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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: 1022527•
Inglês•
Interpretação de texto Reading comprehension•
AMEOSC•
Prefeitura de Belmonte SC•
Professor de Inglês•
2024

O texto seguinte servirá de base para responder à questão.


Exceptional Noise Cancellation

The AirPods Pro deliver excellent noise cancellation, but you might notice that the ANC seems weak initially. Simply wait a few seconds. The earphones first need to measure the surrounding noise and create a custom ANC profile appropriate for your current environment. And then, when it kicks in, it's exceptional. Another positive note—the ANC doesn't seem to introduce any noticeable hiss in quiet settings, which cheap earphones often use as a crutch.

In my tests, the AirPods Pro dramatically lowered powerful low-frequency rumble (like you hear on an airplane) after an initial adjustment period. In some of our deep rumble tests, the AirPods even matched the performance of the $299 Bose QuietComfort Earbuds, which is impressive.

What's even more impressive is that, in some tests, the AirPods Pro fare better than the QuietComfort Earbuds. The problem, if you can call it one, is consistency, and something I experienced with the AirPods Max as well. The latter are also capable of shockingly effective noise cancellation, but sometimes a slight head turn can reduce their efficacy. The AirPods Pro are more likely to remain effective after the initial adjustment, but sometimes the resulting profile didn't impress me. But, to their credit, a slight change to the in-ear fit can induce a far more competent noise cancellation profile. So don't be afraid to play around with how the earpieces sit in your ear if the ANC isn't initially impressive.


https://www.pcmag.com
What suggestion does the author give to improve the noise cancellation performance of the AirPods Pro when the ANC is not initially impressive?

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.

ID: 1023582•
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 the context of education, CLIL (Content and Language Integrated Learning) is an instructional approach that integrates language learning with content instruction. What is the primary goal of CLIL, and how does it differ from traditional language education?

ID: 1023077•
Inglês•
Interpretação de texto Reading comprehension•
SELECON•
Prefeitura de São Gonçalo RJ•
Inglês•
2024

Read the following text:


TEXT I


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


Read the following text:


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


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


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


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


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


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


To be or not to be: professional identities and beliefs


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


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


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


Where do we go from here?


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


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


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

Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
After reading the text, it can be concluded that the skill which receives more focus in the Brazilian National Curricular Parameters is:

ID: 1017714•
Inglês•
Interpretação de texto Reading comprehension•
CESPE CEBRASPE•
EMBRAPA•
Analista de Gestão de Pessoas•
2025

Climate change poses significant challenges to cattle farming, a sector vital to global food security. Among the most pressing concerns is the increasing frequency and intensity of droughts. Reduced rainfall diminishes pasture quality and availability, limiting feed for livestock and increasing water scarcity. This can lead to decreased animal growth rates, reduced milk production, and increased mortality rates. Moreover, prolonged droughts can contribute to desertification, shrinking available grazing land and forcing farmers to adopt costly alternative feeding strategies.

Beyond drought, other climate-related impacts include heat stress, which can significantly impact animal health and productivity. Rising temperatures can exacerbate heat stress, leading to decreased feed intake, reduced fertility, and increased mortality in livestock. Furthermore, extreme weather events, such as heavy rainfall and flooding, can cause infrastructure damage, contaminate water sources, and lead to the loss of livestock.

The cattle farming sector itself contributes to climate change through greenhouse gas emissions, primarily methane produced during animal digestion and nitrous oxide from manure management. Deforestation for pasture expansion also releases significant amounts of carbon dioxide.

To address these challenges, a multi-pronged approach is crucial.

• Genetic selection: Breeding programs focused on developing drought-resistant and heat-tolerant livestock breeds are vital.

• Sustainable feeding strategies: Implementing precision feeding techniques, improving feed efficiency, and exploring alternative feed sources, such as drought-resistant forage varieties, can enhance livestock resilience.

• Integrated farming systems: Integrating crop and livestock production, such as through agroforestry systems, can improve soil health, enhance water retention, and reduce greenhouse gas emissions.

• Technological innovations: Utilizing technologies such as precision livestock farming, remote sensing for pasture monitoring, and renewable energy sources can improve resource efficiency and reduce the environmental footprint of cattle production.

Furthermore, strong policy support, including incentives for sustainable farming practices, investments in research and development, and improved access to climate information services, are essential for the long-term sustainability of the cattle farming sector.

Addressing the challenges posed by climate change requires a collaborative effort involving farmers, researchers, policymakers, and consumers. By embracing innovative solutions, prioritizing sustainable practices, and fostering a collective understanding of the importance of climate-resilient livestock production, we can ensure a future when this vital sector continues to thrive while minimizing its environmental impact.



Internet:<conafer.org.br> (adapted).

Judge the following items based on the text above.

Heat stress has become one of the important issues in cattle farming, especially in those areas where temperature has started to increase steadily.

ID: 1023860•
Inglês•
Interpretação de texto Reading comprehension•
COSEAC•
Prefeitura de Maricá RJ•
Docente I Língua Estrangeira Inglês•
2024

Answer question according to TEXT 1 below.

TEXT 1
TRUE STORIES – The School teacher

1 IT'S HAPPENED TO me half a dozen times, lately. I'm walking home through the Edinburgh Gardens and I see them heading towards me. Heavy kids, eight of them, maybe ten. I keep walking, but I keep my eyes on them, and my feet wait for the sign to take off.
2 They are Greeks and Italians, all adolescents, all wearing green or maroon cardigans with a double black stripe round the chest, Levis or Wranglers that fit just right, showing a bit of sock and reddish shoes with big heels. I move across to the outside of the footpath to let them pass. They spread out a little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is Chris, from Fitzroy High, and he says, 'Hello, miss!' and the others are kids who have grinned and nodded at me a hundred times in the yard at school.
4 I had taught migrants before, but Fitzroy High is one of those legendary inner-suburban schools which can no longer be properly described as Australian. In none of the classes I took were there more than four kids with Australian names. A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.
5 Most of the girls had pierced ears and had worn gold earrings since they were babies. The line was that plain gold sleepers were the only ear decorations allowed. At the time when it was fashionable, in Australia, to wear a zillion colored plastic bangles up your arm, teachers strove hopelessly to prevent this display of gaiety at school. The girls went on wearing them and pulled their sleeves down when they saw a senior mistress coming.
6 There were weekly segregated assemblies. I don't know what they told the boys, but at one girls' assembly I actually heard the senior mistress say, 'As girls we must be modest, quiet, hardworking and well-groomed at all times'.
7 What astonished me was the stubbornness of the kids' resistance to the rules. They didn't organize or protest. They defied. If the pressure got too much for them, they stayed away. And yet they hated to be suspended. One boy was suspended for a week, and every day I'd see him leaning against my front fence, staring wistfully at the school where his mates were tight-roping their way dangerously through the day.
8 In the three other schools I'd taught at, I'd been an authoritarian, a good disciplinarian. It wasn't only political or educational thinking that changed my attitude at Fitzroy High. It was the kids themselves. I suppose I fell in love with the whole nine hundred of them. In other schools, I'd known kids who were 'trouble-makers' or 'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right through those categories.
9 To begin with, they made me laugh. I can't remember ever knowing such exuberant, merry kids. Every class had more than its share of natural clowns. The plays they invented were full of hilarious delight. In a second-form class I had for a year, two Italian boys called Claudio and Joseph used to present weekly plays so excruciatingly funny that we lay across the desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical stories; he could write fairy tales his grandparents had told him in Yugoslavia. Lemonia could break your heart with a story about a lost fountain pen, and Dora with an account of her dreams. Their English may have been rocky, but there was a pure, delicate humour lying bone-deep in them that nothing could corrupt.

GARNER, Helen. True Stories. Melbourne, Australia: The Publishing Company, 2013, pp. 26-28. Adapted.
Question refer to the following passage, in paragraph 4:

A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.

A metonymy, and two metaphorical expressions related to the concept of war are, respectively,

ID: 1083530•
Inglês•
Interpretação de texto Reading comprehension•
FEPESE•
Prefeitura de Chapecó SC•
Inglês•
2025

Text 3

If you visit Japan, you might choose to travel around the country by shinkansen train. These high-speed trains connect the major cities of Japan. They are nicknamed “bullet trains” because they go very fast and have pointy noses like a bullet.

Bullet trains are a good way to travel for several reasons other than their speed. They are very punctual, often leaving on time to the second. They are also comfortable. All the seats face forward, and there is plenty of leg room. Most importantly, bullet trains are very safe. In their 35-year history, there have been only a few accidents and no deaths.

The only downside to bullet trains is that they are expensive. A ticket to travel to another city can cost almost as much as an airline ticket would. However, if you fly, you will land at an airport at the edge of a city. Train stations are usually right in the middle of a city. This means that it is often more convenient to take a bullet train instead of flying, because you will arrive exactly where you want to be.

Read the statements below and decide if they are true ( T ) or false ( F ) according to text 3.

( ) These trains are nicknamed “bullet trains” because of their speed and shape.
( ) The train that the author of the passage talks about is the shinkansen.
( ) The author says that one reason to take a bullet train instead of flying is because the bullet train is often much cheaper.
( ) To help travelers decide between a bullet train and an airplane, it would be most helpful for the author to add information about how many seats each one has.

Choose the alternative which presents the correct sequence, from top to bottom.

ID: 1023927•
Inglês•
Interpretação de texto Reading comprehension•
FEPESE•
Prefeitura de São José SC•
Inglês•
2024

Text 1

Structure of education in Singapore

The complete control and management of Singapore’s education is in the hands of the Ministry of Education (MOE). With continuous endeavour from MOE, today Singapore can be considered to have a strong and well-reputed education system. As per recent study Singapore is ranked fourth in terms of World’s Best Education System.

The preschools are run by the private sector, including religious bodies, community foundations, business groups, etc. However, every preschool need to register itself with the Singapore Ministry of Education before being functional.

After completion of 6 years of primary education, students have to appear for a Primary School Leaving Exam (PSLE). All those students who passed the exam are admitted in a secondary level course, which is usually completed in 4-5 years. It is similar to attending seventh grade through tenth grade in the American education system.

After completion of the secondary education, the students need to appear in Singaporean GCE ‘O’ Level exam. Based on the merit in that exam, students proceed to pre-university education, which is similar to attending eleventh grade and twelfth grade as per the American education system. At this level students can opt for a wide range of subjects from varied academic areas covering Humanities, Arts and Languages, Sciences and Mathematics streams.

www.singaporeeducation.info/Education-System/ Structure-of-Education

According to the information on text 1, the GCE ‘O’ Level exam is important after completion the secondary school because:

ID: 1016515•
Inglês•
Interpretação de texto Reading comprehension•
CESPE CEBRASPE•
EMBRAPA•
Pesquisador•
2025

In the 20th century, we made tremendous advances in discovering fundamental principles in different scientific disciplines that created major breakthroughs in management and technology for agricultural systems, mostly by empirical means. However, as we enter the 21st century, agricultural research has more difficult and complex problems to solve.

The environmental consciousness of the general public is requiring us to modify farm management to protect water, air, and soil quality, while staying economically profitable. At the same time, market-based global competition in agricultural products is challenging economic viability of the traditional agricultural systems, and requires the development of new and dynamic production systems. Fortunately, the new electronic technologies can provide us a vast amount of real-time information about crop conditions and near-term weather via remote sensing by satellites or ground-based instruments and the Internet, that can be utilized to develop a whole new level of management. However, we need the means to capture and make sense of this vast amount of site-specific data.

Our customers, the agricultural producers, are asking for a quicker transfer of research results in an integrated usable form for site-specific management. Such a request can only be met with system models, because system models are indeed the integration and quantification of current knowledge based on fundamental principles and laws. Models enhance understanding of data taken under certain conditions and help extrapolate their applications to other conditions and locations.


Lajpat R. Ahuja; Liwang Ma; Terry A. Howell. Whole System Integration and Modeling — Essential to Agricultural Science and Technology in the 21st Century. In: Lajpat R. Ahuja; Liwang Ma; Terry A. Howell (eds.) Agricultural system models in field research and technology transfer. Boca Raton, CRC Press LLC, 2002 (adapted).

Considering the text presented above, judge the following items.

The text focuses on showing how the advances made in the 20th century were essential to the development of the notion of agricultural systems.

ID: 1021669•
Inglês•
Interpretação de texto Reading comprehension•
AMEOSC•
Prefeitura de Princesa SC•
Professor de Inglês•
2024

O texto seguinte servirá de base para responder às questões de 1 a 9.

Valdivia Figurines and the appeal of 'the oldest'

(1º§) The logo for the Ecuadorian Ministry of Culture website is about my favourite thing of the afternoon which is saying a lot since I spent much of the day reading about giant Olmec heads. Three Valdivia Figurines in the colours of the Ecuadorian flag? I am sold! Golly, I love Valdivia figurines for all the right and all the wrong reasons.

(2º§) There are two things that can easily be said about Valdivia figurines: they are VERY Ecuadorian and they are VERY looted. The first explains why they appear prominently on the Ministry of Culture website (and on stencilled graffiti around Quito circa 2007). Ancient Ecuador has played second fiddle to Ancient Peru since the early days of archaeology. The Valdivia culture, however, represents something that Peru doesn't have, 'the oldest'. Everyone loves 'the oldest', national pride, etc. etc.

(3º§) Who else loves 'the oldest'? Collectors and Museums. If the Valdivia pottery sequence is the oldest in the new world, collectors want a slice of that pie. Heck, even better than some junky pottery, the Valdivia made interesting figurines: lovely ladies that look good on stark black backgrounds in auction catalogues. They are part of 'the oldest' yet they also look good.

(4º§) Valdivia sites are famously looted and Valdivia figurines are famously faked. A few years back I started doing some initial work into looting in Ecuador (which led to fieldwork in Quito and the cloud forest that didn't really go anywhere as of yet) and I, like anyone else going down that road, came across Bruhns and Hammond's 1983 Journal of Field Archaeology piece 'A Visit to Valdivia'. Knowing nothing at all about Ecuador at the time, I had never heard of Valdivia, a wonder since the only Ecuadorian archaeology books that Cambridge owns are a few by the late Betty Meggars and Emilio Estrada from the 1950s and 1960s which link uber-ancient Ecuador to Jomon Period Japan (yeah...I know). As Bruhns and Hammond relate, Meggars detected faking at Valdivia immediately after the start of her excavations: practical jokers who discovered a market for their copies. As the market for the pieces grew, the presumed fakes get more and more elaborate and fanciful...and Valdivia sites were just looted to pieces.

(5º§) So really with Valdivia we are left with a situation where we don't know what is real. It is directly comparable to the Cycladic Figurine problem: the corpus is mostly looted, it contains tons of forms not found in the limited archaeological excavations that have been conducted, and we intellectual consumers of artefacts don't know what to believe. To me Valdivia figurines are the perfect looting Catch 22: they warrant study so that the interested public can learn about 'the oldest', but they can't be studied because collectors wanted 'the oldest' so sites were looted and buckets of fakes were produced.

(6º§) In 2007 I bought a fake Valdivia figurine in Otavalo which now stands in a Spondylus shell on my counter and watches me cook. The fella selling it to me told me it was real. I knew it wasn't but made to put it back saying something along the lines that law breaking makes me sick. He quickly agreed that it wasn't real and cut his asking price by a ton. Que Sera. Three cheers, Ecuadorian Ministry of Culture, your logo is the best.

https://www.anonymousswisscollector.com/2012/09/valdivia-figurines-a

nd-appeal-of-oldest.html

Which of the following best summarizes the author's attitude towards Valdivia figurines?

ID: 1079530•
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)

No trecho do primeiro parágrafo – Security means not only to be free from actual risks, but also to be able to enjoy the feeling of security. – a expressão not only …but also indica

ID: 1025004•
Inglês•
Interpretação de texto Reading comprehension•
FUVEST•
USP•
Especialista em Cooperacao e Extensao Universitaria•
2024

Collaborative education programs can offer student recruitment opportunities, increase Indiana University’s visibility in other countries and with international institutions of higher education, and foster faculty research collaboration. Academic units at Indiana University (IU) may consider any of the following to diversify their international engagements.

Academic units may structure opportunities for students at international institutions of higher education to earn a degree at Indiana University.

Dual and joint degrees pose reputational risks to IU and, therefore, must be carefully considered. Such degrees are approved only with primary partners of IU or with leading peer institutions that have parallel strengths in a particular field of study. These programs involve a two-way flow of students, meaning that they are open to students from both IU and the partnering institution, and require substantial collaboration between faculty members. Joint degrees involve collaboration by an IU academic unit and a partner institution to offer a degree program that neither would have the resources to offer without combining expertise and instruction; upon completion of a joint degree program, both institutions' names appear on the diploma. Joint degrees are considered new degrees and must be approved by the Board of Trustees. Because of their complexity and the time commitment required for their development and approval, joint degrees are rarely considered by IU academic units.

Cooperative education programs, or facilitated transfer programs, are designed to make the transfer process easier for international students who are interested in earning a degree at Indiana University. A student's home institution, at its discretion, may accept the credits that the student earns at IU and confer a separate degree. These programs may be done with existing partners of IU or in affiliation with a nonpartner institution.


https://global.iu.edu/partnerships/types.html. Acesso em: 21/02/2024. Adaptado.
O texto menciona potenciais riscos de reputação associados aos programas de dupla titulação e titulação conjunta, levando a Universidade de Indiana a considerar

ID: 1018093•
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.
Industrial and governmental organizations are working to match the speed of cybercrime development.

ID: 1021679•
Inglês•
Interpretação de texto Reading comprehension•
Avança SP•
Prefeitura de Juquitiba SP•
Professor de Educação Básica I•
2024

Read the excerpt to answer questions 26 to 28.

It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going direct the other way - in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

― Charles Dickens

Which of the following elements is NOT part of the contrasting pairs mentioned in the quote?

ID: 1018096•
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.
The device was projected to aid those who have lost their sense of taste in recovering it.

ID: 1018098•
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.
The text states that, even though they have tried, the creators of e-Taste could not emulate the experience of eating lunch.
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