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

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Q2574129
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574129 Inglês
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.
What is referred, by the narrator, as the “stubbornness of the kids’ resistance to the rules” (paragraph 7) is exemplified, in the text, by:
Alternativas
Q2574128
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574128 Inglês
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.

The pronoun they (third sentence) refers to: 
Alternativas
Q2574127
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574127 Inglês
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,
Alternativas
Q2574126
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574126 Inglês
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.
The utterance, extracted from the text, which contributes to the rupture of the somewhat tense atmosphere created in the 1st and 2nd paragraphs is:
Alternativas
Q2574125
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574125 Inglês
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.
In the first and second paragraphs, the narrator describes a scene which may provoke, in the reader, a feeling of suspenseful expectation. This may be explained by readers’ ‘shared preconceived notions’ involving:
Alternativas
Q2574124
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574124 Inglês
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.
The two overall themes which emerge from the narrative in text 1 are:
Alternativas
Q2572684
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: UNIVIDA Órgão: Prefeitura de Doutor Camargo - PR Prova: UNIVIDA - 2024 - Prefeitura de Doutor Camargo - PR - Professor 20 Horas (Língua Inglesa) |
Q2572684 Inglês
Read the text and answer the question.  

    Bermuda Triangle in the last 500 years, over 1000 ships and aircraft have entered the Bermuda Triangle and mysteriously vanished. It is the deadliest place on Earth for planes and boats. The Bermuda Triangle is an area of water about 500,000 square miles in size. One tip of the triangle starts from Miami, Florida and extends northeast towards the island of Bermuda. The next side of the triangle then runs straight south towards the Puerto Rico and then turns back northeast up to Florida. 
    The story of Flight 19 is one of the most incredible cases of Bermuda Triangle disappearances. In the early afternoon of December 5, 1945, five American military aircraft with 14 men aboard departed from a naval base in Florida on a training flight. These aircraft were called Avengers, and they were among the sturdiest and most reliable aircraft in the world at the time. Commander Charles Taylor, an experienced pilot, was supposed to lead the flight east from the Florida coastline, which would take them into the Bermuda Triangle. The sky was clear, and it was a perfect day for flying but problems began about 90 minutes after takeoff.
    Taylor radioed back to his base at 3:40 p.m. that he was lost, and his plane’s compass was not working. This should not have been a problem as the normal procedure for going home was to simply fly west until they returned to the U.S. coast. the men of Flight 19, however, never returned home and the airplanes seemed to have simply vanished. The final radio messages from Flight 19 were very odd. One pilot stated, “Everything looks strange. Even the ocean.” Another one said, “It looks like we’re entering white water. We’re completely lost.” A rescue plane flew into the Bermuda Triangle to try and find the men, but it crashed and all 13 men on board were killed. Later on, a Navy official stated that Flight 19 “flew off to Mars.”
    Flight 19’s disappearance is just one of many in the long history of the Bermuda Triangle mystery. Is there a scientific explanation for these disappearances or are there supernatural forces at work in the area? The number of unanswered questions about the fate of the planes only adds to the mystery. Did Taylor, an experienced pilot, really make a simple navigational mistake? If so, why didn’t any of the other men in his flight see the error and correct it? Why has the wreckage of the planes and the men’s bodies never been found after all these years? The US Navy investigated the incident in 1946 and reported that the Flight 19 incident was a “disappearance” with the chilling words “cause unknown” added later on. 
The word “it’ in paragraph 3 refers to:  
Alternativas
Q2572682
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: UNIVIDA Órgão: Prefeitura de Doutor Camargo - PR Prova: UNIVIDA - 2024 - Prefeitura de Doutor Camargo - PR - Professor 20 Horas (Língua Inglesa) |
Q2572682 Inglês
Read the text and answer the question.  

    Bermuda Triangle in the last 500 years, over 1000 ships and aircraft have entered the Bermuda Triangle and mysteriously vanished. It is the deadliest place on Earth for planes and boats. The Bermuda Triangle is an area of water about 500,000 square miles in size. One tip of the triangle starts from Miami, Florida and extends northeast towards the island of Bermuda. The next side of the triangle then runs straight south towards the Puerto Rico and then turns back northeast up to Florida. 
    The story of Flight 19 is one of the most incredible cases of Bermuda Triangle disappearances. In the early afternoon of December 5, 1945, five American military aircraft with 14 men aboard departed from a naval base in Florida on a training flight. These aircraft were called Avengers, and they were among the sturdiest and most reliable aircraft in the world at the time. Commander Charles Taylor, an experienced pilot, was supposed to lead the flight east from the Florida coastline, which would take them into the Bermuda Triangle. The sky was clear, and it was a perfect day for flying but problems began about 90 minutes after takeoff.
    Taylor radioed back to his base at 3:40 p.m. that he was lost, and his plane’s compass was not working. This should not have been a problem as the normal procedure for going home was to simply fly west until they returned to the U.S. coast. the men of Flight 19, however, never returned home and the airplanes seemed to have simply vanished. The final radio messages from Flight 19 were very odd. One pilot stated, “Everything looks strange. Even the ocean.” Another one said, “It looks like we’re entering white water. We’re completely lost.” A rescue plane flew into the Bermuda Triangle to try and find the men, but it crashed and all 13 men on board were killed. Later on, a Navy official stated that Flight 19 “flew off to Mars.”
    Flight 19’s disappearance is just one of many in the long history of the Bermuda Triangle mystery. Is there a scientific explanation for these disappearances or are there supernatural forces at work in the area? The number of unanswered questions about the fate of the planes only adds to the mystery. Did Taylor, an experienced pilot, really make a simple navigational mistake? If so, why didn’t any of the other men in his flight see the error and correct it? Why has the wreckage of the planes and the men’s bodies never been found after all these years? The US Navy investigated the incident in 1946 and reported that the Flight 19 incident was a “disappearance” with the chilling words “cause unknown” added later on. 
According to the article, how big is the water area of the Bermuda Triangle?
Alternativas
Q2572681
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: UNIVIDA Órgão: Prefeitura de Doutor Camargo - PR Prova: UNIVIDA - 2024 - Prefeitura de Doutor Camargo - PR - Professor 20 Horas (Língua Inglesa) |
Q2572681 Inglês
Read the text and answer the question.  

    Bermuda Triangle in the last 500 years, over 1000 ships and aircraft have entered the Bermuda Triangle and mysteriously vanished. It is the deadliest place on Earth for planes and boats. The Bermuda Triangle is an area of water about 500,000 square miles in size. One tip of the triangle starts from Miami, Florida and extends northeast towards the island of Bermuda. The next side of the triangle then runs straight south towards the Puerto Rico and then turns back northeast up to Florida. 
    The story of Flight 19 is one of the most incredible cases of Bermuda Triangle disappearances. In the early afternoon of December 5, 1945, five American military aircraft with 14 men aboard departed from a naval base in Florida on a training flight. These aircraft were called Avengers, and they were among the sturdiest and most reliable aircraft in the world at the time. Commander Charles Taylor, an experienced pilot, was supposed to lead the flight east from the Florida coastline, which would take them into the Bermuda Triangle. The sky was clear, and it was a perfect day for flying but problems began about 90 minutes after takeoff.
    Taylor radioed back to his base at 3:40 p.m. that he was lost, and his plane’s compass was not working. This should not have been a problem as the normal procedure for going home was to simply fly west until they returned to the U.S. coast. the men of Flight 19, however, never returned home and the airplanes seemed to have simply vanished. The final radio messages from Flight 19 were very odd. One pilot stated, “Everything looks strange. Even the ocean.” Another one said, “It looks like we’re entering white water. We’re completely lost.” A rescue plane flew into the Bermuda Triangle to try and find the men, but it crashed and all 13 men on board were killed. Later on, a Navy official stated that Flight 19 “flew off to Mars.”
    Flight 19’s disappearance is just one of many in the long history of the Bermuda Triangle mystery. Is there a scientific explanation for these disappearances or are there supernatural forces at work in the area? The number of unanswered questions about the fate of the planes only adds to the mystery. Did Taylor, an experienced pilot, really make a simple navigational mistake? If so, why didn’t any of the other men in his flight see the error and correct it? Why has the wreckage of the planes and the men’s bodies never been found after all these years? The US Navy investigated the incident in 1946 and reported that the Flight 19 incident was a “disappearance” with the chilling words “cause unknown” added later on. 
What is the best title for the text? 
Alternativas
Q2571189
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: CNU Prova: CESGRANRIO - 2024 - CNU - Bloco 6 - Setores Econômicos e Regulação - tarde |
Q2571189 Inglês
Brazil: Online Learning Tools Harvest Children’s Data









Available at: https://www.hrw.org/news/2023/04/03/brazil- -online-learning-tools-harvest-childrens-data. Retrieved on: Feb 15, 2024. Adapted.
In the fragment of paragraph 7 “Lawmakers should amend the law to establish comprehensive child data protection rules”, the word should indicates a(n)
Alternativas
Q2571188
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: CNU Prova: CESGRANRIO - 2024 - CNU - Bloco 6 - Setores Econômicos e Regulação - tarde |
Q2571188 Inglês
Brazil: Online Learning Tools Harvest Children’s Data









Available at: https://www.hrw.org/news/2023/04/03/brazil- -online-learning-tools-harvest-childrens-data. Retrieved on: Feb 15, 2024. Adapted.
In paragraph 7, the statement “the General Personal Data Protection Law [...] does not explicitly prohibit actors from exploiting children’s information” means that the data protection law does not currently prevent educational websites from
Alternativas
Q2571187
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: CNU Prova: CESGRANRIO - 2024 - CNU - Bloco 6 - Setores Econômicos e Regulação - tarde |
Q2571187 Inglês
Brazil: Online Learning Tools Harvest Children’s Data









Available at: https://www.hrw.org/news/2023/04/03/brazil- -online-learning-tools-harvest-childrens-data. Retrieved on: Feb 15, 2024. Adapted.
In the segment of paragraph 6 “Brazil’s data protection authority should [...] prevent them from further using children’s data for any purpose unrelated to providing education”, the word unrelated contains a prefix.

A prefix conveying the same idea is found in the word
Alternativas
Q2571185
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: CNU Prova: CESGRANRIO - 2024 - CNU - Bloco 6 - Setores Econômicos e Regulação - tarde |
Q2571185 Inglês
Brazil: Online Learning Tools Harvest Children’s Data









Available at: https://www.hrw.org/news/2023/04/03/brazil- -online-learning-tools-harvest-childrens-data. Retrieved on: Feb 15, 2024. Adapted.
In the section of paragraph 4 “the third party would then scrutinize the data on behalf of the website to guess a user’s personality, their preferences, and what they are likely to do next”, the term scrutinize indicates that the third-party company would 
Alternativas
Q2571183
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: CNU Prova: CESGRANRIO - 2024 - CNU - Bloco 6 - Setores Econômicos e Regulação - tarde |
Q2571183 Inglês
Brazil: Online Learning Tools Harvest Children’s Data









Available at: https://www.hrw.org/news/2023/04/03/brazil- -online-learning-tools-harvest-childrens-data. Retrieved on: Feb 15, 2024. Adapted.
In paragraph 3, the statement “Instead of protecting children, state governments have willfully enabled anyone to monitor them and collect their personal information online” means that the permission given by state governments to third-party companies was
Alternativas
Q2571182
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: CNU Prova: CESGRANRIO - 2024 - CNU - Bloco 6 - Setores Econômicos e Regulação - tarde |
Q2571182 Inglês
Brazil: Online Learning Tools Harvest Children’s Data









Available at: https://www.hrw.org/news/2023/04/03/brazil- -online-learning-tools-harvest-childrens-data. Retrieved on: Feb 15, 2024. Adapted.
In the excerpt of paragraph 2 “These websites not only watched children inside of their online classrooms, but followed them across the internet”, the expression not only [...] but indicates
Alternativas
Q2569892
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: EDUCA Órgão: Prefeitura de Juripiranga - PB Prova: EDUCA - 2024 - Prefeitura de Juripiranga - PB - Professor do Ensino Fundamental - Anos Finais Língua Inglesa |
Q2569892 Inglês
The name of Shakespeare is the greatest in all literature. No man ever came near to him in the creative power of the mind; no man ever had such strength and such variety of imagination. He wrote in his day some thirty-seven plays and a few poems; since then as many hundred volumes have been written in praise of his accomplishment. At the present time unnumbered critics, historians and scholars are still explaining the mind and the art displayed in that same neglected work. Shakespeare's plays are a canon of dramatic works written by the English poet, playwright, and actor. The exact number of plays as well as their classifications as tragedy, history, comedy, or otherwise is a matter of scholarly debate. Shakespeare's plays are widely regarded as among the greatest in the English language and are continually performed around the world. His plays have been translated into every major living language. Having that in mind, it is correct to say that are plays written by William Shakespeare, except for:
Alternativas
Q2569888
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: EDUCA Órgão: Prefeitura de Juripiranga - PB Prova: EDUCA - 2024 - Prefeitura de Juripiranga - PB - Professor do Ensino Fundamental - Anos Finais Língua Inglesa |
Q2569888 Inglês
The dissemination of English linked to the expansion and domination of the British Empire is only part of the story of the language’s progression across the globe. Today English is the primary language in some sixty countries and continues to spread, especially as a second language. A useful model to document the expansion of English today, developed by an Indian-American linguist, Braj B. Kachru, employs three concentric circles to reflect the different ways in which English continues to gain new speakers. That being so, read the statements that follow, which are, at some point and extent, associated with the model to document the expansion of English today, and check the correct answer.
(I) The Inner Circle represents the English language’s traditional heartland, USA, Canada, UK, Australia, and New Zealand, where it is spoken as a native tongue by some 350 million people. (II) The Outer Circle comprises non-native countries where English has an important status as an official second language, including post colonial countries such as Singapore, Kenya, and India. (III) The Expanding Circle encompasses all other countries where English is recognized either as a foreign language or as a lingua franca, therefore being used in business and trade, but where it does not have a special status, such as China and Japan. 
The statement(s) that may be considered correct is/are:
Alternativas
Q2560595
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: IVIN Órgão: Prefeitura de Santarém - PA Prova: IVIN - 2024 - Prefeitura de Santarém - PA - Professor de Inglês |
Q2560595 Inglês

Text 4


Hope is the thing with feathers

(Emily Dickinson 1830 –1886)


Hope is the thing with feathers

That perches in the soul,

And sings the tune without the words,

And never stops at all,


And sweetest in the gale is heard;

And sore must be the storm

That could abash the little bird

That kept so many warm.


I've heard it in the chillest land,

And on the strangest sea;

Yet, never, in extremity,

It asked a crumb of me.


* This poem is in the public domain. Available in:< https://poets.org/poem/hope-thing-feathers-254>

In the text 4, the poem uses the metaphor to express:
Alternativas
Q2560592
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: IVIN Órgão: Prefeitura de Santarém - PA Prova: IVIN - 2024 - Prefeitura de Santarém - PA - Professor de Inglês |
Q2560592 Inglês

Text 3


Desuggestopedia; the application of the study of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and, thus, to help them overcome the barriers to learning. One of the ways th e students' mental reserves are stimulated is through integration of the fine arts, an importante contribution to the method made by Lozanov's colleague Evclyna Carcva.


LARSEN-FREEMAN, Diane. Techniques and Principles in Language Teaching. 3rd ed. Oxford ; New York: Oxford University Press, 2011. 

About the Desuggestopedia Method, its the typical feature is:
Alternativas
Q2560586
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: IVIN Órgão: Prefeitura de Santarém - PA Prova: IVIN - 2024 - Prefeitura de Santarém - PA - Professor de Inglês |
Q2560586 Inglês

Text 1


The Courage to Be Imperfect

Perfectionism, self-examination and the kissing of frogs


Michael J. Formica

Posted July 9, 2009


Someone once said that there are two kinds of people in the world - those who are right... And nowhere are we more inclined to want to be right than with regard to ourselves. In fact, more often than not, we want to be perfect. What this striving for perfection often leads to is a kind of social paralysis.


If we are constantly focused on making the right decision, we will sometimes find ourselves in a place ranging from morbid indecision to outright fear. Getting it right, making the good choice and avoiding the faux pas endorse in us a rigidity of character and action that is limiting and, in derailing our momentum, deflects our potential evolution.


The willingness to be wrong or, as more properly suggested here, the courage to be imperfect, allows us the opportunity to discover many things about ourselves. Without exercising this courage, we put ourselves into a straightjacket of sorts, setting our thoughts and actions in a dismally fettered pattern.


This line of thinking was prompted by a conversation that I had with a client yesterday where in she had come to the conclusion that she was a bit of a perfectionist. What she had puzzled out for herself was that her perfectionism, rather than serving her, was actually hindering her ability to be flexible, open to new possibilities and clear about what she wanted for herself and her life.


At some point, I suggested that the fairy tale about the princess kissing frogs to find the prince was a good metaphor for stepping outside of one's comfort zone and "trying something on for size' without an overly self-conscious regard for the potential consequences of the choice. She mentioned that a few days earlier she had seen the trailer for a movie in which the princess kissed a frog and turned into a frog herself. Brilliant.

If we are unwilling to kiss a few frogs - to explore the possibilities that are presented to us in anticipation of finding something unexpected - then we, ourselves, may turn into frogs. That is, become stuck in our place and condemned to something that is not us. We can, without the willingness to be open to making mistakes, limit ourselves right into a state of personal inauthenticity.


Available

in:<https://www.psychologytoday.com/intl/blog/enlightened-living/200907/the-courage-be-imperfect>

In the excerpt from the first paragraph of the text 1 “What this striving for perfection often leads to is a kind of social paralysis.” the underlined word expresses an idea of:
Alternativas
Respostas
2921: A
2922: C
2923: D
2924: B
2925: E
2926: B
2927: B
2928: D
2929: C
2930: C
2931: C
2932: B
2933: A
2934: E
2935: D
2936: B
2937: B
2938: E
2939: B
2940: D
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