Questões de Concurso Comentadas sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 8.692 questões

Q2382861 Inglês

Text 19A4-II 


        Photo exhibitions are great opportunities for excited and ambitious photographers to showcase their work beyond just the safety of their friends and family. They’re also a stellar opportunity to develop a thicker skin, as your work will be subject to critique, but that’s all part of the territory that comes with getting more exposure as a photographer, which is what all artists should strive for. Beyond that, they’re a great way to advertise yourself as a photographer, both your talents and your availability. Think of it almost as the artist’s equivalent to having a booth at a trade show when you’re selling a product. 


        First-timers to an exhibition will likely find themselves a bit unsure of what to do and somewhat nervous. Here’s a series of surefire tips to make any exhibition a success. Before you do anything else, it’s imperative that you make up your mind about what you’ll be showcasing at your exhibition. You only have two choices, when you think about it: brand-new work that you’ll shoot especially for the exhibition or archival stuff that you’ll just pull out for the exhibition. Also, being creative when finding the exhibition location is as important as the showcase itself. 



Internet: <https://contrastly.com> (adapted). 

In text 19A4-II, the word “likely” (first sentence of the second paragraph) conveys the idea of 
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Q2382860 Inglês

Text 19A4-I 


        It is a universal fact that cinema is a visual medium. Films have the power to overwhelm our senses as well as our minds, subjecting us to a variety of experiences that can range from the sublime to the devastating. Colours play a crucial role in this interesting phenomenon, forming an integral part of the composition of each frame and dictating how the viewer perceives the spectacle on the screen. Apart from the cinematic medium, colours have always been a part of our experience and how we make sense of the vastly nuanced world around us. Although science has definitively explained what colours are in terms of light, they have always mystified artists and philosophers like Arthur Schopenhauer and Ludwig Wittgenstein, who tried to understand their importance in anthropological frameworks. 


        More notably, the famous German poet and artist Johann Wolfgang von Goethe published a seminal exploration of colours in his 1810 work Theory of Colours. In it, he examined how each colour corresponds to various psychological states in the minds of human beings. He wrote, “Light and darkness, brightness and obscurity, or if a more general expression is preferred, light and its absence, are necessary to the production of colour… Colour itself is a degree of darkness.” Goethe’s theories might seem baselessly romantic in the 21st century but the underlying ideas have been implemented by filmmakers and cinematographers to curate the voyeuristic experiences of their audiences. Famed cinematographer Vittorio Storaro has based his artistic vision on Goethe’s work, insisting that colours do have a direct connection to the mind of the viewer. 



Internet: <https://faroutmagazine.co.uk> (adapted).

Maintaining the original meaning of text 19A4-I, the excerpt “Vittorio Storaro has based his artistic vision on Goethe’s work”, in the last sentence of the last paragraph, can be correctly rephrased as 
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Q2382859 Inglês

Text 19A4-I 


        It is a universal fact that cinema is a visual medium. Films have the power to overwhelm our senses as well as our minds, subjecting us to a variety of experiences that can range from the sublime to the devastating. Colours play a crucial role in this interesting phenomenon, forming an integral part of the composition of each frame and dictating how the viewer perceives the spectacle on the screen. Apart from the cinematic medium, colours have always been a part of our experience and how we make sense of the vastly nuanced world around us. Although science has definitively explained what colours are in terms of light, they have always mystified artists and philosophers like Arthur Schopenhauer and Ludwig Wittgenstein, who tried to understand their importance in anthropological frameworks. 


        More notably, the famous German poet and artist Johann Wolfgang von Goethe published a seminal exploration of colours in his 1810 work Theory of Colours. In it, he examined how each colour corresponds to various psychological states in the minds of human beings. He wrote, “Light and darkness, brightness and obscurity, or if a more general expression is preferred, light and its absence, are necessary to the production of colour… Colour itself is a degree of darkness.” Goethe’s theories might seem baselessly romantic in the 21st century but the underlying ideas have been implemented by filmmakers and cinematographers to curate the voyeuristic experiences of their audiences. Famed cinematographer Vittorio Storaro has based his artistic vision on Goethe’s work, insisting that colours do have a direct connection to the mind of the viewer. 



Internet: <https://faroutmagazine.co.uk> (adapted).

Based on text 19A4-I, choose the option that correctly presents Goethe’s description of the relationship between light, darkness, and colour. 
Alternativas
Q2382858 Inglês

Text 19A4-I 


        It is a universal fact that cinema is a visual medium. Films have the power to overwhelm our senses as well as our minds, subjecting us to a variety of experiences that can range from the sublime to the devastating. Colours play a crucial role in this interesting phenomenon, forming an integral part of the composition of each frame and dictating how the viewer perceives the spectacle on the screen. Apart from the cinematic medium, colours have always been a part of our experience and how we make sense of the vastly nuanced world around us. Although science has definitively explained what colours are in terms of light, they have always mystified artists and philosophers like Arthur Schopenhauer and Ludwig Wittgenstein, who tried to understand their importance in anthropological frameworks. 


        More notably, the famous German poet and artist Johann Wolfgang von Goethe published a seminal exploration of colours in his 1810 work Theory of Colours. In it, he examined how each colour corresponds to various psychological states in the minds of human beings. He wrote, “Light and darkness, brightness and obscurity, or if a more general expression is preferred, light and its absence, are necessary to the production of colour… Colour itself is a degree of darkness.” Goethe’s theories might seem baselessly romantic in the 21st century but the underlying ideas have been implemented by filmmakers and cinematographers to curate the voyeuristic experiences of their audiences. Famed cinematographer Vittorio Storaro has based his artistic vision on Goethe’s work, insisting that colours do have a direct connection to the mind of the viewer. 



Internet: <https://faroutmagazine.co.uk> (adapted).

According to text 19A4-I, filmmakers and cinematographers implement Johann Wolfgang von Goethe’s theories on colours 
Alternativas
Q2380309 Inglês
Text I

How good is the U.S. economy? It’s beating pre-pandemic predictions.









Available at: https://www.washingtonpost.com/opinions/
2023/12/08/jobs-report-economy-beats-pandemic
predictions/. Retrieved on: Dec. 12, 2023. Adapted.
In the sentence “Maybe it’s human nature for people to view better jobs or pay as things they’ve earned, while a painful price increase is something inflicted upon them — even if both are, to some extent, two sides of the same coin.” (Text I, paragraph 7), the word both refers to  
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Q2380306 Inglês
Text I

How good is the U.S. economy? It’s beating pre-pandemic predictions.









Available at: https://www.washingtonpost.com/opinions/
2023/12/08/jobs-report-economy-beats-pandemic
predictions/. Retrieved on: Dec. 12, 2023. Adapted.
In Text I, in paragraph 4, one of the questions is “why did well-regarded professional forecasters underestimate the strength of the economy?”.
The expression well-regarded professional forecasters can be rewritten, with no change in meaning, as
Alternativas
Q2380305 Inglês
Text I

How good is the U.S. economy? It’s beating pre-pandemic predictions.









Available at: https://www.washingtonpost.com/opinions/
2023/12/08/jobs-report-economy-beats-pandemic
predictions/. Retrieved on: Dec. 12, 2023. Adapted.
According to Text I, 
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Q2372855 Inglês
In the image below, the source of humor is built on the usage of English, as well as on its lexical wealth because.

                                                      Imagem associada para resolução da questão
                                                                 (Disponible in: https://br.pinterest.com)
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Q2372854 Inglês

Analyse the set of sentences to indicate the option that does NOT fit them. 



1. Not only did they arrive late but they talked throughout the film.


2. Rarely do we find such talent.


3. Never have I been so happy to see someone.


4. Barely had she got back in bed when her alarm went off.


5. Seldom has she taken a day off work.


6. No sooner had the game started than the captain was taken ill.


7. Only later did they discover they hadn't been told the truth.


8. Under no circumstances should children travel without an adult


9. Little do people realise how hard it is to be a chef.


10. In no way did we agree to this.

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Q2372851 Inglês

Read the text to answer question.


The nature of “Language Input” for Language Acquisition


   “INPUT” is a vital concept within language acquisition, especially within second language acquisition. Theoretical models in research on language acquisition typically require the explanation of how INPUT is treated by the learners and the impact on language acquisition.The presence of INPUT, however, does not guarantee acquisition. This is generally understood. Watching 20 hours of Korean drama does not necessarily lead to acquisition of Korean – if that worked, we would have loads of proficient Korean speakers around the world now. Notwithstanding that, we also understand that the absence of target language INPUT also implies no language acquisition will take place for the target language. This should also be easily understood. It cannot be the case that a person who has never listened to a word of Yiddish, to be able to speak Yiddish suddenly.

   There are various theories on the psycholinguistic processes of how INPUT generates acquisition. Nevertheless, most scholars agree that INPUT needs to be converted to “INTAKE” before acquisition can take place. Using the analogy of the Korean drama earlier, we may also have heard of examples of learners who seemed to have acquire new understanding and able to use Korean at a slightly different level after watching numerous Korean dramas. Yet, the same experience does not always hold for all others. In that sense, for those who have improved or level up, INPUT has become INTAKE in their minds.

   Technically speaking, INPUT is akin to data (in fact, some scholars define input as primary linguistic data) available in the environment that the learner has opportunity of access, and intake refers to the data that the learner actually takes in and process. Just as in data science where processed raw data then becomes useful information, LANGUAGE INPUT that is processed can then become information for acquisition – the psychological region where “new information is matched against prior knowledge” (Gass, 1997:5), enabling the learner to confirm/reject any previous hypothesis or form new hypothesis about the target language. Note that this can be implicit and is unknown to the learner.

   The key question then is: What types of LANGUAGE INPUT can then have a higher opportunity of becoming INTAKE? This is one question of inquiry that research has yet to provide very conclusive answers, although there are many influencing factors. As such, the various types of LANGUAGE INPUT to be discussed contribute in different manners to acquisition. We should take note of these types to construct relevant languaging experiences for our learners.


(Disponible in: https://www.languageeducatorsassemble.com/types-of-language-input. Adapted.)

Having text content as foundation, analyse the assertives to mark the chosen item.

I. INPUT is basic linguistic information affordable in the ambience that the learner has the chance of accessing.
II. Several instances of INTAKE are instrumental in different ways to foster language acquisition.
III. INPUT may come through languaging in the daily lives of the learners, where the target language is used for all sort of purposes beyond education. 

Alternativas
Q2372850 Inglês
Read the text carefully to answer:

Imagem associada para resolução da questão
                        (Disponible in: https://mortalreader.wordpress.com/2016/09/17/milk-and-honey-rupi-kaur)


When Rupi Kaur emigrated to Canada from Punjab, India, she was four. On Instagram, 2009, she started writing and performing poetry and became a worldwide success. Regarding text content, her poem’s core idea is:
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Q2372847 Inglês


Read and analyse this set of procedural phases of instruction.


1. Presentation of a brief dialogue or several mini-dialogues.

2. Oral practice of each utterance in the dialogue.

3. Questions and answers based on the topic and situation in the dialogue.

4. Questions and answers related to the student's personal experience but centered on the theme of the dialogue.

5. Study of the basic communicative expressions used in the dialogue or one of the structures that exemplify the function.

6. Learner discovery of generalizations or rules underlying the functional ex pression of structure.

7. Oral recognition, interpretative procedures.

8. Oral production activities, proceeding from guided to freer communication. 
According to the procedural phases/steps of instruction introduced and handled above, it is illustrated what we call:
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Q2372846 Inglês
The proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. The following are some of the major distinctive features of the Communicative Approach, EXCEPT:

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Ano: 2024 Banca: CESPE / CEBRASPE Órgão: INPI Provas: CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A3 – Gestão E Suporte – Formação: Contabilidade Ou Ciências Contábeis | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A4 – Gestão E Suporte – Formação: Economia Ou Ciências Econômicas | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A1 – Gestão E Suporte – Formação: Administração | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A2 – Gestão E Suporte – Formação: Direito | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A5 – Gestão E Suporte – Formação: Engenharia Civil | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A6 – Gestão E Suporte – Formação: Engenharia Elétrica | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A7 – Gestão E Suporte – Formação: Arquitetura | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A8 – Gestão E Suporte – Formação: Psicologia | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P2- Bioquímica / Imunologia / Biologia Celular E Molecular / Biotecnologia / Microbiologia | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P1 - Biologia Celular E Molecular / Bioquímica / Biotecnologia / Enzimologia / Microbiologia / Imunologia / Bioinformática | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P5 – Instrumentos E Processos De Medição De Grandezas Físicas, Químicas E Biomédicas/Sensores E Biosensores/Aparelhos De Diagnóstico E Terapia/Biomecânica | CESPE / CEBRASPE - 2024 - INPI - Tecnologista em propriedade industrial – área: t1 – formação: qualquer área de formação. | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P3 - Redes De Comunicação Sem Fio / Sistemas De Comunicações Móveis / Sistemas E Redes De Comunicação Digital / Protocolos De Comunicação | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P4 – Processamento De Sinais/Processamento De Dados De Imagem, Áudio Ou Voz/Codificação, Compressão E Decodificação De Imagem, Áudio E Voz/Reconhecimento De Padrões |
Q2370839 Inglês

        Using your phone while on the toilet poses significant health risks, as warned by an expert, Dr. Sethi. Despite being a common habit, mindlessly scrolling or using your phone in the bathroom can lead to severe consequences. Dr. Sethi, a Harvard-trained stomach doctor, highlights that this practice, particularly during bowel movements, causes extended sitting that strains the rectum and anus, potentially resulting in hemorrhoids, anal fissures, and rectal prolapse.


Furthermore, using phones in the bathroom makes them a breeding ground for bacteria, surpassing the hygiene levels of a public toilet seat. Dr. Sethi emphasizes the importance of avoiding phone usage while on the toilet or, if unavoidable, suggests disinfecting the phone afterward. Research spanning over a decade has consistently shown that phones harbor a significant amount of germs, including fecal matter.


Despite these health warnings, over 65% of adults take their phones into the bathroom, with Spain having the highest usage rates (nearly 80%) and Germany the lowest (just under 55%). Interestingly, younger age groups, particularly those aged 26-41 and 18-25, are most likely to engage in this unhygienic behavior. Apart from health concerns, there’s the practical risk of dropping the phone into the toilet, with a fifth of respondents in the United States admitting to this mishap.


Internet: <www.mirror.co.uk> (adapted). 

Based on the previous text, judge the following item. 


Twenty per cent of the American respondents admitted that they have already dropped the phone into the toilet. 

Alternativas
Ano: 2024 Banca: CESPE / CEBRASPE Órgão: INPI Provas: CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A3 – Gestão E Suporte – Formação: Contabilidade Ou Ciências Contábeis | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A4 – Gestão E Suporte – Formação: Economia Ou Ciências Econômicas | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A1 – Gestão E Suporte – Formação: Administração | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A2 – Gestão E Suporte – Formação: Direito | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A5 – Gestão E Suporte – Formação: Engenharia Civil | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A6 – Gestão E Suporte – Formação: Engenharia Elétrica | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A7 – Gestão E Suporte – Formação: Arquitetura | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A8 – Gestão E Suporte – Formação: Psicologia | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P2- Bioquímica / Imunologia / Biologia Celular E Molecular / Biotecnologia / Microbiologia | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P1 - Biologia Celular E Molecular / Bioquímica / Biotecnologia / Enzimologia / Microbiologia / Imunologia / Bioinformática | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P5 – Instrumentos E Processos De Medição De Grandezas Físicas, Químicas E Biomédicas/Sensores E Biosensores/Aparelhos De Diagnóstico E Terapia/Biomecânica | CESPE / CEBRASPE - 2024 - INPI - Tecnologista em propriedade industrial – área: t1 – formação: qualquer área de formação. | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P3 - Redes De Comunicação Sem Fio / Sistemas De Comunicações Móveis / Sistemas E Redes De Comunicação Digital / Protocolos De Comunicação | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P4 – Processamento De Sinais/Processamento De Dados De Imagem, Áudio Ou Voz/Codificação, Compressão E Decodificação De Imagem, Áudio E Voz/Reconhecimento De Padrões |
Q2370836 Inglês

        Using your phone while on the toilet poses significant health risks, as warned by an expert, Dr. Sethi. Despite being a common habit, mindlessly scrolling or using your phone in the bathroom can lead to severe consequences. Dr. Sethi, a Harvard-trained stomach doctor, highlights that this practice, particularly during bowel movements, causes extended sitting that strains the rectum and anus, potentially resulting in hemorrhoids, anal fissures, and rectal prolapse.


Furthermore, using phones in the bathroom makes them a breeding ground for bacteria, surpassing the hygiene levels of a public toilet seat. Dr. Sethi emphasizes the importance of avoiding phone usage while on the toilet or, if unavoidable, suggests disinfecting the phone afterward. Research spanning over a decade has consistently shown that phones harbor a significant amount of germs, including fecal matter.


Despite these health warnings, over 65% of adults take their phones into the bathroom, with Spain having the highest usage rates (nearly 80%) and Germany the lowest (just under 55%). Interestingly, younger age groups, particularly those aged 26-41 and 18-25, are most likely to engage in this unhygienic behavior. Apart from health concerns, there’s the practical risk of dropping the phone into the toilet, with a fifth of respondents in the United States admitting to this mishap.


Internet: <www.mirror.co.uk> (adapted). 

Based on the previous text, judge the following item. 


Although it is a usual habit to scroll one’s phone while in the bathroom, it poses minor risks to someone’s health. 

Alternativas
Ano: 2024 Banca: CESPE / CEBRASPE Órgão: INPI Provas: CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A3 – Gestão E Suporte – Formação: Contabilidade Ou Ciências Contábeis | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A4 – Gestão E Suporte – Formação: Economia Ou Ciências Econômicas | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A1 – Gestão E Suporte – Formação: Administração | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A2 – Gestão E Suporte – Formação: Direito | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A5 – Gestão E Suporte – Formação: Engenharia Civil | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A6 – Gestão E Suporte – Formação: Engenharia Elétrica | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A7 – Gestão E Suporte – Formação: Arquitetura | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A8 – Gestão E Suporte – Formação: Psicologia | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P2- Bioquímica / Imunologia / Biologia Celular E Molecular / Biotecnologia / Microbiologia | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P1 - Biologia Celular E Molecular / Bioquímica / Biotecnologia / Enzimologia / Microbiologia / Imunologia / Bioinformática | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P5 – Instrumentos E Processos De Medição De Grandezas Físicas, Químicas E Biomédicas/Sensores E Biosensores/Aparelhos De Diagnóstico E Terapia/Biomecânica | CESPE / CEBRASPE - 2024 - INPI - Tecnologista em propriedade industrial – área: t1 – formação: qualquer área de formação. | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P3 - Redes De Comunicação Sem Fio / Sistemas De Comunicações Móveis / Sistemas E Redes De Comunicação Digital / Protocolos De Comunicação | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P4 – Processamento De Sinais/Processamento De Dados De Imagem, Áudio Ou Voz/Codificação, Compressão E Decodificação De Imagem, Áudio E Voz/Reconhecimento De Padrões |
Q2370832 Inglês

Does Snoozing Your Alarm Really Increase Sleepiness?


        Snoozing the alarm doesn’t necessarily mean you’ll feel groggy the rest of the day. But it’s important to get as much sleep as you can. Getting up early in the morning is no easy task for plenty of people. That’s why alarms are important — they ensure that you wake up at your desired time. However, nobody can deny how tempting it is to try and squeeze in a few more minutes of sleep.


        According to a survey, about 57 percent of people snooze in the morning, which is defined as needing multiple alarms to wake up. If you set a single alarm and snooze it repeatedly or set several alarms at regular intervals until the time you absolutely need to get up, you are a snoozer. Waking up on the first alarm is commonly recommended, but does it really make a difference if you are woken up by one alarm compared to several ones? In a recent sleep study, researchers examine how snoozing affects an individual’s health and sleep.


        According to the study, people snooze for a variety of reasons. Most of the participants said that they just can’t get up with only the first alarm. Some say they snooze because they feel comfortable in bed, while others do it because they feel less tired when they do get up. A researcher said that snoozing might be a sign that people are waking up because of important scheduled activities — like school or work — rather than because they have adequately rested.


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

According to the preceding text, judge the following item. 


People who snooze the alarm feel tired and dizzy the rest of the day because they didn’t get enough sleep. 

Alternativas
Ano: 2024 Banca: CESPE / CEBRASPE Órgão: INPI Provas: CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A3 – Gestão E Suporte – Formação: Contabilidade Ou Ciências Contábeis | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A4 – Gestão E Suporte – Formação: Economia Ou Ciências Econômicas | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A1 – Gestão E Suporte – Formação: Administração | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A2 – Gestão E Suporte – Formação: Direito | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A5 – Gestão E Suporte – Formação: Engenharia Civil | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A6 – Gestão E Suporte – Formação: Engenharia Elétrica | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A7 – Gestão E Suporte – Formação: Arquitetura | CESPE / CEBRASPE - 2024 - INPI - Analista De Planejamento, Gestão E Infraestrutura Em Propriedade Industrial – Área: A8 – Gestão E Suporte – Formação: Psicologia | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P2- Bioquímica / Imunologia / Biologia Celular E Molecular / Biotecnologia / Microbiologia | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P1 - Biologia Celular E Molecular / Bioquímica / Biotecnologia / Enzimologia / Microbiologia / Imunologia / Bioinformática | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P5 – Instrumentos E Processos De Medição De Grandezas Físicas, Químicas E Biomédicas/Sensores E Biosensores/Aparelhos De Diagnóstico E Terapia/Biomecânica | CESPE / CEBRASPE - 2024 - INPI - Tecnologista em propriedade industrial – área: t1 – formação: qualquer área de formação. | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P3 - Redes De Comunicação Sem Fio / Sistemas De Comunicações Móveis / Sistemas E Redes De Comunicação Digital / Protocolos De Comunicação | CESPE / CEBRASPE - 2024 - INPI - Pesquisador Em Propriedade Industrial – Área: P4 – Processamento De Sinais/Processamento De Dados De Imagem, Áudio Ou Voz/Codificação, Compressão E Decodificação De Imagem, Áudio E Voz/Reconhecimento De Padrões |
Q2370831 Inglês

Does Snoozing Your Alarm Really Increase Sleepiness?


        Snoozing the alarm doesn’t necessarily mean you’ll feel groggy the rest of the day. But it’s important to get as much sleep as you can. Getting up early in the morning is no easy task for plenty of people. That’s why alarms are important — they ensure that you wake up at your desired time. However, nobody can deny how tempting it is to try and squeeze in a few more minutes of sleep.


        According to a survey, about 57 percent of people snooze in the morning, which is defined as needing multiple alarms to wake up. If you set a single alarm and snooze it repeatedly or set several alarms at regular intervals until the time you absolutely need to get up, you are a snoozer. Waking up on the first alarm is commonly recommended, but does it really make a difference if you are woken up by one alarm compared to several ones? In a recent sleep study, researchers examine how snoozing affects an individual’s health and sleep.


        According to the study, people snooze for a variety of reasons. Most of the participants said that they just can’t get up with only the first alarm. Some say they snooze because they feel comfortable in bed, while others do it because they feel less tired when they do get up. A researcher said that snoozing might be a sign that people are waking up because of important scheduled activities — like school or work — rather than because they have adequately rested.


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

According to the preceding text, judge the following item. 


For a lot of people, getting up early in the morning is considered to be a hard task. 

Alternativas
Q2367209 Inglês
Text 9A2-II


     As I was driving, the snow had started falling in earnest. The light was flat, although it was midmorning, making it almost impossible to distinguish the highway. I turned on the radio to help me concentrate on the road ahead; the announcer was talking about the snow. “The state Highway department advises motorists to use extreme caution and to drive with their headlights on to ensure maximum visibility.” He went on. “The state highway supervisor just called to say that one of the plows almost hit a car because the person driving hadn’t turned on his ligths.” I checked, almost reflexively, to be sure that my headlights were on.

      How can information serve those who hear or read it in making sense of their own worlds? How can it enable them to reason about what they do and to take appropriate actions based on that reasoning? My experience with the radio illustrates two different ways of providing the same message: the need to use your headlights when you drive in heavy snow. The first offers dispassionate information; the second tells the same content in a personal, compelling story. The first disguises its point of view; the second explicitly grounds the general information in a particular time and place. Each means of giving information has its role, but I believe the second is ultimately more useful in helping people make sense of what they are doing. When I heard the story about the plow, I made sure my headlights were on.

      In what is written about teaching, it is rare to find accounts in which the author’s experience and point of view are central. A point of view is not simply an opinion; neither is it a whimsical or impressionistic claim. Rather, a point of view lays out what the author thinks and why. The problem is that much of what is available in professional development in languageteacher education concentrates on telling rather than on point of view. The telling is prescriptive, like the radio announcer’s first statement. It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do. But this telling disguises the teller; it hides the point of view that can enable you to make sense of what is told.


Donald Freeman. Series Editor’s preface. In: P. R. Moran. Teaching culture: perspectives in practice. Boston (MA): Heinle, 2001 (adapted). 
Choose the option that presents a correct rewriting of the sentence “It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do” (sixth sentence of the last paragraph of text 9A2-II), maintaining the original meaning and grammar correctness. 
Alternativas
Q2367207 Inglês
Text 9A2-II


     As I was driving, the snow had started falling in earnest. The light was flat, although it was midmorning, making it almost impossible to distinguish the highway. I turned on the radio to help me concentrate on the road ahead; the announcer was talking about the snow. “The state Highway department advises motorists to use extreme caution and to drive with their headlights on to ensure maximum visibility.” He went on. “The state highway supervisor just called to say that one of the plows almost hit a car because the person driving hadn’t turned on his ligths.” I checked, almost reflexively, to be sure that my headlights were on.

      How can information serve those who hear or read it in making sense of their own worlds? How can it enable them to reason about what they do and to take appropriate actions based on that reasoning? My experience with the radio illustrates two different ways of providing the same message: the need to use your headlights when you drive in heavy snow. The first offers dispassionate information; the second tells the same content in a personal, compelling story. The first disguises its point of view; the second explicitly grounds the general information in a particular time and place. Each means of giving information has its role, but I believe the second is ultimately more useful in helping people make sense of what they are doing. When I heard the story about the plow, I made sure my headlights were on.

      In what is written about teaching, it is rare to find accounts in which the author’s experience and point of view are central. A point of view is not simply an opinion; neither is it a whimsical or impressionistic claim. Rather, a point of view lays out what the author thinks and why. The problem is that much of what is available in professional development in languageteacher education concentrates on telling rather than on point of view. The telling is prescriptive, like the radio announcer’s first statement. It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do. But this telling disguises the teller; it hides the point of view that can enable you to make sense of what is told.


Donald Freeman. Series Editor’s preface. In: P. R. Moran. Teaching culture: perspectives in practice. Boston (MA): Heinle, 2001 (adapted). 
Choose the option that presents a conclusion which can be correctly drawn from the story reported by the announcer in the fragment ‘one of the plows almost hit a car because the person driving hadn’t turned on his ligths’ (sixth sentence of the first paragraph of text 9A2-II).
Alternativas
Q2367206 Inglês
Text 9A2-II


     As I was driving, the snow had started falling in earnest. The light was flat, although it was midmorning, making it almost impossible to distinguish the highway. I turned on the radio to help me concentrate on the road ahead; the announcer was talking about the snow. “The state Highway department advises motorists to use extreme caution and to drive with their headlights on to ensure maximum visibility.” He went on. “The state highway supervisor just called to say that one of the plows almost hit a car because the person driving hadn’t turned on his ligths.” I checked, almost reflexively, to be sure that my headlights were on.

      How can information serve those who hear or read it in making sense of their own worlds? How can it enable them to reason about what they do and to take appropriate actions based on that reasoning? My experience with the radio illustrates two different ways of providing the same message: the need to use your headlights when you drive in heavy snow. The first offers dispassionate information; the second tells the same content in a personal, compelling story. The first disguises its point of view; the second explicitly grounds the general information in a particular time and place. Each means of giving information has its role, but I believe the second is ultimately more useful in helping people make sense of what they are doing. When I heard the story about the plow, I made sure my headlights were on.

      In what is written about teaching, it is rare to find accounts in which the author’s experience and point of view are central. A point of view is not simply an opinion; neither is it a whimsical or impressionistic claim. Rather, a point of view lays out what the author thinks and why. The problem is that much of what is available in professional development in languageteacher education concentrates on telling rather than on point of view. The telling is prescriptive, like the radio announcer’s first statement. It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do. But this telling disguises the teller; it hides the point of view that can enable you to make sense of what is told.


Donald Freeman. Series Editor’s preface. In: P. R. Moran. Teaching culture: perspectives in practice. Boston (MA): Heinle, 2001 (adapted). 
According to the author of text 9A2-II,
Alternativas
Respostas
2621: E
2622: B
2623: B
2624: D
2625: E
2626: A
2627: D
2628: A
2629: C
2630: C
2631: C
2632: C
2633: A
2634: C
2635: E
2636: E
2637: C
2638: C
2639: B
2640: D