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6081Q1024083 | Inglês, Interpretação de Texto Reading Comprehension, Gestão Governamental, Prefeitura de Niterói RJ, FGV, 2024

Texto associado.
Text I


Embarking on the ESG journey


Efforts to mitigate the accelerating effects of climate change and address perceived historical social inequities are two powerful issues driving change globally. These movements have enhanced awareness of how all organizations impact, influence, and interact with society and the environment.
They also have spurred organizations to better recognize and manage ESG risks (i.e., risks associated with how organizations operate in respect to their impact on the world around them). This broad risk category includes areas that are dynamic and often driven by factors that can be difficult to measure objectively, such as inclusion, ethical behavior, corporate culture, and embracing sustainability across the organization.
Still, there is growing urgency for organizations to understand and manage ESG risks, particularly as investors and regulators focus on organizations producing high-quality reporting on sustainability efforts. What’s more, that pressure is being reflected increasingly in executive performance as more organizations tie incentive compensation metrics to ESG goals.
Additional risk areas associated with ESG are varied and can include reliance on third-party data, potential reputational damage from faulty reporting, and the real possibility that an organization’s explicit commitments to meet specific sustainability goals could grow into a material weakness.
As ESG reporting becomes increasingly common, it should be treated with the same care as financial reporting. Organizations need to recognize that ESG reporting must be built on a strategically crafted system of internal controls and accurately reflect how an organization’s ESG efforts relate to each other, the organization’s finances, and value creation. […] Seeking out objective assurance on all ESG-related risk management processes from a qualified, independent, and properly resourced internal audit function should be part of any ESG strategy.


Adapted from: https://www.theiia.org/globalassets/documents/ communications/2021/june/white-paper-internal-audits-role-in-esg-reporting.pdf
The text concludes with a
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6082Q943188 | Inglês, Segunda Fase, UECE, UECE CEV, 2021

Texto associado.

The World Might Be Running Low on Americans


The world has been stricken by scarcity. Our post-pandemic pantry has run bare of gasoline, lumber, microchips, chicken wings, ketchup packets, cat food, used cars and Chickfil-A sauce. Like the Great Toilet Paper Scare of 2020, though, many of these shortages are the consequence of near-term, Covid-related disruptions. Soon enough there will again be a chicken wing in every pot and more than enough condiments to go with it.


But there is one recently announced potential shortage that should give Americans great reason for concern. It is a shortfall that the nation has rarely had to face, and nobody quite knows how things will work when we begin to run out.


I speak, of course, of all of us: The world may be running low on Americans — most crucially, tomorrow’s working-age, childbearing, idea-generating, community-building young Americans. Late last month, the Census Bureau released the first results from its 2020 count, and the numbers confirmed what demographers have been warning of for years: The United States is undergoing “demographic stagnation,” transitioning from a relatively fast-growing country of young people to a slow-growing, older nation.


Many Americans might consider slow growth a blessing. Your city could already be packed to the gills, the roads clogged with traffic and housing prices shooting through the roof. Why do we need more folks? And, anyway, aren’t we supposed to be conserving resources on a planet whose climate is changing? Yet demographic stagnation could bring its own high costs, among them a steady reduction in dynamism, productivity and a slowdown in national and individual prosperity, even a diminishment of global power.


And there is no real reason we have to endure such a transition, not even an environmental one. Even if your own city is packed like tinned fish, the U.S. overall can accommodate millions more people. Most of the counties in the U.S. are losing working-age adults; if these declines persist, local economies will falter, tax bases will dry up, and localgovernments will struggle to maintain services. Growth is not just an option but a necessity — it’s not just that we can afford to have more people, it may be that we can’t afford not to.


But how does a country get more people? There are two ways: Make them, and invite them in. Increasing the first is relatively difficult — birthrates are declining across the world, and while family-friendly policies may be beneficial for many reasons, they seem to do little to get people to have more babies. On the second method, though, the United States enjoys a significant advantage — people around the globe have long been clamoring to live here, notwithstanding our government’s recent hostility to foreigners. This fact presents a relatively simple policy solution to a vexing long-term issue: America needs more people, and the world has people to send us. All we have to do is let more of them in.


For decades, the United States has enjoyed a significant economic advantage over other industrialized nations — our population was growing faster, which suggested a more youthful and more prosperous future. But in the last decade, American fertility has gone down. At the same time, there has been a slowdown in immigration.


The Census Bureau’s latest numbers show that these trends are catching up with us. As of April 1, it reports that there were 331,449,281 residents in the United States, an increase of just 7.4 percent since 2010 — the second-smallest decade-long growth rate ever recorded, only slightly ahead of the 7.3 percent growth during the Depression-struck 1930s.


The bureau projects that sometime next decade — that is, in the 2030s — Americans over 65 will outnumber Americans younger than 18 for the first time in our history. The nation will cross the 400-million population mark sometime in the late 2050s, but by then we’ll be quite long in the tooth — about half of Americans will be over 45, and one fifth will be older than 85.


The idea that more people will lead to greater prosperity may sound counterintuitive — wouldn’t more people just consume more of our scarce resources? Human history generally refutes this simple intuition. Because more people usually make for more workers, more companies, and most fundamentally, more new ideas for pushing humanity forward, economic studies suggest that population growth is often an important catalyst of economic growth.


A declining global population might be beneficial in some ways; fewer people would most likely mean less carbon emission, for example — though less than you might think, since leading climate models already assume slowing population growth over the coming century. And a declining population could be catastrophic in other ways. In a recent paper, Chad Jones, an economist at Stanford, argues that a global population decline could reduce the fundamental innovativeness of humankind. The theory issimple: Without enough people, the font of new ideas dries up, Jones argues; without new ideas, progress could be imperiled.


There are more direct ways that slow growth can hurt us. As a country’s population grows heavy with retiring older people and light with working younger people, you get a problem of too many eaters and too few cooks. Programs for seniors like Social Security and Medicare may suffer as they become dependent on ever-fewer working taxpayers for funding. Another problem is the lack of people to do all the work. For instance, experts predict a major shortage of health care workers, especially home care workers, who will be needed to help the aging nation.


In a recent report, Ali Noorani, the chief executive of the National Immigration Forum, an immigration-advocacy group, and a co-author, Danilo Zak, say that increasing legal immigration by slightly more than a third each year would keep America’s ratio of working young people to retired old people stable over the next four decades.


As an immigrant myself, I have to confess I find much of the demographic argument in favor of greater immigration quite a bit too anodyne. Immigrants bring a lot more to the United States than simply working-age bodies for toiling in pursuit of greater economic growth. I also believe that the United States’ founding idea of universal equality will never be fully realized until we recognize that people outside our borders are as worthy of our ideals as those here through an accident of birth.

In “For instance, experts predict a major shortage of health care workers, especially home care workers, who will be needed to help the aging nation.” there is a/an
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6083Q907605 | Inglês, Letras Português Inglês, IFSE, IV UFG, 2024

Leia o texto a seguir.

Ao expressarmos nossos pensamentos, ideias e emoções em uma língua estrangeira, estamos ativamente construindo pontes de comunicação com outras culturas e perspectivas. A produção oral nos permite transcender a teoria e mergulhar na prática da língua, experimentando sua riqueza e nuances em situações reais.
Elaborado pelo(a) autor(a).

Considerando o texto-base e os conhecimentos sobre a aquisição da língua inglesa como L2, é possível afirmar que
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6084Q1022038 | 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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6085Q1023319 | Inglês, Interpretação de Texto Reading Comprehension, Manhã, Câmara dos Deputados, FGV, 2023

Texto associado.
Read Text II and answer the question that follow it


Text II


Boy cries Wolf


After astonishing breakthroughs in artificial intelligence, many people worry that they will end up on the economic scrapheap. Global Google searches for “is my job safe?” have doubled in recent months, as people fear that they will be replaced with large language models (LLMS). Some evidence suggests that widespread disruption is coming. In a recent paper Tyna Eloundou of OpenAI and colleagues say that “around 80% of the US workforce could have at least 10% of their work tasks affected by the introduction of LLMS”. Another paper suggests that legal services, accountancy and travel agencies will face unprecedented upheaval.


Economists, however, tend to enjoy making predictions about automation more than they enjoy testing them. In the early 2010s many of them loudly predicted that robots would kill jobs by the millions, only to fall silent when employment rates across the rich world rose to all-time highs. Few of the doom-mongers have a good explanation for why countries with the highest rates of tech usage around the globe, such as Japan, Singapore and South Korea, consistently have among the lowest rates of unemployment.


Here we introduce our first attempt at tracking AI’s impact on jobs. Using American data on employment by occupation, we single out white-collar workers. These include people working in everything from back-office support and financial operations to copy-writers. White-collar roles are thought to be especially vulnerable to generative AI, which is becoming ever better at logical reasoning and creativity.


However, there is as yet little evidence of an AI hit to employment. In the spring of 2020 white-collar jobs rose as a share of the total, as many people in service occupations lost their job at the start of the covid-19 pandemic. The white-collar share is lower today, as leisure and hospitality have recovered. Yet in the past year the share of employment in professions supposedly at risk from generative AI has risen by half a percentage point.


It is, of course, early days. Few firms yet use generative-AI tools at scale, so the impact on jobs could merely be delayed. Another possibility, however, is that these new technologies will end up destroying only a small number of roles. While AI may be efficient at some tasks, it may be less good at others, such as management and working out what others need.


AI could even have a positive effect on jobs. If workers using it become more efficient, profits at their company could rise which would then allow bosses to ramp up hiring. A recent survey by Experis, an IT-recruitment firm, points to this possibility. More than half of Britain’s employers expect AI technologies to have a positive impact on their headcount over the next two years, it finds.


To see how it all shakes out, we will publish updates to this analysis every few months. But for now, a jobs apocalypse seems a way off.


From The Economist June 17th 2023, p. 71
In the last sentence of the first paragraph, when the paper mentions an “upheaval”, it refers to the possibility of a future
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6086Q1023834 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de Santarém PA, IVIN, 2024

Texto associado.

Text 4

Hope is the thing with feathers

(Emily Dickinson 1830 –1886)


Hope is the thing with feathers

That perches in the soul,

And sings the tune without the words,

And never stops at all,


And sweetest in the gale is heard;

And sore must be the storm

That could abash the little bird

That kept so many warm.


I've heard it in the chillest land,

And on the strangest sea;

Yet, never, in extremity,

It asked a crumb of me.

* This poem is in the public domain. Available in:< https://poets.org/poem/hope-thing-feathers-254>

In the text 4, the excerpt from the second stanza “And sweetest in the gale is heard; And sore must be the storm; That could abash the little bird; That kept so many warm. The underlined word may be substituted, without significant change in meaning, by the one below:
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6087Q1024602 | Inglês, Análise Sintática Syntax Parsing, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
In the excerpt from the first paragraph “The term L2 is used in this text to refer to either a second or a foreign language”, the terms in bold show the use of the paired conjunctions “either … or”. Sentences with paired conjunctions require parallel structures. Identify the alternative containing both a correct pair of conjunctions and correct parallel sentence structure.
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6088Q1023838 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Portuguesa Ingleasa, IFN MG, IV UFG, 2024

English can not be treated as a homogenous and stable Entity. The English language is spoken by many people in different places. So language identities can be formed outside predefined national and linguistic communities. In this way teachers and researchers
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6089Q937055 | Inglês, PPL 2 Aplicação, ENEM, INEP, 2023

Letter to the Editor

Michael Gerson’s Oct. 19 Tuesday Opinion column, “The state laboratory of idiocracy strikes again” did not highlight the disservice done to the Black community or any other minority group affected by White history. I wonder about how this will manipulate the perceptions of minorities in the eyes of students. The misguided stereotypes and assumptions perpetuated by these curriculum restrictions will likely prevent Black Americans from expressing themselves safely.
It’s plausible to assume that continued miseducation over generations could create a sense of false comfort for Black Americans. Without proper access to history, minorities might begin to forget the oppression they have faced and the injustices they are currently dealing with. Lacking this vital historical education only serves to continue the longstanding issue of misinformation in modern generations.
The problems are only the start of the issues that could begin to plague the American education system.
Riley Kilcarr, Springfield.
Disponível em: www.washingtonpost.com. Acesso em: 29 out. 2021.


O autor dessa carta se reporta ao editor de um jornal para
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6090Q1023079 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de São Gonçalo RJ, SELECON, 2024

Texto associado.
Read the following text:


TEXT I


The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices


Read the following text:


The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.


A brief overview of the recent history of ELT in Brazilian regular schools


During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.


From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools.This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.


To be or not to be: professional identities and beliefs


When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.


Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).


Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.


Where do we go from here?


Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.


Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.


As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.

Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
The Language Teaching Method largely used in the 1970s had as its theory that learning a language means:
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6091Q1024362 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Natal RN, COMPERVE UFRN, 2025

Texto associado.
Considere o seguinte texto para responder à questão.


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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6092Q1023083 | Inglês, Palavras Conectivas Connective Words, Inglês, Prefeitura de São Gonçalo RJ, SELECON, 2024

Texto associado.
Read the following text:


TEXT I


The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices


Read the following text:


The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.


A brief overview of the recent history of ELT in Brazilian regular schools


During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.


From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools.This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.


To be or not to be: professional identities and beliefs


When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.


Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).


Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.


Where do we go from here?


Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.


Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.


As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.

Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In the excerpt “…the method ended up being adopted by regular schools due to its positive reputation at the time.”, the underlined phrase was used to express:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

6093Q976492 | Inglês, Professor de Inglês, Prefeitura de Pinhalão PR, FAU, 2025

Texto associado.
O texto III refere-se à questão.


TEXTO III - How the Minnesota Shootings Suspect Was Caught12


After an intense two-day manhunt, Minnesota police captured Vance Boelter, 57, the suspect accused of shooting two state lawmakers and their spouses. The arrest took place on Sunday evening in a rural field near Minneapolis. Despite being armed at the time, Mr. Boelter was taken into custody without the use of force, according to official reports.

The case began early Saturday morning when police responded to a shooting at the home of State Senator John Hoffman. Concerned that the suspect might target other political figures, officers quickly went to the residence of Representative Melissa Hortman. Upon their arrival, Mr. Boelter opened fire on them before escaping on foot through a golf course located behind the house. This incident marked the beginning of what authorities called the largest manhunt in Minnesota's history.

Throughout the weekend, more than 100 officers and nearly 20 SWAT teams were deployed across Sibley County, a largely rural area southwest of Minneapolis. Law enforcement agencies worked together, setting up a temporary command center in a nearby parking lot to coordinate search operations.

The breakthrough in the search came on Sunday afternoon when officers discovered Mr. Boelter’s car and hat abandoned on a remote stretch of road. This discovery significantly narrowed the search area. Later, an officer reported seeing someone, believed to be the suspect, running into a wooded area nearby.

Further confirmation came when a local resident provided footage from a trail camera installed on private property. The image captured on the camera showed a person matching Mr. Boelter’s description. Acting on this evidence, police established a one-square-mile perimeter, deploying drones and police dogs to assist in tracking the suspect’s movements.

Using aerial surveillance, officers spotted Mr. Boelter crawling through thick shrubs. Drones tracked him from above, allowing SWAT teams to converge on his location without engaging in a violent confrontation. Authorities emphasized that despite the suspect being armed, the arrest was made peacefully and without incident.

Following the capture, a photo was released showing Mr. Boelter standing in the field where he was apprehended. The image was edited to obscure the faces of the arresting officers for privacy and security reasons. At the command center, law enforcement officials celebrated the successful end to the operation.

Investigators later praised the rapid response and coordination among different police departments. Officials noted that the quick decision by Brooklyn Park officers to check Representative Hortman’s home shortly after the first shooting may have prevented further violence and shortened the duration of the manhunt.


1 Fonte: https://www.nytimes.com/2025/06/16/us/minnesota-shooting-suspect-caught-how.html

Acesso em: 16 de junho de 2025

2 (Adapted from: "How the Minnesota Shootings Suspect Was Caught", The New York Times, June 16, 2025)
Which option contains an adverb?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6094Q1024365 | Inglês, Interpretação de Texto Reading Comprehension, Profissional de Pesquisa Engenharia e Tecnologia, UNICAMP, VUNESP, 2024

Texto associado.
Leia o texto para responder à questão.

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. ✂️

6095Q1023089 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Umbuzeiro PB, EDUCA, 2025

Texto associado.
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4.
According to Text 1, choose the alternative that correctly summarizes its general idea:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6096Q1048433 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Língua Inglesa, Prefeitura de São Lourenço da Mata PE, FGV, 2024

Texto associado.

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


The research paper published in ‘Humanities & Social Sciences Communications’ — an open-access journal, distributed by Springer Nature — examines the impact of AI on “loss in decisionmaking and privacy concerns among university students in Pakistan and China”.

The rise of AI has also exposed students and teachers to a number of challenges, particularly data hacking and systemic and racial biases. “Many people are now concerned with the ethical attributes of AI systems and believe that the security issue must be considered in AI system development,” the researchers claimed. In order to mitigate safety concerns, the paper said there was a need to “continuously re-evaluate and re-design” security practices. However, academia is poorly equipped to deal this issue due to a shortage of funding and technical staff. “No one can run from the threat of AI concerning cybersecurity, it behaves like a double-edged sword.”

As per the research, AI has the potential to revolutionise the education sector but with certain drawbacks. In order to effectively harness this technology, the paper called for steps to ensure AI does not cause at least “severe ethical concerns”, and technology backed by secure algorithms to ensure data security and minimisation of AI’s bias. It also recommended measures to curtail overreliance on AI to address “laziness” and cognitive deficiency.


ABBAS, Zaki. AI making students lazy, impairing cognition: study. Disponível em: https://www.dawn.com/news/1759121/ai-making-students-lazy-impairingcognition-study. Acesso em: 12 jul. 2024. Adaptado.

De acordo com o texto, a pesquisa publicada no ‘Humanities & Social Sciences Communications’ avalia o impacto da IA
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6097Q1068405 | Inglês, Verbos Verbs, Magistério Inglês, EsFCEx, VUNESP, 2024

Texto associado.

Leia o texto, para responder à questão.


This study reviews the findings of earlier translanguaging research in Saudi Arabia. Notably, Saudi Arabia is striving to adjust to the multilingual immigrant workforce on its soil, while encouraging a larger role for its people on other soils. In this changed paradigm, strengthening the Saudis’ English communicative proficiency is an emergent need. To make pertinent pedagogical recommendations on the use of translanguaging in language learning, the study gathered data using a questionnaire administered to 72 participants from King Faisal University. All participants were given fictitious names in order to protect their anonymity. Findings revealed that the Saudi EFL students strongly support the use of translanguaging in the EFL classrooms, but they are worried that it may not bring their proficiency to the desirable standard. They, thus, showed greater faith in the conventional language learning approach, viz., using only English in the EFL classes. The study concluded that learners‟ exposure to translanguaging is apparently not adequate for them to fully appreciate its benefits, and teachers who, so far, strictly keep to the English-only approach, too need to be oriented and trained in its use.



(Journal of Language and Linguistic Studies, 18(Special Issue 1),

556-568; 2022. Adaptado)

Assinale a alternativa que apresenta, corretamente, verbo que segue o mesmo processo de derivação morfológica encontrado em “encourage” e “strenghten”.

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

6099Q1023608 | Inglês, Adjetivos Adjectives, Língua Inglesa, Prefeitura de Vitória ES, FGV, 2024

Texto associado.

Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate


In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

The opposite of “less” in “less solidly anchored” (4th paragraph) is
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6100Q1024633 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Nova Odessa SP, Avança SP, 2024

Hailing from the early 19th century United States, this visionary’s legacy is deeply rooted in the American literary tradition. Emerging from a tumultuous life marked by personal loss and struggle, his experiences in cities like Baltimore, Philadelphia, and Boston reflect in the vivid settings and melancholic undertones of his work. Imbued with a unique blend of eloquence and darkness, etches tales of unparalleled imagination and psychological depth. With a keen eye for the human condition, he weaves narratives that delve into themes of death, love lost, and existential despair, often against settings that are as haunting as they are enchanting. His profound influence extends beyond the realm of literature, into the very fabric of modern storytelling, inspiring generations of writers and artists. His explorations of the supernatural and the subconscious predate and pave the way for the psychological horror genre, making him an indelible icon of literary innovation.
Mark the option that presents the described author:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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