Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.079 questões
Atenção: Para responder às questões de números 16 a 20, considere o texto abaixo.
House Approves Higher Debt Limit Without Condition
By JONATHAN WEISMAN and ASHLEY PARKER
Feb. 11, 2014
WASHINGTON − Ending three years of brinkmanship in which the threat of a devastating default on the nation’s debt was used to wring conservative concessions from President Obama, the House on Tuesday voted to raise the government’s borrowing limit until March 2015, without any conditions.
The vote − 221 to 201 − relied almost entirely on Democrats in the Republican-controlled House to carry the measure and represented the first debt ceiling increase since 2009 that was not attached to other legislation. Only 28 Republicans voted yes, and only two Democrats voted no.
Simply by holding the vote, Speaker John A. Boehner of Ohio effectively ended a three-year Tea Party-inspired era of budget showdowns that had raised the threat of default and government shutdowns, rattled economic confidence and brought serious scrutiny from other nations questioning Washington’s ability to govern. In the process, though, Mr. Boehner also set off a series of reprisals from fellow Republican congressmen and outside groups that showcased the party’s deep internal divisions.
During the October 2013 government shutdown, The Times’s David Leonhardt explained the debt limit and how a failure to raise it could have affected the economy both at home and abroad.
“He gave the president exactly what he wanted, which is exactly what the Republican Party said we did not want,” said a Republican representative, Tim Huelskamp of Kansas, who last year unsuccessfully tried to rally enough support to derail Mr. Boehner’s re-election as speaker. “It’s going to really demoralize the base.”
The vote was a victory for President Obama, Democrats and those Senate Republicans who have argued that spending money for previously incurred obligations was essential for the financial standing of the federal government. “Tonight’s vote is a positive step in moving away from the political brinkmanship that’s a needless drag on our economy,” Jay Carney, the White House press secretary, said in a statement.
“A clean debt ceiling is a complete capitulation on the speaker’s part and demonstrates that he has lost the ability to lead the House of Representatives, let alone his own party,” said Jenny Beth Martin, co-founder of the Tea Party Patriots. “It is time for him to go.”
Senator Harry Reid of Nevada, the majority leader, commended the speaker and promised to pass the bill as soon as possible. “We’re happy to see the House is legislating the way they should have legislated for a long time,” he said.
(Adapted from http://www.nytimes.com/2014/02/12/us/politics/ boehner-to-bring-debt-ceiling-to-vote-without-policyattachments. html?nl=todaysheadlines&emc=edit_th_2014021 2&_r=0)
Considere a seguinte definição:
Brinkmanship is the technique of pushing a dangerous situation to the limits of safety in order to secure the greatest advantage.
Em qual dos exemplos abaixo a palavra brinkmanship está empregada de forma incorreta?
Is gas and oil drilling mostly computerized?
How much do you know about gas and oil drilling?
From locating new reserves to analyzing crude as it's refined, the oil and gas industry utilizes computer technology at every step of the way. Indeed, as proven reserves have dried up and new sources of oil and gas have become harder to find and exploit, computers have taken an increasingly important role in the industry.
That said, humans continue to be an essential part of the process. Though data may be collected and analyzed by a computer, it is a human, ultimately, that interprets the results and makes a decision to drill or move on. Though computers control the speed, force, and depth of a drill, it is a human that monitors and modifies the variables. And, of course, it is a human that makes the dangerous connections between drill pipes as the well pushes deeper.
Indeed, though computers have made drilling for oil and gas a safer and more efficient process, it remains a handson industry.
(adaptedfrom http://science.howstuffworks.com/environmental/energy/gas-oildrilling-computerized.htm)
Is gas and oil drilling mostly computerized?
How much do you know about gas and oil drilling?
From locating new reserves to analyzing crude as it's refined, the oil and gas industry utilizes computer technology at every step of the way. Indeed, as proven reserves have dried up and new sources of oil and gas have become harder to find and exploit, computers have taken an increasingly important role in the industry.
That said, humans continue to be an essential part of the process. Though data may be collected and analyzed by a computer, it is a human, ultimately, that interprets the results and makes a decision to drill or move on. Though computers control the speed, force, and depth of a drill, it is a human that monitors and modifies the variables. And, of course, it is a human that makes the dangerous connections between drill pipes as the well pushes deeper.
Indeed, though computers have made drilling for oil and gas a safer and more efficient process, it remains a handson industry.
(adaptedfrom http://science.howstuffworks.com/environmental/energy/gas-oildrilling-computerized.htm)
Is gas and oil drilling mostly computerized?
How much do you know about gas and oil drilling?
From locating new reserves to analyzing crude as it's refined, the oil and gas industry utilizes computer technology at every step of the way. Indeed, as proven reserves have dried up and new sources of oil and gas have become harder to find and exploit, computers have taken an increasingly important role in the industry.
That said, humans continue to be an essential part of the process. Though data may be collected and analyzed by a computer, it is a human, ultimately, that interprets the results and makes a decision to drill or move on. Though computers control the speed, force, and depth of a drill, it is a human that monitors and modifies the variables. And, of course, it is a human that makes the dangerous connections between drill pipes as the well pushes deeper.
Indeed, though computers have made drilling for oil and gas a safer and more efficient process, it remains a handson industry.
(adaptedfrom http://science.howstuffworks.com/environmental/energy/gas-oildrilling-computerized.htm)
Is gas and oil drilling mostly computerized?
How much do you know about gas and oil drilling?
From locating new reserves to analyzing crude as it's refined, the oil and gas industry utilizes computer technology at every step of the way. Indeed, as proven reserves have dried up and new sources of oil and gas have become harder to find and exploit, computers have taken an increasingly important role in the industry.
That said, humans continue to be an essential part of the process. Though data may be collected and analyzed by a computer, it is a human, ultimately, that interprets the results and makes a decision to drill or move on. Though computers control the speed, force, and depth of a drill, it is a human that monitors and modifies the variables. And, of course, it is a human that makes the dangerous connections between drill pipes as the well pushes deeper.
Indeed, though computers have made drilling for oil and gas a safer and more efficient process, it remains a handson industry.
(adaptedfrom http://science.howstuffworks.com/environmental/energy/gas-oildrilling-computerized.htm)
Is gas and oil drilling mostly computerized?
How much do you know about gas and oil drilling?
From locating new reserves to analyzing crude as it's refined, the oil and gas industry utilizes computer technology at every step of the way. Indeed, as proven reserves have dried up and new sources of oil and gas have become harder to find and exploit, computers have taken an increasingly important role in the industry.
That said, humans continue to be an essential part of the process. Though data may be collected and analyzed by a computer, it is a human, ultimately, that interprets the results and makes a decision to drill or move on. Though computers control the speed, force, and depth of a drill, it is a human that monitors and modifies the variables. And, of course, it is a human that makes the dangerous connections between drill pipes as the well pushes deeper.
Indeed, though computers have made drilling for oil and gas a safer and more efficient process, it remains a handson industry.
(adaptedfrom http://science.howstuffworks.com/environmental/energy/gas-oildrilling-computerized.htm)
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
In “Despite the fact that there are more positive effects” (line 42), the underlined phrase can be replaced without change in meaning by
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
The “audio-channel of the learner” (lines 16 and 17) depends on the sense of hearing.
The sense of taste is perceived by the
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
In the last paragraph, the author states that songs have helped him to
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
In relation to the use of music in the classroom as discussed in the text, analyse the assertions below:
I. Teaching songs helps improve listening skills.
II. Old songs are better suited for classroom activities.
III. Everybody agrees that students learn faster with music.
Choose the correct answer.
Read text II and answer questions 56 to 59:
Text II
(from http://www.freeimages.com/photo/1088033)
Help prevent a coral catastrophe
Fight the destructive harvesting and unregulated trade of one of the most attractive inhabitants of our tropical oceans.
(http://wwf.panda.org/)
In relation to the topics mentioned in this text, mark the statements below as true (T) or false (F).
( ) The text details the use of corals.
( ) The illegal selling of corals is denounced.
( ) The text mentions the people who live in the tropics.
The statements are, respectively,
Read text II and answer questions 56 to 59:
Text II
(from http://www.freeimages.com/photo/1088033)
Help prevent a coral catastrophe
Fight the destructive harvesting and unregulated trade of one of the most attractive inhabitants of our tropical oceans.
(http://wwf.panda.org/)
The main function of this text is to
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The meaning of colors can vary and teaching them is part of the ELT curriculum. Students must know that when danger is signaled both in a Brazilian and in an English setting, the light that blinks is
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The answer to the question “How confident do you feel about using the Internet and computers?” (lines 13 and 14) will necessarily involve a
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