Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.877 questões
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Paraí - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Paraí - RS - Professor de Inglês |
Q2443648
Inglês
Texto associado
Planes top 800 mph as near-record winds sweep high over Mid-Atlantic
(Available at: www.washingtonpost.com/weather/2024/02/18/record-jet-stream-winds-dc-flights/ – text
specially adapted for this test)
In which of the following excerpts from the text the structure in bold means “the
same”?
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Paraí - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Paraí - RS - Professor de Inglês |
Q2443645
Inglês
Texto associado
Planes top 800 mph as near-record winds sweep high over Mid-Atlantic
(Available at: www.washingtonpost.com/weather/2024/02/18/record-jet-stream-winds-dc-flights/ – text
specially adapted for this test)
Which of the following statements best describes the main topic of the article?
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
APEX Brasil
Provas:
CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Negócios Internacionais
|
CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Processos Contábeis |
Q2440838
Inglês
Texto associado
Text CB1A7
Whenever a global economic transformation takes place, a single city usually drives it forward. Ghent, in modern-day Belgium, was at the core of the burgeoning global wool trade in the 13th century. The first initial public offering took place in Amsterdam in 1602. London was the financial centre of the first wave of globalisation during the 19th century. Today the city is San Francisco.
California’s commercial capital has no serious rival in generative artificial intelligence (AI), a breakthrough technology that has caused a bull market in American stocks and which, many economists hope, will power a global productivity surge. Almost all big AI start-up companies are based in the Bay Area, which comprises the city of San Francisco and Silicon Valley (largely based in Santa Clara county, to the south). OpenAI is there, of course; so are Anthropic, Databricks and Scale AI. Tech giants, including Meta and Microsoft, are also spending big on AI in San Francisco. According to Brookings Metro, a think tank, last year San Francisco accounted for close to a tenth of generative AI job postings in America, more than any other city of the country. New York, with four times as many residents, was second.
Internet: <www.economist.com> (adapted).
In text CB1A7, the expression “California’s commercial capital” (in the beginning of the second paragraph) refers to
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
APEX Brasil
Provas:
CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Negócios Internacionais
|
CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Processos Contábeis |
Q2440836
Inglês
Texto associado
Text CB1A7
Whenever a global economic transformation takes place, a single city usually drives it forward. Ghent, in modern-day Belgium, was at the core of the burgeoning global wool trade in the 13th century. The first initial public offering took place in Amsterdam in 1602. London was the financial centre of the first wave of globalisation during the 19th century. Today the city is San Francisco.
California’s commercial capital has no serious rival in generative artificial intelligence (AI), a breakthrough technology that has caused a bull market in American stocks and which, many economists hope, will power a global productivity surge. Almost all big AI start-up companies are based in the Bay Area, which comprises the city of San Francisco and Silicon Valley (largely based in Santa Clara county, to the south). OpenAI is there, of course; so are Anthropic, Databricks and Scale AI. Tech giants, including Meta and Microsoft, are also spending big on AI in San Francisco. According to Brookings Metro, a think tank, last year San Francisco accounted for close to a tenth of generative AI job postings in America, more than any other city of the country. New York, with four times as many residents, was second.
Internet: <www.economist.com> (adapted).
In text CB1A7, the word “which”, in the first sentence of the second paragraph, refers back to
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Santo Augusto - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Santo Augusto - RS - Professor III - Língua Inglesa |
Q2439426
Inglês
Texto associado
Fire up your taste buds … it’s International Hot and Spicy Food Day!
(Available at: www.hillstreetgrocer.com – text especially adapted for this test).
Which topic below is NOT mentioned in the article as a suggestion on how to celebrate
the "Hot and Spicy Food Day"?
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Vila Maria - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Vila Maria - RS - Professor de Ensino Fundamental - Inglês |
Q2423362
Inglês
Texto associado
What is customer experience management?
(Available at: www.dynamics.microsoft.com/en-us/marketing/what-is-customer-experience-management-cxm/
– text specially adapted for this test).
Analyze the following statements about the article and mark T, if true, or F, if false.
( ) CXM and CRM are practically the same thing, except for the methods of analyzing customer behavior.
( ) CXM is capable of analyzing a high volume of data and then provide important information to help decision-making.
( ) Customers also benefit from companies using CXM because they have more satisfying experiences.
The correct order of filling the parentheses, from top to bottom, is:
( ) CXM and CRM are practically the same thing, except for the methods of analyzing customer behavior.
( ) CXM is capable of analyzing a high volume of data and then provide important information to help decision-making.
( ) Customers also benefit from companies using CXM because they have more satisfying experiences.
The correct order of filling the parentheses, from top to bottom, is:
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
CAPES
Provas:
CESPE / CEBRASPE - 2024 - CAPES - Analista em Ciência e Tecnologia
|
CESPE / CEBRASPE - 2024 - CAPES - Analista em Ciência e Tecnologia - Especialidade: Biblioteconomia |
CESPE / CEBRASPE - 2024 - CAPES - Analista em Ciência e Tecnologia - Especialidade: Informática |
Q2415251
Inglês
Texto associado
Back in October 2011, Stanford professors launched three
free online courses, open to the public. One by one, these courses
went massive, with enrollments topping 100.000 students each.
Soon the media was calling these courses MOOCs, short for
massive open online courses.
Since then, more than 1.200 universities around the world
have launched free online courses. In addition to the larger global
MOOC platforms, many national governments around the world
have launched their own country-specific MOOC platforms,
including India, Italy, Israel, Mexico and Thailand.
After a decade of popularization, in 2021, over
220 million students had signed up for at least one course on one
of these platforms, and 40 million did so in 2021 alone. MOOCs
and MOOC platforms are still growing, even after the crazy
“Year of the MOOC” prompted by the pandemic and travel
restrictions.
At Class Central, we try to catalog as many MOOCs as
possible, and our listing currently includes more than 150.000 of
them, from MOOC platforms and other online learning
platforms. But due to limited resources, we cannot index every
single one. If you’re looking for MOOCs from around the world,
this list is our best attempt to catalog all different MOOC
platforms that are out there.
Internet:<https://classcentral.coom> (adapted)
Keeping in mind the ideas expressed above and the linguistic aspects of the text, judge the following item.
The text can be described as an introduction to a definitive
list of countries that offer MOOCs.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
CAPES
Provas:
CESPE / CEBRASPE - 2024 - CAPES - Analista em Ciência e Tecnologia
|
CESPE / CEBRASPE - 2024 - CAPES - Analista em Ciência e Tecnologia - Especialidade: Biblioteconomia |
CESPE / CEBRASPE - 2024 - CAPES - Analista em Ciência e Tecnologia - Especialidade: Informática |
Q2415250
Inglês
Texto associado
Back in October 2011, Stanford professors launched three
free online courses, open to the public. One by one, these courses
went massive, with enrollments topping 100.000 students each.
Soon the media was calling these courses MOOCs, short for
massive open online courses.
Since then, more than 1.200 universities around the world
have launched free online courses. In addition to the larger global
MOOC platforms, many national governments around the world
have launched their own country-specific MOOC platforms,
including India, Italy, Israel, Mexico and Thailand.
After a decade of popularization, in 2021, over
220 million students had signed up for at least one course on one
of these platforms, and 40 million did so in 2021 alone. MOOCs
and MOOC platforms are still growing, even after the crazy
“Year of the MOOC” prompted by the pandemic and travel
restrictions.
At Class Central, we try to catalog as many MOOCs as
possible, and our listing currently includes more than 150.000 of
them, from MOOC platforms and other online learning
platforms. But due to limited resources, we cannot index every
single one. If you’re looking for MOOCs from around the world,
this list is our best attempt to catalog all different MOOC
platforms that are out there.
Internet:<https://classcentral.coom> (adapted)
Keeping in mind the ideas expressed above and the linguistic aspects of the text, judge the following item.
The verb “prompted” (in the second sentence of the third
paragraph) conveys the same idea as restrained.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
APEX Brasil
Prova:
CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Aquisições e Jurídico |
Q2407710
Inglês
Texto associado
Text CB1A7
Whenever a global economic transformation takes place, a single city usually drives it forward. Ghent, in modern-day Belgium, was at the core of the burgeoning global wool trade in the 13th century. The first initial public offering took place in Amsterdam in 1602. London was the financial centre of the first wave of globalisation during the 19th century. Today the city is San Francisco.
California’s commercial capital has no serious rival in generative artificial intelligence (AI), a breakthrough technology that has caused a bull market in American stocks and which, many economists hope, will power a global productivity surge. Almost all big AI start-up companies are based in the Bay Area, which comprises the city of San Francisco and Silicon Valley (largely based in Santa Clara county, to the south). OpenAI is there, of course; so are Anthropic, Databricks and Scale AI. Tech giants, including Meta and Microsoft, are also spending big on AI in San Francisco. According to Brookings Metro, a think tank, last year San Francisco accounted for close to a tenth of generative AI job postings in America, more than any other city of the country. New York, with four times as many residents, was second.
Internet: <www.economist.com> (adapted).
Based on the ideas conveyed in text CB1A7, choose the correct
option.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
APEX Brasil
Prova:
CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Aquisições e Jurídico |
Q2407708
Inglês
Texto associado
Text CB4A1
When parties to a private law dispute are based in
different countries, or the facts and issues giving rise to the
dispute cross national borders, questions of private international
law arise. In which country’s courts should the parties litigate
their dispute? Which country’s law should be applied to resolve
it? How can the judgment be enforced in another country?
Private international law is the body of domestic law that
supplies the rules used to determine these questions.
Problems of private international law are by no means a
recent phenomenon. The conditions that give rise to problems of
private international law date from at least the fourth century BC.
The problems are, however, becoming more difficult and
increasingly pervasive because modern technologies challenge
the territorial premise on which the existing rules of private
international law have been developed.
In this respect, the advent of the Internet in the late 1980s
has been a catalyst of socio-economic change that has posed
significant challenges for private international law. More recent
innovations, such as crypto-tokens and distributed ledgers, add
novel and arguably intractable problems to these existing
challenges.
The British Law Commission has a project that
particularly focuses on crypto-tokens, electronic bills of lading,
and electronic bills of exchange. This is because these assets are
prevalent in market practice, whilst also posing novel theoretical
challenges to the methods by which issues of private
international law have traditionally been resolved.
Internet: <lawcom.gov.uk> (adapted).
Based on the ideas conveyed in text CB4A1, choose the correct
option.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
APEX Brasil
Prova:
CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Aquisições e Jurídico |
Q2407707
Inglês
Texto associado
Text CB4A1
When parties to a private law dispute are based in
different countries, or the facts and issues giving rise to the
dispute cross national borders, questions of private international
law arise. In which country’s courts should the parties litigate
their dispute? Which country’s law should be applied to resolve
it? How can the judgment be enforced in another country?
Private international law is the body of domestic law that
supplies the rules used to determine these questions.
Problems of private international law are by no means a
recent phenomenon. The conditions that give rise to problems of
private international law date from at least the fourth century BC.
The problems are, however, becoming more difficult and
increasingly pervasive because modern technologies challenge
the territorial premise on which the existing rules of private
international law have been developed.
In this respect, the advent of the Internet in the late 1980s
has been a catalyst of socio-economic change that has posed
significant challenges for private international law. More recent
innovations, such as crypto-tokens and distributed ledgers, add
novel and arguably intractable problems to these existing
challenges.
The British Law Commission has a project that
particularly focuses on crypto-tokens, electronic bills of lading,
and electronic bills of exchange. This is because these assets are
prevalent in market practice, whilst also posing novel theoretical
challenges to the methods by which issues of private
international law have traditionally been resolved.
Internet: <lawcom.gov.uk> (adapted).
According to text CB4A1, the factor that most significantly
contributes to the increasing difficulty of resolving disputes
related to private international law is
Ano: 2024
Banca:
Instituto Darwin
Órgão:
Prefeitura de Santa Cruz do Capibaribe - PE
Prova:
Instituto Darwin - 2024 - Prefeitura de Santa Cruz do Capibaribe - PE - Professor Anos Finais do Ensino Fundamental - Inglês |
Q2402988
Inglês
Texto associado
Text
ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
What does the text does not mention as a potential consequence
of post-pandemic recession for ESL teachers?
Ano: 2024
Banca:
Instituto Darwin
Órgão:
Prefeitura de Santa Cruz do Capibaribe - PE
Prova:
Instituto Darwin - 2024 - Prefeitura de Santa Cruz do Capibaribe - PE - Professor Anos Finais do Ensino Fundamental - Inglês |
Q2402987
Inglês
Texto associado
Text
ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
What impact has the pandemic had on the availability of ESL
teachers in the USA?
Ano: 2024
Banca:
Instituto Darwin
Órgão:
Prefeitura de Santa Cruz do Capibaribe - PE
Prova:
Instituto Darwin - 2024 - Prefeitura de Santa Cruz do Capibaribe - PE - Professor Anos Finais do Ensino Fundamental - Inglês |
Q2402986
Inglês
Texto associado
Text
ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
What is one of the challenges mentioned in the text regarding ESL
learning in Western countries post-pandemic?
Ano: 2024
Banca:
Instituto Darwin
Órgão:
Prefeitura de Santa Cruz do Capibaribe - PE
Prova:
Instituto Darwin - 2024 - Prefeitura de Santa Cruz do Capibaribe - PE - Professor Anos Finais do Ensino Fundamental - Inglês |
Q2402985
Inglês
Texto associado
Text
ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
According to the information, why are 61% of ESL teacher
vacancies in the USA attributed to the COVID-19 pandemic?
Ano: 2024
Banca:
Instituto Darwin
Órgão:
Prefeitura de Santa Cruz do Capibaribe - PE
Prova:
Instituto Darwin - 2024 - Prefeitura de Santa Cruz do Capibaribe - PE - Professor Anos Finais do Ensino Fundamental - Inglês |
Q2402984
Inglês
Texto associado
Text
ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
What is the main topic of the text "ESL Teaching and PostPandemic: What Changed?", by Altiné Moumouni?
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
FINEP
Provas:
CESPE / CEBRASPE - 2024 - FINEP - Analista - Análise Estratégica em Ciência, Tecnologia e Inovação
|
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Infraestrutura |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Crédito, Finanças e Orçamento |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Jurídica |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Gestão Corporativa |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Software |
Q2394194
Inglês
Texto associado
Text CG1A2-II
The enormity of the global climate crisis is so vast that individual actions may seem meaningless: can installing LED lighting in my home or keeping my car tires inflated really help save the polar bears?
First coined by Portland, Oregon-based writer Emma Pattee, the climate shadow aims to paint a picture of the full sum of one’s choices — and the impact they have on the planet.
In an article she wrote in 2021, Pattee detailed her concept for measuring an individual’s impact: “Your climate shadow is a dark shape stretching out behind you. Everywhere you go, it goes too, tallying not just your air conditioning use and the gas mileage of your car, but also how you vote, how many children you choose to have, where you work, how you invest your money, how much you talk about climate change, and whether your words amplify urgency, apathy, or denial.” The larger the shadow — the greater an individual’s impact on doing good for the planet.
In other words, rather than incentivizing purely individual actions, your climate shadow grows when those actions inspire others, knowingly or otherwise.
Kieran Mulvaney. Climate shadow is what really matters.
National Geographic (adapted).
Choose the correct option based on text CG1A2-II.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
FINEP
Provas:
CESPE / CEBRASPE - 2024 - FINEP - Analista - Análise Estratégica em Ciência, Tecnologia e Inovação
|
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Infraestrutura |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Crédito, Finanças e Orçamento |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Jurídica |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Gestão Corporativa |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Software |
Q2394193
Inglês
Texto associado
Text CG1A2-I
William Shakespeare (baptized April 26, 1564, Stratford-upon-Avon, Warwickshire, England — died April 23, 1616, Stratford-upon-Avon) was an English poet, dramatist, and actor often called the English national poet and considered by many to be the greatest dramatist of all time.
Stratford enjoyed a grammar school of good quality, and the education there was free, the schoolmaster’s salary being paid by the borough. No lists of the pupils who were at the school in the 16th century have survived, but it would be absurd to suppose the bailiff of the town did not send his son there. The boy’s education would consist mostly of Latin studies — learning to read, write, and speak the language fairly well and studying some of the Classical historians, moralists, and poets. Shakespeare did not go on to the university, and indeed it is unlikely that the scholarly round of logic, rhetoric, and other studies then followed there would have interested him.
Terence John Bew Spencer, John Russell Brown, and David Bevington.
William Shakespeare. Encyclopedia Britannica (adapted).
About the ideas and the linguistic aspects of text CG1A2-I, choose the correct option.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
FINEP
Provas:
CESPE / CEBRASPE - 2024 - FINEP - Analista - Análise Estratégica em Ciência, Tecnologia e Inovação
|
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Infraestrutura |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Crédito, Finanças e Orçamento |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Jurídica |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Gestão Corporativa |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Software |
Q2394192
Inglês
Texto associado
Text CG1A2-I
William Shakespeare (baptized April 26, 1564, Stratford-upon-Avon, Warwickshire, England — died April 23, 1616, Stratford-upon-Avon) was an English poet, dramatist, and actor often called the English national poet and considered by many to be the greatest dramatist of all time.
Stratford enjoyed a grammar school of good quality, and the education there was free, the schoolmaster’s salary being paid by the borough. No lists of the pupils who were at the school in the 16th century have survived, but it would be absurd to suppose the bailiff of the town did not send his son there. The boy’s education would consist mostly of Latin studies — learning to read, write, and speak the language fairly well and studying some of the Classical historians, moralists, and poets. Shakespeare did not go on to the university, and indeed it is unlikely that the scholarly round of logic, rhetoric, and other studies then followed there would have interested him.
Terence John Bew Spencer, John Russell Brown, and David Bevington.
William Shakespeare. Encyclopedia Britannica (adapted).
Based on text CG1A2-I, judge the following items.
I It can be inferred from the sentence “Stratford enjoyed a grammar school of good quality” that the school in Stratford that time taught only grammatical topics.
II Although there are no school records available, it is believed that Shakespeare attended the Stratford grammar school.
III It is correct to infer from the text that Shakespeare’s father was the bailiff of the town.
IV In school, Shakespeare did not like subjects about logic and rhetoric.
Choose the correct option.
I It can be inferred from the sentence “Stratford enjoyed a grammar school of good quality” that the school in Stratford that time taught only grammatical topics.
II Although there are no school records available, it is believed that Shakespeare attended the Stratford grammar school.
III It is correct to infer from the text that Shakespeare’s father was the bailiff of the town.
IV In school, Shakespeare did not like subjects about logic and rhetoric.
Choose the correct option.
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392989
Inglês
Match the types of task presented in the box to the activities listed below. Check the alternative that labels
the tasks from 1 to 5 in respective order.
Choral drill – brainstorming – role play – rank ordering – jumbled sentence
Task 1: Students are asked to put words in the right order as to form an interrogative sentence.
Task 2: Students are asked to listen to a list of words and repeat after the presentation of the audio.
Task 3: Students are asked to make a list of as many fun places to go on the weekend as they can.
Task 4: Students are asked to act as travel agents and clients in a situation of planning a trip.
Task 5: Students are asked to order a list of frequency adverbs from least frequent to most frequent.
Choral drill – brainstorming – role play – rank ordering – jumbled sentence
Task 1: Students are asked to put words in the right order as to form an interrogative sentence.
Task 2: Students are asked to listen to a list of words and repeat after the presentation of the audio.
Task 3: Students are asked to make a list of as many fun places to go on the weekend as they can.
Task 4: Students are asked to act as travel agents and clients in a situation of planning a trip.
Task 5: Students are asked to order a list of frequency adverbs from least frequent to most frequent.
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