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ID: 1023696•
Inglês•
Interpretação de texto Reading comprehension•
OBJETIVA•
Prefeitura de Maripá PR•
Inglês•
2024

Crazy Horse

Crazy Horse (Tasunke Witko, 1840-1877) was an Oglala Lakota Sioux warrior and warband leader considered among the greatest defenders of Sioux lands against the forces of the US government in the 19th century. He is one of the most famous Native American figures in history and among the Sioux's most honored heroes. Although he is often referred to as a "chief", Crazy Horse was actually a "Shirt Wearer" – a kind of "subchief" – who carried out the decisions of the council and also served as a war chief of a given band of warriors. Even so, Crazy Horse inspired such devotion in his followers that he was regarded as a "chief" and is referenced as such by others.


His name, Tasunke Witko (Crazy Horse), is accurately translated as "His Crazy Horse" or "His Horse is Crazy" and was his father's and grandfather's name, seemingly referencing a horse that behaved erratically. According to Black Elk, however, the name correlated to Crazy Horse's famous vision in which he saw his horse dancing as though "made only of shadow" in a strange or "crazy" way.


Crazy Horse dedicated himself to opposing the US military as early as 1854 following the Grattan Fight (Grattan Massacre) and the subsequent massacre of Little Thunder's camp in 1855 by Colonel William S. Harney. He continued his resistance over the next eleven years and was named a "Shirt Wearer" in 1865. He fought in the Battle of Plate River Bridge (1865), Red Cloud's War (1866-1868), the Battle of the Rosebud (1876), and the Battle of the Little Bighorn (1876). His last full-scale engagement with US forces was the Battle of Wolf Mountain in January 1877.


World History Encyclopedia. Adaptation.

Regarding the text, mark “T” for True, “F” for false, and then mark the item with the CORRECT sequence.

( ) Crazy Horse is a famous Native American figure in history, especially for the Sioux. ( ) Tasunke Witko inspired many people and earned their devotion through his heroic deeds. ( ) He was named by Black Elk after he had a vision about Crazy Horse.

ID: 1024476•
Inglês•
Interpretação de texto Reading comprehension•
AMEOSC•
Prefeitura de Iporã do Oeste SC•
Professor de Inglês•
2024

Read the scenario and answer the question:
A teacher is designing a lesson plan to improve students' reading comprehension skills. She decides to use a variety of texts, including fiction, non-fiction, and poetry, to expose students to different genres. The lesson plan includes pre-reading activities to activate priorknowledge, guided reading sessions with targeted questions, and post-reading discussions to deepen understanding. Additionally, the teacher incorporates graphic organizers to help students identify main ideas and supporting details.
Which teaching strategy is the teacher primarily using to enhance reading comprehension?

ID: 1021925•
Inglês•
Interpretação de texto Reading comprehension•
CONSULPLAN•
Prefeitura de São João Nepomuceno MG•
Língua Inglesa•
2024

Conclusions and Recommendations


Given the panorama of English instruction in Brazil, particularly in the states of Minas Gerais and Mato Grosso, and considering the results of the surveys conducted with universities and teachers in both states, some conclusions and recommendations could be drawn.

Nationally, English instruction has been gaining importance and visibility through curriculum reform and the new model of upper secondary school. It is an enormously significant achievement that, for the first time, English has become mandatory in all public and private schools from 6th grade onward. The BNCC offers clarity on the competencies and abilities that students should develop at each education level. However, if, on the one hand, making English compulsory was an important step, on the other hand, the implementation of this policy is still incomplete. The main issue is the limited amount of instructional time in English in the national curriculum guidelines. As the cases of Mato Grosso and Minas Gerais illustrate, the result is that students have insufficient exposure to the language, with only two classes per week in secondary schools and one class per week in upper secondary. Under these conditions, it is unlikely that learners will develop full proficiency in the language, and teachers will have the instructional time to focus on all the necessary competencies and abilities required by the BNCC.

Another important consideration is the link between initial training for English teachers and how it interacts with the routines and challenges of the classroom. There is room for improvement when considering the mismatch between the programs of study at universities and the pedagogical practice required of English teachers and strengthened ties and communication between State Education Departments and the teacher training programs at universities.

Universities face additional challenges, such as the low English proficiency of students in the initial training courses. Initial training institutions face difficulties in thoroughly preparing future teachers regarding language proficiency and the pedagogical elements related to being an effective teacher. In this sense, the situation can create a vicious cycle; students leave schools with a low proficiency level in English, and those who decide to take the initial training courses to become English teachers and enter universities cannot fully develop proficiency as pedagogical competencies. Therefore, they enter schools not fully prepared to be teachers and face all the challenges of a classroom.

Another critical challenge is class size and the heterogeneity of students’ ability levels, which could limit teachers’ ability to implement some pedagogical practices, such as working with practicing speaking. This is not only a challenge faced by English teachers, but all teachers and that policymakers need to keep in mind. In addition, teachers commonly work in more than one school at a time and sometimes teach other subjects to meet the required hours of instructional time stipulated in their contracts.

The surveys with teachers demonstrated that many have never participated in a professional development session specifically designed for English teachers. For those who have, not all considered the helpful training to improve their knowledge and practice. This points to the fact that more attention needs to be paid to the continuous training courses offered to English teachers. These training courses should be frequent and address specific challenges, taking into account the pedagogical issues and areas that English teachers identify as most critical.

Briefly, it is important to highlight the windows of opportunity that have been opened in Brazil with the BNCC and the new upper secondary model. Through their education ministries, state governments have made significant efforts to adapt their regional curricula to the competencies and abilities listed on the BNCC and implement the first pilots and designed pathways for upper secondary schools. It remains a question of how the rest of those two processes will be implemented, but there are positive signs that English may gain more importance at a national level. At least in Minas Gerais and Mato Grosso, there is already a movement to increase the importance of the discipline.

While Minas Gerais has developed a few specific training courses for English teachers focused on improving their pedagogical knowledge through the program “Pathways for Educators” and intends to create a training pathway for upper secondary students focused in English, Mato Grosso has implemented English in all primary schools in the state and launched the program “More English,” with resources to help teachers and students. Those efforts are aligned with the national reforms and illustrate the political willingness of states to promote more actions to improve teachers’ and students’ proficiency in English.

In these states and, to some extent, at the national level, the foundations have been set to put English instruction in the spotlight as a crucial discipline to the integral development of students. However, much work and resources are still needed to realize this goal. Therefore, the following recommendations are intended to advise decision-makers at universities and State Education Departments.


(Source: https://www.thedialogue.org/wp-content/. Access: October 2024.)
Read the statements.

I. One of the aspects that impair the implementation of the new educational guidelines mentioned in the text is student’s lack of sufficient language exposure, which may lead to lower English proficiency.

II. The mismatch between the initial training of English teachers in universities and the pedagogical practices required in schools is not considered to be a key factor that jeopardizes students’ English proficiency.

III. It is clear in the text that teachers who have not fully developed English proficiency during their initial training courses may face challenges when it comes to pedagogical practices in the classroom.

IV. Students’ different levels of English proficiency is a crucial factor that could inhibit speaking activities in the classroom.

Which statement is INCORRECT?

ID: 1079528•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
PM SP•
Aspirante da Polícia Militar

Leia o texto para responder à questão.

Violence Prevention Among Young People in Brazil

Crime and violence have increased dramatically in Brazil in recent decades, particularly in large urban areas, leading to more intense public debate on causes and solutions. The right to life is the most fundamental of all rights. Having security means living without fearing the risk of violation of one’s life, liberty, physical integrity or property. Security means not only to be free from actual risks, but also to be able to enjoy the feeling of security. In this respect, human rights are systematically undermined by violence and insecurity.

UNESCO expects to play a primary role in supporting actions of social inclusion to help in the prevention of violence, especially among young people. The attributes and resources to be found in the heart of the Organization’s different areas will be grouped around this objective.

Violence is seen as a violation of fundamental human rights, as a threat to the respect for the principles of liberty and equality. An approach focused on the access to quality education, to decent jobs, to cultural, sports and leisure activities, to digital inclusion and the protection and promotion of human rights and of the environment will be implemented as a response to the challenge of preventing violence among youths. Such approach should also help in creating real opportunities for young people to improve their life conditions and develop their citizenship.

(www.unesco.org. Adaptado)

The text presents the idea that the rise in crime and violence menaces

ID: 1025000•
Inglês•
Interpretação de texto Reading comprehension•
Avança SP•
Prefeitura de Águas de Lindóia SP•
Inglês•
2024

"The Lighthouse stood on a tongue of land that ran out into the sea. The living-rooms were on the ground floor, opening on to a terrace. The bedrooms were up a flight of stone steps. The kitchen was tucked away under the stairs."

Woolf, Virginia. To the Lighthouse. New York: Harcourt, Brace & World, 1927.

In the passage from "To the Lighthouse" by Virginia Woolf, Lily Briscoe is describing the:

ID: 1018092•
Inglês•
Interpretação de texto Reading comprehension•
CESPE CEBRASPE•
STM•
Especialidade Análise de Sistemas•
2025

Text CG2A1-I

Industry, government and law enforcement agencies are in race to keep up with the vast cybercrime ecosystem, experts say, as cybercriminals and malicious actors increasingly exploit the digital economy. “The global law enforcement community is struggling with the sheer volume of cyber-related crimes,” Jürgen Stock, the Secretary-General of INTERPOL, said during the World Economic Forum’s 2024 Annual Meeting in Davos. “The crime statistics only go in one direction, which is up.”
Cybercrime rose significantly during the COVID-19 pandemic. Currently, large and sophisticated cybercrimes continue to be deployed today. They are also becoming more expensive for the targeted companies and organizations. The average global cost of a data breach reached US$ 4.45 million last year, according to the latest research, the highest level ever recorded.
In Davos, experts maintain that so-called security by design is key to bolstering cyber resilience. The concept of security by design entails building cybersecurity protocols into software and hardware products from the earliest development stage. This approach allows safeguards to be embedded at each state of operation and limits the chances of cybersecurity vulnerabilities emerging as products develop and are put into use. “It has become an imperative for the digital public infrastructure,” Debjani Ghosh, President of Indian technology non-profit NASSCOM, said of security by design.
The international community needs to “start thinking about the processes we can put in place to make sure that we can support each other and defend each other’s public infrastructures,” Sadie Creese, a Professor of Cybersecurity at the University of Oxford, said in Davos.

Internet: <weforum.org> (adapted).

Based on text CG2A1-I, judge the following item.
The significance of international collaboration in the cybersecurity domain is questionable, according to Sadie Creese.

ID: 1024493•
Inglês•
Interpretação de texto Reading comprehension•
AMEOSC•
Prefeitura de Bandeirante SC•
Professor de Inglês•
2024

Haussmann Architecture


Haussmann eliminated many of the city's mazelike streets and removed more than 12,000 medieval structures during this dark time when Paris was filthy, overcrowded and infested with disease. He redesigned the city with a network of wide, stately boulevards, built 40,000 new buildings and cleared space for Les Halles marketplace and the Palais Garnier (home of the Paris Opera Ballet). The namesake Boulevard Haussmann runs east to west through the 9th arrondissement, near Palais Garnier. He created other structures and public plazas while modernizing the town's sewers, fountains and viaducts as well.

But it was Paris' cavalcade of enchanting apartments and their uniform facades that ultimately transformed the streetscape, making way for a more cohesive, unified city and fulfilling Napoleon III's vision. Lining the city's graceful avenues, these refined Haussmann-style buildings shaped the magnificent town we know today while accounting for about 60% of Parisian architecture.

What are some characteristics of Haussmann architecture?

Although Haussmann-style structures can vary, they were designed to fit certain standards.

Buildings in this style were required to be between 12 and 20 meters (about 39 to 65 feet) high and consist of no more than six stories. Initially, stairs were the only means of reaching different floors. Elevators were added later.

Carriage entrances that connect to a courtyard were likely. These entrances allowed the nobility to enter with their horse-drawn carriages.

"Pièrre de taille"−−also known as ashlar or freestone−− was the material of choice. This stone has a light gray color and is cut or "dressed."

The ground floor of a Haussmann-style building usually accommodated shops, as did the first level, also referred to as the mezzanine. This level has lower ceilings than the upper floors.

The second floor was intended for the upper class and nobility; it's where wealthy Parisians lived. This level boasts the highest ceilings of all the floors−−usually at least 10.5 feet−−as well as a wrought iron wraparound balcony. This level also has the most ornate interior.

Ceiling heights are lower on the third and fourth levels, and the interior detailing is simpler.

The fifth floor was not meant for nobility but offered running balconies to visually balance the building's exterior.

The sixth floor or attic space was reserved for servants. Nowadays, since the highest floor of a Haussmann-styleapartment building promises sweeping views of the city's rooftops, these apartments are often in high demand.

Haussmannian architecture is marked by dormer windows and mansard roofs, which had to be angled at 45 degrees to allow the maximum amount of sunlight on the streets below.

Interiors of Haussmann buildings were as elegant as the exteriors. They typically featured herringbone and chevron parquet floors, elaborate plaster or wood moldings, large rooms with tall windows, built-in wardrobes and shelves, marble fireplaces, French doors and tomette terra-cotta tiles, on occasion.

Square footage varies in Haussmann-style apartments. Some flats offer one bedroom and bath, while others are sprawling family apartments with three or four bedrooms and several bathrooms.

The architectural heart and soul of Paris, Haussmann buildings can be found throughout much of the city. However, the greatest concentration is in the 8th, 9th, 10th, 14th, 15th, 16th, 17th, 18th, and 20th arrondissements.



https://www.mansionglobal.com/library/haussmann-architecture
How does the text describe the distribution of Haussmann buildings across Parisian arrondissements?

ID: 1079536•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
PM SP•
Aspirante da Polícia Militar

Leia o texto para responder à questão.

What is organized crime?

Organized crime was characterised by the United Nations, in 1994, as: “group organization to commit crime; hierarchical links or personal relationships which permit leaders to control the group: violence, intimidation and corruption used to earn profits or control territories or markets; laundering of illicit proceeds both in furtherance of criminal activity and to infiltrate the legitimate economy; the potential for expansion into any new activities and beyond national borders; and cooperation with other organized transnational criminal groups.”

It is increasingly global. Although links between, for example, mafia groups in Italy and the USA have existed for decades, new and rapid means of communication have facilitated the development of international networks. Some build on shared linguistic or cultural ties, such as a network trafficking drugs and human organs, which links criminal gangs in Mozambique, Portugal, Brazil, Pakistan, Dubai and South Africa. Others bring together much less likely groups, such as those trafficking arms, drugs and people between South Africa, Nigeria, Pakistan and Russia, or those linking the Russian mafia with Colombian cocaine cartels or North American criminal gangs with the Japanese Yakuza. Trafficked commodities may pass from group to group along the supply chain; for instance heroin in Italy has traditionally been produced in Afghanistan, transported by Turks, distributed by Albanians, and sold by Italians.

Organized crime exploits profit opportunities wherever they arise. Globalization of financial markets, with free movement of goods and capital, has facilitated smuggling of counterfeit goods (in part a reflection of the creation of global brands), internet fraud, and money-laundering. On the other hand, organized crime also takes advantage of the barriers to free movement of people across national borders and the laws against non-medicinal use of narcotics: accordingly it earns vast profits in smuggling migrants and psychoactive drugs. Briquet and Favarel have identified deregulation and the “rolling back of the state” in some countries as creating lacunae that have been occupied by profiteers. The political changes in Europe in the late 1980s fuelled the growth in criminal networks, often involving former law enforcement officers. Failed states, such as the Democratic Republic of Congo or Sierra Leone, have provided further opportunities as criminal gangs smuggle arms in and commodities out, for example diamonds, gold, and rare earth metals, often generating violence against those involved in the trade and in the surrounding communities. Finally, there are a few states, such as the Democratic Republic of Korea and Burma and Guinea-Bissau (once described as a narco-state) where politicians have been alleged to have played an active role in international crime.

Organized criminal gangs have strong incentives. Compared with legitimate producers, they have lower costs of production due to the ability to disregard quality and safety standards, tax obligations, minimum wages or employee benefits. Once established, they may threaten or use violence to eliminate competitors, and can obtain favourable treatment by regulatory authorities either through bribes or threats.

(www.globalizationandhealth.com. Adaptado)

Segundo o texto, um dos fatores que incentiva o crime organizado é o

ID: 1023728•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
TCE GO•
Ciencias Contabeis•
2024

READ THE TEXT AND ANSWER QUESTION:


Artificial intelligence and the future of humanity

Thinking and learning about artificial intelligence are the mental equivalent of a fission chain reaction. The questions get really big, really quickly.

The most familiar concerns revolve around short-term impacts: the opportunities for economic productivity, health care, manufacturing, education, solving global challenges such as climate change and, on the flip side, the risks of mass unemployment, disinformation, killer robots, and concentrations of economic and strategic power.

Each of these is critical, but they’re only the most immediate considerations. The deeper issue is our capacity to live meaningful, fulfilling lives in a world in which we no longer have intelligence supremacy.

As long as humanity has existed, we’ve had an effective monopoly on intelligence. We have been, as far as we know, the smartest entities in the universe.

At its most noble, this extraordinary gift of our evolution drives us to explore, discover and expand. Over the past roughly 50,000 years—accelerating 10,000 years ago and then even more steeply from around 300 years ago—we’ve built a vast intellectual empire made up of science, philosophy, theology, engineering, storytelling, art, technology and culture.

If our civilisations—and in varying ways our individual lives—have meaning, it is found in this constant exploration, discovery and intellectual expansion.

Intelligence is the raw material for it all. But what happens when we’re no longer the smartest beings in the universe? We haven’t yet achieved artificial general intelligence (AGI)—the term for an AI that could do anything we can do. But there’s no barrier in principle to doing so, and no reason it wouldn’t quickly outstrip us by orders of magnitude.

Even if we solve the economic equality questions through something like a universal basic income and replace notions of ‘paid work’ with ‘meaningful activity’, how are we going to spend our lives in ways that we find meaningful, given that we’ve evolved to strive and thrive and compete?


Adapted from https://www.aspistrategist.org.au/artificialintelligence-and-the-future-of-humanity/
The expression “such as” in “such as climate change” (2nd paragraph) can be replaced without significant change in meaning by

ID: 1018097•
Inglês•
Interpretação de texto Reading comprehension•
CESPE CEBRASPE•
STM•
Especialidade Análise de Sistemas•
2025

Text CG2A1-II

Virtual reality (VR) can, in its own imperfect ways, transport a user into distant experiences. One thing VR can’t yet do, however, is simulate the experience of eating lunch. But that could change thanks to a new “bio-integrated gustatory interface” device called e-Taste.
Researchers from Ohio State University created a small electromagnetic pump connected to a liquid channel of chemicals that, when mixed in the right ratios, can approximate the taste of coffee, lemonade, cake, and other food and drinks. That newly crafted chemical liquid is then pushed through via a gel. Users ultimately experience the taste as a liquid that sits in their mouth. And while an initial group of human test subjects struggled to accurately differentiate between different taste profiles, the study suggests a future VR steakhouse experience might not be as far-fetched as it sounds.
The researchers tested their new device on 10 volunteers and received mixed results. On the positive side, the test subjects were able to differentiate between various sour taste profile intensities with approximately 70 percent accuracy. The tests were less conclusive though when researchers asked participants to distinguish between flavors intended to represent cake, fried egg, coffee, and fish soup. That discrepancy is not necessarily due entirely to poor device performance, though. Even in the physical world, taste is inherently subjective. Factors such as smell, memory, and visual cues can influence how we perceive food. Two people might experience the taste of the same meal slightly differently. “Taste and smell are greatly related to human emotion and memory,” added one of the researchers. “So our sensor has to learn to capture, control, and store all that information.”
The e-Taste researchers believe their device could also have applications beyond video games. Theoretically, the technology could one day allow users to virtually taste-test items before ordering them. Medical professionals might also use the device to remotely assess whether patients have lost certain aspects of taste, which could be an early indicator of illness. Additionally, the device could serve as an aid in reintroducing taste sensations to individuals with certain neurological disorders or illnesses, such as long COVID, that have impaired their ability to taste food.

Internet: <popsci.com> (adapted).

According to text CG2A1-II, judge the item that follow.
In the last sentence of the second paragraph, the use of “far-fetched” implies that the possibility of a VR steakhouse experience comes across as highly unrealistic and unlikely to occur.

ID: 1022710•
Inglês•
Interpretação de texto Reading comprehension•
FEPESE•
Prefeitura de Brusque SC•
Inglês•
2024

Read the following paragraph about English learning in Brazil according to the Statutory and the National Curricular Guidelines.

“The Statutory and National Curricular Guidelines make the teaching of a foreign language at elementary and high school ...................... However, teachers and experts acknowledge that English teaching - both public and private - is unable to provide students with a ....................... level of English. They identify similar reasons to those that cause other problems in basic education: the lack of language teaching equipment and ........................ classrooms.”

Mark the alternative that contains the correct missing words in the paragraph.

ID: 1024502•
Inglês•
Interpretação de texto Reading comprehension•
COSEAC•
UFF•
Inglês•
2023

TEXT 2


How COVID-19 will pave the way for better and more accessible education in Brazil


Blog by Isabela Melara Cavassin
Winner, 4th annual World Bank/Financial Times blog competition


JUNE 21, 2021


It is safe to say that the COVID-19 pandemic has left a mark in every aspect of our lives. Taking the economy for example, the destruction trail left by the virus is made clear when 38 million US citizens apply for unemployment benefits (compared to the 5.8 million that applied pre-covid), or when the stock market goes through a roller coaster motion every other hour.

While the financial turmoil is widely discussed by politicians and experts, other consequences of the pandemic receive little to no attention from the authorities. For instance, the emotional toll brought by the sudden change in educational formats. Leaving both teachers and students in an academic limbo, the transitioning to the online system was turbulent. As the COVID-19 cases rose, so did the number of dropout students due to financial complications, demotivation, or lack of future perspective.

Unfortunately, few institutions put effort into making online school an enjoyable and valid format of learning. However, there were those that did pave the way for quality education solutions.

A good example is the inverted classroom method, which got popular in Brazilian High Schools and kept students from dropping out, ensuring them independence to learn on their own way. In this method, the teacher shares reliable sources and leads the class so they can study by themselves. After the students have read the material, an online meeting is held, the subject is discussed, and eventual doubts are solved.

The inverted classroom encourages healthy studying habits, stimulates the establishment of a routine, and makes learning a much more personalized and rewarding experience. The teacher assumes a tutor role, rather than an authority.

The public schools that successfully implemented this innovative online teaching method were recognized by the Brazilian National Council of Secretaries of Education. In December 2020, 5 schools were awarded with the School Management Award, including one in a rural area. The first place was awarded with a 30 thousand Brazilian Reais prize to purchase equipment.

As a public-school student, I have seen my teachers struggle with switching from one method to another, fighting to assure proper equipment to those who did not have it. It is refreshing to know the effort will not go to waste. The newly adopted stimulating method (and the ones that are to be)will continue to improve learning and its accessibility, by combining technology and passion for education



Available at: https://blogs.worldbank.org/voices/how-covid-19-will-pave-way-better-and-more-accessible-education-brazil.

Among the metaphors used by the author in the passages below, the one which evokes the concrete domain of “movement up and down” is:

ID: 1024540•
Inglês•
Interpretação de texto Reading comprehension•
FURB•
Prefeitura de Bombinhas SC•
Professor de Língua Inglesa•
2024

The Role of the Teacher in Promoting Intercultural Approaches


Today, it would be an exaggeration to say that cultural diversity is perceived as a problem within education systems, since the teachers, in general, accept it and have positive attitudes towards the contribution of diversity. However, even if it is not a problem within the school, one must nevertheless address its complexity. Cultural diversity is not only an auspicious resource for extra-curricular activities; it has a social dimension with an impact on the life of the pupils and their parents. From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality. Otherwise, it should be said that a certain number of stereotypes persist and their effects should be thoroughly examined within the school.

One of the theoretical foundations which seems productive for us in promoting cultural diversity is culturally relevant teaching. Indeed, further to exploiting otherness as a resource, it subjects it to critical analysis and in this way addresses inequalities connected with cultural, social or ethnic affiliations. This form of teaching addresses inequalities, but also takes the form of an approach to combat them.

Finally, research has demonstrated the advantage of opening the teaching profession to people from diverse origins. Indeed, their knowledge and the resemblance between their own experiences and those of their pupils, particularly those with cultural minority origins, contribute an educational added-value. Furthermore, we believe that the experiences of these teachers may represent a resource for the educational enterprise, while accepting its limits: the need for each individual to choose their own affiliation and not to be assigned an identity that could be detrimental.


(Based and adapted from AKKARI, Abdeljalil; RADHOUANE, Myriam. Intercultural approaches to education: From theory to practice. Springer Nature, 2022.)
Consider the following statement about the use of modal verbs in the text:

I. The modal verb 'would', in the first sentence of the text, is used to express a hypothesis.
II. The use of the modal verb 'may', in the last paragraph, expresses something that is likely to happen.
III. Modal verbs do not have any impact in the meaning of this text.


It is correct what is stated in:

ID: 1023784•
Inglês•
Interpretação de texto Reading comprehension•
FEPESE•
Prefeitura de Palhoça SC•
Inglês•
2024

Text 2


Pre-Communicative and Communicative Activities


[…] The development of communicative competence involves the acquisition and use of so-called language skills, which are promoted from the communicative approach in an integrated manner and with real communication purposes. To contribute to the development of these communicative language skills, the English teacher has a continuum of options ranging from so-called pre-communicative activities to proper communication activities. According to Littlewood (1998), the first are based on accuracy and present structures, functions, and vocabulary; the latter focus on fluency and involve information sharing and exchange.


The pre-communicative activities are subdivided into structural activities and quasi-communicative activities. Structural activities are described as machining and practical structures. Thequasi-communicativeones are based on communication and the structure of the language. […]

Study the sentences bellow from text 2.

1. Languages skills are used to develop communicative competence as well as their acquisition.

2. Pre-communicative activities are based on information sharing and exchange.

3. Structural activities are related to the structure of the language, machining and practical structures.

4. The language skill based on accuracy and proper communication activities is called Pre-Communicative.

Choose the alternative which contains the correct sentences.

ID: 1024562•
Inglês•
Interpretação de texto Reading comprehension•
Avança SP•
Prefeitura de Caçapava SP•
Inglês•
2024

Read the text to answer question.


"I’m not a naturally wrathful person. I don’t like to (and usually don’t) lose my temper. The exception is when drivers ignore pedestrian right of way. I will, whether I’m a few steps or a few miles into my walk, admonish them — loudly and none too gently. (They, of course, cannot hear me inside their cars.)

It’s hard to shake the impression that New York City’s drivers have become more aggressive. They run reds, viciously honk and yell at pedestrians who clearly have the right of way and generally endanger the lives of those on foot.

From 2009 to 2022, an average of 136 pedestrians were killed each year by traffic in the city. The numbers have gone down slightly — to 99 in 2023 — but cyclist deaths have climbed, though they remain a small fraction of pedestrian deaths. (The city’s decision to give pedestrians a head start at many intersections, where walk signals turn white before streetlights go green, may be helping.)

In the United States generally, walking has become far more dangerous. The number of pedestrian fatalities nationally has climbed more than 80 percent in the past 15 years, largely because of increasingly hazardous automotive design. Some police departments effectively no longer punish drivers for any traffic infractions. San Francisco’s police officers “have almost entirely abandoned enforcement of traffic laws,” The Times’s Heather Knight reported.

All of this calls not just for policy changes such as automobile regulation, improved policing and better urban planning but also for a more assertive pedestrian culture. Aggressive drivers have exacerbated this problem; aggressive pedestrians can help solve it."


Available at: https://www.nytimes.com/live/2024/02/27/opinion/thepoint#pedestrian-safetyassertiveness
According to the text, which factor has significantly contributed to the rise in pedestrian fatalities over the past 15 years in the United States?

ID: 1024563•
Inglês•
Interpretação de texto Reading comprehension•
Avança SP•
Prefeitura de Caçapava SP•
Inglês•
2024

Read the text to answer question.


"I’m not a naturally wrathful person. I don’t like to (and usually don’t) lose my temper. The exception is when drivers ignore pedestrian right of way. I will, whether I’m a few steps or a few miles into my walk, admonish them — loudly and none too gently. (They, of course, cannot hear me inside their cars.)

It’s hard to shake the impression that New York City’s drivers have become more aggressive. They run reds, viciously honk and yell at pedestrians who clearly have the right of way and generally endanger the lives of those on foot.

From 2009 to 2022, an average of 136 pedestrians were killed each year by traffic in the city. The numbers have gone down slightly — to 99 in 2023 — but cyclist deaths have climbed, though they remain a small fraction of pedestrian deaths. (The city’s decision to give pedestrians a head start at many intersections, where walk signals turn white before streetlights go green, may be helping.)

In the United States generally, walking has become far more dangerous. The number of pedestrian fatalities nationally has climbed more than 80 percent in the past 15 years, largely because of increasingly hazardous automotive design. Some police departments effectively no longer punish drivers for any traffic infractions. San Francisco’s police officers “have almost entirely abandoned enforcement of traffic laws,” The Times’s Heather Knight reported.

All of this calls not just for policy changes such as automobile regulation, improved policing and better urban planning but also for a more assertive pedestrian culture. Aggressive drivers have exacerbated this problem; aggressive pedestrians can help solve it."


Available at: https://www.nytimes.com/live/2024/02/27/opinion/thepoint#pedestrian-safetyassertiveness
In the context of the passage, how does the author view the role of law enforcement in improving pedestrian safety?

ID: 1089616•
Inglês•
Interpretação de texto Reading comprehension•
INEP•
PND•
Licenciatura•
2025

O Google lançou esta semana uma coleção com experimentos de inteligência artificial — desenvolvida com o modelo Gemini. Cada um dos experimentos da chamada Little Language Lessons, que ainda é uma exploração inicial, aborda uma maneira diferente pela qual a inteligência artificial pode apoiar a aprendizagem no mundo real.


O primeiro é o Tiny Lesson. Com ele, o usuário descreve uma situação, por exemplo “pedir informações” ou “encontrar um passaporte perdido”, e recebe vocabulário, frases e dicas gramaticais úteis, adaptados a esse contexto.


O segundo é o Slang Hang, que gera conversas autênticas para ajudar o usuário a aprender expressões e gírias. A pessoa pode acompanhar o desenrolar de um diálogo entre falantes nativos, revelando uma mensagem de cada vez e desvendando termos desconhecidos à medida que aparecem.


“Um dos aspectos mais interessantes deste experimento é o elemento da narrativa emergente. Cada cena é única e gerada na hora — pode ser um vendedor ambulante conversando com um cliente, dois colegas de trabalho se encontrando no metrô ou até mesmo um casal de amigos há muito perdidos se reencontrando inesperadamente em uma exposição de animais de estimação exóticos”, pontuou Wade, acrescentando que pode haver erros de precisão. “Ocasionalmente, ele usa incorretamente certas expressões e gírias, ou até mesmo as inventa. Os Large Language Models (LLM) ainda não são perfeitos e, por isso, é importante fazer referências cruzadas com fontes confiáveis”.



VEIGA, C. Google Launches AI Tools to Teach Languages. Disponível em: https://epocanegocios.globo.com.

Acesso em: 2 maio 2025 (adaptado).

Considering the text, which of the following AI-based resources supports English language writing practices in learning contexts?

ID: 1089617•
Inglês•
Interpretação de texto Reading comprehension•
INEP•
PND•
Licenciatura•
2025

O Google lançou esta semana uma coleção com experimentos de inteligência artificial — desenvolvida com o modelo Gemini. Cada um dos experimentos da chamada Little Language Lessons, que ainda é uma exploração inicial, aborda uma maneira diferente pela qual a inteligência artificial pode apoiar a aprendizagem no mundo real.


O primeiro é o Tiny Lesson. Com ele, o usuário descreve uma situação, por exemplo “pedir informações” ou “encontrar um passaporte perdido”, e recebe vocabulário, frases e dicas gramaticais úteis, adaptados a esse contexto.


O segundo é o Slang Hang, que gera conversas autênticas para ajudar o usuário a aprender expressões e gírias. A pessoa pode acompanhar o desenrolar de um diálogo entre falantes nativos, revelando uma mensagem de cada vez e desvendando termos desconhecidos à medida que aparecem.


“Um dos aspectos mais interessantes deste experimento é o elemento da narrativa emergente. Cada cena é única e gerada na hora — pode ser um vendedor ambulante conversando com um cliente, dois colegas de trabalho se encontrando no metrô ou até mesmo um casal de amigos há muito perdidos se reencontrando inesperadamente em uma exposição de animais de estimação exóticos”, pontuou Wade, acrescentando que pode haver erros de precisão. “Ocasionalmente, ele usa incorretamente certas expressões e gírias, ou até mesmo as inventa. Os Large Language Models (LLM) ainda não são perfeitos e, por isso, é importante fazer referências cruzadas com fontes confiáveis”.



VEIGA, C. Google Launches AI Tools to Teach Languages. Disponível em: https://epocanegocios.globo.com.

Acesso em: 2 maio 2025 (adaptado).

In a high school English class, students are using one of the AI tools described in the article to practice informal conversation. Based on the impacts mentioned in the article, how can the teacher promote students’ autonomy and critical use of AI?

ID: 1023579•
Inglês•
Interpretação de texto Reading comprehension•
FURB•
Prefeitura de Florianópolis SC•
Professor de Inglês•
2023

Plurilingualism and translanguaging: commonalities and divergences

Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.

All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.

It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.

Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.

Garcia e Otheguy (2020)

In TESOL (Teaching English to Speakers of Other Languages) classes, students develop their language skills through various activities: they enhance their listening abilities by engaging in group discussions, practice speaking by participating in oral presentations, refine their writing skills through essay assignments, and strengthen their reading comprehension by analyzing texts in different genres. In the light of that, match the second column according to the first:

First column: skill

1.Reading

2.Listening

3.Writing

4.Speaking

Second column: definition

(__)is the skill of actively perceiving and comprehending spoken language, allowing individuals to understand and interpret oral communication effectively.

(__)is the aptitude to convey thoughts, information, and creativity through the creation of text, using written language to communicate ideas, stories, or messages.

(__)involves the ability to express one's thoughts, ideas, and emotions through coherent and articulate oral communication, contributing to effective dialogue and interpersonal interactions.

(__)is the capacity to decode, interpret, and comprehend written text, enabling individuals to access and extract meaning from written materials, ranging from books and articles to digital content.

Select the option that presents the correct association between the columns:

ID: 1024093•
Inglês•
Interpretação de texto Reading comprehension•
CESPE CEBRASPE•
Instituto Rio Branco•
Tarde•
2024

Text II


This book wants to show the newcomer the lie of the land without confusing him with details. In writing it I thought first and foremost of readers in their teens. But I have never believed that books for young people should differ from books for adults except for the fact that they must reckon with the most exacting class of critics, critics who are quick to detect and resent any trace of pretentious jargon or bogus sentiment. I know from experience that these are the vices which may render people suspicious of all writings. I have striven to use plain language even at the risk of sounding casual or unprofessional. I hope that no reader will attribute my decision to get along with a minimum of the art historian’s conventional terms to any desire on my part of ‘talking down’ to him. Apart from this decision, I have tried to follow a number of more specific self-imposed rules, such as limiting myself to real works of art and cutting out anything which might merely be interesting as a specimen of taste or fashion. This decision entailed a considerable sacrifice of literary effects. Praise is so much duller than criticism, and the inclusion of some amusing monstrosities might have offered some light relief. Thus, while I do not claim that all the works illustrated represent the highest standard of perfection, I did make an effort not to include anything which I considered to be without a peculiar merit of its own.

A second rule also demanded a little self-denial. I vowed to resist any temptation to be original in my selection, lest the well-known masterpieces be crowded out by my own personal favourites. This book, after all, is not intended merely as an anthology of beautiful things; it is meant for those who look for bearings in a new field, and for them the familiar appearance of apparently ‘hackneyed’ examples may serve as welcome landmarks.

One more rule I have followed. When in doubt I have always preferred to discuss a work which I had seen in the original rather than one I knew only from photographs. I should have liked to make this an absolute rule, but I did not want the reader to be penalized by the accidents of travel restrictions which sometimes dog the life of the art-lover.


E. H. Gombrich. The Story of Art. Phaidon, New York – London: 1995, p. 7-8 (adapted).

Considering text II, judge whether the following statements are right (C) or wrong (E).

As used in the third sentence of the first paragraph, the expression “most exacting class of critics” refers to critics who worry too much about being correct.

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