Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.238 questões
Read the text and answer question.
Origins of reflective practice
Humans have probably always reflected as they walked the earth, and for over 2,000 years philosophers such as Socrates, who became famous for his adage, ‘the unexamined life is not worth living’, was just one of many who advocated that people should reflect on their existence. In addition, the concept of contemplation and its awareness-raising effects has long been a part of many great religions and philosophical studies where we humans are encouraged to practise mindfulness. In more modern times, perhaps the two most famous philosophers associated with the concept of reflection are John Dewey (1933) and Donald Schön (1983), in that order. In fact, Dewey first discussed reflection in terms of student learning (rather than for teachers), as he suggested that routine thinking and decisionmaking by students in educational settings limit their ability to learn critically. He later extended this idea of routine decisionmaking to teaching, and maintained that teachers can become slaves to routine decision-making if they do not engage in reflection. When explaining such reflection, he first discussed what it is not, and for this, he asserted that it is not just mulling over something or engaging in what I would call ‘navel-gazing’. Instead, Dewey maintained that reflection should be systematic and intentional. Dewey (1933, p. 9) defined such reflection as, ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads.’
Source: https://www.teachingenglish.org.uk/sites/teacheng/files/2024- 03/Farrell_Reflective_Practice_Final.pdf
Analyze the statements according to the text.
I. The text suggests that reflection has ancient roots and is not limited to modern educational theory.
II. Dewey first discussed reflection in relation to teachers and later applied it to student learning.
III. Dewey argued that reflection should not be reduced to vague rumination or mere self-absorption.
IV. Dewey defined reflection as passive acceptance of beliefs based mainly on tradition and intuition.
Choose the correct sequence.
Read the text and answer question.
Origins of reflective practice
Humans have probably always reflected as they walked the earth, and for over 2,000 years philosophers such as Socrates, who became famous for his adage, ‘the unexamined life is not worth living’, was just one of many who advocated that people should reflect on their existence. In addition, the concept of contemplation and its awareness-raising effects has long been a part of many great religions and philosophical studies where we humans are encouraged to practise mindfulness. In more modern times, perhaps the two most famous philosophers associated with the concept of reflection are John Dewey (1933) and Donald Schön (1983), in that order. In fact, Dewey first discussed reflection in terms of student learning (rather than for teachers), as he suggested that routine thinking and decisionmaking by students in educational settings limit their ability to learn critically. He later extended this idea of routine decisionmaking to teaching, and maintained that teachers can become slaves to routine decision-making if they do not engage in reflection. When explaining such reflection, he first discussed what it is not, and for this, he asserted that it is not just mulling over something or engaging in what I would call ‘navel-gazing’. Instead, Dewey maintained that reflection should be systematic and intentional. Dewey (1933, p. 9) defined such reflection as, ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads.’
Source: https://www.teachingenglish.org.uk/sites/teacheng/files/2024- 03/Farrell_Reflective_Practice_Final.pdf
Which alternative accurately describes the way Dewey’s contribution to reflective practice is presented in the text?
Read the text and answer question.
Origins of reflective practice
Humans have probably always reflected as they walked the earth, and for over 2,000 years philosophers such as Socrates, who became famous for his adage, ‘the unexamined life is not worth living’, was just one of many who advocated that people should reflect on their existence. In addition, the concept of contemplation and its awareness-raising effects has long been a part of many great religions and philosophical studies where we humans are encouraged to practise mindfulness. In more modern times, perhaps the two most famous philosophers associated with the concept of reflection are John Dewey (1933) and Donald Schön (1983), in that order. In fact, Dewey first discussed reflection in terms of student learning (rather than for teachers), as he suggested that routine thinking and decisionmaking by students in educational settings limit their ability to learn critically. He later extended this idea of routine decisionmaking to teaching, and maintained that teachers can become slaves to routine decision-making if they do not engage in reflection. When explaining such reflection, he first discussed what it is not, and for this, he asserted that it is not just mulling over something or engaging in what I would call ‘navel-gazing’. Instead, Dewey maintained that reflection should be systematic and intentional. Dewey (1933, p. 9) defined such reflection as, ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads.’
Source: https://www.teachingenglish.org.uk/sites/teacheng/files/2024- 03/Farrell_Reflective_Practice_Final.pdf
According to the text, what was one of Dewey’s main concerns about routine thinking in educational contexts?
Read the text and answer question
Social media restrictions for under-16s even if no ban, minister says
The government is committed to implementing social media restrictions for under-16s but ministers must "make sure it works" before introducing changes, the Education Secretary Bridget Phillipson has told the BBC. The government is consulting on an outright ban, as well as other measures designed to stop teenagers accessing addictive and harmful material.
Phillipson's comments came after junior education minister Olivia Bailey said the government would "impose some form of age or functionality restrictions" even if it stopped short of a ban. Campaigners have called for an Australia-style ban on children using social media, but there are questions about how effective the prohibition has been.
Monday saw the latest stand-off between the government and House of Lords over the Children's Wellbeing and Schools Bill, which would give ministers the power to introduce sweeping restrictions on social media usage. Peers have repeatedly pushed the government to press ahead with a ban, voting in favour of opposition amendments on four occasions.
The government proposed further amendments to the bill on Monday in an effort to end the deadlock, including one which would give ministers the power to implement a ban in the future but stops short of introducing as quickly as the Lords had called for. MPs supported the government's changes to the draft law by 272 votes to 64, with the bill now returning to the Lords for what looks to be the final consideration before it receives royal assent and becomes law.
Source: https://www.bbc.com/news/articles/c5y7d2zx63jo
Read the text and answer question
Social media restrictions for under-16s even if no ban, minister says
The government is committed to implementing social media restrictions for under-16s but ministers must "make sure it works" before introducing changes, the Education Secretary Bridget Phillipson has told the BBC. The government is consulting on an outright ban, as well as other measures designed to stop teenagers accessing addictive and harmful material.
Phillipson's comments came after junior education minister Olivia Bailey said the government would "impose some form of age or functionality restrictions" even if it stopped short of a ban. Campaigners have called for an Australia-style ban on children using social media, but there are questions about how effective the prohibition has been.
Monday saw the latest stand-off between the government and House of Lords over the Children's Wellbeing and Schools Bill, which would give ministers the power to introduce sweeping restrictions on social media usage. Peers have repeatedly pushed the government to press ahead with a ban, voting in favour of opposition amendments on four occasions.
The government proposed further amendments to the bill on Monday in an effort to end the deadlock, including one which would give ministers the power to implement a ban in the future but stops short of introducing as quickly as the Lords had called for. MPs supported the government's changes to the draft law by 272 votes to 64, with the bill now returning to the Lords for what looks to be the final consideration before it receives royal assent and becomes law.
Source: https://www.bbc.com/news/articles/c5y7d2zx63jo
Read the text and answer question
Social media restrictions for under-16s even if no ban, minister says
The government is committed to implementing social media restrictions for under-16s but ministers must "make sure it works" before introducing changes, the Education Secretary Bridget Phillipson has told the BBC. The government is consulting on an outright ban, as well as other measures designed to stop teenagers accessing addictive and harmful material.
Phillipson's comments came after junior education minister Olivia Bailey said the government would "impose some form of age or functionality restrictions" even if it stopped short of a ban. Campaigners have called for an Australia-style ban on children using social media, but there are questions about how effective the prohibition has been.
Monday saw the latest stand-off between the government and House of Lords over the Children's Wellbeing and Schools Bill, which would give ministers the power to introduce sweeping restrictions on social media usage. Peers have repeatedly pushed the government to press ahead with a ban, voting in favour of opposition amendments on four occasions.
The government proposed further amendments to the bill on Monday in an effort to end the deadlock, including one which would give ministers the power to implement a ban in the future but stops short of introducing as quickly as the Lords had called for. MPs supported the government's changes to the draft law by 272 votes to 64, with the bill now returning to the Lords for what looks to be the final consideration before it receives royal assent and becomes law.
Source: https://www.bbc.com/news/articles/c5y7d2zx63jo
“If the client request times out before the handshake is completed, the application may retry the operation using a fallback communication protocol. This behavior is commonly adopted to improve fault tolerance in distributed systems.” Com base no trecho apresentado e no contexto do inglês técnico aplicado à tecnologia da informação, podemos afirmar que:
Based on the text below, answer the question.
TEXT III
The English schools looking to dispel ‘doom and gloom' around Al
Charles Darwin chatting with students about evolution, primary school pupils seeing their writing transformed into images, Luton reimagined as a cool automobile - artificial intelligence is invading schools across England in surprising ways.
While Bridget Philipson, the education secretary, in January called for a “digital revolution” involving Al in schools, it has already begun in places such as Willowdown primary school in Bridgwater, Somerset.
Matt Cave, Willowdown's head teacher, said his pupils improve their descriptive writing by feeding their work into an Al client to generate images.
“All of a sudden they've got all these pictures from different people’s descriptions, and they can then discuss with their classmates whether that was the image they expected to be in the reader’s head,” Cave said.
“It was really stimulating and thought-provoking for them to have a different audience.” The results, according to Cave, have been "brilliant” and a contrast to the “doom and gloom” he had heard from worried school leaders.
“I wouldn't want anyone to think we weren't aware of the potential hazards - we emphasise that to the children continually. But it's going to be a tool that they are going to need to use all their lives,” Cave said.
Marina Wyatt, head of science for key stage 3 at Furze Platt senior school in Maidenhead, said that she has found teacher-led use of Al useful for engaging students in discussions, including with a virtual Charles Darwin.
In the prompt we tell it to respond as Charles Darwin, and stay in the role. And it works. It came up with some brilliant stuff.
Adapted from https://www.theguardian.com/education/2025/mar/06/theenglish-schools-looking-to-dispel-doom-and-gloom-around-ai
Based on the text below, answer the question.
TEXT III
The English schools looking to dispel ‘doom and gloom' around Al
Charles Darwin chatting with students about evolution, primary school pupils seeing their writing transformed into images, Luton reimagined as a cool automobile - artificial intelligence is invading schools across England in surprising ways.
While Bridget Philipson, the education secretary, in January called for a “digital revolution” involving Al in schools, it has already begun in places such as Willowdown primary school in Bridgwater, Somerset.
Matt Cave, Willowdown's head teacher, said his pupils improve their descriptive writing by feeding their work into an Al client to generate images.
“All of a sudden they've got all these pictures from different people’s descriptions, and they can then discuss with their classmates whether that was the image they expected to be in the reader’s head,” Cave said.
“It was really stimulating and thought-provoking for them to have a different audience.” The results, according to Cave, have been "brilliant” and a contrast to the “doom and gloom” he had heard from worried school leaders.
“I wouldn't want anyone to think we weren't aware of the potential hazards - we emphasise that to the children continually. But it's going to be a tool that they are going to need to use all their lives,” Cave said.
Marina Wyatt, head of science for key stage 3 at Furze Platt senior school in Maidenhead, said that she has found teacher-led use of Al useful for engaging students in discussions, including with a virtual Charles Darwin.
In the prompt we tell it to respond as Charles Darwin, and stay in the role. And it works. It came up with some brilliant stuff.
Adapted from https://www.theguardian.com/education/2025/mar/06/theenglish-schools-looking-to-dispel-doom-and-gloom-around-ai
Based on the text below, answer the question.
TEXT III
The English schools looking to dispel ‘doom and gloom' around Al
Charles Darwin chatting with students about evolution, primary school pupils seeing their writing transformed into images, Luton reimagined as a cool automobile - artificial intelligence is invading schools across England in surprising ways.
While Bridget Philipson, the education secretary, in January called for a “digital revolution” involving Al in schools, it has already begun in places such as Willowdown primary school in Bridgwater, Somerset.
Matt Cave, Willowdown's head teacher, said his pupils improve their descriptive writing by feeding their work into an Al client to generate images.
“All of a sudden they've got all these pictures from different people’s descriptions, and they can then discuss with their classmates whether that was the image they expected to be in the reader’s head,” Cave said.
“It was really stimulating and thought-provoking for them to have a different audience.” The results, according to Cave, have been "brilliant” and a contrast to the “doom and gloom” he had heard from worried school leaders.
“I wouldn't want anyone to think we weren't aware of the potential hazards - we emphasise that to the children continually. But it's going to be a tool that they are going to need to use all their lives,” Cave said.
Marina Wyatt, head of science for key stage 3 at Furze Platt senior school in Maidenhead, said that she has found teacher-led use of Al useful for engaging students in discussions, including with a virtual Charles Darwin.
In the prompt we tell it to respond as Charles Darwin, and stay in the role. And it works. It came up with some brilliant stuff.
Adapted from https://www.theguardian.com/education/2025/mar/06/theenglish-schools-looking-to-dispel-doom-and-gloom-around-ai
Based on the text below, answer the question.
TEXT II
Impact over income: a striking number of gen Zers are becoming teachers
Joseph Curatolo was studying architecture four years ago when he took a summer job, teaching music to middle school students. When he told them he might leave the program to focus on his studies, he said, they burst into tears.
“The fact that I had such an impact on these kids led me to reconsider my career,” said Curatolo, 22. He is now a seventh-and eighth-grade social studies teacher, based in New York City.
Amid a nationwide decline of teaching, Curatolo is not alone: a striking number of gen Z graduates are entering the classroom, despite longstanding concerns over pay and conditions.
Teach For America (TFA), a non-profit education organization, experienced a near 43% increase in its teaching fellows - which TFA refers to as corp members - over the past three years. A generation whose formative years were spent in isolation during the Covid-19 lockdown is “craving human connection and experiences that feel real’, suggested Whitney Petersmeyer, TFA's chief growth and program officer.
Gen Z is “responding to the opportunity for purpose and responsibility at a time where many entry jobs feel uncertain or disconnected from impact’, she added. During periods of economic uncertainty and turbulence, college graduates have been known to turn to industries fields with major shortages, like education.
This generation came of age “in a rapidly changing world,” Randi Weingarten, president of American Teachers Federation, said in a statement, “and that lived experience helps them relate to students in powerful ways.” New arrivals in the classroom are bringing a new perspective, according to Weingarten. “They're reimagining how we teach, bringing new approaches to technology and social-emotional learning.”
Adapted from https://www.theguardian.com/education/2026/janf02/gen-z-teachers-profession
O texto seguinte servirá de base para responder à questão.
The Road Not Taken
By Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
https://www.poetryfoundation.org/poems/44272/the-road-not-taken
O texto seguinte servirá de base para responder à questão.
The Road Not Taken
By Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
https://www.poetryfoundation.org/poems/44272/the-road-not-taken
O texto seguinte servirá de base para responder à questão.
The Road Not Taken
By Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
https://www.poetryfoundation.org/poems/44272/the-road-not-taken
O texto seguinte servirá de base para responder à questão.
The Road Not Taken
By Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
https://www.poetryfoundation.org/poems/44272/the-road-not-taken
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