Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.879 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331752
Inglês
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Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
In the context of the third paragraph, the expression “get
the gist of” means to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331751
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
Ao ler o texto, determinado leitor encontra uma expressão
desconhecida “get the gist of”, na frase do terceiro
parágrafo “Sometimes the learner slips in just a word
or two, in the hope that the hearer will get the gist of
what is being communicated.” Ao buscar compreender
o significado da expressão, atentando para o contexto,
o leitor estará fazendo uso da estratégia compensatória
denominada
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331750
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
In “Learners in the early stages of acquisition might
code-switch—use their native language to fill in
missing knowledge—” (paragraph 3), the fragment in
bold plays the role of
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331748
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
Teachers who understand Brown’s exposition in the
second paragraph will tend to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331746
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
The experience Gouin goes through can be said
to confirm views and theories which state that the
systematic learning of grammar
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331745
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
A experiência vivida por Francois Gouin, conforme
descrita no último parágrafo do texto, ilustra como o
sucesso na aprendizagem de uma língua estrangeira
depende, entre outros fatores,
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331743
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
The two words that best summarize Gouin’s language
learning experience as described in the third and fourth
paragraphs are
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331740
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
In the fragment from the first paragraph “you would have
found a rather well-prepared, confident Gouin”, the bolded
pronoun refers to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331730
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Foreign language pronunciation instruction
in a communicative language teaching context:
amounts, practices and beliefs
The aim of this research was to examine three important
components of foreign language pronunciation instruction
and the connections between them: amount, actual practices,
and teachers’ beliefs. The data consisted of 45 video-recorded
lessons in French-as-a-foreign-language in six secondary
schools in Norway and semistructured interviews conducted
with the same teachers whose instruction was previously
video-recorded. The video-recorded lessons were analysed
for amount and actual practices of pronunciation instruction
and the interviews were analysed for teachers’ background
in and beliefs about phonetics and pronunciation pedagogy.
Results indicated that: (1) on average, pronunciation
instruction accounted for a very small part of the teaching
time (less than 2%); (2) despite the emphasis on segmentals
and suprasegmentals in pronunciation teaching literature,
explicit teaching of segmental and suprasegmental features
of speech was rare in the recorded material; (3) there is a
need for more training in and knowledge of phonetics and
pronunciation pedagogy. These findings might be used
to address concerns regarding the role of pronunciation
instruction in foreign language teaching and to define factors
that may account for the difficulty of making pronunciation
instruction an integral part of language teaching.
(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)
This academic text is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331728
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Subitem “5. A willingness to accept correction” focuses
on students’ errors and the role of teachers’ corrections.
Communicative language teaching states that errors
Ano: 2025
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VUNESP
Órgão:
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Prova:
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Q3331727
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
No último parágrafo, ao descrever reações a correções
e feedback, o autor do texto afirma que bons aprendizes
“act upon what they are told”. No contexto, a expressão
em negrito pode ser substituída, sem alteração de
sentido, por
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331726
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Reading a text “quickly, trying to get a general
understanding”, as mentioned in subitem 3, “A willingness
to think about how to learn”, describes the reading
strategy named
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331725
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
In the subitem “2. A willingness to try new things”, the
good language learner is mainly described as a
Ano: 2025
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USP
Prova:
FUVEST - 2025 - USP - Professor de Educação Infantil (PROFEI) |
Q3321445
Inglês
Texto associado
Rain Is Coming to Burning Los Angeles and Will Bring Its Own Risks
Rain is forecast to begin as soon as Saturday
afternoon and to continue as late as Monday evening, says
meteorologist Kristan Lund of the National Weather Service’s
Los Angeles office. The area desperately needs the
precipitation, but experts are warily monitoring the situation
because rain poses its own risks in recently burned areas—
most notably the potential occurrence of mudslides and similar
hazards. “Rain is good because we’ve been so dry,” Lund
says. “However, if we get heavier rain rates or we get the
thunderstorms, it’s actually a lot more dangerous because you
can get debris flows.”
Fires do a couple of different things to the landscape
that can increase the risk of burned material, soil and detritus
hurtling out of control. When fires burn hot or long enough, they
leave an invisible layer of waxy material just under the surface
of the ground. This develops from decomposing leaves and
other organic material, which contain naturally hydrophobic or
water-repellent compounds. Fire can vaporize this litter, and
the resulting gas seeps into the upper soil—where it quickly
cools and condenses, forming the slippery layer.
When rain falls on ground that has been affected by
this phenomenon, it can’t sink beyond the hydrophobic layer—
so the water flows away, often hauling debris with it. “All of the
trees, branches, everything that’s been burned—unfortunately,
if it rains, that stuff just floats,” Lund says. “It’s really
concerning.” Even a fire that isn’t severe enough to create a
hydrophobic layer can still cause debris flows, says Danielle
Touma, a climate scientist at the University of Texas at Austin.
Under normal conditions, trees and other plants usually trap
some rain above the surface, slowing the water’s downward
journey. But on freshly burned land there’s much less greenery
to interfere; all the rain immediately hits the ground. [...]
Fortunately, the rain should also help firefighters tame
the blazes that remain active. The largest, the Palisades Fire,
is currently 77 percent contained. The second largest, the
Eaton Fire, is 95 percent contained. The Hughes Fire is third
largest and only 56 percent contained. A fire can be fully
contained but still burning. The containment percentage refers
to the amount of the perimeter that has barriers that firefighters
expect will prevent further spread.
Scientific American. January 27th, 2025. Adaptado.
Com base no primeiro parágrafo e na opinião dos
especialistas, qual das seguintes inferências pode ser feita?
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Fotônica – Subárea: Instrumentação em Fotônica
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Nanotecnologia – Subárea: Nanotecnologia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Espectroscopia Aplicada – Subárea: Instrumentação em Ressonância Magnética Nuclear |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Gestão da Informação – Subárea: Engenharia de Dados |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Transferência de Tecnologia e Comunicação – Subárea: Inovação Social |
Q3313576
Inglês
Texto associado
In the 20th century, we made tremendous advances in discovering fundamental principles in different scientific disciplines that created major breakthroughs in management and technology for agricultural systems, mostly by empirical means. However, as we enter the 21st century, agricultural research has more difficult and complex problems to solve.
The environmental consciousness of the general public is requiring us to modify farm management to protect water, air, and soil quality, while staying economically profitable. At the same time, market-based global competition in agricultural products is challenging economic viability of the traditional agricultural systems, and requires the development of new and dynamic production systems. Fortunately, the new electronic technologies can provide us a vast amount of real-time information about crop conditions and near-term weather via remote sensing by satellites or ground-based instruments and the Internet, that can be utilized to develop a whole new level of management. However, we need the means to capture and make sense of this vast amount of site-specific data.
Our customers, the agricultural producers, are asking for a quicker transfer of research results in an integrated usable form for site-specific management. Such a request can only be met with system models, because system models are indeed the integration and quantification of current knowledge based on fundamental principles and laws. Models enhance understanding of data taken under certain conditions and help extrapolate their applications to other conditions and locations.
Lajpat R. Ahuja; Liwang Ma; Terry A. Howell. Whole System Integration and Modeling — Essential to Agricultural Science and Technology in the 21st Century. In: Lajpat R. Ahuja; Liwang Ma; Terry A. Howell (eds.) Agricultural system models in field research and technology transfer. Boca Raton, CRC Press LLC, 2002 (adapted).
Considering the text presented above, judge the following items.
From the last paragraph, it is correct to infer that, with the use of models, information gathered in a specific context can be of use and interest to farming communities somewhere else.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Fotônica – Subárea: Instrumentação em Fotônica
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Nanotecnologia – Subárea: Nanotecnologia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Espectroscopia Aplicada – Subárea: Instrumentação em Ressonância Magnética Nuclear |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Gestão da Informação – Subárea: Engenharia de Dados |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Transferência de Tecnologia e Comunicação – Subárea: Inovação Social |
Q3313573
Inglês
Texto associado
Many studies reveal the contributions of plant breeding
and agronomy to farm productivity and their role in reshaping
global diets. However, historical accounts also implicate these
sciences in the creation of new problems, from novel disease
vulnerabilities propagated through industrial monocrops to the
negative ecological and public health consequences of crops
dependent on chemical inputs and industrialized food systems
more generally.
Increasingly, historical analyses also highlight the
expertise variously usurped, overlooked, abandoned, or
suppressed in the pursuit of “modern” agricultural science.
Experiment stations and “improved” plants were instruments of
colonialism, means of controlling lands and lives of peoples
typically labeled as “primitive” and “backward” by imperial
authorities. In many cases, the assumptions of colonial improvers
persisted in the international development programs that have
sought since the mid-20th century to deliver “modern” science to
farming communities in the Global South.
Awareness of these issues has brought alternative domains
of crop science such as agroecology to the fore in recent decades,
as researchers reconcile the need for robust crop knowledge and
know-how with the imperatives of addressing social and
environmental injustice.
Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food.
Internet:<nph.onlinelibrary.wiley.com (adapted)
Judge the following items about the text above.
The presence of inverted commas (“) in “primitive” and “backward” indicate that the authors agree with the descriptions used by imperial authorities to define some specific peoples.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Fotônica – Subárea: Instrumentação em Fotônica
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Nanotecnologia – Subárea: Nanotecnologia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Espectroscopia Aplicada – Subárea: Instrumentação em Ressonância Magnética Nuclear |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Gestão da Informação – Subárea: Engenharia de Dados |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Transferência de Tecnologia e Comunicação – Subárea: Inovação Social |
Q3313571
Inglês
Texto associado
Many studies reveal the contributions of plant breeding
and agronomy to farm productivity and their role in reshaping
global diets. However, historical accounts also implicate these
sciences in the creation of new problems, from novel disease
vulnerabilities propagated through industrial monocrops to the
negative ecological and public health consequences of crops
dependent on chemical inputs and industrialized food systems
more generally.
Increasingly, historical analyses also highlight the
expertise variously usurped, overlooked, abandoned, or
suppressed in the pursuit of “modern” agricultural science.
Experiment stations and “improved” plants were instruments of
colonialism, means of controlling lands and lives of peoples
typically labeled as “primitive” and “backward” by imperial
authorities. In many cases, the assumptions of colonial improvers
persisted in the international development programs that have
sought since the mid-20th century to deliver “modern” science to
farming communities in the Global South.
Awareness of these issues has brought alternative domains
of crop science such as agroecology to the fore in recent decades,
as researchers reconcile the need for robust crop knowledge and
know-how with the imperatives of addressing social and
environmental injustice.
Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food.
Internet:<nph.onlinelibrary.wiley.com (adapted)
Judge the following items about the text above.
According to the text, the farming communities in the Global South are no longer under the assumptions typical of the “international development programs” created in the 20th century.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Engenharias – Subárea: Automação e Mecanização
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Engenharias – Subárea: Recursos Florestais e Engenharia Florestal |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Engenharias – Subárea: Robótica e Sensoriamento |
Q3313389
Inglês
Texto associado
In the 20th century, we made tremendous advances in
discovering fundamental principles in different scientific
disciplines that created major breakthroughs in management and
technology for agricultural systems, mostly by empirical means.
However, as we enter the 21st century, agricultural research has
more difficult and complex problems to solve.
The environmental consciousness of the general public is
requiring us to modify farm management to protect water, air,
and soil quality, while staying economically profitable. At the
same time, market-based global competition in agricultural
products is challenging economic viability of the traditional
agricultural systems, and requires the development of new and
dynamic production systems. Fortunately, the new electronic
technologies can provide us a vast amount of real-time
information about crop conditions and near-term weather via
remote sensing by satellites or ground-based instruments and the
Internet, that can be utilized to develop a whole new level of
management. However, we need the means to capture and make
sense of this vast amount of site-specific data.
Our customers, the agricultural producers, are asking for a
quicker transfer of research results in an integrated usable form
for site-specific management. Such a request can only be met
with system models, because system models are indeed the
integration and quantification of current knowledge based on
fundamental principles and laws. Models enhance understanding
of data taken under certain conditions and help extrapolate their
applications to other conditions and locations.
Lajpat R. Ahuja; Liwang Ma; Terry A. Howell. Whole System Integration and Modeling — Essential to
Agricultural Science and Technology in the 21st Century. In: Lajpat R. Ahuja; Liwang Ma; Terry A. Howell
(eds.) Agricultural system models in field research and technology transfer.
Boca Raton, CRC Press LLC, 2002 (adapted).
Considering the text presented above, judge the following items.
The text focuses on showing how the advances made in the 20th century were essential to the development of the notion of agricultural systems.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Engenharias – Subárea: Automação e Mecanização
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Engenharias – Subárea: Recursos Florestais e Engenharia Florestal |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Engenharias – Subárea: Robótica e Sensoriamento |
Q3313382
Inglês
Texto associado
Many studies reveal the contributions of plant breeding
and agronomy to farm productivity and their role in reshaping
global diets. However, historical accounts also implicate these
sciences in the creation of new problems, from novel disease
vulnerabilities propagated through industrial monocrops to the
negative ecological and public health consequences of crops
dependent on chemical inputs and industrialized food systems
more generally.
Increasingly, historical analyses also highlight the
expertise variously usurped, overlooked, abandoned, or
suppressed in the pursuit of “modern” agricultural science.
Experiment stations and “improved” plants were instruments of
colonialism, means of controlling lands and lives of peoples
typically labeled as “primitive” and “backward” by imperial
authorities. In many cases, the assumptions of colonial improvers
persisted in the international development programs that have
sought since the mid-20th century to deliver “modern” science to
farming communities in the Global South.
Awareness of these issues has brought alternative domains
of crop science such as agroecology to the fore in recent decades,
as researchers reconcile the need for robust crop knowledge and
know-how with the imperatives of addressing social and
environmental injustice.
Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food.
Internet: (adapted)
Judge the following items about the text above.
Even though the authors acknowledge the benefits brought to humanity by plant breeding and agronomy, they present a critical view about some aspects of this development, such as the effects of colonialism.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
AEB
Provas:
CESPE / CEBRASPE - 2025 - AEB - Analista em Ciência e Tecnologia Júnior – Especialidade: Qualquer Área de Formação
|
CESPE / CEBRASPE - 2025 - AEB - Tecnologista Júnior – Especialidade: Desenvolvimento Tecnológico |
CESPE / CEBRASPE - 2025 - AEB - Tecnologista Júnior – Especialidade: Tecnologia da Informação |
Q3309388
Inglês
Texto associado
Text CB1A2
Spending time in space and having an unrivalled view of
planet Earth is an experience many of us dream of, but the
human body evolved to function in the gravity of Earth. So fully
recovering from spending time in the weightlessness of space can
take years.
“It’s a fact that space is by far the most extreme
environment that humans have ever encountered and we’ve just
not evolved to handle the extreme conditions,” Professor Damian
Bailey, who studies human physiology, says. To begin with, the
heart and blood vessels have an easier time as they no longer
have to pump blood against gravity — and they start to weaken.
And the bones become weaker and more brittle. There should be
a balance between the cells breaking down old bone and those
making new, but that balance is disrupted without the feedback
and resistance of working against gravity. “Every month, about
1% of bones and muscles are going to wither away — it’s
accelerated ageing,” Professor Bailey says.
Microgravity also distorts the vestibular system, which is
how you balance and sense which way is up. In space, there is no
up, down or sideways. It can be disorientating when you go
up — and again when you return to Earth.
James Gallagher. What nine months in space does to the human body.
Internet: <bbc.com> (adapted).
Considering the second paragraph of text CB1A2, choose
the correct option.
Conheça nossos planos