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

Foram encontradas 8.692 questões

Q930140 Inglês

Decide whether the following statements are right (C) or wrong (E) according to text I.


In the first paragraph, the words “ongoing” (L.2) and “advocates” (L.5) can be correctly and respectively replaced by far-reaching and lawyers without this changing the meaning of the passage.

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Q930139 Inglês

Decide whether the following statements are right (C) or wrong (E) according to text I.


The authors are critical of the kind of explanation analysts have given for the phenomenon of diplomacy in the digital age, which, according to the authors, should be approached more thoroughly.

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Q930138 Inglês

Decide whether the following statements are right (C) or wrong (E) according to text I.


Due to the close relationship that exists between diplomacy and communication, diplomats have managed to bring their communicative skills to perfection in order to work autonomously with new digital media.

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Q930137 Inglês

Decide whether the following statements are right (C) or wrong (E) according to text I.


The text lists three different kinds of change which affect diplomacy: those originated in international and domestic scenarios; those coming from the main centres of authority; and the ones which are related to societal transformations.

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Q930136 Inglês

Decide whether the following statements are right (C) or wrong (E) according to text I.


For the authors, the changes brought about by new communications technologies are affecting the essence of diplomacy as never before.

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Q929433 Inglês

Concerning the ideas of the previous text and the vocabulary used in it, judge the following items.


It can be inferred from the text that nowadays it is possible to ensure the support for languages that need characters other than the Western alphabet.

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Q929432 Inglês

Concerning the ideas of the previous text and the vocabulary used in it, judge the following items.


It can be concluded from the text that technology has always allowed a diverse presence of languages on the Web.

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Q929430 Inglês

Concerning the ideas of the previous text and the vocabulary used in it, judge the following items.


The text shows that English dominance on the Internet brings a geo-political concern for some researchers.

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Q929429 Inglês

Concerning the ideas of the previous text and the vocabulary used in it, judge the following items.


The phrase “Surveys abound” (ℓ.8) could be correctly replaced by There are numerous surveys, without altering the meaning of the sentence.

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Q929428 Inglês

Concerning the ideas of the previous text and the vocabulary used in it, judge the following items.


According to the text, quantifying the number of Internet users is somewhat imprecise.

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Q929427 Inglês

Concerning the ideas of the previous text and the vocabulary used in it, judge the following items.


It can be concluded from the text that the virtual environment is not susceptible to geographical analysis.

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Q929011 Inglês
Judge the following items, concerning the vocabulary used in text 6A4AAA.

The expression “resulted from” (ℓ.3) could be replaced by arose out of, without changing the meaning of the text.
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Q929009 Inglês

Considering the text 6A4AAA, judge the following items.


The article concerns legal aspects of heritage as well as anthropological matters that may guide the legal decisions.

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Q929008 Inglês

Considering the text 6A4AAA, judge the following items.


Tangible and intangible programs of protection differ in the sense that the former can rely on existing laws in national levels whereas the latter demands the creation of new institutional instruments.

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Q929007 Inglês

Considering the text 6A4AAA, judge the following items.


The protection of historical monuments is one of the precursors which shapes the concept of heritage.

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Q929005 Inglês

Considering the text 6A4AAA, judge the following items.


The research on intangible heritage started only in the 21st century as the result of international negotiation.

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Q923183 Inglês
The item that does NOT describe a Communicative Language Teaching feature is:
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Q923174 Inglês
Read the text and answer to the question.

    Classroom interaction is studied from a social interaction perspective to unearth the mechanisms teachers and students use to conduct their classroom business. Classroom interaction research originated, like all social interaction research, when in the 1960s recording technology such as cameras and microphones became accessible for researchers. Recording techniques have ranged from one hand-held camera to several cameras on poles, and from researchers sitting or even participating in the classroom, to those who witnessed the lesson on a monitor in an adjacent room, or only saw the recordings afterwards. Audio has been recorded following the available technology and research aims with cameramounted or separate microphones, or wireless individual microphones on the teacher or on individual students. Recent digital technology has allowed these different streams to be fed directly into a computer where they can be synchronised with each other and with subsequent transcripts. Sometimes, classroom recordings have been supplemented by interviews of different kinds, and ethnographic information on factors such as ethnicity or social class. Also, additional information has been assembled on school policy or teacher planning, and additional recordings have been in the school yard, all depending on research aims and researchers’ views on methodology and epistemology.
(Available: www.rug.nl/staff/tom.koole/classroominteractionkoole.)
Some of instances of ethnographic information given in the text are
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Q923173 Inglês
Read the text and answer to the question.

    Classroom interaction is studied from a social interaction perspective to unearth the mechanisms teachers and students use to conduct their classroom business. Classroom interaction research originated, like all social interaction research, when in the 1960s recording technology such as cameras and microphones became accessible for researchers. Recording techniques have ranged from one hand-held camera to several cameras on poles, and from researchers sitting or even participating in the classroom, to those who witnessed the lesson on a monitor in an adjacent room, or only saw the recordings afterwards. Audio has been recorded following the available technology and research aims with cameramounted or separate microphones, or wireless individual microphones on the teacher or on individual students. Recent digital technology has allowed these different streams to be fed directly into a computer where they can be synchronised with each other and with subsequent transcripts. Sometimes, classroom recordings have been supplemented by interviews of different kinds, and ethnographic information on factors such as ethnicity or social class. Also, additional information has been assembled on school policy or teacher planning, and additional recordings have been in the school yard, all depending on research aims and researchers’ views on methodology and epistemology.
(Available: www.rug.nl/staff/tom.koole/classroominteractionkoole.)
Classroom interaction research does NOT do without
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Q923172 Inglês
Read the text and answer to the question.

Empowering teachers to promote inclusive education, a literature review

    It is important that assessment processes and procedures in ITE (Inclusive Teaching Education) are coherent, using a variety of assessment modes, for formative as well as summative purposes (Teaching Council, 2011a). The European Commission (2014) notes that prospective teachers are often assessed using portfolios, which might prepare them to use this type of assessment in their teaching. Literature Review 25 The Agency’s TE4I report noted the need for assessment in ITE to change in line with more active teaching methods. It stressed that across both academic assignments and school practice there is a need for: ‘assessment for learning’ approaches that encourage student/teachers to reflect on their own work and performance and […] formulate their own targets for improvement (European Agency, 2011a, p. 23). It also noted the importance of guided reflection and teacher educators developing knowledge of students’ understanding to provide appropriate challenges together with good models of inclusive assessment practice. Echeita (2014) mentions that at a national or regional level, it is also necessary to set out clear standards for graduating student/teachers, allowing them to monitor whether they have correctly learned the competences related to inclusive education.
(Available: https://www.european-agency.org.)
In order to cater to Inclusive Teaching Education, assessment should
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Respostas
5961: E
5962: C
5963: E
5964: C
5965: E
5966: C
5967: E
5968: C
5969: C
5970: E
5971: E
5972: C
5973: C
5974: C
5975: C
5976: E
5977: A
5978: D
5979: A
5980: C