Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.692 questões
Text for the item from.
Based on the text, judge the following item.
The greenhouse gas is a gas that traps heat in the atmosphere and is the cause of global warming.
Para responder a questão, considere o texto abaixo.
How to help your hangover
By Jen Christensen, CNN
Here's the secret to avoiding a hangover: Don't drink. Or at least drink in moderation, doctors say.
Thankfully, hangovers aren't all that serious.
Scientifically speaking, what cures a hangover is hard to know. That's because what we know about hangovers is still a little
murky, says Dr. Sharon Horesh Bergquist, a doctor at Emory Healthcare and an assistant professor of medicine.
What scientists do know about hangovers is that alcohol, when consumed in excess, can do a real number on your system.
It makes you want to run to the bathroom more and that can lead to dehydration. That process is what causes the thirst,
dizziness and the light-headedness you feel.
It can also trigger an inflammatory response from your immune system. That can hurt your ability to concentrate. It can hurt your
memory. It can make you feel lethargic.
Drinking alcohol in excess can cause your blood sugar to fall. If it dips too low it can cause a shakiness and weakness, even
seizures.
Alcohol can cause your blood vessels to expand, which can cause headaches.
It can irritate the lining of your stomach, making you nauseous.
You can't stop a hangover, says Bergquist, but there are a few ways you can improve your symptoms.
Drinking water as you consume alcohol can help with the dehydration issue.
"That does not improve your concentration or loss of spatial relation skills that come with a hangover, though," she says.
Eating a little something can help your stomach. But eating greasy food to soak up the alcohol better, as some people will tell
you, is a myth. In fact, that greasy stuff may irritate your stomach more. Instead, Bergquist suggests eating some healthy protein and
carbohydrates.
But other than avoiding alcohol altogether, the only other way to ease your symptoms is simple.
"Rest is the one way you can really help yourself," Bergquist said.
So try to sleep it off. You will feel better, eventually.
(Adapted from: https://edition.cnn.com)
Para responder a questão, considere o texto abaixo.
How to help your hangover
By Jen Christensen, CNN
Here's the secret to avoiding a hangover: Don't drink. Or at least drink in moderation, doctors say.
Thankfully, hangovers aren't all that serious.
Scientifically speaking, what cures a hangover is hard to know. That's because what we know about hangovers is still a little
murky, says Dr. Sharon Horesh Bergquist, a doctor at Emory Healthcare and an assistant professor of medicine.
What scientists do know about hangovers is that alcohol, when consumed in excess, can do a real number on your system.
It makes you want to run to the bathroom more and that can lead to dehydration. That process is what causes the thirst,
dizziness and the light-headedness you feel.
It can also trigger an inflammatory response from your immune system. That can hurt your ability to concentrate. It can hurt your
memory. It can make you feel lethargic.
Drinking alcohol in excess can cause your blood sugar to fall. If it dips too low it can cause a shakiness and weakness, even
seizures.
Alcohol can cause your blood vessels to expand, which can cause headaches.
It can irritate the lining of your stomach, making you nauseous.
You can't stop a hangover, says Bergquist, but there are a few ways you can improve your symptoms.
Drinking water as you consume alcohol can help with the dehydration issue.
"That does not improve your concentration or loss of spatial relation skills that come with a hangover, though," she says.
Eating a little something can help your stomach. But eating greasy food to soak up the alcohol better, as some people will tell
you, is a myth. In fact, that greasy stuff may irritate your stomach more. Instead, Bergquist suggests eating some healthy protein and
carbohydrates.
But other than avoiding alcohol altogether, the only other way to ease your symptoms is simple.
"Rest is the one way you can really help yourself," Bergquist said.
So try to sleep it off. You will feel better, eventually.
(Adapted from: https://edition.cnn.com)
Para responder a questão, considere o texto abaixo.
Testing for Caffeine Could Help Foil Fake Urine Scam
By Andy Extance on January 9, 2019
In a disturbing trend, scam artists are using commercially sold fake urine to fool doctors into prescribing pain medications such as hydrocodone − which can then be consumed or illegally sold. The synthetic pee lets patients pass tests intended to ensure they are not already taking opioid medications or drugs of abuse.
Hoping to address the situation, Patrick Kyle, director of clinical chemistry and toxicology at the University of Mississippi Medical Center and his pathologist colleague Jaswinder Kaur have now shown how legal indulgences − including chocolate, coffee and cigarettes − can help distinguish real pee from fake.
Past approaches to spotting fake specimens have included testing urine’s acidity and density and assessing concentration of a metabolic waste substance called creatinine. But some synthetic products now pass these evaluations, Kyle says.
The new method looks for four substances common in urine: caffeine and theobromine, both found in chocolate, tea and coffee; cotinine, produced as nicotine breaks down; and urobilin − degraded hemoglobin that gives urine its yellow color. The scientists studied the various substances in four different groups. One group of 100 urine samples came from people who had been observed providing them. A second set of 100 came from individuals seeking pain medication, who were not observed. A third came from 200 unobserved job applicants. And the final group consisted of 10 samples of commercially available synthetic urine. All samples provided by observed individuals were positive for at least one of the four test substances; three from the pain medication group and two from the job applicants lacked them. No synthetic urine samples contained any of the four substances. Negative results do not prove criminal activity − but they can indicate attempted deception, Kyle says. In such cases, he adds, “the clinic or the business should simply collect another specimen from the individual.”
(Adapted from: www.scientificamerican.com)
Para responder a questão, considere o texto abaixo.
Testing for Caffeine Could Help Foil Fake Urine Scam
By Andy Extance on January 9, 2019
In a disturbing trend, scam artists are using commercially sold fake urine to fool doctors into prescribing pain medications such as hydrocodone − which can then be consumed or illegally sold. The synthetic pee lets patients pass tests intended to ensure they are not already taking opioid medications or drugs of abuse.
Hoping to address the situation, Patrick Kyle, director of clinical chemistry and toxicology at the University of Mississippi Medical Center and his pathologist colleague Jaswinder Kaur have now shown how legal indulgences − including chocolate, coffee and cigarettes − can help distinguish real pee from fake.
Past approaches to spotting fake specimens have included testing urine’s acidity and density and assessing concentration of a metabolic waste substance called creatinine. But some synthetic products now pass these evaluations, Kyle says.
The new method looks for four substances common in urine: caffeine and theobromine, both found in chocolate, tea and coffee; cotinine, produced as nicotine breaks down; and urobilin − degraded hemoglobin that gives urine its yellow color. The scientists studied the various substances in four different groups. One group of 100 urine samples came from people who had been observed providing them. A second set of 100 came from individuals seeking pain medication, who were not observed. A third came from 200 unobserved job applicants. And the final group consisted of 10 samples of commercially available synthetic urine. All samples provided by observed individuals were positive for at least one of the four test substances; three from the pain medication group and two from the job applicants lacked them. No synthetic urine samples contained any of the four substances. Negative results do not prove criminal activity − but they can indicate attempted deception, Kyle says. In such cases, he adds, “the clinic or the business should simply collect another specimen from the individual.”
(Adapted from: www.scientificamerican.com)
Para responder a questão, considere o texto abaixo.
Testing for Caffeine Could Help Foil Fake Urine Scam
By Andy Extance on January 9, 2019
In a disturbing trend, scam artists are using commercially sold fake urine to fool doctors into prescribing pain medications such as hydrocodone − which can then be consumed or illegally sold. The synthetic pee lets patients pass tests intended to ensure they are not already taking opioid medications or drugs of abuse.
Hoping to address the situation, Patrick Kyle, director of clinical chemistry and toxicology at the University of Mississippi Medical Center and his pathologist colleague Jaswinder Kaur have now shown how legal indulgences − including chocolate, coffee and cigarettes − can help distinguish real pee from fake.
Past approaches to spotting fake specimens have included testing urine’s acidity and density and assessing concentration of a metabolic waste substance called creatinine. But some synthetic products now pass these evaluations, Kyle says.
The new method looks for four substances common in urine: caffeine and theobromine, both found in chocolate, tea and coffee; cotinine, produced as nicotine breaks down; and urobilin − degraded hemoglobin that gives urine its yellow color. The scientists studied the various substances in four different groups. One group of 100 urine samples came from people who had been observed providing them. A second set of 100 came from individuals seeking pain medication, who were not observed. A third came from 200 unobserved job applicants. And the final group consisted of 10 samples of commercially available synthetic urine. All samples provided by observed individuals were positive for at least one of the four test substances; three from the pain medication group and two from the job applicants lacked them. No synthetic urine samples contained any of the four substances. Negative results do not prove criminal activity − but they can indicate attempted deception, Kyle says. In such cases, he adds, “the clinic or the business should simply collect another specimen from the individual.”
(Adapted from: www.scientificamerican.com)
“Why was that new manager hired by the company?”
“To fix some issues that have just _____ .”
What Is the Interactive Reading Model?
by Alicia Anthony
The Interactive Reading Model, as developed by David E. Rumelhart in 1977, describes a model of the reading process and the way linguistic elements are processed and interpreted by the brain. The model combines both surface structure systems – the sensory, bottom-up portion of reading – with deep structure systems – the thinking, or top-down, aspects of reading – to build meaning and memory for all learners.
How it Works
Readers use both knowledge of word structure and background knowledge to interpret the texts they read. For example, a student who encounters an unknown word might use surface structure systems like graphophonic, or letter-sound, knowledge to decode the word. A different student might find it easier to use deep structure systems like semantic knowledge, such as meaning and vocabulary, to decode the same unknown word. Each student makes connections in different ways. This process validates and supports both methods of understanding, realizing that individuals process information in very different ways.
Benefits of Interactive Model
The most evident benefit of this model is the opportunity for the differentiation that it provides students. Students are not required to fit into a set mold or have identical skill sets to decode and interpret text. They are encouraged to use their own strengths to gain understanding and new information. When used in the classroom setting, students should be encouraged to share their knowledge with classmates or peers. This model allows the reader to bring his own background knowledge to reading and to interact with others to build meaning and memory from the text.
(http://everydaylife.globalpost.com/interactive-reading-model-13048.html)
What Is the Interactive Reading Model?
by Alicia Anthony
The Interactive Reading Model, as developed by David E. Rumelhart in 1977, describes a model of the reading process and the way linguistic elements are processed and interpreted by the brain. The model combines both surface structure systems – the sensory, bottom-up portion of reading – with deep structure systems – the thinking, or top-down, aspects of reading – to build meaning and memory for all learners.
How it Works
Readers use both knowledge of word structure and background knowledge to interpret the texts they read. For example, a student who encounters an unknown word might use surface structure systems like graphophonic, or letter-sound, knowledge to decode the word. A different student might find it easier to use deep structure systems like semantic knowledge, such as meaning and vocabulary, to decode the same unknown word. Each student makes connections in different ways. This process validates and supports both methods of understanding, realizing that individuals process information in very different ways.
Benefits of Interactive Model
The most evident benefit of this model is the opportunity for the differentiation that it provides students. Students are not required to fit into a set mold or have identical skill sets to decode and interpret text. They are encouraged to use their own strengths to gain understanding and new information. When used in the classroom setting, students should be encouraged to share their knowledge with classmates or peers. This model allows the reader to bring his own background knowledge to reading and to interact with others to build meaning and memory from the text.
(http://everydaylife.globalpost.com/interactive-reading-model-13048.html)
Segundo a autora, o modelo interacional de leitura
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.
John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.
[Methodology in Language Teaching: An Anthology of Current Practice,
by Jack C. Richards and Willy A. Renandya (Eds.)]
Ask teachers what method they subscribe to, and most will answer either that they don’t follow a method at all, or that they are ‘eclectic’, and pick and choose from techniques and procedures associated with a variety of different methods. Some might add that, essentially, their teaching follows the principles laid down by the communicative approach, itself a mixed bag, embracing anything from drills to communicative tasks, and everything in between. But the concept of a single, prescriptive ‘method’ – as in the Direct Method or the Oral Method – seems now to be dead and buried.
The demise of method is consistent with the widely held view that we are now in a ‘post-method’ era. Thus, as long ago as 1983, Stern declared that ‘several developments indicate a shift in language pedagogy away from the single method concept as the main approach to language teaching’ (1983). One such development was the failure, on the part of researchers, to find any significant advantage in one method over another. As Richards (1990) noted, ‘studies of the effectiveness of specific methods have had a hard time demonstrating that the method itself, rather than other factors, such as the teacher’s enthusiasm, or the novelty of the new method, was the crucial variable’. …
Kumaravadivelu (1994) identified what he called the ‘postmethod condition’, a result of ‘the widespread dissatisfaction with the conventional concept of method’. Rather than subscribe to a single set of procedures, postmethod teachers adapt their approach in accordance with local, contextual factors, while at the same time being guided by a number of ‘macrostrategies’. Two such macrostrategies are ‘Maximise learning opportunities’ and ‘Promote learner autonomy’. …
Nevertheless, and in spite of the claims of the postmethodists, the notion of method does not seem to have gone away completely. In fact, it seems to be doggedly persistent, even if the term itself is often replaced by its synonyms. … This is a view echoed by Bell (2007) who interviewed a number of teachers on the subject, and concluded that ‘methods, however the term is defined, are not dead. Teachers seem to be aware of both the usefulness of methods and the need to go beyond them.’
On the other hand, in a recent paper, Akbari (2008) suggests that it is textbooks that have largely replaced methods in their traditional sense: ‘The concept of method has not been replaced by the concept of postmethod but rather by an era of textbook-defined practice. What the majority of teachers teach and how they teach ... are now determined by textbooks’.
(by Scott Thornbury – http://www.teachingenglish.org.uk/article/ methods-post-method-metodos. Adaptado)
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