Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.687 questões
Read the excerpt to answer the question.
“JACK: We must get married at once. There is no time to be lost.
GWENDOLEN: Married, Mr. Worthing?
JACK: Well... surely. You know that I love you, and you let me to believe, Miss Fairfax, that you were not absolutely indifferent to me.
GWENDOLEN: I adore you. But you haven't proposed to me yet. Nothing has been said at all about marriage. The subject has not even been touched on.
JACK: Well... may I propose to you now?
GWENDOLEN: I think it would be an admirable opportunity. And to spare you any possible disappointment, Mr. Worthing, I think it only fair to tell you quite frankly beforehand that I am fully determined to accept you.”
Oscar Wilde, The Importance of Being Earnest
Read the excerpt to answer the question.
“JACK: We must get married at once. There is no time to be lost.
GWENDOLEN: Married, Mr. Worthing?
JACK: Well... surely. You know that I love you, and you let me to believe, Miss Fairfax, that you were not absolutely indifferent to me.
GWENDOLEN: I adore you. But you haven't proposed to me yet. Nothing has been said at all about marriage. The subject has not even been touched on.
JACK: Well... may I propose to you now?
GWENDOLEN: I think it would be an admirable opportunity. And to spare you any possible disappointment, Mr. Worthing, I think it only fair to tell you quite frankly beforehand that I am fully determined to accept you.”
Oscar Wilde, The Importance of Being Earnest
Read Tato Laviera’s poem to point out the matter it does NOT emphasized.
Soledad
(Tato Laviera.)
people talk about loneliness
is only sexual companionship
that's soon forgotten
people talk about solitude
beneath its seven layers
nobody can talk about solitude
and soledad
well, there is no english
translation
(Available In: https://www.poetryfoundation.org.)
How It Oughta Be (Shane Profitt)
A backyard ought to be a safe place for kids to play
Teachers oughta get doctor's and lawyer's pay
I don't know about you, but if you ask me
That's how it oughta be
Cold beer oughta be too cold to hold
Somethin' good about somebody's all that oughta be told
The world oughta try a piece of Momma's chicken
Feel the love around her tabletop in the kitchen, and
Oughta be off your ass when that anthem gets sung
All our friends oughta live to be too old to die Young
Ain't how it is, but I believe
That's how it oughta be
I think 87 octane oughta be 99 cents
A buggy full of groceries oughta be cheaper than rente
Don't know why it ain't
But if you ask me
That's how it oughta be
Cold beer oughta be too cold to hold
Somethin' good about somebody's all that oughta be told
The world oughta try a piece of Momma's chicken
Feel the love around her tabletop in the kitchen, and
Oughta be off your ass when that anthem gets sung
All our friends oughta live to be too old to die Young
Ain't how it is, but I believe
That's how it oughta be
That's how it oughta be
Cold beer oughta be too cold to hold
Somethin' good about somebody's all that oughta be told
The world oughta try a piece of Momma's chicken
Feel the love around her tabletop in the kitchen, and
Oughta be off your ass when that anthem gets sung
All our friends oughta live to be too old to die Young
Ain't how it is, but I believe
That's how it oughta be, yeah
That's how it oughta be, yeah, hey-hey
That's how it oughta be
(David Frasier. Mitchell Edward Oglesby. Shane Proffit. Available In: https://www.youtube.com.)
Read the text to answer.
According to the U.S. Census Bureau, in 2009 the American population was 80% white, 16% Hispanic 13% African-American, 5% Asian, 1% American Indian and 0.2% Native Hawaiian. It is important to note that each race contains various ethnic groups, and that the large numbers of the ethnic population can be credited to the significant immigrant population. Geographically, in the South as well as West, there are specific areas that have large portions of the total population that are a minority. Notably, close to half of the people in the West was a minority in 2010. California emerges as the state that contains the largest minority population at 22.3 million. Additionally, the years between 2000 and 2010, Texas joined California, the District of Columbia, Hawaii as well as New Mexico in having the largest population of the minority. Additionally, the examination of racial as well as ethnic group distributions countrywide assert that while the non-Hispanic white alone population is still the largest major race in the United States, it is growing at the slowest rate. On the other hand, the Hispanic and Asian populations have grown extensively in part because of moderately higher levels of immigration.
Culture is the lens with which individuals in a society assess everything around them, therefore. Cultural diversity matters because culture enables people to analyze what is proper or improper, what is viewed as normal or insane. Notably, when one encounters or associates himself with a culture that is not his, he may get a shock or get disoriented due to the different culture. Therefore, most individuals employ their culture as a basis to judge other cultures, thus the risk of people beginning to discriminate other’s way of life. Thus the need for cultural diversity, America as a country, as workplaces, as schools gradually consist of people of various cultural, racial as well as ethnic groups. Hence, as a diverse society, we can learn from one another, acknowledge different perspectives within the world in which we live, eliminate negative stereotypes, and personal biases regarding different groups.
(Available In: https://collegeessay.org. Adapted.)
(Available In: https://www.easel.ly/blog/how-to-make-pictograms.)
(__)Skimming is ineffective for identifying specific information in complex texts.
(__)Advertisements generally use direct language and visual appeals to quickly convey their message.
(__)Infographics are used to present extensive narratives with little visual support.
Mark the alternative with the correct sequence:
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
I- No ensino de inglês, o uso de gêneros textuais é fundamental para promover uma compreensão mais ampla e profunda da linguagem. Ao expor os alunos a uma variedade de textos, como narrativas, artigos de jornal, cartas e ensaios, os professores podem ajudá-los a desenvolver habilidades de leitura crítica, compreensão auditiva e expressão escrita. Além disso, trabalhar com diferentes gêneros textuais permite aos alunos aprenderem sobre as convenções linguísticas e estruturais específicas de cada tipo de texto, preparando-os para comunicarem-se de forma eficaz em situações reais.
lI- Os gêneros textuais no ensino de inglês são uma ferramenta valiosa para promover a aprendizagem significativa e a motivação dos alunos. Ao trabalhar com uma variedade de textos autênticos, os alunos têm a oportunidade de se envolver com temas relevantes e interessantes, desenvolvendo suas habilidades linguísticas de maneira contextualizada. Além disso, o uso de gêneros textuais permite aos professores adaptarem seu ensino às necessidades e interesses individuais dos alunos, tornando a aprendizagem mais personalizada e eficaz.
IlI- O ensino com gêneros textuais abrange principalmente a proficiência na escrita. Os alunos aprendem a se expressar especificamente em contextos acadêmicos, com foco em ensaios, relatórios, artigos e outros textos formais. A instrução enfatiza o desenvolvimento da clareza e precisão gramatical. Os professores oferecem oportunidades para os alunos praticarem a escrita para fins acadêmicos, incentivando o pensamento discursivo e crítico.
Suitable Flesh review - eye - rolling Heather Graham in erotic body-swap horror thriller.
Adapted from a 1937 HP Lovecraft story, this has some nice stylistic touches, even if the demonic possession, wafting sax and softcore silliness is a bit over the top.
There's some ripe softcore silliness here from veteran horror screenwriter Dennis Paoli and director Joe Lynch, inspired by HP Lovecraft's story, The Thing on the Doorstep. Despite a very game lead performance from Heather Graham, and some amusing 90s - style erotic thriller mannerisms - voile curtains blowing on a hot summer night while a sex scene happens to a wafting sax accompaniment - this left me not knowing quite where to look.
(Petter Bradshaw, The Guardian Disponível em: https://www.theguardian.com/film/2023/oct/24/suitable-flesh-review-eye-rolling-heather-graham-in-erotic-body-swa p-horror-thriller acesso em 25 abr. 2024 (adaptado)).
NASA's mega moon rocket is 'unaffordable,' according to accountability report. Senior NASA officials say that the agency's Space Launch System - the massive rocket designed to propel its ambitious Artemis program to establish a base on the moon - is "unaffordable," according to a report Thursday from the US Government Accountability Office.
The report, which breaks down SLS program expenditures, makes the striking admission that senior NASA officials deem the rocket to be unsustainable "at current cost leveis," and it criticizes what the GAO said is a lack of transparency into the program's ongoing costs. The report does not name which officials - or how many - at NASA made such claims.
(Jackie Watlles, CNN - September 7, 2023. Disponível em: https: / /edition.cnn.com/2023/09/07 /world/nasa-gao-report-sls-moon-rocket-scn/index.html. Acesso 2024 (adaptado)).
Conheça nossos planos