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ID: 1022023•
Inglês•
Interpretação de texto Reading comprehension•
SELECON•
Prefeitura de Lucas do Rio Verde MT•
Professor de Língua Portuguesa Inglesa•
2024

TEXT:


How students can make rapid progress by reading
independently


By Stephanie Hirshman
January 2, 2024



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


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


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


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


Graded readers


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


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


Choosing a book


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


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



Activities


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


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


Conclusion


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


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

Dentre as concepções metodológicas referentes ao processo de ensino e aprendizagem de língua inglesa, aquela que está alinhada com a experiência relatada pela autora no início do texto, ao relatar a forma como sua mãe lhe preparou para passar um ano na França, é a concepção chamada:

ID: 1023058•
Inglês•
Interpretação de texto Reading comprehension•
Ápice Consultoria•
Prefeitura de São João do Tigre PB•
Letras Inglês•
2024

Read Text I to answer the question:

TEXT I

“Fundamental breakthroughs in the neurosciences, combined with technical innovations for measuring brain activity, are shedding new light on the neural basis of second language (L2) processing, and on its relationship to native language processing (L1). The long-held assumption that L1 and L2 are necessarily represented in different brain regions in bilinguals has not been confirmed. On the contrary, the available evidence indicates that L1 and L2 are processed by the same neural devices. The neural differences in L1 and L2 representations are only related to the specific computational demands, which vary according to the age of acquisition, the degree of mastery and the level of exposure to each language. Finally, the acquisition of L2 could be considered as a dynamic process, requiring additional neural resources in specific circumstances.”

Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395 (adapted)
In the passage, the term “neural basis” refers to:

ID: 1024338•
Inglês•
Interpretação de texto Reading comprehension•
CETREDE•
Prefeitura de São Benedito CE•
Língua Inglesa•
2025

Read Text II and answer question

TEXT II

Uses of AI in Education

In May 2023, the U.S. Department of Education released a report titled Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations. The department had conducted listening sessions in 2022 with more than 700 people, including educators and parents, to gauge their views on AI. The report noted that “constituents believe that action is required now in order to get ahead of the expected increase of AI in education technology – and they want to roll up their sleeves and start working together.” People expressed anxiety about “future potential risks” with AI but also felt that “AI may enable achieving educational priorities in better ways, at scale, and with lower costs.

AI could serve – or is already serving – in several teachingand-learning roles, for instance: instructional assistants: AI’s ability to conduct human-like conversations opens up possibilities for adaptive tutoring or instructional assistants that can help explain difficult concepts to students. AI-based feedback systems can offer constructive critiques on student writing, which can help students fine-tune their writing skills. Some research also suggests certain kinds of prompts can help children generate more fruitful questions about learning. AI models might also support customized learning for students with disabilities and provide translation for English language learners; and teaching assistants: AI might tackle some of the administrative tasks that keep teachers from investing more time with their peers or students. Early uses include automated routine tasks such as drafting lesson plans, creating differentiated materials, designing worksheets, developing quizzes, and exploring ways of explaining complicated academic materials. AI can also provide educators with recommendations to meet student needs and help teachers reflect, plan, and improve their practice.

Along with these potential benefits come some difficult challenges and risks the education community must navigate. For example, both teachers and students face the risk of becoming overly reliant on AI-driven technology. For students, this could stifle learning, especially the development of critical thinking. This challenge extends to educators as well. While AI can expedite lesson-plan generation, speed does not equate to quality. Teachers may be tempted to accept the initial AI-generated content rather than devote time to reviewing and refining it for optimal educational value.

In light of these challenges, the Department of Education has stressed the importance of keeping “humans in the loop” when using AI, particularly when the output might be used to inform a decision. As the department encouraged in its 2023 report, teachers, learners, and others need to retain their agency. AI cannot “replace a teacher, a guardian, or an education leader as the custodian of their students’ learning,” the report stressed.

Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
As regards text II, analyze the assertions below.

I. AI’s ability to conduct human-like conversations opens up possibilities for adaptive tutoring; however, AI-based feedback systems cannot help students fine-tune their writing skills.
II. According to some research, certain kinds of prompts can help children generate more fruitful questions about learning.
III. As a teaching assistant, AI can execute many automated routine tasks that keep teachers from investing more time with their students, such as drafting lesson plans and designing worksheets.

Choose the CORRECT answer.

ID: 1023316•
Inglês•
Interpretação de texto Reading comprehension•
CESGRANRIO•
Transpetro•
Junior Ênfase 1 Administração•
2023

How space technology is bringing
green wins for transport


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

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

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

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

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

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

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

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


Available at: https://www.cgi.com/uk/en-gb/blog/space/how-space-technology-is-bringing-green-wins-to-transport. Retrieved on April 25, 2023. Adapted.
In the fragment in the fourth paragraph of the text “a sustainable future for road vehicles. Right now, the transport sector contributes around 14% of the UK’s greenhouse gas emissions, of which 91% is from road vehicles”, the word which refers to

ID: 1023319•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
Câmara dos Deputados•
manhã•
2023

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

ID: 1022040•
Inglês•
Interpretação de texto Reading comprehension•
CESPE CEBRASPE•
Instituto Rio Branco•
Tarde•
2024

Text V


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

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

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


Internet: <www.undp.org (adapted)

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

To ensure equal and inclusive access to services and create urban spaces that improve livability, cities should be developed by citizens aiming to fully realize their potential.

ID: 1021798•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
EPE•
Administração Geral Administração•
2024

Text I


Office Culture



Companies are clawing to bring back pre-pandemic perks and that 'family' feeling – but employees want something more tangible.


Many employers are calling employees back into offices, trying to restore the workplace of pre-pandemic days. Along with filling seats, they're also looking to bring back another relic: office culture.


Pre-2020, office culture was synonymous with the 'cool' office: think places to lounge, stocked pantries and in-office happy hours that went all out; or luxe retreats and team-building exercises meant to foster the feeling of 'family'. In past years, these perks drew many workers to the office – in some cases, entire companies defined themselves by their office cultures.


The world of work looks and feels entirely different than just a few years ago – yet many companies are still intent on recreating the office cultures workers left behind as they abandoned their desks in 2020. While these companies are making some gestures to adapt – for instance, redesigning spaces to accommodate new preferences and hybrid-work habits – many are still set on bringing back what lured in workers before the pandemic.


Yet swaths of employees simply aren't interested in going backward. Instead of trust-falls and cold brew on tap, employees are demanding flexible work, equitable pay and a focus on humanity in the workplace that transcends the perks they sought years earlier.

Workers' shifting priorities are a natural consequence of the Covid-19 pandemic, says Georgina Fraser, head of human capital for global commercial real-estate firm CBRE. "The pandemic gave us autonomy in a way that we haven't had previously," she says. "It gave us the opportunity to choose how we structured our working days."


And now that workers have experienced that level of work-life balance, they won't settle for less. Fraser adds: "Post-pandemic, we saw a resurgence of people being very vocal about what they wanted and needed, not just from office culture, but from the wider world."


Now, she says, workers aren't shy about "wanting to be seen as a whole human – and that filters down to their physical location, how [employers] manage them, what support they receive and how [employers] integrate technologies between home and office in order to support them".


One major factor in this changing attitude is that many employees feel office culture simply isn't applicable in a remoteand hybrid-first world, where the physical office can feel superfluous. Now that the workplace doesn't serve as the culture hub it once did, "companies have really struggled to redefine the role of the office", says Lewis Beck, CBRE's head of workplace for Europe. Office culture that was once meant to get employees excited doesn't have the same pull when workplaces are only onethird full.



Adapted from: https://www.bbc.com/worklife/article/20240229-office-culture-isdead
Trust-falls (4th paragraph) are group activities aimed at

ID: 1023611•
Inglês•
Interpretação de texto Reading comprehension•
CESPE CEBRASPE•
MPE GO•
Analista em Informática•
2024

Global energy-related carbon dioxide (CO2) emissions rose less strongly in 2023 than the year before, even as total energy demand growth accelerated, with continued expansion of solar photovoltaic (PV), wind, nuclear power and electric cars helping the world avoid greater use of fossil fuels. Without clean energy technologies, the global increase in CO2 emissions in the past five years would have been three times greater, the International Energy Agency (IEA) said in one of its reports.
Emissions increased by 410-million tons, or 1.1%, in 2023, compared with a 490-million-tonne increase in 2022, taking emissions to a record level of 37.4-billion tons. Specifically, an exceptional shortfall in hydropower owing to extreme droughts in China, the US and several other economies resulted in more than 40% of the rise in emissions in 2023, as countries turned largely to fossil fuel alternatives to plug the gap.
“Had it not been for the unusually low hydropower output, global CO2 emissions from electricity generation would have declined in 2023 and made the overall rise in energy-related emissions significantly smaller,” the report pointed out. Additionally, advanced economies saw a record fall in their CO2 emissions in 2023 even as their gross domestic product (GDP) grew. Advanced economies’ emissions dropped to a 50-year low while coal demand fell back to levels not seen since the early 1900s. The decline in advanced economies’ emissions was driven by a combination of strong renewables deployment, coal-to-gas switching, energy efficiency improvements and softer industrial production.

Internet:<www.engineeringnews.co.za/> (adapted).

According to the text, judge the following statement.

The text mentions up to five different sources of energy, whether they are renewable or not.

ID: 1047675•
Inglês•
Interpretação de texto Reading comprehension•
Marinha•
Escola Naval•
Cadete do Exército•
2018

Doctors Know Best

By Ted Spiker


Along with all the disease stomping, heart reviving, baby delivering, and overall people healing they do, doctors have another full-time job: keeping themselves healthy. Scratch that - keeping themselves healthiest. So instead of peeking into their medical practices, we looked at what they actually practice - in their own lives. Use personal strategies and insider tips from the best medical pros to supercharge your health this year.


( I)-______ "As soon as I feel an illness coming on, I go to sleep for at least nine hours," says Hilda Hutcherson, MD, clinical professor of ob-gyn at Columbia University Medicai Center. "I also lie on the floor with my legs elevated and propped against the wall and breathe deeply for five minutes." It helps lower stress, which weakens the immune system.

(II )-______ Instead of having a garden-variety green salad, Margaret McKenzie, MD, assistant professor of surgery at the Cleveland Clinic, tosses napa cabbage, radicchio, edamame, and carrots with ginger-soy dressing. "It gives me a lot of vitamins, antioxidants, and protein and makes me feel full," she says.

(III)-______ [...] Gary Small, MD, professor of psychiatry and biobehavioral sciences at the University of California, Los Angeles, and author of The Alzheimer's Prevention Program, plays Scrabble and Words With Friends on his smartphone most days. These word games are perfect brain boosters, because they build not only verbal and math skills but also spatial abilities as you position letters to create words. "Combining several mental tasks strengthens multiple neural circuits," Dr. Small says. "It's like cross-training for your brain."

(IV) - _____ Make your bedroom spalike: Dim the lights at least an hour before you go to bed; ban cell phones, laptops, and the TV; ask your partner for a foot rub. "I do deep breathing exercises," Dr. Hutcherson says. "Sometimes I play relaxing music softly."

(V) - _____ The most important meal is breakfast, says David Katz, MD, director and founder of Yale-Griffin Prevention Research Center in Derby, Connecticut. He often has two breakfasts, divvying up his morning meal so that he eats half before his workout and half after. "It helps with portion control, and it establishes a daily eating pattern," Dr. Katz says. Plan your breakfast at night to start the next day on a healthy note.

(Abridged from https ://www.fitnessmagazine.com/health/doctors-tips-tostay-healthy/)

The headlines below have been removed from the text and replaced by (I), (II), (III), (IV) and (V). Number them to indicate the order they must appear to complete the text correctly. Then mark the option that contains the right sequence.


( ) Fuel up for the day

( ) Take a time out

( ) Stay sharp

( ) Eat extra veggies

( ) Sleep easier

ID: 1022334•
Inglês•
Interpretação de texto Reading comprehension•
FGV•
SEEC RN•
Professor de Língua Inglesa•
2025

READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:

Plastic Dreams


by Sarah Thompson

Plastic dreams, oh plastic dreams, a vision turned nightmare,


Once a symbol of progress, now a burden we must bear.


Our landfills overflow with your synthetic remains,


A haunting testament to our unsustainable chains.


Plastic dreams, oh plastic dreams, a promise unfulfilled,


Your convenience a facade, your consequences concealed.


Let us wake from this slumber, this toxic desire,


To create a world where nature's essence can inspire.


In our hands lies the power, to choose a different fate,


To abandon plastic dreams and embrace a sustainable state.


For only through conscious choices, can we break this vicious spell,


And ensure a future where our planet and poetry can dwell.



From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson

The goal of this text is to

ID: 1020035•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUCSP•
QM 2023•
2025

Read the text to answer question.


Traditional EFL classrooms face several challenges, including limited exposure to authentic language use, lack of engagement, and varying learner proficiency levels. Research indicates that reliance on non-authentic materials can hinder listening comprehension and motivation among students. For instance, substituting traditional listening inputs with spontaneous teacher discourse and storytelling has been proposed as a means to enhance engagement and provide authentic language exposure (Ypsilanti, 2024). Additionally, the integration of Content and Language Integrated Learning (CLIL) approaches can bridge the gap between vocabulary learning and meaningful text production, fostering a more engaging learning environment (Balle & Olsen, 2023). Moreover, varying proficiency levels among learners often lead to common writing errors, such as grammatical mistakes and vocabulary misuse, which necessitate targeted instructional strategies to address these challenges effectively (Isma etal., 2023). Teachers also encounter difficulties in adapting to curriculum reforms and integrating digital media due to limited resources and training, which can further exacerbate engagement issues (Alnasib & Alharbi, 2024; Syarifuddin & Hz, 2023). Addressing these challenges requires innovative teaching strategies and a supportive infrastructure to enhance EFL learning outcomes.


(Sari, Nurhidayah. The Role of Technology in Facilitating EFL Learning: A Case Study Approach. Journal of Education Research, v. 5, 2024)
Based on the text, which of the following pedagogical strategies most comprehensively addresses the interconnected challenges faced in traditional EFL classrooms?

ID: 1047430•
Inglês•
Interpretação de texto Reading comprehension•
Marinha•
Escola Naval•
Cadete do Exército

Genetically Modified Foods, Pros and Cons.
Genetically modified foods (GMs)are becoming increasingly coirtmon in many countries. However, before one opts for any of these foods, it is very important to know about their pros and cons.
There are a variety of reasons for developing GMs. For instance, some foods are genetically modified to prevent the occurrence of allergies after consumption, while some are developed to improve their shelf life.
Though the seeds of GMs are quite expensive, their cost of production is said to be lesser than that of the traditional crops for these foods do have natural resistance towards damaging pests and insects. This reduces the necessity of exposing crops to hazardous Chemicals. It is also said that GMs grow faster. Due to this, productivity increases, providing the population with more food. At times, GMs crops can be grown at places with unfavorable climatic conditions whereas a normal crop can grow only in specific season or under some favorable climatic conditions.
The biggest threat caused by GMs is that they can have harmful effects on the human body. It is believed that they can cause diseases which are immune to antibiotics. Moreover, according to some experts, people who consume such foods have high chances of developing câncer. Besides, not much is known about their long-term effects on human beings.
In many countries, manufacturers do not mention on the labei that foods are genetically modified because they think that this would affect their business. However, this is not a good practice as consumers do not get the chance to decide whether they should really opt for these foods, Experts are of the opinion that with the increase of genetically modified foods, developing countries would start depending more on industrial countries because it is likely that the food production would be controlled by them in the time to come.

(Adapted from http://www.buzzle.com)
Which of the alternatives below States an aspect of GMs that is NOT mentioned in the text?

ID: 1022601•
Inglês•
Interpretação de texto Reading comprehension•
Avança SP•
Prefeitura de Paraty RJ•
Língua Inglesa•
2024

“There is a kind of sleep that steals upon us sometimes, which, while it holds the body prisoner, does not free the mind from a sense of things about it, and enable it to ramble at its pleasure. So far as an overpowering heaviness, a prostration of strength, and an utter inability to control our thoughts or power of motion, can be called sleep, this is it; and yet we have a consciousness of all that is going on about us; and if we dream at such a time, words which are really spoken, or sounds which really exist at the moment, accommodate themselves with surprising readiness to our visions, until reality and imagination become so strangely blended that it is afterwards almost a matter of impossibility to separate the two. Nor is this, the most striking phenomenon, incidental to such a state. It is an undoubted fact, that although our senses of touch and sight be for the time dead, yet our sleeping thoughts, and the visionary scenes that pass before us, will be influenced, and materially influenced, by the mere silent presence of some external object: which may not have been near us when we closed our eyes: and of whose vicinity we have had no waking consciousness. ”

— Charles Dickens, Oliver Twist

Based on Dickens' excerpt, it is correct to state that the sleep state described by the author:

ID: 1023113•
Inglês•
Interpretação de texto Reading comprehension•
COSEAC•
FME de Niterói RJ•
Professor II Língua Inglesa•
2024

Read Text 1 and answer question.


TEXT 1


English Language Teaching in Brazil:

A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.


Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.


However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.


BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.

In the fragment “These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively [...]”, the expression take place may be replaced by ______ without changing the meaning of the sentence:

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Julgue o item a seguir.

Chamamos de inferência ou dedução a pressuposição da ideia geral de um texto através da identificação de algumas palavras. Esse método é normalmente utilizado para compreender itens lexicais desconhecidos ou segmentos do texto que não são claros.

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2024

Read the text to answer question.


No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).



(Harmer, 1998. Adaptado)

The following conversation takes place in the context of two people getting ready for their party:

Jack: “We can leave the ice here till we need it.”

Ben: “It’s warm in here.”

Taking context into account, the probable correct final comment by Jack that makes sense in the situation would be

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2025

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

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

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

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

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

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

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

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

The text suggests that the scholarship scheme will ultimately pave the way for strengthening links between academic research and practical applications.

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O texto seguinte servirá de base para responder à questão.

Does Gen Z Already Have a Retirement Problem?

By Elizabeth Gulino

Although they've only been in the professional sphere for less than a decade, Gen Z has already shaken up work as we know it. They're quiet quitting, overcoming imposter syndrome, taking adult gap years, and fully embracing being the personality hire. But they're also, apparently, not saving enough for retirement.

According to the Teachers Insurance and Annuity Association, a financial services company, only 20 percent of Gen Zers are currently saving for retirement. Surya Kolluri, head of the TIAA Institute, says there are a myriad of reasons as to why Gen Z may be behind on starting to save for this milestone: The cost of living is higher, financial pressures are abundant, student debt is climbing, and there's been more of a desire to achieve a healthy work-life balance and flexibility in careers instead of a six-figure salary. And of the 80 percent of respondents who haven't started saving, 35 percent of them admit they don't even know where to start.

A recent Bank of America study provided further confirmation: based on internal deposit account data, the banking institution found that Gen Z on average doesn't have enough saved to cover a month of expenses.

Kolluri says one of the biggest roadblocks in Gen Z's path to retirement is a lack of knowledge. Saving, investing, and the power of compounding aren't exactly taught in schools, and there are enough fin-fluencers and resources out there to make even the most dialed-in Gen Zers feel overwhelmed.

The most common — and easiest — path toward retirement is taking advantage of an employer's 401(k). Lauren, 24, does, but while her current company matches 4 percent of her contributions, she tells PS her former employer didn't match at all. "I didn't even realize that that was such a benefit I was missing," she says. "When I would tell people that they weren't matching it they were like, what? How are they getting away with that? And I had no idea." Now, of course, Lauren is taking full advantage of her employer's plan — but she would've been more ahead in her saving game if she knew what to look for before.

Of the 20 percent of the Gen Zers surveyed currently saving for retirement, 66 percent of them do so throughtheir employer, according to the TIAA. But thanks to dwindling job security and the rise of the gig economy, a chunk of the workforce has been left behind on retirement planning.

Angelina, 27, comes from a family of restaurateurs and is currently partial owner of a restaurant. Currently, she has zero retirement savings. Her dad, however, opened his first restaurant at 36 and was able to retire at 60. "He was able to start something and retire in less than 25 years, which I think gave me a false perception of reality," she says. "I think I'm going to be able to achieve the same thing, but I haven't saved a dime.

"I pay into social security, but that's not necessarily enough to survive on, if that even exists by the time that I'm able to collect it," Angelina adds.

Jane, 25, is at the opposite end of the spectrum: She's currently planning to retire in her 30s — at least, in a way. For most of her working life, she's held two full-time jobs and currently owns a townhouse in downtown Toronto that she rents out to tenants. She lives with her parents to save money and tells PS that 50 percent of her income goes to investments, including retirement.

Right now, she's using Financial Independence, Retire Early (FIRE) as a guide, which follows a formula of saving, investing, and frugal living to reach "financial independence" in a short time frame.

"It's a more flexible variation of retirement," Jane explains. "Retirement doesn't just take one form. There are a lot of different types of it. It's not never working — it's being work-optional, being flexible, being able to take really long breaks."

The first milestone under FIRE is called "barista fire," which Jane is currently working toward obtaining. "It gives you flexibility to be work-optional and gives you flexibility to have enough [saved] that you can be a barista, for example, or work part-time for the rest of your life so you're not dependent on a full 9-to-5 corporate job," she says. "My first FIRE milestone is hopefully saving $700,000. That would enable me to find alternative sources of income as opposed to a full 9-to-5."

Jane's not exactly the norm, however. Kolluri says that employers like Lauren's play a vital role in enabling their workers to get on a strong financial plan, meaning that freelancers or those who are self-employed, like Angelina, need to work that much harder to get themselves started. If you fall into that bucket, he says that looking into individual retirement accounts (IRAs) are a good place to start.

Haley Sacks, a financial influencer known as Mrs. Dow Jones, agrees that endless opportunities to buy and consume don't help very much when it comes to saving. "I think it's really hard when you're constantly bombarded with so much to buy and so much FOMO," she says. "It's very easy for people to spend everything that they make."

Jane, Lauren, and Angelina all cite similar reasons for their age group's lack of retirement funds: the rising cost of living, a shortage of knowledge, and endless opportunities to spend money under capitalism. "We livein a time where our FYPs and our Instagram feeds are perfectly tailored to things we want to purchase and overconsumption is so normalized," Angelina says. "I would say [Gen Z not saving] is more because of overconsumption and the need to shop that's ingrained in us versus not having things like a 401(k), or whatever the hell it's called."

Kolluri says education and instilling confidence among young people when it comes to their money is a must. Saving for retirement is vital — not only for living expenses to be covered with age, but medical expenses, too. "The average couple spends over $300,000 on healthcare in retirement in cash," Sacks says. "The funds that you're saving are not just to live in Boca and play golf all day they're also to take care of yourself as your health deteriorates."

Kolluri says that what's different about Gen Z is they value one thing above all else: freedom. "People in this demographic express interest in wanting to maintain the freedom to pursue their interests and being able to financially manage their lives," he says. "That is a new combination we have not seen in other generations."

Retirement is a long way off for Gen Zers. Angelina, though, is already looking forward to the future. "2025 is my year to get my shit together," she says.

https://www.popsugar.com/money/gen-z-retirement-49425345
The article presents a discussion about retirement savings among Gen Z, touching on various aspects of financial behavior and generational differences. Given its purpose, what genre best describes this article, considering its informative and reflective tone?

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Leia o texto para responder à questão.

Segundo Kramasch (2024), o conceito de competência intercultural recebeu um novo significado por meio do uso de comunicação mediada por computadores (CMC), com o objetivo de promover a interação na L2 entre falantes nativos e não nativos da língua e entre falantes não nativos, e de capacitá-los a ter acesso a e manipular ambientes culturais não nacionais.


O acesso direto a falantes da L2 e a imersão cultural promovida pela CMC realçam a ilusão do imediatismo semiótico e a autenticidade cultural. Entretanto, não conduziu, necessariamente, a uma exploração profunda de diferenças culturais. A comunicação intercultural online enfatizou a participação em comunidades online, a colaboração, a solução conjunta de problemas e o desenvolvimento de identidades híbridas que tanto independem das coações sociais do mundo real, quanto ficam sujeitas às pressões sociais e às coações coletivas das comunidades online. Não é à toa que há um número crescente de linguistas aplicados que estão ávidos a trazer a história, a memória e os aspectos subjetivos da aprendizagem de línguas de volta à sala de aula, bem como uma reflexão sobre o significado de operar entre línguas, a partir do background cultural do próprio indivíduo.


(Kramasch, C. 2024. Adaptado)

In the text, Kramasch points out that, as far as L2 teaching goes,

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2025

Read the text to answer question.

Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use.


In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others.


AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available.


Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers.


(https://theconversation.com. Adaptado)

In the sentence from the second paragraph “In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate”, the fragment in bold intends to
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