Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
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Considering the CEFR (Common European Framework of Reference for Languages) as a framework for progression in communicative language ability, select the correct alternative.
Analyze the statements:
I.In "Dr. Horvath's epigenetic clocks have become standard tools across aging research", the Present Perfect relates a development originating in the past to a current state.
II.In "People whose epigenetic age was higher [...] were shown to be at an increased risk", the passive construction foregrounds the research finding rather than the researchers responsible for demonstrating it.
III.In "which might be the reason women live longer", the modal verb might presents the proposed explanation as a conclusion regarded by the writer as highly certain.
It is correct to state that:
Judge the statements below as True (T) or False (F):
(__)Reading the title, section headings and opening paragraphs rapidly to identify the article's general focus is consistent with skimming.
(__)Searching the article specifically for figures such as "13,000 DNA samples", "58" and "11 divisions" is an example of scanning.
(__)Concluding that the article proves newer medications extend human lifespan is a valid inference because the expression "show promise" presents their effectiveness as established.
(__)Examining how the institutional source presents UCLA's research achievements and comparing promotional framing with the strength of the evidence is compatible with critical literacy.
The correct sequence, from top to bottom, is:
Based on the text, judge the statements below as True (T) or False (F):
(__)The epigenetic clock is presented as one useful measure of biological aging rather than as a complete explanation of longevity.
(__)The text establishes as a demonstrated causal fact that faster aging of male blood and brain tissues explains the difference in life expectancy between men and women.
(__)Lifestyle practices such as physical activity, adequate sleep and not smoking are presented as supported by stronger evidence than the newer medications discussed.
(__)The expression "bench to bedside" describes a movement from clinical observations toward laboratory research without direct application to patient care.
The correct sequence, from top to bottom, is:
"Dr. Horvath's epigenetic clocks have become standard tools across aging research [...]. They have been applied in the randomized DO-HEALTH trial [...] and in the Women's Health Initiative [...]. This kind of population-level application aligns closely with the Division of Geriatrics' emphasis on healthy, independent life expectancy."
Considering textual cohesion, select the correct alternative.
Judge the statements below as True (T) or False (F):
(__)In "From this, Dr. Horvath developed the 'epigenetic clock'", From this establishes a relationship between the preceding finding and the subsequent development.
(__)In "For instance, the liver ages faster than other organs", For instance introduces a specific example supporting the preceding general statement.
(__)In "Along with serving as a professor", Along with establishes a contrast between Dr. Horvath's academic position and his other institutional role.
(__)In "the project [...] drew on collaborators across UCLA", drew on means that the project made use of the expertise or contribution of those collaborators.
The correct sequence, from top to bottom, is:
Reading Comprehension
The use of media and digital technologies has transformed English language teaching and learning in Brazil. Teachers can now use videos, podcasts, digital games, social media, online dictionaries, educational platforms, and interactive applications to create more dynamic learning experiences. These resources can provide students with contact with authentic materials and different varieties of English used around the world.
However, technology itself does not guarantee effective learning. The teacher plays an important role in selecting appropriate resources and connecting them to clear learning objectives. Digital tools should be used as pedagogical resources rather than simply as entertainment. For example, a teacher may use a video to develop listening comprehension, followed by a discussion that encourages students to express their opinions in English.
Technology can also support collaboration and student autonomy. Online projects may allow students to work together, communicate with other learners, and produce multimodal texts combining words, images, sounds, and videos. In addition, students can access English-language materials outside the classroom, creating opportunities for continuous learning.
Despite these possibilities, the use of technology in Brazilian schools also presents challenges. Unequal access to devices and reliable internet connections can create educational inequalities. Teachers may also need training to integrate digital resources effectively into their pedagogical practices.
Therefore, the meaningful use of technology requires not only access to digital tools but also critical planning, teacher mediation, and consideration of students’ social and educational contexts.
Study the sentences below and decide if they are true ( T ) or false ( F ), according to the text.
( ) The main idea of the text is about how digital technologies can contribute to English teaching, but their effectiveness depends on appropriate pedagogical use.
( ) Technology itself does not guarantee effective learning.
( ) The teacher’s role in the use of technology is to allow students to choose any digital resource without guidance.
( ) Multimodal texts(mentioned in the text) are texts that combine different modes, such as words, images, sounds, and videos.
( ) The challenge related to technology mentioned in the text is that digital technologies can’t be used for language teaching.
Choose the alternative which presents the correct sequence, from top to bottom.
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The discipline of International Relations (IR) has repeatedly discussed the problem of agency, though not always using the term.
A central preoccupation of IR since its inception is the question of whose actions shape international politics: who possesses agency. Starting from a rather state-centric perspective, IR initially considered only states and their leaders as relevant actors. Agency was thus closely linked to the notion of state sovereignty and the idea that “great” men (and occasionally women) make history. Over the years, and no doubt reflecting changes in the actual practices of international politics, IR has gradually considered more and more actors as possible agents: international organizations and their bureaucrats, corporations, NGOs, expert communities and professions, celebrities, insurgent groups and so on. The focus has for the most part been on demonstrating that the new actors actually make a difference rather than explaining how they acquired their agency.
A more explicit theorization of agency was initiated when Alexander Wendt introduced the agent-structure problem into IR and proposed a “structurationist” perspective that conceives of agents and structures as mutually constitutive but ontologically distinct entities. Other scholars working in the constructivist tradition have examined how the mastery of particular repertoires of politics, such as diplomacy, expert governance or advocacy and activism, can confer agency on different actors. They have also shown how agency depends on its recognition by other actors and can be undermined if such recognition is denied. Critical, feminist and postcolonial scholars have emphasized that agency is still unevenly distributed, with certain courses of action open to some actors but not to others, depending on their positioning within power relations. It then becomes clear not only that the question of agency is a highly political one, but that, in writing about agency, we cannot escape its politics.
(Tobias Wille. Elgar Encyclopedia of International Relations. March 2025. Adaptado)
Leia o texto a seguir para responder à questão.
The discipline of International Relations (IR) has repeatedly discussed the problem of agency, though not always using the term.
A central preoccupation of IR since its inception is the question of whose actions shape international politics: who possesses agency. Starting from a rather state-centric perspective, IR initially considered only states and their leaders as relevant actors. Agency was thus closely linked to the notion of state sovereignty and the idea that “great” men (and occasionally women) make history. Over the years, and no doubt reflecting changes in the actual practices of international politics, IR has gradually considered more and more actors as possible agents: international organizations and their bureaucrats, corporations, NGOs, expert communities and professions, celebrities, insurgent groups and so on. The focus has for the most part been on demonstrating that the new actors actually make a difference rather than explaining how they acquired their agency.
A more explicit theorization of agency was initiated when Alexander Wendt introduced the agent-structure problem into IR and proposed a “structurationist” perspective that conceives of agents and structures as mutually constitutive but ontologically distinct entities. Other scholars working in the constructivist tradition have examined how the mastery of particular repertoires of politics, such as diplomacy, expert governance or advocacy and activism, can confer agency on different actors. They have also shown how agency depends on its recognition by other actors and can be undermined if such recognition is denied. Critical, feminist and postcolonial scholars have emphasized that agency is still unevenly distributed, with certain courses of action open to some actors but not to others, depending on their positioning within power relations. It then becomes clear not only that the question of agency is a highly political one, but that, in writing about agency, we cannot escape its politics.
(Tobias Wille. Elgar Encyclopedia of International Relations. March 2025. Adaptado)
A public library introduced a "silent hour" every Wednesday afternoon. During that period, announcements are suspended, lights are dimmed, and visitors are encouraged to keep conversations brief. The initiative was originally designed for people who experience sensory overload, but librarians soon noticed that other visitors also began choosing that time for reading and concentrated work.
Which interpretation is CORRECTLY supported by the passage?
Which genre is consistent with these characteristics?
The modal could communicates:
These characteristics identify the text primarily as:
Which version is appropriate?
"The minister offered condolences, affirmed solidarity with families, and ordered assessments of affected schools to ensure learning continuity."
Which communicative function is most clearly associated with the reference to condolences and solidarity?
Considering the organization of the report, select the CORRECT interpretation.
"A witness quoted by Reuters news agency said the fire had been put out by afternoon but smoke was still rising from rubble and corrugated metal."
Regarding the temporal relations expressed by the verbs, mark T, for true, and F, for false.
(__) Had been put out presents the extinguishing of the fire as completed before the witness's reported statement.
(__) Was still rising presents the smoke as an ongoing situation at the reference point described by the witness.
(__) The use of had been put out places the extinguishing after the smoke had stopped rising.
(__) The two verb forms allow the report to contrast a completed event with a continuing consequence.
Select the alternative that presents the CORRECT sequence.
The Tragedy of Romeo and Juliet - Synopsis by William Shakespeare
The prologue of Romeo and Juliet calls the title characters “star-crossed lovers”—and the stars do seem to conspire against these young lovers.
Romeo is a Montague, and Juliet a Capulet. Their families are enmeshed in a feud, but the moment they meet—when Romeo and his friends attend a party at Juliet’s house in disguise—the two fall in love and quickly decide that they want to be married.
A friar secretly marries them, hoping to end the feud. Romeo and his companions almost immediately encounter Juliet’s cousin Tybalt, who challenges Romeo. When Romeo refuses to fight, Romeo’s friend Mercutio accepts the challenge and is killed. Romeo then kills Tybalt and is banished. He spends that night with Juliet and then leaves for Mantua.
Juliet’s father forces her into a marriage with Count Paris. To avoid this marriage, Juliet takes a potion, given her by the friar, that makes her appear dead. The friar will send Romeo word to be at her family tomb when she awakes. The plan goes awry, and Romeo learns instead that she is dead. In the tomb, Romeo kills himself. Juliet wakes, sees his body, and commits suicide. Their deaths appear finally to end the feud.
SHAKESPEARE, William. Romeo and Juliet from The Folger Shakespeare. Eds. Barbara Mowat, Paul Werstine, Michael Poston, and Rebecca Niles. Folger Shakespeare Library, Accessed on: 27 Sept. 2026. Available at: https://www.folgerdigitaltexts.org/PDF/Rom.pdf
The Tragedy of Romeo and Juliet - Synopsis by William Shakespeare
The prologue of Romeo and Juliet calls the title characters “star-crossed lovers”—and the stars do seem to conspire against these young lovers.
Romeo is a Montague, and Juliet a Capulet. Their families are enmeshed in a feud, but the moment they meet—when Romeo and his friends attend a party at Juliet’s house in disguise—the two fall in love and quickly decide that they want to be married.
A friar secretly marries them, hoping to end the feud. Romeo and his companions almost immediately encounter Juliet’s cousin Tybalt, who challenges Romeo. When Romeo refuses to fight, Romeo’s friend Mercutio accepts the challenge and is killed. Romeo then kills Tybalt and is banished. He spends that night with Juliet and then leaves for Mantua.
Juliet’s father forces her into a marriage with Count Paris. To avoid this marriage, Juliet takes a potion, given her by the friar, that makes her appear dead. The friar will send Romeo word to be at her family tomb when she awakes. The plan goes awry, and Romeo learns instead that she is dead. In the tomb, Romeo kills himself. Juliet wakes, sees his body, and commits suicide. Their deaths appear finally to end the feud.
SHAKESPEARE, William. Romeo and Juliet from The Folger Shakespeare. Eds. Barbara Mowat, Paul Werstine, Michael Poston, and Rebecca Niles. Folger Shakespeare Library, Accessed on: 27 Sept. 2026. Available at: https://www.folgerdigitaltexts.org/PDF/Rom.pdf
The Tragedy of Romeo and Juliet - Synopsis by William Shakespeare
The prologue of Romeo and Juliet calls the title characters “star-crossed lovers”—and the stars do seem to conspire against these young lovers.
Romeo is a Montague, and Juliet a Capulet. Their families are enmeshed in a feud, but the moment they meet—when Romeo and his friends attend a party at Juliet’s house in disguise—the two fall in love and quickly decide that they want to be married.
A friar secretly marries them, hoping to end the feud. Romeo and his companions almost immediately encounter Juliet’s cousin Tybalt, who challenges Romeo. When Romeo refuses to fight, Romeo’s friend Mercutio accepts the challenge and is killed. Romeo then kills Tybalt and is banished. He spends that night with Juliet and then leaves for Mantua.
Juliet’s father forces her into a marriage with Count Paris. To avoid this marriage, Juliet takes a potion, given her by the friar, that makes her appear dead. The friar will send Romeo word to be at her family tomb when she awakes. The plan goes awry, and Romeo learns instead that she is dead. In the tomb, Romeo kills himself. Juliet wakes, sees his body, and commits suicide. Their deaths appear finally to end the feud.
SHAKESPEARE, William. Romeo and Juliet from The Folger Shakespeare. Eds. Barbara Mowat, Paul Werstine, Michael Poston, and Rebecca Niles. Folger Shakespeare Library, Accessed on: 27 Sept. 2026. Available at: https://www.folgerdigitaltexts.org/PDF/Rom.pdf