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

Foram encontradas 8.877 questões

Q2128684 Inglês
Fed’s Jefferson says inflation is U.S. central bank’s most worrisome problem




Available at: https://www.reuters.com/markets/us/feds-jefferson-first-remarks-calls-inflation-most-concerning-problem-2022-10-04/. Retrieved on: Oct 4, 2022. Adapted.
The fragment of last paragraph “Inflation creates economic burdens for households and businesses” means that inflation
Alternativas
Q2128681 Inglês
Fed’s Jefferson says inflation is U.S. central bank’s most worrisome problem




Available at: https://www.reuters.com/markets/us/feds-jefferson-first-remarks-calls-inflation-most-concerning-problem-2022-10-04/. Retrieved on: Oct 4, 2022. Adapted.
In the segment of 5th paragraph “the worst outcome would be to let inflation take root”, the words would be signal 
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Q2128680 Inglês
Fed’s Jefferson says inflation is U.S. central bank’s most worrisome problem




Available at: https://www.reuters.com/markets/us/feds-jefferson-first-remarks-calls-inflation-most-concerning-problem-2022-10-04/. Retrieved on: Oct 4, 2022. Adapted.
The main purpose of the text is to
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Q2128614 Inglês


Available at: https://www.synchronybank.com/blog/brief-history-of-money/. Retrieved on: Sept 10, 2022. Adapted.

In the tenth paragraph, the author of the text predicts that there are chances artificial intelligence will be able to 
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Q2128612 Inglês


Available at: https://www.synchronybank.com/blog/brief-history-of-money/. Retrieved on: Sept 10, 2022. Adapted.

In the sixth paragraph of the text, the author mentions that paper money first circulated in
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Q2128611 Inglês


Available at: https://www.synchronybank.com/blog/brief-history-of-money/. Retrieved on: Sept 10, 2022. Adapted.

In the fragment in the fourth paragraph of the text, “It was the Lydians, around 600 BC, who get credit for a critical step in this process: fashioning the first known coins, which were made of a gold and silver alloy” the words in bold refer respectively to:
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Q2128610 Inglês


Available at: https://www.synchronybank.com/blog/brief-history-of-money/. Retrieved on: Sept 10, 2022. Adapted.

The main purpose of the text is to
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Q2127435 Inglês
Horace: I wanted to ask you for some help.
Emma: What do you want?
Horace: How do I gain your sister's trust?
Emma: Sit down! I'll tell you how to do it.
We can say that Horace is:
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Q2127434 Inglês

The 1920s: 'Young women took the struggle for freedom into their personal lives


(1º§) Two years after the Representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the "scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations" must never be entrusted with a vote.


(2º§) The fast, frivolous flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation's disregard of all for which the suffragettes had fought.


(3º§) But if the politics of feminism seemed less important to the "flapper generation", this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one's self, not to a cause. Towards the end of the decade, some feminists would argue that women's great achievement in the 20s was learning to value their individuality.


(4º§) Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law.


(5º§) Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.


(6º§) Sexual mores were also changing. While double standards persisted, a significant number of women were beginning to claim the same licence as men. There were small steps of encouragement, too, with divorce made easier by the Matrimonial Causes Act 1923 and contraception made more readily available by the Marie Stopes mail-order service. The flapper generation may have been comparatively apolitical and self-absorbed, but, as they puzzled out what freedom meant and tested their personal limits, they were broaching issues that would be hotly debated during the 60s and 70s.


Judith Mackrell is the Guardian's dance critic and the author of books including Flappers: Six Women of a Dangerous Generation


wwoomeenntok--he-srugggeefofrreeedom-innoother-personnallves0s-young-women-took-the-struggle-for-freedom-into-their-personal-lives

Considering the text, mark the INCORRECT alternative.
Alternativas
Q2127433 Inglês

The 1920s: 'Young women took the struggle for freedom into their personal lives


(1º§) Two years after the Representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the "scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations" must never be entrusted with a vote.


(2º§) The fast, frivolous flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation's disregard of all for which the suffragettes had fought.


(3º§) But if the politics of feminism seemed less important to the "flapper generation", this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one's self, not to a cause. Towards the end of the decade, some feminists would argue that women's great achievement in the 20s was learning to value their individuality.


(4º§) Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law.


(5º§) Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.


(6º§) Sexual mores were also changing. While double standards persisted, a significant number of women were beginning to claim the same licence as men. There were small steps of encouragement, too, with divorce made easier by the Matrimonial Causes Act 1923 and contraception made more readily available by the Marie Stopes mail-order service. The flapper generation may have been comparatively apolitical and self-absorbed, but, as they puzzled out what freedom meant and tested their personal limits, they were broaching issues that would be hotly debated during the 60s and 70s.


Judith Mackrell is the Guardian's dance critic and the author of books including Flappers: Six Women of a Dangerous Generation


wwoomeenntok--he-srugggeefofrreeedom-innoother-personnallves0s-young-women-took-the-struggle-for-freedom-into-their-personal-lives

In which paragraph is information about changes in women's work patterns? 
Alternativas
Q2127430 Inglês

The 1920s: 'Young women took the struggle for freedom into their personal lives


(1º§) Two years after the Representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the "scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations" must never be entrusted with a vote.


(2º§) The fast, frivolous flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation's disregard of all for which the suffragettes had fought.


(3º§) But if the politics of feminism seemed less important to the "flapper generation", this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one's self, not to a cause. Towards the end of the decade, some feminists would argue that women's great achievement in the 20s was learning to value their individuality.


(4º§) Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law.


(5º§) Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.


(6º§) Sexual mores were also changing. While double standards persisted, a significant number of women were beginning to claim the same licence as men. There were small steps of encouragement, too, with divorce made easier by the Matrimonial Causes Act 1923 and contraception made more readily available by the Marie Stopes mail-order service. The flapper generation may have been comparatively apolitical and self-absorbed, but, as they puzzled out what freedom meant and tested their personal limits, they were broaching issues that would be hotly debated during the 60s and 70s.


Judith Mackrell is the Guardian's dance critic and the author of books including Flappers: Six Women of a Dangerous Generation


wwoomeenntok--he-srugggeefofrreeedom-innoother-personnallves0s-young-women-took-the-struggle-for-freedom-into-their-personal-lives

About the text, it is correct to say that:
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Q2124436 Inglês
Para responder essa questão, leia o trecho a seguir: No, she didn't know. That's why she felt lost and overwhelmed. Dealing with all of this was too much for her and she was thinking about giving up. Que adjetivo descreve corretamente como ela se sentia? 
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Q2121453 Inglês

Leia o cartum para responder à questão.

Imagem associada para resolução da questão

(https://www.lingvolive.com)


In the cartoon,

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Q2121452 Inglês
Leia o texto para responder a questão.

        Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task—used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types; the compensatory strategies, for example, are those that help the learner make up for missing knowledge.

        A given strategy is neither good nor bad; it is neutral until the context of its use is thoroughly considered. What makes a strategy positive and helpful for a given learner? A strategy is useful if the following conditions are present: (a) the strategy relates to the L2 task at hand; (b) the strategy fits the particular student’s learning style preferences to one degree or another; and (c) the student employs the strategy effectivety and links it with other relevant strategies. Strategies that fulfill these conditions “make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford 1990, p. 8). Learning strategies can also enable students to become more independent and lifelong learners.
(Rebecca Oxford. Language Learning Styles and Strategies. Adaptado)
It is an example of a compensatory strategy a good reader would resort to while reading an unknown text:
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Q2121447 Inglês
Leia o texto para responder a questão.

        Communicating successfully in another language means shifting frames of reference, shifting norms, shifting assumptions of what can and cannot be said, what might be considered ambiguous, what should be explicit and what ought to remain tacit, and so on. In other words, using another language effectively involves more than vocabulary and structures; it involves thinking differently about language and communication.

        The question is, how can we begin to understand another way of thinking, how can we be sensitized to different cultural frames, when we are in a classroom in Nebraska, Nairobi, or New South Wales? One answer, I will argue, is by reading, writing, and discussing texts. By examining the particular ways in which language is used to capture and express experiences, we not only learn a great deal about the conventions of the language, but can also begin to glimpse the beliefs and values that underlie the discourse.

        The basic message is a simple one: academic language teaching must foster literacy, not only in terms of basic reading and writing skills, but also in terms of a broader discourse competence that involves the ability to interpret and critically evaluate a wide variety of written and spoken texts. Preparing students to communicate in multiple cultural contexts, both at home and abroad, means sensitizing them to discourse practices in other societies and to the ways those discourse practices both reflect and create cultural norms. I here argue that this kind of literacy is essential to real communicative ability in a language, and is therefore an indispensable goal in our efforts to prepare future generations for the challenges associated with the increased internationalization of many aspects of our society.

(Richard Kern, Literacy and language teaching. Adaptado)
In the excerpt from the second paragraph “we not only learn a great deal about the conventions of the language, but can also begin to glimpse the beliefs and values that underlie the discourse”, the correlative conjunctions “not only...but also” carry the idea of
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Q2121446 Inglês
Leia o texto para responder a questão.

        Communicating successfully in another language means shifting frames of reference, shifting norms, shifting assumptions of what can and cannot be said, what might be considered ambiguous, what should be explicit and what ought to remain tacit, and so on. In other words, using another language effectively involves more than vocabulary and structures; it involves thinking differently about language and communication.

        The question is, how can we begin to understand another way of thinking, how can we be sensitized to different cultural frames, when we are in a classroom in Nebraska, Nairobi, or New South Wales? One answer, I will argue, is by reading, writing, and discussing texts. By examining the particular ways in which language is used to capture and express experiences, we not only learn a great deal about the conventions of the language, but can also begin to glimpse the beliefs and values that underlie the discourse.

        The basic message is a simple one: academic language teaching must foster literacy, not only in terms of basic reading and writing skills, but also in terms of a broader discourse competence that involves the ability to interpret and critically evaluate a wide variety of written and spoken texts. Preparing students to communicate in multiple cultural contexts, both at home and abroad, means sensitizing them to discourse practices in other societies and to the ways those discourse practices both reflect and create cultural norms. I here argue that this kind of literacy is essential to real communicative ability in a language, and is therefore an indispensable goal in our efforts to prepare future generations for the challenges associated with the increased internationalization of many aspects of our society.

(Richard Kern, Literacy and language teaching. Adaptado)
The content in the text leads to a broader notion of the concept of “literacy” and, as for foreign or second language teachers, it means that they should
Alternativas
Q2121441 Inglês
Leia o texto para responder a questão.

The teaching of English as a Lingua Franca

        An inexorable trend in the use of global English is that fewer interactions now involve a native speaker. Proponents of teaching English as a Lingua Franca (ELF) suggest that the way English is taught and assessed should reflect the needs and aspirations of the ever-growing number of non-native speakers who use English to communicate with other nonnatives. Understanding how non-native speakers use English among themselves has now become a serious research area.

        Different priorities in teaching English pronunciation, for example, have been defined. Teaching certain pronunciation features, such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding. Such an approach is allowing researchers to identify a ‘Lingua Franca Core’ (LFC) which provides guiding principles in creating syllabuses and assessment materials.

        Unlike traditional ESL (English as Second Language), ELF focuses also on pragmatic strategies required in intercultural communication. The target model of English, within the ELF framework, is not a native speaker but a fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker. Research is also beginning to show how bad some native speakers are at using English for international communication. It may be that elements of an ELF syllabus could usefully be taught within a mother tongue curriculum.

(David Graddol, English Next. Adaptado)
According to the second and third paragraphs, in ELF contexts,
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Q2121440 Inglês
Leia o texto para responder a questão.

The teaching of English as a Lingua Franca

        An inexorable trend in the use of global English is that fewer interactions now involve a native speaker. Proponents of teaching English as a Lingua Franca (ELF) suggest that the way English is taught and assessed should reflect the needs and aspirations of the ever-growing number of non-native speakers who use English to communicate with other nonnatives. Understanding how non-native speakers use English among themselves has now become a serious research area.

        Different priorities in teaching English pronunciation, for example, have been defined. Teaching certain pronunciation features, such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding. Such an approach is allowing researchers to identify a ‘Lingua Franca Core’ (LFC) which provides guiding principles in creating syllabuses and assessment materials.

        Unlike traditional ESL (English as Second Language), ELF focuses also on pragmatic strategies required in intercultural communication. The target model of English, within the ELF framework, is not a native speaker but a fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker. Research is also beginning to show how bad some native speakers are at using English for international communication. It may be that elements of an ELF syllabus could usefully be taught within a mother tongue curriculum.

(David Graddol, English Next. Adaptado)
According to the author of the text,
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Q2121439 Inglês

Leia o texto para responder a questão.


English as a Lingua Franca


        A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:

•  Non-use of third person present simple tense -s (She look very sad).

•  Interchangeable use of the relative pronouns who and which (a book who, a boy which).

•  Omission of articles where they are mandatory in native-speaker English.

•  Increasing of redundancy by adding “inexistent” prepositions (We have to study about…, The article treats of…).

•  Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).

        The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ - that is, negotiating shared meaning through helping each other in a more cooperative way - than, it is suggested, native speakers are when talking to second language speakers (Jenkins 2004). In other words, non-native speakers seem to be better at ELF communication than native speakers are.


(Jeremy Harmer, The practice of English language teaching. Adaptado) 

The fragment from the last paragraph “negotiating shared meaning through helping each other in a more cooperative way” plays in the sentence the role of
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Q2121438 Inglês

Leia o texto para responder a questão.


English as a Lingua Franca


        A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:

•  Non-use of third person present simple tense -s (She look very sad).

•  Interchangeable use of the relative pronouns who and which (a book who, a boy which).

•  Omission of articles where they are mandatory in native-speaker English.

•  Increasing of redundancy by adding “inexistent” prepositions (We have to study about…, The article treats of…).

•  Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).

        The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ - that is, negotiating shared meaning through helping each other in a more cooperative way - than, it is suggested, native speakers are when talking to second language speakers (Jenkins 2004). In other words, non-native speakers seem to be better at ELF communication than native speakers are.


(Jeremy Harmer, The practice of English language teaching. Adaptado) 

Comment and viewpoint adverbs express the author’s position about the statement made, modifying entire sentences rather than individual elements within them. The viewpoint adverbs “indeed” and “actually” mean, in the context of the last paragraph,
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Respostas
3741: B
3742: C
3743: B
3744: D
3745: B
3746: D
3747: A
3748: D
3749: D
3750: D
3751: A
3752: B
3753: D
3754: A
3755: A
3756: E
3757: C
3758: B
3759: B
3760: C