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Questões de Concursos Inglês

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

4601Q938001 | Inglês, Primeiro e Segundo Dia, ENEM, INEP

Texto associado.

BOGOF is used as a noun as in 'There are some great bogofs on at the supermarket' or an adjective, usually with a word such as 'offer’ or 'deal’ — 'there are some great bogof offers in store'.

When you combine the first letters of the words in a phrase or the name of an organisation, you have an acronym. Acronyms are spoken as a word so NATO (North Atlantic Treaty Organisation) is not pronounced N-A-T-O. We say NATO. Bogof, when said out loud, is quite comical for a native speaker, as it sounds like an insult, 'Bog off!’ meaning go away, leave me alone, slightly childish and a little old-fashioned.

BOGOF is the best-known of the supermarket marketing strategies. The concept was first imported from the USA during the 1970s recession, when food prices were very high. It came back into fashion in the late 1990s, led by big supermarket chains trying to gain a competitive advantage over each other. Consumers were attracted by the idea that they could get something for nothing. Who could possibly say 'no’?

Disponível em: www.bbc.co.uk. Acesso em: 2 ago. 2012 (adaptado).

Considerando-se as informações do texto, a expressão “bogof” é usada para
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

4602Q1022994 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Galvão SC, OBJETIVA, 2024

Texto associado.
Kew Gardens


From the oval-shaped flower-bed there rose perhaps a hundred stalks spreading into heart-shaped or tongue-shaped leaves half way up and unfurling at the tip red or blue or yellow petals marked with spots of colour raised upon the surface. The petals were voluminous enough to be stirred by the summer breeze, and when they moved, the red, blue and yellow lights passed one over the other, staining an inch of the brown earth beneath with a spot of the most intricate colour. The light fell either upon the smooth, grey back of a pebble, or, the shell of a snail with its brown, circular veins, or falling into a raindrop, it expanded with such intensity of red, blue and yellow the thin walls of water that one expected them to burst and disappear. Then the breeze stirred rather more briskly overhead and the colour was flashed into the air above, into the eyes of the men and women who walk in Kew Gardens in July.


How hot it was! So hot that even the thrush chose to hop, like a mechanical bird, in the shadow of the flowers, with long pauses between one movement and the next; instead of rambling vaguely the white butterflies danced one above another, making with their white shifting flakes the outline of a shattered marble column above the tallest flowers; the glass roofs of the palm house shone as if a whole market full of shiny green umbrellas had opened in the sun; and in the drone of the aeroplane the voice of the summer sky murmured its fierce soul.

Yellow and black, pink and snow white, shapes of all these colours, men, women, and children were spotted for a second upon the horizon, and then, seeing the breadth of yellow that lay upon the grass, they wavered and sought shade beneath the trees, dissolving like drops of water in the yellow and green atmosphere. But there was no silence; all the time the motor omnibuses were turning their wheels and changing their gear; like a vast nest of Chinese boxes all of wrought steel turning ceaselessly one within another the city murmured; on the top of which the voices cried aloud and the petals of myriads of flowers flashed their colours into the air.


(Source: Virginia Woolf — adaptation.)
Virginia Woolf (1882 — 1941) was an English writer whose novels had a major influence on literature. Regarding the excerpt from the short story “Kew Gardens”, check the CORRECT item:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4603Q1024279 | Inglês, Vocabulário Vocabulary, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Após a leitura do texto, é possível definir “flipped learning” como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4604Q1024281 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Considere a seguinte situação: um professor pede aos seus alunos que assistam a um vídeo explicativo sobre a passagem do tempo antes de ensinar verbos no futuro. Esta prática está alinhada com a teoria de aquisição da linguagem chamada:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4605Q1024282 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Analisando o trecho do texto: “Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points”, pode-se concluir que ao realizar tal tarefa, o aluno estará exercitando a habilidade comunicativa que envolve:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4606Q1022235 | Inglês, Vocabulário Vocabulary, Ensino Fundamental, InoversaSul, CESPE CEBRASPE, 2025

Texto associado.
We do not know how art began any more than we know how language started. If we take art to mean such activities as building temples and houses, making pictures and sculptures, or weaving patterns, there is no people in all the world without art. If, on the other hand, we mean by art some kind of beautiful luxury, something to enjoy in museums and exhibitions or something special to use as a precious decoration in the best parlour, we must realize that this use of the word is a very recent development. We can best understand this difference if we think of architecture. There is scarcely any building in the world which was not erected for a particular purpose. Those who use these buildings as places of worship or entertainment, or as dwellings, judge them first and foremost by standards of utility. But apart from this, they may like or dislike the design or the proportions of the structure, and appreciate the efforts of the good architect to make it not only practical but right. In the past the attitude to paintings and statues was often similar. They were not thought of as mere works of art but as objects which had a definite function.

Similarly, we are not likely to understand the art of the past if we are quite ignorant of the aims it had to serve. The further we go back in history, the more definite but also the more strange are the aims which art was supposed to serve. The same applies if we leave towns and cities and go to the peasants or, better still, if we travel to the peoples whose ways of life still resemble the conditions in which our remote ancestors lived. Among them there is no difference between building and image-making as far as usefulness is concerned. Their huts are there to shelter them from rain, wind and sunshine and the spirits which produce them; images are made to protect them against other powers which are, to them, as real as the forces of nature. Pictures and statues, in other words, are used to work magic.

E. H. Gombrich. The story of art.
New York, Phaidon, 2024. 16th ed. p. 9-10 (adapted).

Based on the previous text, its ideas and its linguistic aspects, judge the following item.

In the fragment “which had a definite function” (last sentence of the first paragraph), the word “definite” could be replaced with clear without harming the coherence of the text.

  1. ✂️
  2. ✂️

4607Q909087 | Inglês, Professor de Língua Inglês, Prefeitura de Iraí RS, FUNDATEC, 2024

Texto associado.

The Reasons Why We Dance


  1. As a choreographer, I get asked to share my opinion about a myriad of dance-related
  2. topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
  3. my dancing a projection of my self-image?”. But the question I think matters most is: why do
  4. people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
  5. Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
  6. we love it so?
  7. There are the obvious answers. We dance for physical fitness, mental clarity, emotional
  8. stability, and other such pluses. However, all these benefits could be attained by other means –
  9. though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
  10. heart rate and spirits. There must be something glorious about dancing that is more than just
  11. intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
  12. tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
  13. Perhaps dance is the way we express ourselves when words are insufficient. The joy we
  14. feel over newfound love, the determination we have in the face of great sorrow or adversity, the
  15. passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
  16. they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
  17. be understood, and if we could truly speak the words that describe our feelings, how deep and
  18. powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
  19. dance is simply a translator for the human heart.
  20. Perhaps dance is the medium through which we show the world who we truly are and who
  21. we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
  22. ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
  23. way that no one on earth could possibly have our same make-up. We know it. We just do not
  24. always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
  25. we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
  26. our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
  27. the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
  28. march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
  29. waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
  30. forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
  31. butterflies once again, and if only for a moment, return to the purest part of our lives when time
  32. was of no matter…for we were dancing.
  33. Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
  34. better question is, “Why would we not?”

*Cha Cha: an energetic modern dance.

(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).

The use of the word “yet” in “I have yet to find a better alternative” (l. 09) suggests that the author:

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

4608Q1021984 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Cupira PE, IGEDUC, 2024

Texto associado.

The New Colossus


by Emma Lazarus Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!" Considering the text above, judge the following excerpts:


The 38 Most Famous Poems Ever Written in the English Language (earlybirdbooks.com)

The sentence "Keep, ancient lands, your storied pomp!" expresses a desire to emulate the grandeur and wealth of the ancient civilizations mentioned.
  1. ✂️
  2. ✂️

4609Q1024294 | Inglês, Interpretação de Texto Reading Comprehension, Analista de Desenvolvimento, CFO, Quadrix, 2025

Texto associado.

Imagine a world where dental crowns, bridges, and even braces can be custom‑made within hours. This vision is now a reality, thanks to 3D printing technology. Dentists in Robstown and around the globe are utilizing 3D printers to create precise and tailored dental prosthetics. By using digital impressions, dentists can design prosthetics that perfectly match the patient’s oral anatomy. This not only reduces production time but also enhances the overall quality and fit of the dental devices.


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

Based on the text and general knowledge, judge the following item.

The use of 3D printing technology in dentistry increases production time and reduces the quality of dental devices.

  1. ✂️
  2. ✂️

4610Q1023021 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Tremembé SP, VUNESP, 2025

Texto associado.
Read the following extract to answer question.


A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
This extract from Harmer’s book is consistent with the following section of a book:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

4611Q902447 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de São João do Ivaí PR, Instituto Access, 2024

Texto associado.
Do you see the cow you consume when you bite into a burger?


Philipp Ritter keeps his eyes fixed on the deer, pulls the trigger and hits the animal directly in the heart with one shot. It has not noticed anything and within a few moments the deer collapses and lies still. Ritter said that killing is never pleasant for him. He loves nature. The well-being of the forest and the animals are important to him. Hunters, like Ritter, make sure that nature is in balance. If there are too many deer, for example, the trees get damaged. For most of them, hunting is a passion. They treat the animals with respect and take just as many of them as necessary. Ritter has thought a lot about how he can eat meat with a clear conscience. He decided that if he wanted to eat it, he had to be ready to kill it. He started with fishing. It was difficult for him to kill his first fish. But he was also somehow proud. But should a person be able to eat meat without having to kill the animal they eat? Because that, of course, is not the way most people today get their meat. People have gradually moved away from hunting through the intermediate stages of farming and individual butchering to today’s industrial processing of meat, in order to give consumers the most convenience. Nowadays, it is possible to walk into a shop and buy a nicely packaged piece of meat at a cheap price. It is easy to forget that behind every piece of meat is a life that has come to an end.


(Available at: https://news-decoder.com/do-you-see-the-cow-you-consume-when-you-bite-into-a-burger/>. Access at: 25 aug. 2024.)
“… pulls the trigger and hits the animal.” What does the expression “pulls the trigger” mean?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4612Q1024561 | Inglês, Interpretação de Texto Reading Comprehension, Professor a de Inglês, Prefeitura de Guarujá do Sul SC, AMEOSC, 2024

You are preparing to write a persuasive letter to yourlocal government advocating for the implementation of more bicycle lanes in your city. Which of the following should not be included in your letter for it to remain focused and persuasive?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4613Q948533 | Inglês, Medicina, FAG, FAG

Texto associado.
Text 2 - We're living faster but are we living better?

Not Long Ago people believed that in the future we would work less, have more free time, and be more relaxed. But sadly this has not happened. Today we work harder, work longer hours, and are more stressed than ten years ago. We walk faster, talk faster, and sleep less than previous generations. And although we are obsessed with machines which save us time, we have less free time than our parents and grandparents had. But what is this doing to our health? An American journalist James Gleick in a new book, Faster: the Acceleration of just about everything, says that people who live in cities are suffering from 'hurry sickness'- we are always trying to do more things in less time. As a result, our lives are more stressful. He says that if we don't slow down, we won't live as long as our parents. For most people, faster doesn't mean better.

No time for the news
Newspaper articles today are shorter and the headlines are bigger. Most people don't have enough time to read the articles, they only read the headlines! On TV and the radio, newsreaders speak more quickly than ten years ago.
No time for stories
In the USA there is a book called One-Minute Bedtime Stories for children. These are shorter versions of traditional stories, specially written for 'busy parents' who want to save time!
No time to listen
Some answerphones now have 'quick playback' buttons so that we can re-play people's messages faster – we can't waste time listening to people speaking at normal speed!
No time to relax
Even when we relax we do everything more quickly. Ten years ago when people went to art galleries they spent ten seconds looking at each picture. Today they spend just three seconds!
No time for slow sports
In the USA the national sport, baseball, is not as popular as before because it is a slow game and matches take a long time. Nowadays many people prefer faster and more dynamic sports like basketball.
…but more time in our cars
The only thing that is slower than before is the way we drive. Our cars are faster but the traffic is worse so we drive more slowly. We spend more time sitting in our cars, feeling stressed because we are worried that we won't arrive on time. Experts predict that in ten years' time the average speed on the road in cities will be 17 km/h.
(OXFORD. NEW ENGLISH FILE, Pre-Intermediate, Student’s Book)
Segundo o texto 1, os brasileiros utilizaram a hashtag #Nessas48HorasEuVou (#Inthese48hoursIwill) para:
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4614Q1022005 | Inglês, Interpretação de Texto Reading Comprehension, Orientação Microinformática de TI, TC DF, CESPE CEBRASPE, 2024

Texto associado.

Magi Richani is the founder of San Francisco-based Nobell Foods, a startup company developing a new kind of cheese made from soybeans. She says plant-based cheese not only accommodates people who can’t consume dairy, but it also could be key to more sustainable food production worldwide. “The reality is that when you raise an animal for food, it’s not just the animals, you are actually growing crops, you are clearing land, and you’re raising the animal for years so it builds biomass,” Richani explained. “It’s an extremely inefficient supply chain.”


Nobell is particularly focused on creating plant-based casein, which is a protein produced when a cow gives birth and is present in the milk for its offspring. It is the ingredient that gives dairy cheese its unique stretchy texture. If Nobell is able to go to market and have the kind of impact it’s hoping to, then plant-based cheese could help us stretch toward a more sustainable future.


Internet: <newsweek.com> (adapted).

Based on the ideas presented in the previous text as well as its linguistic aspects, judge the following item.

According to the text, Nobell Foods works to implement a more efficient supply chain for the production of dairy cheese.

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  2. ✂️

4615Q1022517 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, IF Farroupilha RS, FUNDATEC, 2025

Relate the Column 1 to Column 2, associating the reading strategy with its definition.

Column 1


1. Skimming.

2. Scanning.

3. Predicting.

4. Context clues.

5. Summarizing.



Column 2

( ) Going through the text without reading every word, searching for specific information like dates, numbers, or names.
( ) Using surrounding words or sentences to figure out the meaning of unfamiliar words.
( ) Guessing the content of a text before reading it, based on the title, headings, or visuals. This helps activate prior knowledge and set expectations.
( ) Using the reader own words to state the main points of the text.
( ) Quickly reading the text to get a general overview or the “gist” of the content. Useful to find specific information such as keywords, phrases, or overall themes.

The correct order of filling in the parentheses, from top to bottom, is:

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  5. ✂️

4616Q681014 | Inglês, Primeiro Dia, FGV, FGV, 2020

Texto associado.
Read the text to answer question.

The image depicts a nearly naked man amid a vast area of rainforest, spear pointed at the helicopter hovering above him – a man defending his territory and people from outside influence. This very scene made front-page news some years ago in the UK. It instantly highlighted the loss of ancestral homelands some tribal communities round the world face.
Bad news has a way of dominating the headlines, so we're of the opinion that all indigenous communities and their culture are in decline – and that's not true. But the allure of propagating the "disappearing tribe" narrative is strong. It’s frustrating to see journalists who go on assignment with a set story in mind and then seek out quotes, experiences or interviews to fit their predetermined angle.

(Jonny Bealby. www.newsweek.com, 27.08.2019. Adapted.)
In the context of the second paragraph, the expression “the allure of” means
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4617Q1023545 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Guamaré RN, FUNCERN, 2024

Check the alternative which refers to the main aim of a lesson.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4618Q1022268 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Descanso SC, AMEOSC, 2024

What practices can educators implement to help students identify and interpret nuances of meaning, including inferences and authorial intent, in complex English texts of various genres?
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4619Q1023805 | Inglês, Verbos Verbs, Professor de Língua Inglesa, Prefeitura de Curuçá PA, IVIN, 2024

Analyze the underlined sentences:

I. “Scientists have delivered a final warning on the climate crisis, as rising greenhouse gas emissions push the world to the brink of irrevocable damage that only swift and drastic action can avert.”

II. “The comprehensive review of human knowledge of the climate crisis took hundreds of scientists eight years to compile and runs to thousands of pages, but boiled down to one message: act now, or it will be too late.”

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4620Q1023807 | Inglês, Verbos Verbs, Professor de Língua Inglesa, Prefeitura de Curuçá PA, IVIN, 2024

Concerning the Future Perfect Continuous, analyze the following items.

I. We use will/shall + have + been + the -ing form of the verb.

II. We use shall only for future time reference with I and we.

III. Shall is more informal and less common than will.

IV. We use the future perfect continuous form when we are looking back to the past from a point in the future and we want to emphasise the length or duration of na activity or event.

Choose the correct answer:

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  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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