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

Foram encontradas 8.692 questões

Ano: 2025 Banca: Quadrix Órgão: CRM-ES Prova: Quadrix - 2025 - CRM-ES - Técnico de TI |
Q3623092 Inglês

In today’s fast‑paced business environment, hardly anything is more vital for growth and survival than innovation. And this is especially the case when it comes to technologies


IT innovation may sound like an area that’s purely the domain of IT companies, but really, it’s something that every business should be working towards. With new IT solutions coming out practically daily, it’s critical to find the ones that are going to boost operations, that are going to help companies to reach and exceed business goals. And it’s important to not just put innovative IT services in place, but to find the ones that are going to add the most value, and to find ways of using IT services in unique and innovative ways to enhance the way businesses are done.


Imagine IT innovation as a breath of fresh air into the sometimes stale corporate world, refreshing and reinvigorating business models, product development processes, and the very fabric of operational efficiency. Innovative IT breakthroughs like artificial intelligence (AI), cloud computing, or the Internet of Things (IoT), are not just buzzwords but actual business growth strategies.


The ways in which businesses can leverage innovative IT solutions are as varied as the businesses themselves. From using AI to offer personalised customer experiences, to using conversational AI as training aids for new team members, to taking advantage of platforms like Microsoft Copilot and enhancing humans’ daily workflows – the potential is limitless.


One of the real‑world IT innovation examples that showcases the power of forward‑thinking is the adoption of chatbots for customer service. With AI and natural language processing, chatbots can handle simple inquiries, freeing up human staff to tackle more complex issues. More than that, it is possible to feed chatbot information that it can learn from in turn, helping it to provide answers that are unique to a specific business. For example, it could upload responses to the most common questions received, and the chatbot will not only provide this information to potential clients and customers that ask those questions, but will adapt them to the client’s unique situation. This not only improves efficiency but also enhances the customer experience.


IT innovation doesn’t take a single form. Because there are so many different ways to take advantage of innovative technology solutions, the IT innovation types can be broadly broken down into two different categories, but even these aren’t definitive.


Businesses are always looking for ways to enhance the products and services that they offer, and using innovative IT solutions to both pinpoint new product offerings or enhance the services that companies are already specialised in can setting in an increasingly competitive market space. Using IT innovation in product development can involve finding new ways to analyse data to get more meaningful insights, finding ways to incorporate solutions into technologies like apps, smart watches, or IoT devices. 


The second category of IT innovation is improving the existing processes within companies. By taking advantage of innovative technologies, they can enhance their internal operations and help the humans behind business to work smarter, not necessarily harder. This will see efficiency at an all‑time high, and more being done in less time. Some examples of ways that innovation can improve processes include using machine learning and AI to automate tasks, streamlining workflows, and both simplifying and enhancing data management.



Internet: <www.solidsystems.co.za> (adapted).

According to the text, IT innovation is a technology recommended to companies which
Alternativas
Q3617950 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Teacher Sofia is implementing integrated skills approaches that connect reading and writing activities in her English classes. She uses the Andorra travel article as a model for students to understand travel writing conventions and then create their own travel descriptions. The methodology emphasizes the connection between reading comprehension and written production skills.

Choose the incorrect alternative: 
Alternativas
Q3617949 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Professor Ana is teaching her students about text genres and their specific characteristics. She uses the Andorra travel article to demonstrate how travel writing has particular features that distinguish it from other text types. During the lesson, students analyze the structure, language, and purpose of travel articles compared to other informational texts they have studied previously.

Choose the incorrect alternative:
Alternativas
Q3617947 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Teacher Maria is preparing a reading comprehension lesson for her 8th-grade students using the text about Andorra la Vella. She wants to help students understand the main topic and supporting details effectively. During the planning session, she discusses with her coordinator about strategies to develop students' analytical skills when working with informational texts about travel destinations and geographical features.

Mark the correct alternative:
Alternativas
Q3617944 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Teacher Helena is incorporating digital technologies into her English lessons using online travel resources and virtual tours to supplement reading activities about places like Andorra. She wants to create engaging learning experiences that connect classroom content with real-world applications. The school has invested in technological infrastructure and encourages teachers to explore innovative digital pedagogical approaches.

(__)Technology integration should completely replace traditional reading activities and printed materials in English classes.
(__)Virtual tours and online travel resources can enhance students' understanding of places mentioned in reading texts.
(__)Digital tools enable students to access authentic materials and current information about global destinations.
(__)Technology-enhanced lessons can promote intercultural competence by connecting students with diverse English-speaking contexts.

Indicate the correct order of true (T) or false (F) statements:
Alternativas
Q3617943 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Teacher Carlos is working with his 9th-grade students on vocabulary expansion and idiomatic expressions found in travel texts. He uses the Andorra article to help students understand how context clues help determine meaning of unfamiliar words and phrases. The class discusses how travel writing often contains specific terminology and expressions that may not be found in traditional textbooks.

(__)"Take advantage of" means to make good use of an opportunity or situation.
(__)"Duty-free shopping haven" refers to a place where taxes on goods are reduced or eliminated.
(__)"Awe-inspiring mountain views" means views that cause fear and anxiety about mountains.
(__)"The likes" in "clothes, shoes and the likes" means similar items or things of the same type.

Indicate the correct order of true (T) or false (F) statements:
Alternativas
Q3617942 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

English teacher Marcos is developing activities that promote socioemotional competencies through travel-themed content like the Andorra article. He focuses on building empathy, cultural awareness, and global citizenship while teaching English language skills. The school emphasizes holistic education that addresses both cognitive and emotional development through all subject areas including foreign language learning.
Which statements are correct?

I.Travel texts can develop empathy by exposing students to different cultures and ways of life around the world.
II.Socioemotional learning in English classes should be avoided because it distracts from language skill development.
III.Discussion activities about travel destinations can promote tolerance and respect for cultural diversity.
IV.English learning environments can foster global citizenship by connecting students with international perspectives and experiences. 
Alternativas
Q3616896 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
No segundo parágrafo do texto, a palavra “novice” é definida corretamente como:
Alternativas
Q3616895 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
No trecho “We also know that reading texts on diff erent topics increases the chances that our students will encounter different words and come across new meanings of known words”, o phrasal verb destacado pode ser substituído, sem prejuízo de signifi cado, por:
Alternativas
Q3616894 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
As collocations são combinações de palavras que ocorrem naturalmente juntas, e que soam mais naturais para falantes nativos do que outras combinações possíveis, mesmo que gramaticalmente corretas. Dentre os trechos abaixo, todos retirados do texto, temos uma collocation que signifi ca “to understand the main point” em: 
Alternativas
Q3616893 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
O ensino de inglês pode ser enriquecido por meio do uso de recursos educacionais abertos, da internet, das redes sociais e da interatividade local e global, promovendo um aprendizado mais dinâmico e conectado. Essa abordagem poderia ser aplicada por um estudante que deseja escolher na internet os textos de seu interesse, seguindo a sugestão dada pela autora, no trecho:
Alternativas
Q3616892 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
O ensino de Inglês na BNCC enfatiza o desenvolvimento de competências e habilidades essenciais para a comunicação eficaz em Inglês, considerando a língua como um instrumento de acesso ao conhecimento e participação na sociedade globalizada, promovendo o ensino por meio de eixos distintos. No texto da doutora Randi Reppen, a habilidade exposta está relacionada ao eixo da BNCC que envolve:
Alternativas
Q3616889 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
Ao recomendar atividades intensivas de leitura, a autora do texto sugere o uso de jornais produzidos na escola como uma maneira de exercitar a leitura superficial, em busca de informações específicas. Tal atividade é uma forma de exercitar a estratégia de leitura chamada de:
Alternativas
Q3616888 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
Ao relacionar a abordagem instrumental para o ensino de língua inglesa e o tema do texto, pode-se concluir que:
Alternativas
Q3616887 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
De acordo com o texto, a relação que pode ser estabelecida entre leitura e vocabulário é uma relação de:
Alternativas
Q3613861 Inglês

Read the excerpt from the song “Matilda” by Harry Styles:



You can let it go

You can throw a party full of everyone you know

And not invite your family, 'cause they never showed you love

You don't have to be sorry for leaving and growing up.

(Available on: https://www.letras.mus.br/harry-styles/matilda/. Accessed in: July 2025.)



Based on the excerpt, the speaker expresses that:

Alternativas
Q3613856 Inglês
   You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.

    Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?


(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The option that best aligns with an evaluation approach suitable for the use of technology in language learning is:
Alternativas
Q3613855 Inglês
   You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.

    Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?


(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The most appropriate initiative to support teachers in producing effective teaching materials using technology is: 
Alternativas
Q3613854 Inglês
   You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.

    Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?


(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The most appropriate first step to support the school in integrating technology into the curriculum is: 
Alternativas
Q3591154 Inglês
O texto seguinte servirá de base para responder às questões de 1 a 5.


Population history of the Southern Caucasus

Max Planck Institute for Evolutionary Anthropology—An international team of researchers from Germany, Georgia, Armenia, and Norway has analyzed ancient DNA from 230 individuals across 50 archaeological sites from Georgia and Armenia. Within the framework of the Max Planck-Harvard Research Center for the Archaeoscience of the Ancient Mediterranean, co-directed by Johannes Krause, Director at the Max Planck Institute for Evolutionary Anthropology in Leipzig, and Philipp Stockhammer, Professor at Ludwig Maximilians University of Munich, this study reconstructs the genetic interactions of populations in the Southern Caucasus over time and down to the level of individual mobility.

Mostly constant ancestry with traces of Bronze Age migrations

Spanning from the Early Bronze Age (circa 3500 BCE) to after the Migration Period (circa 500 CE), the research shows that people in the Southern Caucasus retained a mostly constant ancestry profile. "The persistence of a deeply rooted local gene pool through several shifts in material culture is exceptional", says population geneticist Harald Ringbauer, whose research team at the Max Planck Institute for Evolutionary Anthropology led this study, "This stands out compared to other regions across Western Eurasia, where many changes were linked to substantial movement of people."

While there was overall genetic continuity, the research also found evidence of migration from neighboring regions. During the later phases of the Bronze Age, in particular, a portion of the area's genetic makeup traces back to people from Anatolia and the Eurasian steppe pastoralists—reflecting cultural exchange, technological innovation, burial practices, and the expansion of economic systems, such as mobile pastoralism. Following this period, the population size in the area increased, and genetic signatures of mixing were often more transient or confined to singular mobile individuals.

Cranial deformation: introduced by migration, then turned into a local tradition

One of the study's most striking findings concerns early Medieval individuals from the Iberian Kingdom, located in present-day eastern Georgia, who had intentionally deformed skulls. This cultural practice was long thought to be tied to Central Eurasian Steppe populations. "We identified numerous individuals with deformed skulls who were genetically Central Asian, and we even found direct genealogical links to the Avars and Huns " says lead author and geneticist Eirini Skourtanioti from the Max Planck Institute for Evolutionary Anthropology and Ludwig Maximilians University Munich. "However, our analyses revealed that most of these individuals were locals, not migrants. This is a compelling example of the cultural adoption of a practice that was likely disseminated in the area by nomadic groups."

Liana Bitadze, head of the Anthropological Research Laboratory at Tbilisi State University in Georgia and a co-author of the study, corroborates the significance of this finding: "Previously, we addressed this question through comparative morphometric analyses. Now, ancient DNA analysis has created a completely new line of evidence, helping us to reach more definitive answers."

A melting pot of diverse ancestries

The study also highlights how urban centers and early Christian sites in eastern Georgia became melting pots of people beginning in Late Antiquity. This further emphasizes the long-standing role of the Caucasus as a dynamic cultural and genetic frontier.

"Historical sources mention how the Caucasus Mountains served both as a barrier and a corridor for migration during Late Antiquity. Our study shows that increased individual mobility was a key feature of the emerging urban centers in the region", says Xiaowen Jia, co-lead author and PhD researcher at Ludwig Maximilians University Munich.

This research sets a new standard for understanding the population histories of regions that have long been overlooked by archaeogenetics.


https://popular-archaeology.com/article/population-history-of-the-southe rn-caucasus/
Consider the following statements about the text:

I. The study's findings challenge previous beliefs about cranial deformation, showing that it was adopted locally rather than exclusively brought by Central Eurasian migrants.
II. Evidence of migration from Anatolia and Eurasian steppe pastoralists during the Bronze Age is linked in the text to technological and cultural exchanges.
III. The Caucasus Mountains are described solely as a barrier to human movement throughout history.

Which are correct according to the text?
Alternativas
Respostas
801: C
802: C
803: D
804: B
805: A
806: A
807: D
808: A
809: B
810: D
811: D
812: B
813: D
814: A
815: B
816: D
817: D
818: D
819: D
820: B