development.

Adapted from https://link.springer.com/chapter/10.1007/978-3-030-41882-3_2

The word “likely” in “will likely pave the way for Brazil” (3rd paragraph) indicates:
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610Q1022021 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Portuguesa Inglesa, Prefeitura de Lucas do Rio Verde MT, SELECON, 2024

Texto associado.
TEXT:


How students can make rapid progress by reading
independently


By Stephanie Hirshman
January 2, 2024



Let me start with a true story. When I was seven years old, my family spent a year in France, and I had to go to school there. The only thing was, I didn’t speak French. Luckily my mother was fluent in that language, and she set out to prepare me a few months before we left. Armed only with a second-hand copy of a little picture book called Totor et Tristan, she sat me down on the sofa with her a few times a week for around 10 minutes. Sometimes she read the book to me while I followed the text silently and sometimes I had to read a page myself. She asked me questions in French and I answered in French, or she corrected my pronunciation. That was it.


My first day at school in France was memorable for many reasons, but one of these was that I was the only child in a class of native French speakers to score 100% on our first spelling test! Everyone was amazed, me most of all because I didn’t even know what most of the words meant.


So, what made this possible? I think it was reading with my mother – I guess had read more in French than my classmates and thus was able to recognize the tricky relationship between sound and spelling. My confidence was sky high and I was fluent within four months.


Exploring a written text for fun, on your own terms, is called extensive reading, and teachers can support their students to realize its many benefits.


Graded readers


Graded readers are books which have been adapted to be suitable for specific levels of language learners to enjoy. They can be classics (The Phantom of the Opera), film adaptations (Rain Man) or original works of fiction or non-fiction. They can be purchased online or at bookshops, or you can obtain them from libraries or even find some on websites.


There are many reasons for making them available to students. First, reading is fun. It’s also magic learning. Students who have a sustained habit of extensive reading see improvements in a range of areas: lexical, grammatical and spelling as well as reading speed, which is vital for success in academic and work contexts. Being able to select their own reading material gives students a sense of ownership.


Choosing a book


It’s helpful if a teacher initially introduces students to graded readers and explains how to choose and use them. Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story. Additional information can be found inside the book, in the Introduction.


While it’s not necessary to have 100% comprehension of the text, choosing a book which is too difficult or too easy will not lead to an enjoyable experience. Most books are labelled with a level, but no two intermediate readers will have the same needs. Therefore, a simple test can be performed: the student should choose one page at random and read it to see how many unknown words they encounter. If the answer is seven or fewer, this book will be suitable. More than seven, and it’ll be too hard to get a good flow going when reading.



Activities


While students are reading, they should try to work out the meaning of unfamiliar items from context. They should also be made aware of the Glossary at the back of some books and, of course, they can use a dictionary if they really need to. However, some items do notreally need further exploration - making decisions about what’s important and what’s not is an important skill for language learners. Some books also have comprehension questions at the back.


However, the main aim is to get into and enjoy the story without lots of interruptions and checks. Encourage students to read ten minutes a day on a regular basis (perhaps in bed or while commuting). Results will not be immediate, but within a few weeks, students should recognize the improvements.


Conclusion


A collection of readers is well worth investing in. Be creative when looking for material – why not try a graphic novel? Even authentic texts not intended for language learners can be worthwhile for advanced students or those with a special interest in or knowledge of a topic.


Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024

De acordo com o texto, a leitura extensiva é definida como o ato de ler:
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611Q1023315 | Inglês, Interpretação de Texto Reading Comprehension, Junior Ênfase 1 Administração, Transpetro, CESGRANRIO, 2023

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How space technology is bringing
green wins for transport


1 Space technology is developing fast, and, with every advance, it is becoming more accessible to industry. Today, satellite communications (satcoms) and space-based data are underpinning new ways of operating that boost both sustainability and profitability. Some projects are still in the planning stages, offering great promise for the future. However, others are already delivering practical results.

2 The benefits of space technology broadly fall into two categories: connectivity that can reach into situations where terrestrial technologies struggle to deliver and the deep, unique insights delivered by Earth Observation (EO) data. Both depend on access to satellite networks, particularly medium earth orbit (MEO) and low earth orbit (LEO) satellites that offer low-latency connectivity and frequently updated data. Right now, the satellite supplier market is booming, driving down the cost of access to satellites. Suppliers are increasingly tailoring their services to emerging customer needs and the potential applications are incredible – as a look at the transportation sector shows.

3 Satellite technology is a critical part of revolutionizing connectivity on trains. The Satellites for Digitalization of Railways (SODOR) project will provide low latency, highly reliable connectivity that, combined with monitoring sensors, will mean near realtime data guides operational decisions. This insight will help trains run more efficiently with fewer delays for passengers. Launching this year, SODOR will help operators reduce emissions by using the network more efficiently, allowing preventative maintenance and extending the lifetime of some existing trains. It will also make rail travel more attractive and help shift more passengers from road to rail (that typically emits even less CO2 per passenger than electric cars do).

4 Satellite data and communications will also play a fundamental role in shaping a sustainable future for road vehicles. Right now, the transport sector contributes around 14% of the UK’s greenhouse gas emissions, of which 91% is from road vehicles – and this needs to change.

5 A future where Electric Vehicles (EV) dominate will need a smart infrastructure to monitor and control the electricity network, managing highly variable supply and demand, as well as a large network of EV charging points. EO data will be critical in future forecasting models for wind and solar production, to help manage a consistent flow of green energy.

6 Satellite communications will also be pivotal. As more wind and solar installations join the electricity network – often in remote locations – satcoms will step in to deliver highly reliable connectivity where 4G struggles to reach. It will underpin a growing network of EV charging points, connecting each point to the internet for operational management purposes, for billing and access app functionality and for the users’ comfort, they may access the system wherever they are.

7 Satellite technology will increasingly be a part of the vehicles themselves, particularly when automated driving becomes more mainstream. It will be essential for every vehicle to have continuous connectivity to support real-time software patches, map updates and inter-vehicle communications. Already, satellites provide regular software updates to vehicles and enhanced safety through an in-car emergency call service.

8 At our company, we have been deeply embedded in the space engineering for more than 40 years – and we continue to be involved with the state-of-the-art technologies and use cases. We have a strong track record of translating these advances into practical benefits for our customers that make sense on both a business and a sustainability level.


Available at: https://www.cgi.com/uk/en-gb/blog/space/how-space-technology-is-bringing-green-wins-to-transport. Retrieved on April 25, 2023. Adapted.
The fragment in the third paragraph of the text “The Satellites for Digitalization of Railways (SODOR) project will provide low latency” means that
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612Q1022038 | Inglês, Interpretação de Texto Reading Comprehension, tarde, Instituto Rio Branco, CESPE CEBRASPE, 2024

Texto associado.
Text IV


In the middle of July, Roger was making his first ministerial speech. I did not need reminding, having drafted enough of them, how much speeches mattered — to parliamentary bosses, to any kind of tycoon. Draft after draft: the search for the supreme, the impossible, the more than Flaubertian perfection; the scrutiny for any phrase that said more than it ought to say, so that each speech at the end was bound, by the law of official inexplicitness, to be more porridge-like than when it started out in its first draft. I had always hated writing drafts for other people, and nowadays got out of it. To Hector, to Douglas, it was part of the job, which they took with their usual patience, their usual lack of egotism: when a minister crossed out their sharp, clear English and went in for a literary composition of his own, they gave a wintry smile and let it stand.


C. P. Snow. Corridors of Power. London: Penguin Books, 1972, p. 31.
Considering the grammatical and semantic aspects of text IV, judge whether the following statements are right (C) or wrong (E).

The narrator of the text considers that the process of rewriting the speech multiple times contributes to its becoming more focused and direct.
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613Q1024095 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de São João do Oeste SC, AMEOSC, 2024

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Archaeologists conduct first 'space excavation' on International Space Station

By Justin St. P. Walsh and Alice Gorman, The Conversation | Published: August 15, 2024 | Last updated on August 20, 2024

New results from the first archaeological fieldwork conducted in space show the International Space Station is a rich cultural landscape where crew create their own "gravity" to replace Earth's, and adapt module spaces to suit their needs.

Archaeology is usually thought of as the study of the distant past, but it's ideally suited for revealing how people adapt to long-duration spaceflight.

In the SQuARE experiment described in our new paper in PLOS ONE, we re-imagined a standard archaeological method for use in space, and got astronauts to carry it out for us.

Archaeology ... in ... spaaaaace!

The International Space Station is the first permanent human settlement in space. Close to 280 people have visited it in the past 23 years.

Our team has studied displays of photos, religious icons and artworks made by crew members from different countries, observed the cargo that is returned to Earth, and used NASA's historic photo archive to examine the relationships between crew members who serve together.

We've also studied the simple technologies, such as Velcro and resealable plastic bags, which astronauts use to recreate the Earthly effect of gravity in the microgravity environment − to keep things where you left them, so they don't float away.

Most recently, we collected data about how crew used objects inside the space station by adapting one of the most traditional archaeological techniques, the "shovel test pit".

On Earth, after an archaeological site has been identified, a grid of one-metre squares is laid out, and some of these are excavated as "test pits". These samples give a sense of the site as a whole.

In January 2022, we asked the space station crew to lay out five roughly square sample areas. We chose the square locations to encompass zones of work, science, exercise and leisure. The crew also selected a sixth area based on their own idea of what might be interesting to observe. Our study was sponsored by the International Space Station National Laboratory.

Then, for 60 days, the crew photographed each square every day to document the objects within its boundaries. Everything in space culture has an acronym, so we called this activity the Sampling Quadrangle Assemblages Research Experiment, or SQuARE.

The resulting photos show the richness of the space station's cultural landscape, while also revealing how far life in space is from images of sci-fi imagination.

The space station is cluttered and chaotic, cramped and dirty. There are no boundaries between where the crew works and where they rest. There is little to no privacy. There isn't even a shower.

What we saw in the squares

Now we can present results from the analysis of the first two squares. One was located in the US Node 2 module, where there are four crew berths, and connections to the European and Japanese labs. Visiting spacecraft often dock here. Our target was a wall where the Maintenance Work Area, or MWA, is located. There's a blue metal panel with 40 velcro squares on it, and a table below for fixing equipment or doing experiments.

NASA intended the area to be used for maintenance. However, we saw hardly any evidence of maintenance there, and only a handful of science activities. In fact, for 50 of the 60 days covered by our survey, the square was only used for storing items, which may not even have been used there.

The amount of velcro here made it a perfect location for ad hoc storage. Close to half of all items recorded (44%) were related to holding other items in place.

The other square we've completed was in the US Node 3 module, where there are exercise machines and the toilet. It's also a passageway to the crew's favourite part of the space station, the seven-sided cupola window, and to storage modules.

This wall had no designated function, so it was used for eclectic purposes, such as storing a laptop, an antibacterial experiment and resealable bags. And for 52 days during SQuARE, it was also the location where one crew member kept their toiletry kit.

It makes a kind of sense to put one's toiletries near the toilet and the exercise machines that each astronaut uses for hours every day. But this is a highly public space, where others are constantly passing by. The placement of the toiletry kit shows how inadequate the facilities are for hygiene and privacy.

What does this mean?

Our analysis of Squares 03 and 05 helped us understand how restraints such as velcro create a sort of transient gravity.

Restraints used to hold an object form a patch of active gravity, while those not in use represent potential gravity. The artefact analysis shows us how much potential gravity is available at each location.

The main focus of the space station is scientific work. To make this happen, astronauts have to deploy large numbers of objects. Square 03 shows how they turned a surface intended for maintenance into a halfway house for various items on their journeys around the station. Professor de Inglês - 1 1

Our data suggests that designers of future space stations, such as the commercial ones currently planned for low Earth orbit, or the Gateway station being built for lunar orbit, might need to make storage a higher priority.

Square 05 shows how a public wall space was claimed for personal storage by an unknown crew member. We already know there is less-than-ideal provision for privacy, but the persistence of the toiletry bag at this location shows how crew adapt spaces to make up for this.

What makes our conclusions significant is that they are evidence-based. The analysis of the first two squares suggests the data from all six will offer further insights into humanity's longest surviving space habitat.

Current plans are to bring the space station down from orbit in 2031, so this experiment may be the only chance we have to gather archaeological data.


https://www.astronomy.com/space-exploration/archaeologists-conduct-fi rst-space-excavation-on-international-space-station/
What can be inferred about the astronauts' personal space and privacy aboard the International Space Station from the article?
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614Q1024362 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Natal RN, COMPERVE UFRN, 2025

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Babies cry with an accent


A study found newborns cry with the melody of their parent’s language.


By ABC News


Think newborns just eat, sleep and wail the same way across the world? That’s not so, according to a new study which found that babies cry with an accent within the first week of life.

By recording cries of 60 babies born to French or German parents, researchers discovered that babies cry with the same “prosody” or melody used in their native language by the second day of life.

French newborns in the study ended their cries with a lilt at the end typically heard in French. German babies, however, started their cries intensely and dropped off at the end – much like the emphasis their German parents put in a sentence, according to a study published Thursday in Current Biology.

Experts in child development say the most exciting part of this discovery is not that infants recognize the melody of their language, but that the newborns may have the ability to use what they heard in the womb to then control their cries.


Adaptado de: https ://abcnews .go.com/Health/MindMoodNews /newborns -cry -accent-study-finds /story? id=9006266. Acesso em: 08 nov. 2024.
Segundo o estudo mencionado no texto, os bebês recém-nascidos choram
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615Q1048427 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Inglesa, Prefeitura de São Lourenço da Mata PE, FGV, 2024

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Atenção! Leia o texto a seguir para responder à próxima questão.


The Two Goats


Two Goats, frisking gayly on the rocky steeps of a mountain valley, chanced to meet, one on each side of a deep chasm through which poured a mighty mountain torrent. The trunk of a fallen tree formed the only means of crossing the chasm, and on this not even two squirrels could have passed each other in safety. The narrow path would have made the bravest tremble. Not so our Goats. Their pride would not permit either to stand aside for the other.

One set her foot on the log. The other did likewise. In the middle they met horn to horn. Neither would give way, and so they both fell, to be swept away by the roaring torrent below.


Library of Congress. The Aesop for children. Library of Congress, 2024. Disponível em: https://read.gov/aesop/013.html. Acesso em: 12 jul. 2024.

Fábulas são textos que costumam ter uma moral ou um ensinamento ao final da leitura. A moral dessa fábula pode ser resumida pelo seguinte provérbio:
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616Q1024109 | Inglês, Interpretação de Texto Reading Comprehension, Técnico Judiciário, TSE, CESPE CEBRASPE, 2024

The Internet, as anyone who works deep in its trenches will tell you, is not a smooth, well-oiled machine. It’s a messy patchwork that has been assembled over decades, and it is held together with the digital equivalent of duct tape and bubble gum. Much of it relies on open-source software that is thanklessly maintained by a small army of volunteer programmers who fix the bugs.
Internet: <www.nytimes.com> (adapted).

Considering the previous text and its linguistic aspects, judge the following item.

The word “it”, in the last sentence of the text, refers to “bubble gum”, mentioned in the prior sentence.
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  2. ✂️

617Q1024365 | Inglês, Interpretação de Texto Reading Comprehension, Profissional de Pesquisa Engenharia e Tecnologia, UNICAMP, VUNESP, 2024

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The correction of genetic errors associated with disease in animals suggests that gene editing has potential applications in gene therapy for humans. Gene therapy is the introduction of a normal gene into an individual’s genome in order to repair a mutation that causes a genetic disease. When a normal gene is inserted into a mutant nucleus, it most likely will integrate into a chromosomal site different from the defective allele. Although this may repair the mutation, a new mutation may result if the normal gene integrates into another functional gene. If the normal gene replaces the mutant allele, there is a chance that the transformed cells will proliferate and produce enough normal gene product for the entire body to be restored to the undiseased phenotype.

(www.britannica.com/science/genetic-engineering/ Process-and-techniques. Adaptado)
The part of the text that indicates that an unwanted problem may happen is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

618Q1068402 | Inglês, Interpretação de Texto Reading Comprehension, Magistério Inglês, EsFCEx, VUNESP, 2024

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It is adequate do say that pedagogical practices “become less and less preoccupied with limited and unified actions typical of content transmission in teaching-learning processes, and increase the instances of social practices that create possibilities of student engagement in the world.” (Magalhães & Carrijo, 2019, p. 215). We could broaden this and state that it is essential that education be less concerned with limited and limiting actions that look at the other - the student in general - but especially the student who is somehow different from the educators’ or the policy makers’ expectations as just that: a monolith of difference. This notion of difference as a monolith makes us see all SIEN1 students as one single individual or block of individuals (i.e., as if they all had the same features); all deaf students as another monolith; all students in the autism spectrum as still another. But we are not equal. People vary in every aspect of humanity (the way they dress, speak, eat, think, learn). As Adichie (2009) stated in her famous TED: “The single story has a consequence: It robs people of dignity. It makes our recognition of our equal humanity difficult.”



(Magalhães, M.C.C. et al. Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators. In: Delta: Documentação de Estudos em Linguística Teórica e Aplicada, Volume: 38, Número: 1. 2022)



1SIEN students: students with specific intellectual educational needs

In the quotation at the end of the paragraph “The single story has a consequence: It robs people of dignity”, the bolded noun phrase refers to

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

619Q1023862 | Inglês, Interpretação de Texto Reading Comprehension, Docente I Língua Estrangeira Inglês, Prefeitura de Maricá RJ, COSEAC, 2024

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Question relate to teaching skills and abilities:
According to Motta-Roth (2006) the concept of genre has been a common reference in official documents for education, especially in relation to the PCNs of Foreign Languages, Arts and Computing. However, she states that there is a “fluctuation in the concept of genre in these references” (p. 498). Within these concepts, the one(s) that she considers the most appropriate is/are:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

620Q1022585 | Inglês, Interpretação de Texto Reading Comprehension, Bioenergia, EPE, FGV, 2024

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Text I


Shock of the old: Believe it or not, battery-powered vehicles
have been around since Victorian times.

The history of the electric car is surprisingly enraging. If you imagine early electric vehicles at all (full disclosure: I didn’t until recently), it will probably be as the quixotic and possibly dangerous dream of a few eccentrics, maybe in the 1920s or 1930s, when domestic electrification became widespread. It’s easy to imagine some stiff-collared proto-Musk getting bored of hunting and affairs, eyeing his newly installed electric lights speculatively, then wreaking untold havoc and mass electrocutions. The reality is entirely different.

By 1900, a third of all cars on the road in the US were electric; we’re looking at the history of a cruelly missed opportunity, and it started astonishingly early. The Scottish engineer Robert Anderson had a go at an electric car of sorts way back in the 1830s, though his invention was somewhat stymied by the fact rechargeable batteries were not invented until 1859, making his crude carriage something of a one-trick pony (and far less useful than an actual pony).

It’s debatable whether or not Scotland was ready for this brave new world anyway: in 1842, Robert Davidson (another Scot, who had, a few years earlier, also tried his hand at an electric vehicle) saw his electric locomotive Galvani “broken by some malicious hands almost beyond repair” in Perth. The contemporary consensus was that it was attacked by railway workers fearful for their jobs.

Despite this unpromising start, electric vehicles had entered widespread commercial circulation by the start of the 20th century, particularly in the US. Electric cabs crisscrossed Manhattan, 1897’s bestselling US car was electric and, when he was shot in 1901, President McKinley was taken to hospital in an electric ambulance. London had Walter Bersey’s electric taxis, and Berlin’s fire engines went electric in 1908; the future looked bright, clean and silent.

By the 1930s, however, the tide had definitively turned against electric, cursed by range limitations and impractical charging times while petrol gained the upper hand thanks partly – and ironically – to the electric starter motor. The Horseless Age magazine, which vehemently backed the petrol non-horse, would have been delighted. There was a brief resurgence of interest in the late 1960s, when the US Congress passed a bill promoting electrical vehicle development, but nothing much actually happened until the Nissan Leaf sparked interest in 2009. Electric still isn’t quite there yet, battling infrastructure and battery problems that might have been familiar to Anderson and friends.


Adapted from The Guardian, Tuesday 24 October 2023, p. 6 https://www.theguardian.com/lifeandstyle/series/shock-of-the-old/2023/oct/24/all
At the dawn of the 20th century in the United States of America, the use of electricity-powered vehicles seemed to be:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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