Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.238 questões
Is gas and oil drilling mostly computerized?
How much do you know about gas and oil drilling?
From locating new reserves to analyzing crude as it's refined, the oil and gas industry utilizes computer technology at every step of the way. Indeed, as proven reserves have dried up and new sources of oil and gas have become harder to find and exploit, computers have taken an increasingly important role in the industry.
That said, humans continue to be an essential part of the process. Though data may be collected and analyzed by a computer, it is a human, ultimately, that interprets the results and makes a decision to drill or move on. Though computers control the speed, force, and depth of a drill, it is a human that monitors and modifies the variables. And, of course, it is a human that makes the dangerous connections between drill pipes as the well pushes deeper.
Indeed, though computers have made drilling for oil and gas a safer and more efficient process, it remains a handson industry.
(adaptedfrom http://science.howstuffworks.com/environmental/energy/gas-oildrilling-computerized.htm)
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
In “Despite the fact that there are more positive effects” (line 42), the underlined phrase can be replaced without change in meaning by
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
The “audio-channel of the learner” (lines 16 and 17) depends on the sense of hearing.
The sense of taste is perceived by the
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
In the last paragraph, the author states that songs have helped him to
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
In relation to the use of music in the classroom as discussed in the text, analyse the assertions below:
I. Teaching songs helps improve listening skills.
II. Old songs are better suited for classroom activities.
III. Everybody agrees that students learn faster with music.
Choose the correct answer.
Bertrand Russell once predicted that the socialization of reproduction — the supersession of the family by the state — would “make sex love itself more trivial,” encourage “a certain triviality in all personal relations,” and “make it far more difficult to take an interest in anything after one’s own death.” At first glance, recent developments appear to have refuted the first part of this prediction. Americans today invest personal relations, particularly the relations between men and women, with undiminished emotional importance. The decline of childrearing as a major preoccupation has freed sex from its bondage to procreation and made it possible for people to value erotic life for its own sake. As the family shrinks to the marital unit, it can be argued that men and women respond more readily to each other’s emotional needs, instead of living vicariously through their offspring. The marriage contract having lost its binding character, couples now find it possible, according to many observers, to ground sexual relations in something more solid than legal compulsion. In short, the growing determination to live for the moment, whatever it may have done to the relations between parents and children, appears to have established the preconditions of a new intimacy between men and women. This appearance is an illusion. The cult of intimacy conceals a growing despair of finding it. Personal relations crumble under the emotional weight with which they are burdened. The inability “to take an interest in anything after one’s own death,” which gives such urgency to the pursuit of close personal encounters in the present, makes intimacy more elusive than ever. The same developments that have weakened the tie between parents and children have also undermined relations between men and women. Indeed the deterioration of marriage contributes in its own right to the deterioration of care for the young. This last point is so obvious that only a strenuous propaganda on behalf of “open marriage” and “creative divorce” prevents us from grasping it. It is clear, for example, that the growing incidence of divorce, together with the ever-present possibility that any given marriage will end in collapse, adds to the instability of family life and deprives the child of a measure of emotional security. Enlightened opinion diverts attention from this general fact by insisting that in specific cases, parents may do more harm to their children by holding a marriage together than by dissolving it. More often the husband abandons his children to the wife whose company he finds unbearable, and the wife smothers the children with incessant yet perfunctory attentions. This particular solution to the problem of marital strain has become so common that the absence of the father impresses many observers as the most striking fact about the contemporary family. Under these conditions, a divorce in which the mother retains custody of her children merely ratifies the existing state of affairs — the effective emotional desertion of his family by the father. But the reflection that divorce often does no more damage to children than marriage itself hardly inspires rejoicing.
Christopher Lasch. The Cult of Narcissism. Abacus, Londres, 1980 p. 320-322 (adapted)
Based on the text, decide if the following statement is correct (C) or wrong (E).
Living one’s children’s lives and dreams used to be a far more widespread feature of traditional families in the US than it is nowadays.
Men and women in the US have become increasingly aware that it takes money to improve their personal relations.
Based on the text, decide whether the following statement about the author's position on the trivialization of personal relationships is right (C) or wrong (E).
He is non-committal about it, assuming this is an inescapable trend in contemporary American life.
Principies for an effective informatics curriculum
The committee performed a comprehensive review of the considerabie existing material on building informatics curricula, including among many others the (UK) Royal Society report, the CSPrinciples site, the Computing at Schools Initiative, and the work of the CSTA. Two major conclusions follow from that review.
The first is the sheer number of existing experiences demonstrating that it is indeed possible to teach informatics successfully in primary and secondary education. The second conclusion is in the form of two core principies for such curricula. Existing experiences use a wide variety of approaches; there is no standard curriculum yet, and it was not part of the Committee's mission to define such a standard informatics curriculum for the whole of Europe. The committee has found, however, that while views diverge on the details, a remarkable consensus exists among experts on the basics of what a school informatics curriculum should (and should not) include. On the basis of that existing work, the Committee has identified two principies: leverage students' creativity, emphasize quality.
Leverage student creativity
A powerful aid for informatics teaching is the topic's potential for stimulating students; creativity. The barriers to innovation are often lower than in other disciplines; the technical equipment (computers) is ubiquitous and considerably less expensive. Opportunities exist even for a beginner: with proper guidance, a Creative student can quickly start writing a program or a Web Service, see the results right away, and make them available to numerous other people. Informatics education should draw on this phenomenon and channel the creativity into useful directions, while warning students away from nefarious directions such as destructive "hacking". The example of HFOSS (Humanitarian Free and Open Software Systems) shows the way towards constructive societal contributions based on informatics.
Informatics education must not just dwell on imparting information to students. It must draw attention to aspects of informatics that immediately appeal to young students, to encourage interaction, to bring abstract concepts to life through visualization and animation; a typical application of this idea is the careful use of (non- violent) games.
Foster quality
Curious students are always going to learn some IT and in particular some programming outside of informatics education through games scripting, Web site development, or adding software components to social networks. Informatics education must emphasize quality, in particular software quality, including the need for correctness (proper functioning of software), for good user interfaces, for taking the needs of users into consideration including psychological and social concerns. The role of informatics education here is:
• To convey the distinction between mere "coding" and software development as a constructive activity based on scientific and engineering principies.
• To dispel the wrong image of programming as an activity for "nerds" and emphasize its human, user-centered aspects, a focus that helps attract students of both genders.
Breaking the teacher availability deadlock
An obstacle to generalizing informatics education is the lack of teachers. It follows from a chicken-and-egg problem: as long as informatics is not in the curriculum, there is Iittle incentive to educate teachers in the subject; as long as there are no teachers, there is Iittle incentive to introduce the subject.
To bring informatics education to the levei that their schools deserve, European countries will have to take both long-term and short-term initiatives:
• Universities, in particular through their informatics departments, must put in place comprehensive programs to train informatics teachers, able to teach digital literacy and informatics under the same intellectual standards as in mathematics, physics and other Sciences.
• The current chicken-and-egg situation is not an excuse for deferring the start of urgently needed efforts. Existing experiences conclusively show that it is possible to break the deadlock. For example, a recent New York Times article explains how IT companies such as Microsoft and Google, conscious of the need to improve the state of education, allow some of their most committed engineers and researchers in the US to pair up with high school teachers to teach computational thinking. In Russia, it is common for academics who graduated from the best high schools to go back to these schools, also on a volunteer basis, and help teachers introduce the concepts of modern informatics. Ali these efforts respect the principie that outsiders must always be paired with current high-school teachers.
(Excerpt of ' Report ofthe joint Informatics Europe & ACM Europe Working Group on Informatics Education April 2013')
According to the text, it is correct to say that:
Brazilian exports have tripled in the last ten years and now the country requires huge investments in port infrastructure. Investment projects in the coming years are likely to exceed R$19 billion.
The Brazilian infrastructure sector is gearing up to sup- port the strong growth of the country’s foreign trade. In the last 10 years exports have more than tripled, while imports have more than doubled. In order to handle the trade boom Brazilian ports – which handle 95% of the country’s trade by volume and 85% by value – have been receiving significant public and private investments.
At the same time, large-scale projects in transportation logistics (railroads, highways, waterways and airports) are now underway or will be starting in the short or medium term and will promote greater integration with the country’s ports system.
For its part the federal government has made the rules _______________ the ports sector more flexible _______________ the recent publication of Decree 6,620, which allows Brazilian and international private companies ________________ build and operate new public ports under concession. Ports Minister Pedro Brito said he hopes Brazilian ports will receive investments totaling R$19 billion through the coming years.
Investments are needed to expand and modernize Brazilian ports to handle the growth of foreign trade. From 1998 to 2008 Brazil’s total trade flow, counting imports and exports, jumped from US$108 billion to an estimated US$400 billion, of US$281 billion in 2007.
Brazil is also expanding the number of countries with which it trades. From January to September of 2008 Brazil exported to 224 countries and imported from 109. While Brazilian exports still include a strong element of commodities (petroleum, iron ore, soy, grains, coffee and sugar as well as newcomers such as ethanol and bio-diesel) they now also include high-value- added items such as airplanes, vehicles, engines, auto parts, processed meat and steel products.
The sentence:
“The Brazilian infrastructure sector is gearing up to support the strong growth of the country’s foreign trade.” can be correctly translated as:
According to the text:
Building a Practical College Degree for the New Economy
This is not a great time to be a recent college graduate.
Average student-loan debt is $29,400. The underemployment rate is 44 percent for graduates ages 22 to 27, meaning they are holding jobs that don’t require bachelor’s degrees. And the average age of financial independence for college graduate these days is 30.
Such statistics have given rise to the narrative that a college degree is no longer worth it, although volumes of economic studies on lifetime earnings prove otherwise. Even so, given the number of college graduates struggling to launch their careers, a wide gap has emerged between what the workforce needs in employees and what colleges are producing in graduates.
Part of the problem is that we have high expectations for the bachelor’s degree today. Thirty years ago, when fewer people required a higher education to get ahead in life, the bachelor’s degree was seen as a vehicle for broad learning. The training part came later by going to graduate school or getting a job where the new employer trained you.
Now we demand that skills training move in tandem with broad learning, and expect both to be completed in the four years of an undergraduate education. For too many students, however, the bachelor’s degree is not providing that dual experience – high-impact, in-classroom learning and out-of-theclassroom, experiential, and hands-on learning necessary for success in today’s economy.
Because of student loan debt, graduate or professional school is no longer an option for many recent college graduates. They’re searching for quick and cheap addon boot camps that give them what they’re missing. And a whole new set of providers are emerging outside of the traditional higher-education ecosystem to provide that lift.
Last year, General Assembly, which offers courses of a few hours to a few weeks in everything from digital marketing to web development, expanded to Washington, DC, where it is selling out of nearly all of its offerings. Its average student is in his mid-20s and just a few years out of college.
According to the text,
I. colleges are not producing in graduates what the workforce needs in employees.
II. nowadays, the bachelor’s degree is seen only as a vehicle for broad learning.
III. nearly 44% of graduates ages 22 to 27 hold jobs that require bachelor’s degree.
IV. colleges are expected to give students not only skills training, but also broad learning.
V. economic studies on lifetime earnings prove a college degree is no longer worth it.
The correct assumption(s) is(are)
De acordo com o texto, assinale com V (verdadeiro) ou F (falso) as afirmativas abaixo.
( ) Ganhos financeiros não são os únicos objetivos do crime cibernético.
( ) Os Cavalos de Troia são o único programa que não pode destruir toda uma rede de computadores.
( ) Desde início dos anos 90, o compartilhamento de sítios de músicas já se fazia violando a lei.
( ) A disseminação de material sujeito a direitos autorais, sem autorização do proprietário, é considerada pirataria.
A sequência correta do preenchimento dos parênteses, de cima para baixo, é
Leia as frases abaixo:
I - Conseguir informações valiosas.
II - Burlar as medidas de segurança do governo ou corporações.
III - Gastar dinheiro.
De acordo com o texto, qual/quais se refere(m) aos principais objetivos do crime cibernético?
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