Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.689 questões
It’s 12.33 am and I start to write in this dark and silent room. Outside through the open window I hear voices in the night and police sirens in the distance.
I’m 26 years and a few months old; most people would say that my life is ahead of me, that nothing has started yet, but for a long time now I’ve been living with the feeling that I’ve lived too much; I imagine that’s why the need to write is so deep, to fix the past in writing and, I suppose, to get rid of it, or maybe, conversely, the past is so anchored in me now that I’m forced to talk about it, at every moment, on every occasion, maybe it has won out, and by believing I’m getting rid of it I’m only bolstering its existence and its ascendency over my life, maybe I’m trapped – I don’t know.
When I was 21 it was already too late, I’d already lived too much – I’d known misery, poverty in my childhood, my mother asking me time and again to go and knock on the neighbours’ or my aunt’s door with an imploring voice so they’d give us a packet of pasta and a jar of tomato sauce because she had no more money and she knew that a child would be more easily pitied than an adult.
I’d known violence, my cousin who died in prison at 30, my older brother who was sick with alcoholism even as a teenager, who woke up drunk most mornings because his body was so steeped in alcohol, my mother who denied it with all her might to protect her son who swore to us every time he drank that it was the last time, that after that he’d never drink again. The fights in the village cafe, the obsessive racism of rural, isolated communities, underlying every sentence, or even every word.
Source: https://www.theguardian.com/books/2024/jan/28/edouard-louischange-book-extract
The narrator in this passage
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Communicative language competence can be considered as comprising several components: linguistic, sociolinguistic and pragmatic.
Linguistic competences include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently of the sociolinguistic value of its variations and the pragmatic functions of its realisations.
Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence.
Pragmatic competences are concerned with the functional use of linguistic resources (production of language functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this component even more than the linguistic component, it is hardly necessary to stress the major impact of interactions and cultural environments in which such abilities are constructed.
(https://www.coe.int/en/web/common-european-framework-
reference-languages. Acesso 17.08.2025. Adaptado)
• Have you considered leaving in the morning instead of now?
• If I were you, I’d think it over before taking action.
• How about giving this decision a second thought?
• It’s a good idea to rest for a while before you go on with the report.
The students are then asked to decide which shared function the four sentences serve, and they will be correct if they choose
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Communicative language competence can be considered as comprising several components: linguistic, sociolinguistic and pragmatic.
Linguistic competences include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently of the sociolinguistic value of its variations and the pragmatic functions of its realisations.
Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence.
Pragmatic competences are concerned with the functional use of linguistic resources (production of language functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this component even more than the linguistic component, it is hardly necessary to stress the major impact of interactions and cultural environments in which such abilities are constructed.
(https://www.coe.int/en/web/common-european-framework-
reference-languages. Acesso 17.08.2025. Adaptado)
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It has been common in second language teaching to stress the role of interference – that is, the interfering effects of the native language on the target (the second) language. It is of course not surprising that this process has been so singled out, for native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference has been so strong that some have viewed second language learning as exclusively involving the overcoming of the effects of the native language. It is clear from learning theory that a person will use whatever previous experience he or she has had with language to facilitate the second language learning process. The native language is an obvious set of prior experiences. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the comparable French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.
(Brown, D. 1994. Principles of Language
Learning and Teaching. Adaptado)
Examples of non-referential pronoun it (a pronoun that does not have a referent) used in the text are:
• It has been common in second language…
• It is of course not surprising…
• It is clear from learning theory…
The word “it” in bold is a non-referential pronoun in alternative:
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It has been common in second language teaching to stress the role of interference – that is, the interfering effects of the native language on the target (the second) language. It is of course not surprising that this process has been so singled out, for native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference has been so strong that some have viewed second language learning as exclusively involving the overcoming of the effects of the native language. It is clear from learning theory that a person will use whatever previous experience he or she has had with language to facilitate the second language learning process. The native language is an obvious set of prior experiences. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the comparable French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.
(Brown, D. 1994. Principles of Language
Learning and Teaching. Adaptado)
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It has been common in second language teaching to stress the role of interference – that is, the interfering effects of the native language on the target (the second) language. It is of course not surprising that this process has been so singled out, for native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference has been so strong that some have viewed second language learning as exclusively involving the overcoming of the effects of the native language. It is clear from learning theory that a person will use whatever previous experience he or she has had with language to facilitate the second language learning process. The native language is an obvious set of prior experiences. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the comparable French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.
(Brown, D. 1994. Principles of Language
Learning and Teaching. Adaptado)
Leia o texto para responder à questão.
It has been common in second language teaching to stress the role of interference – that is, the interfering effects of the native language on the target (the second) language. It is of course not surprising that this process has been so singled out, for native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference has been so strong that some have viewed second language learning as exclusively involving the overcoming of the effects of the native language. It is clear from learning theory that a person will use whatever previous experience he or she has had with language to facilitate the second language learning process. The native language is an obvious set of prior experiences. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the comparable French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.
(Brown, D. 1994. Principles of Language
Learning and Teaching. Adaptado)
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Some History of English... in two words
In 1582, Richard Mulcaster, headmaster of the Merchant Tailors’ school1 wrote that “our English tung is of small reatch, it stretcheth no further than this Iland of ours”. It didn’t stay that way. Today, English is spoken by more than a billion people all over the world. It is a colourful, vibrant and diverse tongue, that long has picked up words from the many languages with which its speakers have come into contact.
One such word is Dictionary. It is a borrowing from medieval Latin dictionarius liber “book of words”; it first appeared in English in the 16th century, along with numerous adoptions from Latin and Greek.
Dr Johnson’s Dictionary of the English Language (1755), although the most famous, is not the earliest; the first English dictionary was Robert Cawdrey’s Table Alphabeticall (1604). Unlike a modern desk dictionary, Cawdrey set out to gloss only the most unfamiliar words, such as deambulate, pactation, and refractarie – whose meanings would have caused problems for those not educated in Latin and Greek.
Another such word is Emoji2 , originally developed in Japan in the 1990s for use by teenagers on their pagers; the word emoji derives from the Japanese e “picture” + moji “character, letter”. Its successful integration into English has been helped by its similarity to words with the e-“electronic” prefix, such as e-mail and e-book. E-communication is a form of writing that resembles casual conversation more than formal prose, often situated in real time with a known recipient, but lacking the extra-linguistic cues such as facial expression, tone of voice, hand gestures, that help to convey attitude in face-toface interactions, and users are finding creative new ways to employ emojis.
(https://theconversation.com/Adaptado. Acesso em 18.08.2015)
1 a public school for 11-18 year olds, founded in 1561 in London just for boys back then.
2 iconic, visual representation of an idea, entity, feeling, status or event used alongside or instead of words in digital messaging. The plural form in English is either emoji or emojis.
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Some History of English... in two words
In 1582, Richard Mulcaster, headmaster of the Merchant Tailors’ school1 wrote that “our English tung is of small reatch, it stretcheth no further than this Iland of ours”. It didn’t stay that way. Today, English is spoken by more than a billion people all over the world. It is a colourful, vibrant and diverse tongue, that long has picked up words from the many languages with which its speakers have come into contact.
One such word is Dictionary. It is a borrowing from medieval Latin dictionarius liber “book of words”; it first appeared in English in the 16th century, along with numerous adoptions from Latin and Greek.
Dr Johnson’s Dictionary of the English Language (1755), although the most famous, is not the earliest; the first English dictionary was Robert Cawdrey’s Table Alphabeticall (1604). Unlike a modern desk dictionary, Cawdrey set out to gloss only the most unfamiliar words, such as deambulate, pactation, and refractarie – whose meanings would have caused problems for those not educated in Latin and Greek.
Another such word is Emoji2 , originally developed in Japan in the 1990s for use by teenagers on their pagers; the word emoji derives from the Japanese e “picture” + moji “character, letter”. Its successful integration into English has been helped by its similarity to words with the e-“electronic” prefix, such as e-mail and e-book. E-communication is a form of writing that resembles casual conversation more than formal prose, often situated in real time with a known recipient, but lacking the extra-linguistic cues such as facial expression, tone of voice, hand gestures, that help to convey attitude in face-toface interactions, and users are finding creative new ways to employ emojis.
(https://theconversation.com/Adaptado. Acesso em 18.08.2015)
1 a public school for 11-18 year olds, founded in 1561 in London just for boys back then.
2 iconic, visual representation of an idea, entity, feeling, status or event used alongside or instead of words in digital messaging. The plural form in English is either emoji or emojis.
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Some History of English... in two words
In 1582, Richard Mulcaster, headmaster of the Merchant Tailors’ school1 wrote that “our English tung is of small reatch, it stretcheth no further than this Iland of ours”. It didn’t stay that way. Today, English is spoken by more than a billion people all over the world. It is a colourful, vibrant and diverse tongue, that long has picked up words from the many languages with which its speakers have come into contact.
One such word is Dictionary. It is a borrowing from medieval Latin dictionarius liber “book of words”; it first appeared in English in the 16th century, along with numerous adoptions from Latin and Greek.
Dr Johnson’s Dictionary of the English Language (1755), although the most famous, is not the earliest; the first English dictionary was Robert Cawdrey’s Table Alphabeticall (1604). Unlike a modern desk dictionary, Cawdrey set out to gloss only the most unfamiliar words, such as deambulate, pactation, and refractarie – whose meanings would have caused problems for those not educated in Latin and Greek.
Another such word is Emoji2 , originally developed in Japan in the 1990s for use by teenagers on their pagers; the word emoji derives from the Japanese e “picture” + moji “character, letter”. Its successful integration into English has been helped by its similarity to words with the e-“electronic” prefix, such as e-mail and e-book. E-communication is a form of writing that resembles casual conversation more than formal prose, often situated in real time with a known recipient, but lacking the extra-linguistic cues such as facial expression, tone of voice, hand gestures, that help to convey attitude in face-toface interactions, and users are finding creative new ways to employ emojis.
(https://theconversation.com/Adaptado. Acesso em 18.08.2015)
1 a public school for 11-18 year olds, founded in 1561 in London just for boys back then.
2 iconic, visual representation of an idea, entity, feeling, status or event used alongside or instead of words in digital messaging. The plural form in English is either emoji or emojis.
Leia o texto para responder à questão.
Some History of English... in two words
In 1582, Richard Mulcaster, headmaster of the Merchant Tailors’ school1 wrote that “our English tung is of small reatch, it stretcheth no further than this Iland of ours”. It didn’t stay that way. Today, English is spoken by more than a billion people all over the world. It is a colourful, vibrant and diverse tongue, that long has picked up words from the many languages with which its speakers have come into contact.
One such word is Dictionary. It is a borrowing from medieval Latin dictionarius liber “book of words”; it first appeared in English in the 16th century, along with numerous adoptions from Latin and Greek.
Dr Johnson’s Dictionary of the English Language (1755), although the most famous, is not the earliest; the first English dictionary was Robert Cawdrey’s Table Alphabeticall (1604). Unlike a modern desk dictionary, Cawdrey set out to gloss only the most unfamiliar words, such as deambulate, pactation, and refractarie – whose meanings would have caused problems for those not educated in Latin and Greek.
Another such word is Emoji2 , originally developed in Japan in the 1990s for use by teenagers on their pagers; the word emoji derives from the Japanese e “picture” + moji “character, letter”. Its successful integration into English has been helped by its similarity to words with the e-“electronic” prefix, such as e-mail and e-book. E-communication is a form of writing that resembles casual conversation more than formal prose, often situated in real time with a known recipient, but lacking the extra-linguistic cues such as facial expression, tone of voice, hand gestures, that help to convey attitude in face-toface interactions, and users are finding creative new ways to employ emojis.
(https://theconversation.com/Adaptado. Acesso em 18.08.2015)
1 a public school for 11-18 year olds, founded in 1561 in London just for boys back then.
2 iconic, visual representation of an idea, entity, feeling, status or event used alongside or instead of words in digital messaging. The plural form in English is either emoji or emojis.
Mark each one as True (T) or False (F), then choose the correct sequence.
I. ( ) The singer uses metaphors such as “coffee in the morning” and “sunshine in the rain” to express emotional comfort and affection.
II. ( ) When he says “Where you go, I’ll follow,” the singer suggests unconditional commitment to the person he loves.
III. ( ) The lyric “You're the Tylenol I take when my head hurts” is meant to describe the partner as a source of emotional relief.
IV. ( ) The song presents the relationship as fragile and temporary, emphasizing loss and separation.
Choose the correct sequence:
If the moon was Europe, my father was an astronaut who died on his
way to the moon.
My father, the failed moonwalker, blinded by space.
My father, the
Black cosmonaut, frenzied
by thirst. My father who heard the voice of God, clear as the call to
prayer, suspended in that dark desert.
My father who wore a spacesuit slashed by longing, spinning towards
the vast desolate.
On a night when the angels have drawn back their wings, you may
glimpse my father
hurtling through space, his body carried by gravity’s absence, blood
collecting in his head,
his tears pink, gelatinous clots, unable to fall. (2022, Warsan Shire. From: Bless the Daughter Raised by a Voice in Her Head Publisher: Penguin Random house)
In light of the the excerpt from “My Father, the Astronaut” by Warsan Shire, which of the following single words most aptly encapsulates the overarching emotional and symbolic tenor of the passage?
“Do not underestimate others, nor idolize them too much. Be polite, but not perfect. Do things you never imagined before. Do not lie, but do not reveal the whole truth. Dance alone when no one is watching. Have fun while your wolf has not arrived.”— Martha Medeiros
Considering that the metaphor “your wolf” can represent the inevitability of death, it is correct to affirm that:
Kanhgág ga kãmĩ educação infantil Ũri ẽmã ‘e mĩ creche tóg nỹtĩ ha, gĩr kãsir tỹ tá vãm jé, ti nỹ tỹ rãnhrãj mũn javo. Kejẽn creche tag mĩ gĩr kãsir tỹ fóg vĩ hã kajrãnrãn nỹtĩg tĩ, professor tỹ fóg mré. Kanhgág vĩ krunhkrój tag mỹ tag tóg jagy nỹ hamã, mỹr fóg vĩ tỹ kanhgág vĩ jyrã kãn mũ ser. Ẽmã tỹ Nova Zelândia tá kanhgág ag, Māori ag tóg tỹ ke ũ han ja nĩgtĩ, ag vĩ vãfor kamãg kỹ. Educação infantil tỹ ag tóg ag vĩ jagfe han ja nĩgtĩ. Kỹ gĩr kãsir tỹ ag vĩ pẽ tỹvĩn ki kajrãnrãn nỹtĩj mũ, Māori ti. Ag metodologia hã vỹ tỹ imersão total ke mũ ẽn nĩ, Māori tỹvĩn ki ke vẽ ag educação ti escola mĩ. Tá fóg ag vĩ hã vỹ tỹ inglês nỹ, kỹ vẽnhvĩ tag mẽj ke tũ pẽ tóg nỹtĩ gĩr ti escola mĩ. Kỹ Māori ag vĩ tỹ tar ke mãn rã nĩ ha inh hã. Brasil ki ẽg tóg educação infantil mỹ kanhgág vĩ jagfe to jykrén nỹtĩ gé, gĩr tỹ kanhgág vĩ hã ki vẽnhkajrãnrãn vén jé (cf. Nascimento, 2022).
Texto tag tỹ ne to vãmén nẽ?
Vẽnh jyvãn
Ũri, inh kósin. Ũri ija ã mỹ, ã mỹ vãmén mỹ, hamã, inh kósin. Ũri, ẽg tỹ jagmré mỹsinsér kãn hamã, ã tỹ, ã kakrã ti krã, ti kósin fi tỹ vãsusa tag to, inh kósin, hamã.
Ũri ã tỹ, kósin fi tỹ ũri, ã mỹnh fi riken kỹ fi tỹ nĩj mũ gé. Ũri ã tỹ, ũ tỹ ã mỹ nén ũ han ge mũ fi vỹ tỹ ũri inh kósin fi nĩ ha, inh kósin. Ũri ã tỹ tỹ fi kafã nĩ, ã!
Ũri ã tỹ tỹ fi panh rike nĩ gé. Ke mũn kã ã tỹ ũri, fi jã’ỹn há han nĩ. Ã kakrã mỹ fi jã’ỹn há han nĩ. Ã má fi mỹ fi kósin fi jã’ỹn há han nĩ. Kỹ tỹ inh mỹ há tĩj. Inh kósin ne isỹ ti mỹ vĩ jãmã ja nĩ, ke jé isóg. (Adaptado de Nascimento, 2010).
Texto tipo tỹ ne nẽ tag ti?
Brasil kãki povo indígena ag
Ẽg ga mág tỹ Brasil kãmĩ povo indígena ag tỹ ver ‘e tĩ. Povo tỹ 305 kar kanhgág tag ag tỹ ver hẽremũn vẽnhvĩ tỹ 274 tugtó tĩ (IBGE, 2010). Kanhgág ag vĩ nĩkrén pi tỹ vẽnhrẽnhrẽj han há nỹ, mỹr kanhgág vĩ kar tag tóg vãgfor jãhá nỹtĩ. Gĩr tỹ tugtój vãnh tĩn kỹ tóg krunhkrój nỹtĩ nĩ vẽnhvĩ kar tag ti. Hãra tag tỹvĩn ki ke pijé, ga kar mĩ ke vẽ, vẽnhvĩ ‘e tag, diversidade linguistica tóg tũ ke rã nĩ. Tag ki povo Kaingang tóg tỹ povo mág nĩ Brasil kãki. Ũ tỹ 40 mil kãfãn kỹ tóg nĩ ha população ti. Hẽnrikemũn 50% tóg ver ẽg vĩ tó tĩ. Hãra jérĩn mỹ ẽg vĩ tóg vãfor jãhá nỹ ver. To kanẽ junjur ke ẽg tóg nỹtĩ.
Texto tỹ ne kãmén nẽ?
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