Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

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Q1218108 Inglês
TEXT IV
Words Without Borders Campus Expansion
Published June 28, 2016
Posted By Denise Hill


Words Without Borders promotes cultural understanding through the translation, publication, and promotion of the contemporary international literature. Words Without Borders Campus brings that literature to high school and college students, teachers, and professors. On their website, you’ll find fiction, poetry, and essays from around the world, along with resources for understanding it, ideas for teaching it, and suggestions for further exploration.

Most of the literature presented comes from the online magazine, Words without Borders. Words Without Borders Campus is asking for your help to reach more students and add new countries and literature to their site. With their collections of literature from Mexico, China, Egypt, and Japan, WWB Campus has already reached more than 1,500 high school and college students in the United States and throughout the world, with access to their site remaining completely free

To take their program to the next level, WWB Campus is asking its supporters -- readers, educators, and even students – for help with a new crowd-funding campaign and to spread awareness of WWB Campus. WWB Campus would like to double the number of students reached, adding new features to the website, and introducing literature from more countries (Russia, Iran, and West Africa are in the plans). For more information about how you can help, visit the WWB Campus website. You don’t have to donate money - using the site and spreading the word about it helps too.
(From http://www.newpages.com/blog)
The purpose of this text is to:
Alternativas
Q1218107 Inglês

TEXT III

(From http://jobsanger.blogspot.com.br/2011/08/back-to-school.html)

The verb “wean” is used metaphorically in this cartoon. In its literal sense, it means:
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Q1218106 Inglês

TEXT III

(From http://jobsanger.blogspot.com.br/2011/08/back-to-school.html)

The teacher’s action in the comic strip shows she is:
Alternativas
Q1218105 Inglês

TEXT III

(From http://jobsanger.blogspot.com.br/2011/08/back-to-school.html)

The comic strip is funny because:
Alternativas
Q1218104 Inglês
TEXT II
Hilarious and Entertaining

You turned on the TV looking for a good English show for learning English, and a kid’s cartoon is on. Wait, don’t change the channel! There’s so much you can learn from children’s content.
You can use children’s cartoons for learning English just as well as other shows or movies.
Sometimes they’re even better! We know what you’re thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!” 
Many cartoons are fun for all ages to watch. Not all cartoons are for kids, either—“The Simpsons” and “Family Guy” might be cartoons but they both contain a lot of violence and inappropriate jokes that are definitely not for children. Even some cartoons that are for kids have several layers that can give them a completely different meaning when an adult watches them. For example, just this one short clip from “Adventure Time” has themes of marriage, love, loss and scary stalkers (people who follow you everywhere). A child might find it silly, but an adult may think it’s even disturbing!

Why Learn with Cartoons?


So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means they pronounce their words well so that everyone can understand them.
2) Many children’s cartoons focus on social interactions, so you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough for low level English learners to understand, but also throw in plenty of challenging new words for more advanced learners.
4) If you’re watching a show for very young children, these shows are often repetitive—they repeat words, phrases and even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to learn. And speaking of fun…
8) They’re fun to watch!

(Adapted from http://www.fluentu.com/english/ blog/best-cartoons-for-learning-english/)
The modal verb in “A child might find it silly” signals:
Alternativas
Q1218101 Inglês
TEXT II
Hilarious and Entertaining

You turned on the TV looking for a good English show for learning English, and a kid’s cartoon is on. Wait, don’t change the channel! There’s so much you can learn from children’s content.
You can use children’s cartoons for learning English just as well as other shows or movies.
Sometimes they’re even better! We know what you’re thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!” 
Many cartoons are fun for all ages to watch. Not all cartoons are for kids, either—“The Simpsons” and “Family Guy” might be cartoons but they both contain a lot of violence and inappropriate jokes that are definitely not for children. Even some cartoons that are for kids have several layers that can give them a completely different meaning when an adult watches them. For example, just this one short clip from “Adventure Time” has themes of marriage, love, loss and scary stalkers (people who follow you everywhere). A child might find it silly, but an adult may think it’s even disturbing!

Why Learn with Cartoons?


So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means they pronounce their words well so that everyone can understand them.
2) Many children’s cartoons focus on social interactions, so you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough for low level English learners to understand, but also throw in plenty of challenging new words for more advanced learners.
4) If you’re watching a show for very young children, these shows are often repetitive—they repeat words, phrases and even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to learn. And speaking of fun…
8) They’re fun to watch!

(Adapted from http://www.fluentu.com/english/ blog/best-cartoons-for-learning-english/)
In the first paragraph of Text II the writer assumes that, in relation to learning English through cartoons, the reader is:
Alternativas
Q1218100 Inglês
TEXT II
Hilarious and Entertaining

You turned on the TV looking for a good English show for learning English, and a kid’s cartoon is on. Wait, don’t change the channel! There’s so much you can learn from children’s content.
You can use children’s cartoons for learning English just as well as other shows or movies.
Sometimes they’re even better! We know what you’re thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!” 
Many cartoons are fun for all ages to watch. Not all cartoons are for kids, either—“The Simpsons” and “Family Guy” might be cartoons but they both contain a lot of violence and inappropriate jokes that are definitely not for children. Even some cartoons that are for kids have several layers that can give them a completely different meaning when an adult watches them. For example, just this one short clip from “Adventure Time” has themes of marriage, love, loss and scary stalkers (people who follow you everywhere). A child might find it silly, but an adult may think it’s even disturbing!

Why Learn with Cartoons?


So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means they pronounce their words well so that everyone can understand them.
2) Many children’s cartoons focus on social interactions, so you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough for low level English learners to understand, but also throw in plenty of challenging new words for more advanced learners.
4) If you’re watching a show for very young children, these shows are often repetitive—they repeat words, phrases and even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to learn. And speaking of fun…
8) They’re fun to watch!

(Adapted from http://www.fluentu.com/english/ blog/best-cartoons-for-learning-english/)
The conversational tone of this text is obtained by:
Alternativas
Q1218099 Inglês
TEXT II
Hilarious and Entertaining

You turned on the TV looking for a good English show for learning English, and a kid’s cartoon is on. Wait, don’t change the channel! There’s so much you can learn from children’s content.
You can use children’s cartoons for learning English just as well as other shows or movies.
Sometimes they’re even better! We know what you’re thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!” 
Many cartoons are fun for all ages to watch. Not all cartoons are for kids, either—“The Simpsons” and “Family Guy” might be cartoons but they both contain a lot of violence and inappropriate jokes that are definitely not for children. Even some cartoons that are for kids have several layers that can give them a completely different meaning when an adult watches them. For example, just this one short clip from “Adventure Time” has themes of marriage, love, loss and scary stalkers (people who follow you everywhere). A child might find it silly, but an adult may think it’s even disturbing!

Why Learn with Cartoons?


So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means they pronounce their words well so that everyone can understand them.
2) Many children’s cartoons focus on social interactions, so you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough for low level English learners to understand, but also throw in plenty of challenging new words for more advanced learners.
4) If you’re watching a show for very young children, these shows are often repetitive—they repeat words, phrases and even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to learn. And speaking of fun…
8) They’re fun to watch!

(Adapted from http://www.fluentu.com/english/ blog/best-cartoons-for-learning-english/)
The opening paragraph of Text II is an example of a(n):
Alternativas
Q1218098 Inglês
TEXT II
Hilarious and Entertaining

You turned on the TV looking for a good English show for learning English, and a kid’s cartoon is on. Wait, don’t change the channel! There’s so much you can learn from children’s content.
You can use children’s cartoons for learning English just as well as other shows or movies.
Sometimes they’re even better! We know what you’re thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!” 
Many cartoons are fun for all ages to watch. Not all cartoons are for kids, either—“The Simpsons” and “Family Guy” might be cartoons but they both contain a lot of violence and inappropriate jokes that are definitely not for children. Even some cartoons that are for kids have several layers that can give them a completely different meaning when an adult watches them. For example, just this one short clip from “Adventure Time” has themes of marriage, love, loss and scary stalkers (people who follow you everywhere). A child might find it silly, but an adult may think it’s even disturbing!

Why Learn with Cartoons?


So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means they pronounce their words well so that everyone can understand them.
2) Many children’s cartoons focus on social interactions, so you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough for low level English learners to understand, but also throw in plenty of challenging new words for more advanced learners.
4) If you’re watching a show for very young children, these shows are often repetitive—they repeat words, phrases and even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to learn. And speaking of fun…
8) They’re fun to watch!

(Adapted from http://www.fluentu.com/english/ blog/best-cartoons-for-learning-english/)

Text II deals with using cartoons for English learning. Read the statements below and mark them as TRUE (T) or FALSE (F).

✓ Some cartoons target an adult audience.

✓ Cartoons are fanciful and worthless teaching tools.

✓ Interpreting cartoons may vary depending on viewer’s age.


The statements are, respectively:

Alternativas
Q1218097 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

The word “if’ in the sentence “Even if learners do not have direct access to the internet in their classrooms” signals a:
Alternativas
Q1218096 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

The verb phrase in “conventionaltools (blackboards,textbooks, cassette players) that are found in classrooms around the world” is in the:
Alternativas
Q1218095 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

“Like” in “Technologies like the internet” is a:
Alternativas
Q1218094 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

Theunderlinedphrase in“In this case, the role of technology can provide a significant addition to the other more conventional tools” refers to:
Alternativas
Q1218093 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

Text I informs that “there are numerous terms to describe the process of learning English”. Read the sentences and mark them as TRUE (T) or FALSE (F).
“English as an additional language” applies to students in countries where English is the first language. The phrase “English as an additional language” is also used in places where English is not the official language. EFL refers to settings around the world where English is taught as a second language.
The statements are, respectively:
Alternativas
Ano: 2016 Banca: CONSULPLAN Órgão: Prefeitura de Sabará - MG
Q1198828 Inglês
Why I miss technology-free travel
(Monday, Dec 12, 2016. Josh Noel.)
I’ve been a travel writer for almost eight years, but here's the irony: I’m probably a worse traveler now. Back when I was freewheeling and in my early 20s, I’d get into my car every summer with an atlas, a bag stuffed with CDs and very little forethought about where I was headed.                I’d be gone for two weeks to three months. The extent of the technology I carried was the portable disc player connected to my tape player by a snaking wire. I stayed in pristine riverside campgrounds, quiet roadside motels operated by charming gray-haired couples and on the couches of people I’d met earlier that day. Once I forced myself to pick up a hitchhiker, a peaceful-looking, hippie-type dude. It wasn’t the life-altering experience I’d hoped for; he just needed a ride to work at a restaurant 10 miles up the road. Another time I got to talking with a guy who said he wasn’t sure he’d be able to afford his next tank of gas. I gave him five bucks — all I could spare — and he gave me a pink crystal that he said had special powers or some such. I rode around with that crystal on my dashboard for 15 years until I gave it to a friend  who was dying of cancer. I wanted her to have something meaningful to me, and that was it, secured by chance at an Oklahoma rest stop and hauled everywhere I went until it became hers.          I don’t travel so much anymore. As much as I’d like to say it’s because of having a family and a job and obligations weightier than whether to turn left or turn right, it has more to do with the shiny little machines in our pockets. When it comes to conquering the unknown, those shiny little machines can tell us everything about everything: the top 10 hotels, top 10 attractions, top 10 kid-friendly sushi places and the top 10 vegan-and-dog-friendly cafes with Wi-Fi and a pool table. Worse, we’ve mostly given up thinking about how we get from point A to point B. I have mistyped a couple of letters of a street name into Waze, and unquestioningly driven a route that I knew made no sense. But the shiny little machine says it is so! When I realized my mistake, I was furious not because I was going to be late or because I had wasted time, but because I had surrendered my critical thinking about how I got from point A to point B.   So as I can, I build unpredictability into my routine. I walk different ways to work, to the train, to the bus and around our neighborhood with my little son. When traveling, I demand unpredictability. Yes, the quickest route and top-ranked whatever is mighty attractive (especially the quickest route), but when I can build in time for wandering, I do it. When I can spend time finding my way by foot — no apps or phone maps      — I do that. When I can leave a hotel room with only a minimal plan, I walk out the front door. I duck into a bar. I sip a beer that I can’t find back home. I chat with a local. I ask for a dinner recommendation. And I value that answer over the wisdom of the online crowd every time.
(Available: http://www.chicagotribune.com. Adapted.)
According to the text, apps and phone maps do NOT offer 

Alternativas
Ano: 2016 Banca: INAZ do Pará Órgão: Prefeitura de Itaúna - MG
Q1198355 Inglês
Still I Rise  You may write me down in history with your bitter twisted lies, You may trod me in the very dirt But still, like dust, I'll rise. Does my sassiness upset you? Why are you beset with gloom? Cause I walk like I've got oil wells pumping in my living room. Just like moons and like suns, with certainty of tides, Just like hopes springing high, still I'll rise. Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops, weakened by my soulful cries. Does my haughtiness offend you? Don't you take it awful hard, Cause I laugh like I've got gold mines diggin' in my own back yard. You may shoot me with your words, you may cut me with your eyes, You may kill me with your hatefulness, but still, like air, I'll rise Does my sexiness upset you? Does it come as asurprise, That I dance like I've got diamonds at the meeting of my thighs? Out of the huts of history's shame I rise. Up from a past that's rooted in pain I rise. I'm a black ocean, leaping and wide, welling and swelling I bear in the tide. Leaving behind nights of terror and fear I rise. Into a daybreak that's wondrously clear I rise. Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave. I rise  I rise I rise... Maya Angelou (Fonte: <http://www.aaregistry.org/poetry/view/still-i-rise-maya-angelou>. Acesso em: 04/07/2016)

Mais do que nunca a Declaração Universal dos Direitos Humanos tem sido amplamente discutida em vários países, assim como nos EUA e nos Brasil. O Poema de Maya Angelou aborda temáticas da luta afro-americana que também são pautas das lutas dos movimentos sociais brasileiros, dentre as temáticas abordadas no poema estão
Alternativas
Ano: 2016 Banca: FEPESE Órgão: Prefeitura de Florianópolis - SC
Q1195176 Inglês
A revolution in communication
When cell phones first became available in the 1980s, they were considered to be expensive playthings for business people. No one thought that they were going to change the world. People knew that the internet had the power to transform lives, but the expectation was that this would happen through the dissemination of personal computers. However, it is now predicted that by 2020, cell phones will have replaced laptops as the main point of access to the internet worldwide. So, why will more people be using cell phones than laptop computers in the future? One reason is that the price of even a fairly cheap laptop makes it inaccessible for a lot of people in developing countries. Computers rely on a regular power supply, which is a problem in many developing countries where outages are frequent, and internet connections unreliable. Cell phones, on the other hand, are cheap to buy (especially recycled ones), require little electricity for recharging, and have good access to the internet in most parts of the world via cell phone networks. It is therefore cell phones, rather than computers, which are revolutionizing life and communication in many developing countries.

How cell phones are transforming the developing world
NextDrop is an app which is now being used in rural parts of India. In many parts of the country, people rely on weekly or twice weekly deliveries of clean water. The problem is that villagers never know exactly when deliveries will take place, meaning that they waste time waiting by their village well for the water tanker to turn up. NextDrop is a simple app that sends automatic text messages to people notifying them when their next water delivery will be. It’s a simple idea which greatly improves people’s lives. Transferring money between countries can be tricky, and this causes problems for the thousands of people who work abroad and need to send money to their families back home. A piece of software called Boom allows Mexicans who work in the US to send money back to family members in Mexico through their cell phones. Once the link is established and the software is installed on both phones, money can be transferred using a simple text message. Cell phones are also bringing health benefits to developing countries. A project called TulaSalud in Guatemala uses cell phone technology to communicate with nurses in remote areas of the country, who are working to reduce the infant mortality rate. The software allows nurses access to their patients’ medical records wherever they are. The service provides free phone numbers that both nurses and patients can call to ask questions about health. Maria Neander is a nurse who works on the TulaSalud project. Before we had TulaSalud, patients’ medical records were only available the health center. When I went into the villages, I couldn’t take the records with me, so I didn’t know if a woman I was visiting had any health problems. Now I have all information I need my cell phone. It helps me monitor women during pregnancy, giving them a better chance of having a healthy baby. When I’m with a woman who is giving birth, I have phone numbers that I can use if there are any problems, so I can get help and advice about what to do. TulaSalud has definitely saved lives.
It’s correct to say that Maria Neander:
Alternativas
Ano: 2016 Banca: FEPESE Órgão: Prefeitura de Florianópolis - SC
Q1194952 Inglês
A revolution in communication
When cell phones first became available in the 1980s, they were considered to be expensive playthings for business people. No one thought that they were going to change the world. People knew that the internet had the power to transform lives, but the expectation was that this would happen through the dissemination of personal computers. However, it is now predicted that by 2020, cell phones will have replaced laptops as the main point of access to the internet worldwide. So, why will more people be using cell phones than laptop computers in the future? One reason is that the price of even a fairly cheap laptop makes it inaccessible for a lot of people in developing countries. Computers rely on a regular power supply, which is a problem in many developing countries where outages are frequent, and internet connections unreliable. Cell phones, on the other hand, are cheap to buy (especially recycled ones), require little electricity for recharging, and have good access to the internet in most parts of the world via cell phone networks. It is therefore cell phones, rather than computers, which are revolutionizing life and communication in many developing countries.

How cell phones are transforming the developing world
NextDrop is an app which is now being used in rural parts of India. In many parts of the country, people rely on weekly or twice weekly deliveries of clean water. The problem is that villagers never know exactly when deliveries will take place, meaning that they waste time waiting by their village well for the water tanker to turn up. NextDrop is a simple app that sends automatic text messages to people notifying them when their next water delivery will be. It’s a simple idea which greatly improves people’s lives. Transferring money between countries can be tricky, and this causes problems for the thousands of people who work abroad and need to send money to their families back home. A piece of software called Boom allows Mexicans who work in the US to send money back to family members in Mexico through their cell phones. Once the link is established and the software is installed on both phones, money can be transferred using a simple text message. Cell phones are also bringing health benefits to developing countries. A project called TulaSalud in Guatemala uses cell phone technology to communicate with nurses in remote areas of the country, who are working to reduce the infant mortality rate. The software allows nurses access to their patients’ medical records wherever they are. The service provides free phone numbers that both nurses and patients can call to ask questions about health. Maria Neander is a nurse who works on the TulaSalud project. Before we had TulaSalud, patients’ medical records were only available the health center. When I went into the villages, I couldn’t take the records with me, so I didn’t know if a woman I was visiting had any health problems. Now I have all information I need my cell phone. It helps me monitor women during pregnancy, giving them a better chance of having a healthy baby. When I’m with a woman who is giving birth, I have phone numbers that I can use if there are any problems, so I can get help and advice about what to do. TulaSalud has definitely saved lives.
TulaSalud is a project whose purpose is to:
Alternativas
Ano: 2016 Banca: FEPESE Órgão: Prefeitura de Florianópolis - SC
Q1194947 Inglês
A revolution in communication
When cell phones first became available in the 1980s, they were considered to be expensive playthings for business people. No one thought that they were going to change the world. People knew that the internet had the power to transform lives, but the expectation was that this would happen through the dissemination of personal computers. However, it is now predicted that by 2020, cell phones will have replaced laptops as the main point of access to the internet worldwide. So, why will more people be using cell phones than laptop computers in the future? One reason is that the price of even a fairly cheap laptop makes it inaccessible for a lot of people in developing countries. Computers rely on a regular power supply, which is a problem in many developing countries where outages are frequent, and internet connections unreliable. Cell phones, on the other hand, are cheap to buy (especially recycled ones), require little electricity for recharging, and have good access to the internet in most parts of the world via cell phone networks. It is therefore cell phones, rather than computers, which are revolutionizing life and communication in many developing countries.

How cell phones are transforming the developing world
NextDrop is an app which is now being used in rural parts of India. In many parts of the country, people rely on weekly or twice weekly deliveries of clean water. The problem is that villagers never know exactly when deliveries will take place, meaning that they waste time waiting by their village well for the water tanker to turn up. NextDrop is a simple app that sends automatic text messages to people notifying them when their next water delivery will be. It’s a simple idea which greatly improves people’s lives. Transferring money between countries can be tricky, and this causes problems for the thousands of people who work abroad and need to send money to their families back home. A piece of software called Boom allows Mexicans who work in the US to send money back to family members in Mexico through their cell phones. Once the link is established and the software is installed on both phones, money can be transferred using a simple text message. Cell phones are also bringing health benefits to developing countries. A project called TulaSalud in Guatemala uses cell phone technology to communicate with nurses in remote areas of the country, who are working to reduce the infant mortality rate. The software allows nurses access to their patients’ medical records wherever they are. The service provides free phone numbers that both nurses and patients can call to ask questions about health. Maria Neander is a nurse who works on the TulaSalud project. Before we had TulaSalud, patients’ medical records were only available the health center. When I went into the villages, I couldn’t take the records with me, so I didn’t know if a woman I was visiting had any health problems. Now I have all information I need my cell phone. It helps me monitor women during pregnancy, giving them a better chance of having a healthy baby. When I’m with a woman who is giving birth, I have phone numbers that I can use if there are any problems, so I can get help and advice about what to do. TulaSalud has definitely saved lives.
In the article, the phrase “by 2020, cell phones will have replaced laptops” (1st paragraph) is the same as saying:
Alternativas
Ano: 2016 Banca: UFES Órgão: UFES
Q1194644 Inglês
Analyze the following statements concerning the text:
I. their, underlined in the first paragraph, refers to “fair wages”.  II. them, underlined in the second paragraph, refers to “workers”.  III. those, underlined in the third paragraph, refers to “unions”.  IV. they, underlined in the fourth paragraph, refers to “politicians”.   The TRUE statements are: 
Alternativas
Respostas
8781: C
8782: C
8783: A
8784: E
8785: D
8786: C
8787: B
8788: A
8789: B
8790: B
8791: D
8792: E
8793: C
8794: A
8795: D
8796: E
8797: A
8798: D
8799: B
8800: C