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

Foram encontradas 8.732 questões

Q3989972 Inglês

Read the text to answer question.


The Tipping Point.


Last week at my neighborhood coffee shop, the barista flipped that dreaded tablet toward me. Three tip options glared back: 18%. 22%. 25%. For a $3.50 latte I was picking up. That took thirty seconds to make. I’ve hit my breaking point with tipping culture.


Growing up, tipping was simple: 15–20% for sitdown restaurants, maybe your hairdresser. Now it’s an expected tax on every transaction. The frozen yogurt shop where I serve myself wants 20%. Self-checkout kiosks are asking for tips. This is insane.


When I traveled Europe last summer, I paid exactly what was on the menu. No guilt, no calculations, no awkward pressure. Servers were paid living wages and the service was excellent.


Meanwhile, I’m expected to subsidize corporate America’s refusal to pay fair wages while their CEOs pocket millions in bonuses.


It’s 2025, and American tipping culture has spiraled out of control. It’s hurting workers, stressing customers, and letting profitable businesses guilt-trip their own customers into covering payroll. When I worked retail years ago, my employer paid my full wage. I didn’t expect customers to subsidize my paycheck because my boss decided to pocket the difference. Yet somehow in 2025, we’ve normalized corporations outsourcing their payroll responsibility to guilt-ridden customers. 72% of U.S. adults say tipping is expected in more places today than it was five years ago. But even as Americans say they’re being asked to tip more often, only about a third say it’s extremely or very easy to know whether (34%) or how much (33%) to tip for various services.


[...] The confusion is real and it’s intentional. Companies benefit from our uncertainty because confused customers tend to over-tip rather than risk social judgment.


Murdock, Jeff. Why Is Tipping Culture Out of Control in 2025? Medium. 16 Jun. 2025. Disponível em:<https://medium.com/@frat1309/why-is-tipping-cultureout-of-control-in-2025-im-done-subsidizing-corporategreed-76ba74887b82>

In the sentence “I’ve hit my breaking point with tipping culture.”, the expression “hit my breaking point” is closest in meaning to:
Alternativas
Q3989703 Inglês
You are tasked with writing a formal email to request a raise from your current employer. Which of the following approaches would be the most appropriate and effective when making your request? 
Alternativas
Q3989702 Inglês
Qual é a diferença fundamental entre skimming e scanning como estratégias de leitura?
Alternativas
Q3989697 Inglês

O texto seguinte servirá de base para responder à questão.



Legendary shoe shop to shut store for good as string of locations have already disappeared in 'end for high street'


(1º§) The retailer, which has more than 300 stores, has confirmed it'll shut for good at High Street in Newcastle under Lyme by the end of 2023. It comes after Clarks announced that it'll pull down the shutters in High Street Inverness before the end of this month. It'll also shut in Westwood Cross Shopping Centre in Kent in mid-November.


(2º§) Several Clarks stores closed earlier this year too, with its branch in Fareham Shopping Centre shutting on August 5 and the Dundee store closing on July 25. Before this, it closed the doors on two stores in Kent in Ashford and Gillingham at the end of 2022. Shoppers have reacted with disappointment at the Newcastle closure, with one writing on social media: "The end of the high street it's all gone now." While another added: "Another one so sad." And a third said: "I can't cope with this."


(3º§) A Clarks spokesperson told The Sun: "We have a strong duty of care to all our employees, and we are working closely with the store team as they now go through a period of consultation. "Customers can continue to shop from our full range of products online and at our nearby Clarks stores in Leek, Crewe and Nantwich, as well as our outlet store in Talke." The popular footwear chain was founded in 1825 and operated across over 1,400 stores and franchises internationally at its peak. But as of July 2023, the brand had just 320 stores.


(4º§) Clarks brought in management consultants McKinsey & Co to help with restructuring plans after posting a £82.9million post-tax loss in 2019. It was then rescued from the brink of collapse with a £100million investment deal by private equity firm LionRock Capital.


(5º§) A Company Voluntary Arrangement (CVA) was agreed which saw the Clarks family lose overall control of the company. A CVA allows firms that have run out of cash to look at ways to save the business, such as reducing rent rates with landlords. Companies often agree to a CVA to avoid insolvency, which can lead to closures or the whole business going bust.


(6º§) More than 50 stores were set to close following this announcement in November 2020 - but dozens more have shut since then. All is not lost for shoppers though, as the retailer has also relocated and opened new shops in recent months. The brand opened a new store on East Street in Taunton in April following the closure of its original high street store.


(7º§) Clarks also opened up a new store in Newcastle's Eldon Square shopping centre on May 14. Meanwhile, fellow footwear retailer Shoezone is pulling down the shutters on another store in its latest round of closures. Plus, we have the full list of 78 shops closing this week including Wetherspoons and House of Fraser. The cost of living crisis on top of a rise in online shopping has made it tougher than ever for businesses to keep physical stores open. Retailers and shoppers alike are also hit hard by stubbornly high energy costs and inflation.


Fonte: https://www.thesun.co.uk/money/24188403/clarks-shop-close-high-street/

According to the text, what was the primary reason for Clarks seeking a Company Voluntary Arrangement (CVA)?
Alternativas
Q3989696 Inglês

O texto seguinte servirá de base para responder à questão.



Legendary shoe shop to shut store for good as string of locations have already disappeared in 'end for high street'


(1º§) The retailer, which has more than 300 stores, has confirmed it'll shut for good at High Street in Newcastle under Lyme by the end of 2023. It comes after Clarks announced that it'll pull down the shutters in High Street Inverness before the end of this month. It'll also shut in Westwood Cross Shopping Centre in Kent in mid-November.


(2º§) Several Clarks stores closed earlier this year too, with its branch in Fareham Shopping Centre shutting on August 5 and the Dundee store closing on July 25. Before this, it closed the doors on two stores in Kent in Ashford and Gillingham at the end of 2022. Shoppers have reacted with disappointment at the Newcastle closure, with one writing on social media: "The end of the high street it's all gone now." While another added: "Another one so sad." And a third said: "I can't cope with this."


(3º§) A Clarks spokesperson told The Sun: "We have a strong duty of care to all our employees, and we are working closely with the store team as they now go through a period of consultation. "Customers can continue to shop from our full range of products online and at our nearby Clarks stores in Leek, Crewe and Nantwich, as well as our outlet store in Talke." The popular footwear chain was founded in 1825 and operated across over 1,400 stores and franchises internationally at its peak. But as of July 2023, the brand had just 320 stores.


(4º§) Clarks brought in management consultants McKinsey & Co to help with restructuring plans after posting a £82.9million post-tax loss in 2019. It was then rescued from the brink of collapse with a £100million investment deal by private equity firm LionRock Capital.


(5º§) A Company Voluntary Arrangement (CVA) was agreed which saw the Clarks family lose overall control of the company. A CVA allows firms that have run out of cash to look at ways to save the business, such as reducing rent rates with landlords. Companies often agree to a CVA to avoid insolvency, which can lead to closures or the whole business going bust.


(6º§) More than 50 stores were set to close following this announcement in November 2020 - but dozens more have shut since then. All is not lost for shoppers though, as the retailer has also relocated and opened new shops in recent months. The brand opened a new store on East Street in Taunton in April following the closure of its original high street store.


(7º§) Clarks also opened up a new store in Newcastle's Eldon Square shopping centre on May 14. Meanwhile, fellow footwear retailer Shoezone is pulling down the shutters on another store in its latest round of closures. Plus, we have the full list of 78 shops closing this week including Wetherspoons and House of Fraser. The cost of living crisis on top of a rise in online shopping has made it tougher than ever for businesses to keep physical stores open. Retailers and shoppers alike are also hit hard by stubbornly high energy costs and inflation.


Fonte: https://www.thesun.co.uk/money/24188403/clarks-shop-close-high-street/

Consider the text and the following assertives:



I.The word "stubbornly" (7º§) could be translated as "persistentemente".


II.The word "footwear" (7º§) is an adverb.


III.The word "retailer" (1º§) could be replaced by "wholesaler" without losing meaning.



Which one(s) is(are) correct?

Alternativas
Q3989693 Inglês

O texto seguinte servirá de base para responder à questão.



Legendary shoe shop to shut store for good as string of locations have already disappeared in 'end for high street'


(1º§) The retailer, which has more than 300 stores, has confirmed it'll shut for good at High Street in Newcastle under Lyme by the end of 2023. It comes after Clarks announced that it'll pull down the shutters in High Street Inverness before the end of this month. It'll also shut in Westwood Cross Shopping Centre in Kent in mid-November.


(2º§) Several Clarks stores closed earlier this year too, with its branch in Fareham Shopping Centre shutting on August 5 and the Dundee store closing on July 25. Before this, it closed the doors on two stores in Kent in Ashford and Gillingham at the end of 2022. Shoppers have reacted with disappointment at the Newcastle closure, with one writing on social media: "The end of the high street it's all gone now." While another added: "Another one so sad." And a third said: "I can't cope with this."


(3º§) A Clarks spokesperson told The Sun: "We have a strong duty of care to all our employees, and we are working closely with the store team as they now go through a period of consultation. "Customers can continue to shop from our full range of products online and at our nearby Clarks stores in Leek, Crewe and Nantwich, as well as our outlet store in Talke." The popular footwear chain was founded in 1825 and operated across over 1,400 stores and franchises internationally at its peak. But as of July 2023, the brand had just 320 stores.


(4º§) Clarks brought in management consultants McKinsey & Co to help with restructuring plans after posting a £82.9million post-tax loss in 2019. It was then rescued from the brink of collapse with a £100million investment deal by private equity firm LionRock Capital.


(5º§) A Company Voluntary Arrangement (CVA) was agreed which saw the Clarks family lose overall control of the company. A CVA allows firms that have run out of cash to look at ways to save the business, such as reducing rent rates with landlords. Companies often agree to a CVA to avoid insolvency, which can lead to closures or the whole business going bust.


(6º§) More than 50 stores were set to close following this announcement in November 2020 - but dozens more have shut since then. All is not lost for shoppers though, as the retailer has also relocated and opened new shops in recent months. The brand opened a new store on East Street in Taunton in April following the closure of its original high street store.


(7º§) Clarks also opened up a new store in Newcastle's Eldon Square shopping centre on May 14. Meanwhile, fellow footwear retailer Shoezone is pulling down the shutters on another store in its latest round of closures. Plus, we have the full list of 78 shops closing this week including Wetherspoons and House of Fraser. The cost of living crisis on top of a rise in online shopping has made it tougher than ever for businesses to keep physical stores open. Retailers and shoppers alike are also hit hard by stubbornly high energy costs and inflation.


Fonte: https://www.thesun.co.uk/money/24188403/clarks-shop-close-high-street/

In the context of the text, what impact did the Company Voluntary Arrangement (CVA) have on the Clarks family's control of the company?
Alternativas
Q3988646 Inglês
“In many Brazilian public universities, English instruction has historically prioritized the development of strategic reading abilities, enabling learners to extract relevant information from academic texts in their fields, rather than pursuing full oral fluency.” (Excerpt adapted from: Celani [1988]; Ramos [2005]. “Brazilian ESP tradition”)
The pedagogical orientation described aligns most closely with:
Alternativas
Q3988636 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Throughout the text, the author progressively moves from describing the rapid expansion of generative AI in education (paragraph 1), to raising ethical and pedagogical concerns (paragraph 2), to identifying systemic gaps in training (paragraph 3), and finally to advocating coordinated policy investment (paragraphs 4 and 5). This progression indicates that the author’s primary argumentative strategy consists of:
Alternativas
Q3988635 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In paragraph 1, the text refers to “these paradigm shifts”. Considering the context of the passage, the expression “paradigm shifts” is most nearly synonymous with: A ( ) incremental 
Alternativas
Q3988634 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers.” (paragraph 3)
The discourse marker “despite” is strategically employed to:
Alternativas
Q3988633 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures.” (paragraph 2)
In this context, the adjective “existential” most precisely suggests issues that are:
Alternativas
Q3988632 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable.” (paragraph 3)
Within the context in use, the word “unsustainable” most nearly conveys the idea that the situation is: 
Alternativas
Q3988631 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In the final paragraph, the author reinforces the overall argument by emphasizing that: 
Alternativas
Q3988630 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 4 advances the argument that effective AI integration in schools depends on:
Alternativas
Q3988629 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
Paragraph 3 suggests that the central tension in current AI implementation in education lies in:
Alternativas
Q3988628 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
According to paragraph 2, the debate surrounding AI in education extends beyond classroom management and includes: 
Alternativas
Q3988627 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
The first paragraph frames teachers’ current situation primarily as: 
Alternativas
Q3985255 Inglês
    “I’ve always dreamed of living abroad. I’m not going to lie, I had a nice life in Brazil. I was starting my career as a physician, I had a loving family, wonderful friends, and lived in a comfortable house. However, I could never get over the fear of suffering some kind of violence whenever I went out, particularly at night. Sad as it is, violence is something that might happen to anyone. You ___1____ always be alert and it is stressful.
    Earlier in my life, I had the opportunity to visit many countries and what always impressed me was how people seemed relaxed, living a peaceful life, just minding their own business. I always wished I could have that. When my husband returned from a trip to Canada, so in love with the country, we thought we should make plans and pursue that dream.
      We’ve been living in Canada for over a year and we love it! I confess it has not been as easy as we initially thought. The most difficult thing is to start from scratch again. My plan is to work as a doctor here, but first my diploma has to be validated here. It will take some time and a lot of hard work but it will pay off.” 
Which of the following statements isn’t feature of the type of text read above? 
Alternativas
Q3985253 Inglês
    “I’ve always dreamed of living abroad. I’m not going to lie, I had a nice life in Brazil. I was starting my career as a physician, I had a loving family, wonderful friends, and lived in a comfortable house. However, I could never get over the fear of suffering some kind of violence whenever I went out, particularly at night. Sad as it is, violence is something that might happen to anyone. You ___1____ always be alert and it is stressful.
    Earlier in my life, I had the opportunity to visit many countries and what always impressed me was how people seemed relaxed, living a peaceful life, just minding their own business. I always wished I could have that. When my husband returned from a trip to Canada, so in love with the country, we thought we should make plans and pursue that dream.
      We’ve been living in Canada for over a year and we love it! I confess it has not been as easy as we initially thought. The most difficult thing is to start from scratch again. My plan is to work as a doctor here, but first my diploma has to be validated here. It will take some time and a lot of hard work but it will pay off.” 
In the excerpt below, choose the modal verb that is appropriate to replace term 1, according to the meaning of the text.

➢ However, I could never get over the fear of suffering some kind of violence whenever I went out, particularly at night. Sad as it is, violence is something that might happen to anyone. You ___1___ always be alert and it is stressful.
Alternativas
Q3985252 Inglês
    “I’ve always dreamed of living abroad. I’m not going to lie, I had a nice life in Brazil. I was starting my career as a physician, I had a loving family, wonderful friends, and lived in a comfortable house. However, I could never get over the fear of suffering some kind of violence whenever I went out, particularly at night. Sad as it is, violence is something that might happen to anyone. You ___1____ always be alert and it is stressful.
    Earlier in my life, I had the opportunity to visit many countries and what always impressed me was how people seemed relaxed, living a peaceful life, just minding their own business. I always wished I could have that. When my husband returned from a trip to Canada, so in love with the country, we thought we should make plans and pursue that dream.
      We’ve been living in Canada for over a year and we love it! I confess it has not been as easy as we initially thought. The most difficult thing is to start from scratch again. My plan is to work as a doctor here, but first my diploma has to be validated here. It will take some time and a lot of hard work but it will pay off.” 
What type of text is the one above? 
Alternativas
Respostas
501: D
502: A
503: D
504: D
505: A
506: D
507: D
508: D
509: C
510: B
511: D
512: A
513: B
514: D
515: A
516: B
517: C
518: C
519: D
520: D