Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
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The Tragedy of Romeo and Juliet - Synopsis by William Shakespeare
The prologue of Romeo and Juliet calls the title characters “star-crossed lovers”—and the stars do seem to conspire against these young lovers.
Romeo is a Montague, and Juliet a Capulet. Their families are enmeshed in a feud, but the moment they meet—when Romeo and his friends attend a party at Juliet’s house in disguise—the two fall in love and quickly decide that they want to be married.
A friar secretly marries them, hoping to end the feud. Romeo and his companions almost immediately encounter Juliet’s cousin Tybalt, who challenges Romeo. When Romeo refuses to fight, Romeo’s friend Mercutio accepts the challenge and is killed. Romeo then kills Tybalt and is banished. He spends that night with Juliet and then leaves for Mantua.
Juliet’s father forces her into a marriage with Count Paris. To avoid this marriage, Juliet takes a potion, given her by the friar, that makes her appear dead. The friar will send Romeo word to be at her family tomb when she awakes. The plan goes awry, and Romeo learns instead that she is dead. In the tomb, Romeo kills himself. Juliet wakes, sees his body, and commits suicide. Their deaths appear finally to end the feud.
SHAKESPEARE, William. Romeo and Juliet from The Folger Shakespeare. Eds. Barbara Mowat, Paul Werstine, Michael Poston, and Rebecca Niles. Folger Shakespeare Library, Accessed on: 27 Sept. 2026. Available at: https://www.folgerdigitaltexts.org/PDF/Rom.pdf
( ) The first paragraph refers to authors who assert that writing is an easy task.
( ) At times, the tone of LLM-generated prose can be rather inappropriate.
( ) It is argued that nowadays editing has lost its relevance.
The statements are, respectively,
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How Teachers Feel About Adapting Instruction for Students
With Disabilities
School leadership and teaching experience strongly infl uence educators’ confi dence in their ability to adapt instruction for students with disabilities, according to a new survey. But most teachers, regardless of tenure, don’t feel prepared to diff erentiate lessons.
General education teachers were markedly less likely to feel confi dent in their ability to diff erentiate instruction than special educators. This confi dence gap exists despite most students with learning disabilities spending the majority of their school day in general education classrooms, according to a new nationally representative survey of 1,654 general and special educators by the National Center for Learning Disabilities and West Ed.
The State of Learning Disabilities survey explored educators’ confi dence in adapting instruction and the school-level factors that shape that confi dence.
Less than half of all general educators (42%) felt completely confi dent in their ability to adapt instruction for students with learning disabilities. That number drops to 17% for novice teachers with fewer than three years of experience, compared with 60% of novice special education teachers who felt completely confi dent in their abilities.
Fonte: Revista Education Week. Disponível em: https://www.edweek.org/ teaching-learning/how-teachers-feel-about-adapting-instruction-for-students-with-disabilities/2026/08. Excerto Adaptado. Acesso em: 25 de agosto de 2026.
Leia o texto a seguir:
How Teachers Feel About Adapting Instruction for Students
With Disabilities
School leadership and teaching experience strongly infl uence educators’ confi dence in their ability to adapt instruction for students with disabilities, according to a new survey. But most teachers, regardless of tenure, don’t feel prepared to diff erentiate lessons.
General education teachers were markedly less likely to feel confi dent in their ability to diff erentiate instruction than special educators. This confi dence gap exists despite most students with learning disabilities spending the majority of their school day in general education classrooms, according to a new nationally representative survey of 1,654 general and special educators by the National Center for Learning Disabilities and West Ed.
The State of Learning Disabilities survey explored educators’ confi dence in adapting instruction and the school-level factors that shape that confi dence.
Less than half of all general educators (42%) felt completely confi dent in their ability to adapt instruction for students with learning disabilities. That number drops to 17% for novice teachers with fewer than three years of experience, compared with 60% of novice special education teachers who felt completely confi dent in their abilities.
Fonte: Revista Education Week. Disponível em: https://www.edweek.org/ teaching-learning/how-teachers-feel-about-adapting-instruction-for-students-with-disabilities/2026/08. Excerto Adaptado. Acesso em: 25 de agosto de 2026.
Leia o texto a seguir:
How Teachers Feel About Adapting Instruction for Students
With Disabilities
School leadership and teaching experience strongly infl uence educators’ confi dence in their ability to adapt instruction for students with disabilities, according to a new survey. But most teachers, regardless of tenure, don’t feel prepared to diff erentiate lessons.
General education teachers were markedly less likely to feel confi dent in their ability to diff erentiate instruction than special educators. This confi dence gap exists despite most students with learning disabilities spending the majority of their school day in general education classrooms, according to a new nationally representative survey of 1,654 general and special educators by the National Center for Learning Disabilities and West Ed.
The State of Learning Disabilities survey explored educators’ confi dence in adapting instruction and the school-level factors that shape that confi dence.
Less than half of all general educators (42%) felt completely confi dent in their ability to adapt instruction for students with learning disabilities. That number drops to 17% for novice teachers with fewer than three years of experience, compared with 60% of novice special education teachers who felt completely confi dent in their abilities.
Fonte: Revista Education Week. Disponível em: https://www.edweek.org/ teaching-learning/how-teachers-feel-about-adapting-instruction-for-students-with-disabilities/2026/08. Excerto Adaptado. Acesso em: 25 de agosto de 2026.
I. Horvath believes that concern about children's screen use should extend beyond entertainment to the use of digital tools for academic purposes.
II. Horvath claims that generational improvements in health, happiness, and education had continued consistently in the West after the year 2000.
III. Horvath suggests that reducing academic screen use could help children develop deeper knowledge that can be transferred to different contexts.
IV. Horvath states that he expected progress in reducing screenbased childhood to occur as rapidly as it has.
Choose the correct sequence.
Trump gave what was billed as a “Christmas speech” in rural Pennsylvania this past week that began with his “wishing each and everyone one of you a very merry Christmas, happy New Year, all of that stuff” and boasting that now, under his presidency: “Everybody’s saying ‘merry Christmas’ again.” He then claimed – contrary to the experience of nearly everyone in the crowd – that he had gotten them “lower prices” and “bigger paychecks”.
He was supposed to talk about affordability, but Trump’s narcissistic brain seemed incapable of the minimal empathy to recognize the public’s angst over the cost of living. So he veered far off the affordability script to attack Ilhan Omar, a Minnesota congresswoman, ridicule windmills. Small wonder that most voters have had it with Trump.
In Indiana this past week, Republican senators rejected a redistricting plan that Trump had tried to bully them into accepting. Twenty-one senators from the Republican majority in the Indiana senate and all 10 senate Democrats voted it down. Even congressional Republicans are starting to desert him as they see that the wannabe emperor has no clothes. They’ve rejected his demand to end the filibuster, rebuked his incipient healthcare plan, forced him to cave on the Epstein files, won’t approve his bonkers $2,000 tariff checks for Americans, fret about his boat strikes off the coasts of Central and South America, and are in open rebellion against his hand-picked speaker of the House. Trump won’t steal Christmas, but it’s looking increasingly likely that Christmas will steal Trump.
(Available in: https://www.theguardian.com/commentisfree/. Adapted. Accessed on: January 2026.)
The study of text genres helps readers understand why a text is written and how it's structured, improving comprehension and writing skills. The previous text was introduced for examination, and students led to identify its purpose and structural features, having their guide in the text’s general idea which is:
TEXT V
Turn on your light
by Ben Okri
[…]
Will you be at the harvest,
Among the gatherers of new fruits?
Then you must begin today to remake
Your mental and spiritual world,
And join the warriors and celebrants
Of freedom, realisers of great dreams.
You can't remake the world
Without remaking yourself.
Each new era begins within.
It is an inward event,
With unsuspected possibilities
For inner liberation.
We could use it to turn on
Our inward lights.
We could use it to use even the dark
And negative things positively.
We could use the new era
To clean our eyes,
To see the world differently,
To see ourselves more clearly.
Only free people can make a free world.
Infect the world with your light.
Help fulfill the golden prophecies.
Press forward the human genius.
Our future is greater than our past.
Adapted from https://greatturning.net/turn-on-your-light-by-ben-okri/
TEXT V
Turn on your light
by Ben Okri
[…]
Will you be at the harvest,
Among the gatherers of new fruits?
Then you must begin today to remake
Your mental and spiritual world,
And join the warriors and celebrants
Of freedom, realisers of great dreams.
You can't remake the world
Without remaking yourself.
Each new era begins within.
It is an inward event,
With unsuspected possibilities
For inner liberation.
We could use it to turn on
Our inward lights.
We could use it to use even the dark
And negative things positively.
We could use the new era
To clean our eyes,
To see the world differently,
To see ourselves more clearly.
Only free people can make a free world.
Infect the world with your light.
Help fulfill the golden prophecies.
Press forward the human genius.
Our future is greater than our past.
Adapted from https://greatturning.net/turn-on-your-light-by-ben-okri/
TEXT V
Turn on your light
by Ben Okri
[…]
Will you be at the harvest,
Among the gatherers of new fruits?
Then you must begin today to remake
Your mental and spiritual world,
And join the warriors and celebrants
Of freedom, realisers of great dreams.
You can't remake the world
Without remaking yourself.
Each new era begins within.
It is an inward event,
With unsuspected possibilities
For inner liberation.
We could use it to turn on
Our inward lights.
We could use it to use even the dark
And negative things positively.
We could use the new era
To clean our eyes,
To see the world differently,
To see ourselves more clearly.
Only free people can make a free world.
Infect the world with your light.
Help fulfill the golden prophecies.
Press forward the human genius.
Our future is greater than our past.
Adapted from https://greatturning.net/turn-on-your-light-by-ben-okri/
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