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Comentadas sobre interpretação de texto | reading comprehension em inglês
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All the 2025 Victoria’s Secret Fashion Show Runway Looks From Gigi Hadid and Alex Consani to newcomers like Angel Reese and Barbie Ferreira
(By Sophie Wang — Published: Oct 15, 2025.)
The Victoria’s Secret fashion show has never been short on familiar faces. Since its inception 30 years ago, the runway has welcomed the biggest names in the world of modeling, from Naomi Campbell, Helena Christensen, Tyra Banks, Heidi Klum, and Gisele Bündchen in the ’90s to Karlie Kloss, Martha Hunt, Lily Aldridge, and the Hadid sisters in the 2010s.
After a six-year break, the event returned last year under new direction and with a fresh lineup of angels, including Alex Consani, Ashley Graham, and Paloma Elsesser – all of whom returned for the 2025 edition. Joined by veterans and fresh faces alike, the supermodels walked the runway alongside Candice Swanepoel, Adriana Lima, Alessandra Ambrosio, Barbara Palvin, and Stella Maxwell, as well as Olympic gymnast Suni Lee and WNBA star Angel Reese, the first professional athletes to get their wings.
On the performance side, Missy Elliott, Karol G, Madison Beer, and K-pop group Twice made their VS debuts (marking a second consecutive year of all-female performers), joining a list of previous artists like Taylor Swift, Selena Gomez, Rihanna, and Harry Styles. Front row, Sarah Jessica Parker and Jodie Turner-Smith joined the celebrations.
(Available on: https://www.harpersbazaar.com/celebrity/. Accessed on: October 2025. Adapted.)
The text was published in an international fashion magazine and describes the 2025 edition of the Victoria’s Secret Fashion Show, mentioning well-known models, artists, and celebrities who participated in the event. The main objective of the text is:
Because she was correcting homework and planning lessons, Britany went to bed late – and then she overslept!
She had a quick shower but she didn’t have ________ 1 time to put on her makeup. Luckily, she doesn’t wear much anyway, but she had wanted to put on some lipstick at least. Too bad! She made herself a coffee and checked the mail. But ________ 2 , it seemed, had remembered her birthday – except for John and Clare whom she had invited for dinner later in the day.
At school, ________ 3 of her colleagues seemed to have remembered that it was her birthday either and that made her miserable, but at least the children in her second grade class were in a happy mood. It cheered her up, and so every time one of them did ________ 4 good or gave her a correct answer, she gave them a gold star. They loved that. Luckily, she had enough stars so ________ 5 went home with at least one!
When she got home, Britany was still tired, so she lay down to have a bit of rest but she didn’t get much sleep because her parents rang from the UK to wish her a happy birthday. At least _________ 6 had remembered! When she finished the call there was ________ 7 time left for sleeping. She had to get dinner ready.
A few minutes later the doorbell rang. She opened the door. There were a lot of people outside. All of them were wearing party hats! A few of them were carrying plates of food. Most of them were colleagues from her school, but there were many others, too. And then they started to sing ‘Happy Birthday …’.
In: HARMER, Jeremy. Teacher Knowledge: core concepts in English language teaching. Pearson Education limited. Essex, UK: 2012
Read the following text and answer the next five question.
The implications of a rapidly changing information ecosystem on how governments communicate
Public communication does not happen in a vacuum: the context in which it occurs is core to understanding the challenges and opportunities it faces. Indeed, the analysis of its role for policy and governance mechanisms is made urgent by shifts in the information ecosystem that have transformed the function over the past decade and raised important implications for democracy. The technological revolution that has connected the world through social media has given rise to online social movements and simplified the creation and sharing of content and data. Such changes have also facilitated, however, the spread of mis- and disinformation, contributed to undermining the role of traditional information gatekeepers, and have fundamentally changed how governments communicate. Whereas until the early 2000s a so-called “one-to-many” model of communication prevailed, this has shifted today to a “many-to-many” model. Anyone can be both a producer and a consumer of information, and anybody with an internet connection has the potential to engage with and influence public debates.
Traditionally, governments had largely relied on traditional media to amplify official messages to reach citizens. With the advent of digital channels, this approach has gradually lost its primacy to direct institution-to-individual communication via online platforms that bypass traditional media. This shift has also enabled a broader scope for governments to communicate about more diverse policy issues targeted to more specific audiences, as traditional media tend to concentrate on “newsworthy” subjects and political affairs, often under-reporting less mainstream issues. The unprecedented volumes of data that promise to make communication ever more precise, combined with the direct, unmediated access to vast and diverse publics, are some of the opportunities and challenges that have emerged.
At the same time, digital platforms have altered patterns in eople’s consumption of information and raised demands on their attention. The latter has become a resource that technology companies sell to advertisers. In turn, the design of online platforms and their algorithms, and the massive increase in the volume of information served to increase competition for what content people pay attention to, while making focus more superficial. As governments compete with all other information sources for the public’s attention, cognitive and psychological factors such as information overload can undermine the efficacy of even well-crafted content.
Online and social media have also heightened the pace at which information travels, accelerated the news cycle, and enabled a wider range of actors to drive discussions on policy issues. Taken together, digital technologies have produced a complex information ecosystem that has made it more challenging for official messages to “cut through the noise”. Cumulatively, these changes require considerable adjustments to practices, public officials’ skills, and even to how communication is organised, if governments are to make the most of the digital transformation and ensure it can promote better governance. […]
The ability for governments to use the communication function to promote constructive democratic spaces is critically threatened by widespread mis- and disinformation. When falsehoods spread extensively and rapidly on issues of public policy, official messages are drowned out, creating significant challenges for public communicators to get key information out to all groups in society. Whether in the context of elections, health crises, migration or climate change, mis- and disinformation cast evidence and facts into doubt, sow distrust, and work against policy goals.
Adapted from: https://www.oecd.org/content/dam/oecd/en/publications/ reports/2021/12/oecd-report-on-public-communication_b74311bc/22f8031c-en.pdf
The text ends by pointing out the need for governments to be:
Read the following text and answer the next five question.
The implications of a rapidly changing information ecosystem on how governments communicate
Public communication does not happen in a vacuum: the context in which it occurs is core to understanding the challenges and opportunities it faces. Indeed, the analysis of its role for policy and governance mechanisms is made urgent by shifts in the information ecosystem that have transformed the function over the past decade and raised important implications for democracy. The technological revolution that has connected the world through social media has given rise to online social movements and simplified the creation and sharing of content and data. Such changes have also facilitated, however, the spread of mis- and disinformation, contributed to undermining the role of traditional information gatekeepers, and have fundamentally changed how governments communicate. Whereas until the early 2000s a so-called “one-to-many” model of communication prevailed, this has shifted today to a “many-to-many” model. Anyone can be both a producer and a consumer of information, and anybody with an internet connection has the potential to engage with and influence public debates.
Traditionally, governments had largely relied on traditional media to amplify official messages to reach citizens. With the advent of digital channels, this approach has gradually lost its primacy to direct institution-to-individual communication via online platforms that bypass traditional media. This shift has also enabled a broader scope for governments to communicate about more diverse policy issues targeted to more specific audiences, as traditional media tend to concentrate on “newsworthy” subjects and political affairs, often under-reporting less mainstream issues. The unprecedented volumes of data that promise to make communication ever more precise, combined with the direct, unmediated access to vast and diverse publics, are some of the opportunities and challenges that have emerged.
At the same time, digital platforms have altered patterns in eople’s consumption of information and raised demands on their attention. The latter has become a resource that technology companies sell to advertisers. In turn, the design of online platforms and their algorithms, and the massive increase in the volume of information served to increase competition for what content people pay attention to, while making focus more superficial. As governments compete with all other information sources for the public’s attention, cognitive and psychological factors such as information overload can undermine the efficacy of even well-crafted content.
Online and social media have also heightened the pace at which information travels, accelerated the news cycle, and enabled a wider range of actors to drive discussions on policy issues. Taken together, digital technologies have produced a complex information ecosystem that has made it more challenging for official messages to “cut through the noise”. Cumulatively, these changes require considerable adjustments to practices, public officials’ skills, and even to how communication is organised, if governments are to make the most of the digital transformation and ensure it can promote better governance. […]
The ability for governments to use the communication function to promote constructive democratic spaces is critically threatened by widespread mis- and disinformation. When falsehoods spread extensively and rapidly on issues of public policy, official messages are drowned out, creating significant challenges for public communicators to get key information out to all groups in society. Whether in the context of elections, health crises, migration or climate change, mis- and disinformation cast evidence and facts into doubt, sow distrust, and work against policy goals.
Adapted from: https://www.oecd.org/content/dam/oecd/en/publications/ reports/2021/12/oecd-report-on-public-communication_b74311bc/22f8031c-en.pdf
Based on the information provided by the text, mark the statements below as true (T) or false (F).
( ) Public messages are detached from their environment.
( ) The pervasiveness of “many-to-many” communication predates the turn of the century.
( ) Innovations in technology have enabled the quick spread of inaccurate information.
The statements are, respectively:
(__)A "Report" is typically characterized by an objective tone, the use of headings, and the presentation of facts or findings without excessive poetic imagery.
(__)An "Argumentative Essay" must present a clear thesis and provide logical evidence to persuade the reader to accept a specific point of view.
(__)"Formal Letters" in English should always begin with the salutation "Hi there!" to establish a friendly and approachable relationship with the recipient.
(__)"Narratives" often follow a structural pattern involving an orientation, a complication, a climax, and a resolution to engage the reader's interest.
After analysis, choose the alternative that presents the correct sequence:
The distinction between literary and non-literary texts lies in the use of language and the primary function of the discourse. About the interpretation of different genres, mark T for True and F for False:
(__)Narratives are primarily characterized by the use of "mimesis" or "diegesis" to represent a sequence of events involving characters in a specific setting.
(__)Expository texts aim to persuade the reader by using emotional appeal and rhetorical devices such as hyperbole and irony to defend a subjective point of view.
(__)Literary texts often employ "defamiliarization," a technique that makes common objects or situations seem strange to enhance the reader's perception.
(__)Descriptive texts in technical manuals are strictly forbidden from using adjectives because they must remain purely objective and mathematical.
After analysis, choose the alternative that presents the correct sequence:
I.Anaphora is a cohesive device where a word in a text refers back to a previously mentioned entity, such as using "it" to refer to "the book."
II.Lexical cohesion can be achieved through the use of hyponyms and hypernyms, creating a semantic chain that maintains the thematic unity of the passage.
III.Coherence is entirely dependent on the presence of explicit conjunctions, meaning a text without "but" or "therefore" cannot be logically understood.
Which statements are correct:
( ) Since teachers understand the implications of their true role in the classroom, they can use Critical Literacy theories to promote discussions that lead to autonomy, political consciousness and active participation of their learners.
( ) When considering a local context of learning and subjects involved in the teaching and learning of a foreign language, the social changes that have occurred in the last years shall not be considered, because they have not significantly affected the profile of regular school students.
( ) The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation, mainly because it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
( ) According to the Brazilian Curricular Guidelines for High School (OCEM), teachers of English as a second language do not need to address Critical Literacy in the planning of classes, in the preparation of materials and in all their methodological choices, through the exploration of relevant themes such as citizenship, diversity, equality, social justice and values, among others.
According to the statements, the correct sequence is:
SENTENCES 1. I like Tom’s idea. 2. You drive too fast. 3. I’m fed up with my job. 4. I couldn’t get a seat on the train. 5. You don’t have to take my advice. 6. I won’t be able to come to the party.
COMPLEMENTS ( ) You can do as you like. ( ) Let’s do as he suggests. ( ) It was full, as I expected. ( ) As you know, I’ll be away. ( ) As I’ve told you before, it’s boring. ( ) You should take more care, as I keep telling you.
The correct sequence of this association is:
CAETANO, Érika Amâncio. “But When Do I Do Critical Literacy?”: Perspectives for Designing Critical Literacy Activities in EFL Classrooms. (Adaptado).
Analise as asserções a seguir e a relação proposta entre elas.
I- The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation
BECAUSE
II- it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
Sobre as asserções é correto afirmar que
Associate the meaning with the proverb.
PROVERBS
1. Beggars can’t be choosers 2. A stitch in time saves nine 3. Every cloud has a silver lining 4. Too many cooks spoil the broth 5. It is no use crying over spilt milk
MEANINGS
( ) If you depend on others, you can’t be too picky. ( ) Even difficult situations have something positive hidden within them. ( ) Having too many people involved in a task makes it harder to complete. ( ) After an accident one should look to the future, rather than waste time wishing the accident had no happened. ( ) Anticipating a future problem and taking care to avoid it is less troublesome in the long run than responding to the problem after it has arisen.
The correct sequence of this association is:
( ) Readily available product. ( ) Easily administered only to small groups. ( ) Previously validated product (in many cases). ( ) Streamlined scoring and reporting procedures. ( ) As an indirect testing, it will always elicit a good sample of performance.
According to the statements, the correct sequence is:
Conheça nossos planos