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

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Q2407708
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESPE / CEBRASPE Órgão: APEX Brasil Prova: CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Aquisições e Jurídico |
Q2407708 Inglês
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.  
Alternativas
Q2407707
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESPE / CEBRASPE Órgão: APEX Brasil Prova: CESPE / CEBRASPE - 2024 - APEX Brasil - Analista - Aquisições e Jurídico |
Q2407707 Inglês
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
Alternativas
Q2402988
Inglês Interpretação de texto | Reading comprehension ,
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
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?
Alternativas
Q2402987
Inglês Interpretação de texto | Reading comprehension ,
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
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?
Alternativas
Q2402986
Inglês Interpretação de texto | Reading comprehension ,
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
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?
Alternativas
Q2402985
Inglês Interpretação de texto | Reading comprehension ,
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
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?
Alternativas
Q2402984
Inglês Interpretação de texto | Reading comprehension ,
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
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?
Alternativas
Q2394194
Inglês Interpretação de texto | Reading comprehension ,
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

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. 
Alternativas
Q2394193
Inglês Interpretação de texto | Reading comprehension ,
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
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. 
Alternativas
Q2394192
Inglês Interpretação de texto | Reading comprehension ,
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
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. 
Alternativas
Q2392989
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
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.
Alternativas
Q2392988
Inglês Interpretação de texto | Reading comprehension , Aspectos linguísticos | Linguistic aspects , Pronúncia e Som | Pronunciation and Sound ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392988 Inglês
Match the teacher’s actions in the box below to their respective techniques for presenting new language. 

Action 1: Teacher has students repeat pronunciation of specific words in a text. Action 2: Teacher asks students about their favorite sports after reading a text on rugby. Action 3: Teacher uses a well-known short story to present the simple past. Action 4: Teacher plays the corresponding audio to a text presented in class.
Alternativas
Q2392986
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392986 Inglês
Read the teacher’s comments in the box below and check the alternative that corresponds to the sequence of jargons that adequately represent them.

Comment 1: It is expected that beginners mistake certain prepositions such as to and for.
Comment 2: This student usually does not make such mistake. Maybe he was nervous during the presentation.
Comment 3: This mistake refers to a grammatical structure that makes perfect sense in Brazilian Portuguese. 

Alternativas
Q2392979
Inglês Interpretação de texto | Reading comprehension , Análise sintática | Syntax Parsing , Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392979 Inglês
Read the three idioms below and check the alternative which represents their correct usage.

Idiom 1: Better late than never Idiom 2: go back to the drawing board Idiom 3: make a long story short
Alternativas
Q2392978
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392978 Inglês
Check the alternative that corresponds to the respective meanings of the idiomatic expressions in the box below: 

A blessing in disguise – to cut corners – to get out of hand 
Alternativas
Q2392968
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392968 Inglês
Text 1



From Shakespeare to Harry Styles: Have audiences always been rowdy?


By Clare Thorp12th July 2023



From Pink being given a giant wheel of Brie to Harry Syles getting pelled in the face by a mystery object, disruptive music and theatre shows seems to be on the rise. But is it anything new, asks Clare Thorp.



When Harry Styles was pelted with chicken nuggets while on stage at New York's Madison Square Gardens last summer, he took it in his stride. "Interesting approach," smiled Styles, who has also weathered kiwi fruits, Skittles and bunches of flowers while performing. But when a mystery object hit him in the eye at a concert in Vienna last weekend, he wasn't laughing but, rather, wincing in pain.


It was the latest in a string of incidents where audience members have hurled potentially dangerous objects at performers. Earlier this month Drake was hit on the arm by a flying phone. That came days after country singer Kelsea Ballerini was struck in the face with a bracelet. In May, Bebe Rexha was taken to hospital and needed multiple stitches after a phone hit her in the eye. A man, since charged with assault, told police he thought it "would be funny" to try and hit the singer.


It's not just live music seeing disruptive behaviour. In April, police were called to a performance of The Bodyguard musical in Manchester when rowdy audience members reacted with "unprecedented levels of violence" to staff. At other venues there has been everything from "heated arguments" to full-on brawls. And in the US, one fan's disruption of a Broadway play in December 2022 followed several other incidents of audience outbursts.


Across the cultural sphere, it feels like audiences are misbehaving. At a recent Las Vegas show, Adele weighed in, saying: "Have you noticed how people are like, forgetting … show etiquette at the moment? People just throwing shit on stage" – before warning fans not to try it with her.


Billie Eilish meanwhile, says this kind of thing, while "infuriating", is nothing new. "I've been getting hit on stage with things for like, literally, six years," she told the Hollywood Reporter. Dr Kirsty Sedgman, a senior lecturer in theatre at the University of Bristol who specialises in audience research, also cautions against calling it a new trend. "People have always thrown things on stage," says Sedgman, whose latest book, On Being Unreasonable, explores widening divisions in society over how we use public space. "Whether that's fruit as a way to signify displeasure, or softer items like underwear and flowers as a signal of adoration." Back In 1775, a performer in Sheridan's The Rivals stopped the show when he was pelted with an apple.



Adapted from: https://www.bbc.com/culture/article/20230712
It is accurate to state that question 1 objectives to assess readers’ ability of: 
Alternativas
Q2392967
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392967 Inglês
Text 1



From Shakespeare to Harry Styles: Have audiences always been rowdy?


By Clare Thorp12th July 2023



From Pink being given a giant wheel of Brie to Harry Syles getting pelled in the face by a mystery object, disruptive music and theatre shows seems to be on the rise. But is it anything new, asks Clare Thorp.



When Harry Styles was pelted with chicken nuggets while on stage at New York's Madison Square Gardens last summer, he took it in his stride. "Interesting approach," smiled Styles, who has also weathered kiwi fruits, Skittles and bunches of flowers while performing. But when a mystery object hit him in the eye at a concert in Vienna last weekend, he wasn't laughing but, rather, wincing in pain.


It was the latest in a string of incidents where audience members have hurled potentially dangerous objects at performers. Earlier this month Drake was hit on the arm by a flying phone. That came days after country singer Kelsea Ballerini was struck in the face with a bracelet. In May, Bebe Rexha was taken to hospital and needed multiple stitches after a phone hit her in the eye. A man, since charged with assault, told police he thought it "would be funny" to try and hit the singer.


It's not just live music seeing disruptive behaviour. In April, police were called to a performance of The Bodyguard musical in Manchester when rowdy audience members reacted with "unprecedented levels of violence" to staff. At other venues there has been everything from "heated arguments" to full-on brawls. And in the US, one fan's disruption of a Broadway play in December 2022 followed several other incidents of audience outbursts.


Across the cultural sphere, it feels like audiences are misbehaving. At a recent Las Vegas show, Adele weighed in, saying: "Have you noticed how people are like, forgetting … show etiquette at the moment? People just throwing shit on stage" – before warning fans not to try it with her.


Billie Eilish meanwhile, says this kind of thing, while "infuriating", is nothing new. "I've been getting hit on stage with things for like, literally, six years," she told the Hollywood Reporter. Dr Kirsty Sedgman, a senior lecturer in theatre at the University of Bristol who specialises in audience research, also cautions against calling it a new trend. "People have always thrown things on stage," says Sedgman, whose latest book, On Being Unreasonable, explores widening divisions in society over how we use public space. "Whether that's fruit as a way to signify displeasure, or softer items like underwear and flowers as a signal of adoration." Back In 1775, a performer in Sheridan's The Rivals stopped the show when he was pelted with an apple.



Adapted from: https://www.bbc.com/culture/article/20230712
About the communicative intention of the author, it can be said that:
Alternativas
Q2392594
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392594 Inglês

Text 03 – Idioms and proverbs 







Adapted from https://thefluentlife.com/content/difference-between-idioms-proverbs-meaning-examples/ , accessed on July 18th.

From what is briefly explained in text 03, the image below (Picture 01) represents:




Imagem associada para resolução da questão



(Picture 01 – Illustrastion done by students in a language classroom).


Alternativas
Q2392592
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392592 Inglês
“This approach is based on the active involvement of the learner in speaking and listening to the foreign language in realistic everyday situations. No use is made of the learner’s mother tongue; learners are encouraged to think in the foreign language, and not to translate into or out of it. A great deal of emphasis is placed on good pronunciation, often introducing students to phonetic transcription before they see the standard orthography. Formal grammatical rules and terminology are avoided.”


(Adapted from “Teaching Methods”, The Cambridge Encyclopedia of Language, 3rd ed. David Crystal. P.394.)
The text excerpt above briefly describes: 
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Q2392591
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2024 Banca: FUNCERN Órgão: Prefeitura de Guamaré - RN Prova: FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392591 Inglês
Text 02 - (Types of social practices) Linguistics



The language spoken is one of the characteristics that most differentiate us from other animals on the planet. According to the experts, its appearance was one of the main causes of our development as a species; This is because the use of the language caused our brain to increase in capacity.


Therefore, linguistic social practices are a fundamental part of each culture. They include elements such as the language spoken, expressions and phrases made, or the importance given to certain words.


[...]


Social practices of language


Within all types of social practices that exist some of the most influencing a given society are those that have to do with their linguistic expression.


Due to the way in which language modifies the brain and the individual experience of people, the social practices of language take on great importance when it comes to understanding the customs and ways of seeing the world proper to a given society.


Even several studies have shown that bilingual people change their personality depending on the language they are speaking. So, what are the social practices of language?


These are ways of interacting that include both spoken and written language, in addition to all those activities that surround the communication process through it. Depending on the context in which we find ourselves and what we want to transmit, these practices will be different.


Also adapted from: https://www.lifepersona.com/social-practices-types-and-practices-of-language, accessed on July 17th, 2023. 
In “Within all types of social practices that exist some of the most influencing a given society are those that have to do with their linguistic expression.”, the word “a” refers to: 
Alternativas
Respostas
3141: A
3142: B
3143: A
3144: C
3145: B
3146: A
3147: D
3148: D
3149: E
3150: D
3151: D
3152: B
3153: B
3154: A
3155: D
3156: B
3157: D
3158: C
3159: A
3160: C
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