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

Foram encontradas 13.189 questões

Q3753584 Inglês
O texto seguinte servirá de base para responder à questão.


Tax rises and benefit cuts are on the horizon as Reeves prepares the UK for a bad-news budget


The UK chancellor, Rachel Reeves, has made it clear that taxes will go up, and more cuts to welfare spending are on the horizon. The moves will be deeply unpopular and controversial − but in an extraordinary press conference ahead of the UK budget on November 26, Reeves made it clear that she believes both will be necessary.

In a highly unusual move, the chancellor used the press conference to set out her priorities for balancing the books while growing the economy. Notably, she did not mention the pledge in Labour's manifesto not to raise taxes on working people or increase national insurance, VAT or income tax.

Instead, she said her focus was on lowering the burden of excessive government borrowing and debt, improving public services and tackling the cost of living.

Reeves gave particular importance to sticking with her "iron-clad" fiscal rules. These, she argued, were essential for showing she is being responsible with the nation's finances and preventing a further rise in the cost of borrowing (the interest the government pays on its debt).

At more than £100 billion per year, this already makes up 10% of all government spending. The government's spending watchdog, the Office for Budget Responsibility (OBR), projects the total to rise to £111 billion by the next financial year.

She also emphasised the importance of measures to boost UK productivity. Productivity forecasts are expected to be downgraded by the OBR, heaping yet more pressure on the chancellor's budget choices. Reeves questioned whether the forecast would accurately predict the future − but has accepted that she will have to work within the OBR's constraints in this year's budget.

The chancellor is right that there is a pressing need to boost productivity. But it is by no means certain that planned investment in things like housing, nuclear power and a third runway at Heathrow will yield big gains, at least in the near term.

 At the same time, she made it clear that to meet her budget target there will need to be cuts to public spending. Some cuts will come from more "efficiency" savings by government departments (that perennial option that all chancellors reach for).

But they will also come from tackling the UK's rapidly rising welfare budget, focusing on the large number of young people who are not in education, employment or training but depend on state benefits (so-called "Neets").

Any cuts to the welfare budget, as well as a failure to abolish the two-child benefit limit (although she is under pressure from colleagues to bite the bullet and axe it), will cause dismay within the parliamentary Labour party as well as many party activists.

As ever, the budget choices will be political as well as economic. Both the Conservatives and Reform UK will accuse Labour of breaking its manifesto promises. They will also claim Labour is undermining any chance of growth by raising taxes by a larger amount than any UK government has done in the last 50 years.

 At the same time, it will become even more difficult for Labour to manage its large but fractious parliamentary majority. Earlier this year, backbenchers forced the government to restore the winter fuel payment for some pensioners and abandon plans to cut personal independence payments for disabled claimants.

Local government elections, as well as elections to the Scottish and Welsh parliaments, are looming next May. Reeves risks further alienating Labour's grassroot supporters and pushing them towards smaller left-wing parties such as the Greens. They already seem to be pulling ahead of Labour among younger voters.

The stakes could not be higher. A bad result could even lead to questions about the future of both the chancellor and the prime minister Keir Starmer.

Finally, the chancellor's goal to cut the cost of living for working people does not seem particularly ambitious. Her suggested approach involves cutting energy costs by investing more in electricity generation, and reducing the cost of food by changing the business rates system to help small businesses.

Even if effective, these changes will take some time to work through and may not be enough to convince voters that Labour is on their side − particularly if inflation is not brought under control.

Reeves' appeal to the public to back her long-term approach to sorting out the British economy may be admirable. But the political risks to her personally − and Labour more broadly − remain considerable.


https://theconversation.com/tax-rises-and-benefit-cuts-are-on-the-horizo n-as-reeves-prepares-the-uk-for-a-bad-news-budget-269008
The article discusses Chancellor Rachel Reeves' budget strategy and its political implications. Consider this passage: "Reeves' appeal to the public to back her long-term approach to sorting out the British economy may be admirable. But the political risks to her personally − and Labour more broadly − remain considerable." The author's tone reveals an implicit assessment. Additionally, the text states: "The stakes could not be higher. A bad result could even lead to questions about the future of both the chancellor and the prime minister Keir Starmer." Based on comprehensive analysis of explicit and implicit meanings, what can be accurately inferred about the author's perspective?
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Q3751464 Inglês
Skimming and scanning strategies are essential to optimize reading comprehension in English. Analyze the statements below:

I. Skimming is the strategy of reading a text quickly and superficially, focusing on elements such as titles, subtitles, cognates, and the first and last paragraphs, with the goal of grasping the main idea (the "gist").
II. Scanning is the strategy of rapidly searching for a specific piece of information in the text, such as a name, a date, a number, or a keyword, running one's eyes over the text without reading every word.
III. Skimming is the term used for detailed, analytical reading of a text, focusing on every word and grammatical structure for deep comprehension.

Which statements are correct? 
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Q3750965 Inglês
Which instructional focus should teachers adopt to develop students’ macro-level reading comprehension skills?
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Q3750964 Inglês

Given that reading strategies should be selected in accordance with both the students’ proficiency levels and the genre of the text, align each text genre with the corresponding level of students’ proficiency.



I. Shopping lists, dialogues, postcards


II. Editorials, research summaries, literary texts


III. Newspapers, magazines, short stories



( ) Beginners


( ) Intermediate students


( ) Advanced students

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Q3750961 Inglês
Brown and Abeywickrama (2019) provide a detailed explanation of the five most common types of tests, namely achievement tests, diagnostic tests, placement tests, proficiency tests, and aptitude tests. Read each definition below carefully and select the one that best defines proficiency tests.
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Q3749890 Inglês
Leia atentamente o trecho do manual de manutenção de um switch de rede (em inglês) e responda à questão a seguir:

Chapter 3: Troubleshooting Guide

“If the STATUS LED is red, a system error has occurred. First, check all power connections and ensure the power cord is securely seated in the inlet and the wall outlet. If the issue persists, power cycle the device. CAUTION: Before proceeding, back up all configuration data. If the error remains, contact technical support and provide the serial number of the unit.”

De acordo com o manual técnico, assinale a primeira ação que o técnico deve tomar se o LED de STATUS estiver vermelho:
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Q3748900 Inglês
        Since the 1950s, researchers, inventors and entrepreneurs have been fascinated by the idea of Artificial Intelligence (AI) to replicate human behaviour and thinking into technology. Over time AI has evolved to mimic human behaviour in information technology (IT) with key milestones like machine learning, natural language processing and understanding, generative AI and orchestrating decision making and now the latest advancement: agentic AI.

        Today, AI is not just a technology but a critical part of modern IT strategies. AI in the IT industry has been a transformative force, automating tasks, analysing vast amounts of data and improving operational processes. By using AI for ITSM, organisations can adapt to a changing technology landscape and complex digital environments and keep their IT infrastructure future proof.

        AI has come a long way from theory to software to recent innovations like machine learning (ML). ML is about developing AI algorithms and models that help systems learn and make decisions based on patterns and relationships in data. Instead of programming each decision manually, systems can make decisions on their own based on large amounts of data. Continuous learning on data allows systems to get better over time. At the next level is natural language processing (NLP), a branch of machine learning that’s about interpreting human language and generating intelligent and contextual responses. By using ML algorithms on language, machines can do things like response generation, speech recognition, language translation and more. NLP is the foundation for modern day chatbots that can understand user intent and generate responses to user requests.

         AI is revolutionizing ITSM by introducing innovative solutions such as an AI service desk that enhances IT operations. With automated ticket triaging, routing, deflection, and process automation, organizations can streamline tasks that IT agents encounter daily.

        By providing agents with agent assist capabilities and an AI Copilot, organizations can reduce redundant and repetitive service tasks and improve productivity, thereby minimizing the need for human intervention in these repetitive tasks. With AIOps, organizations can also stay ahead of potential incidents and outages with proactive detection and remediation, as well as automated incident management.

        AI also plays a big role in software development and testing. It helps quality assurance teams by generating test cases and predicting defects. This means they can catch and fix bugs much earlier which prevents bigger issues down the line. When it comes to data center security, computer vision is a powerful tool. It allows systems to analyze images and videos to monitor infrastructure and spot anything unusual. Additionally, machine learning models can analyze network traffic in real time to detect cyber threats and fraud and allow teams to respond quickly and protect their systems.

Internet:<aisera.com>  (adapted).
In the text, Natural Language Processing is a branch of Machine Learning that can be summarized as
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Q3748899 Inglês
        Since the 1950s, researchers, inventors and entrepreneurs have been fascinated by the idea of Artificial Intelligence (AI) to replicate human behaviour and thinking into technology. Over time AI has evolved to mimic human behaviour in information technology (IT) with key milestones like machine learning, natural language processing and understanding, generative AI and orchestrating decision making and now the latest advancement: agentic AI.

        Today, AI is not just a technology but a critical part of modern IT strategies. AI in the IT industry has been a transformative force, automating tasks, analysing vast amounts of data and improving operational processes. By using AI for ITSM, organisations can adapt to a changing technology landscape and complex digital environments and keep their IT infrastructure future proof.

        AI has come a long way from theory to software to recent innovations like machine learning (ML). ML is about developing AI algorithms and models that help systems learn and make decisions based on patterns and relationships in data. Instead of programming each decision manually, systems can make decisions on their own based on large amounts of data. Continuous learning on data allows systems to get better over time. At the next level is natural language processing (NLP), a branch of machine learning that’s about interpreting human language and generating intelligent and contextual responses. By using ML algorithms on language, machines can do things like response generation, speech recognition, language translation and more. NLP is the foundation for modern day chatbots that can understand user intent and generate responses to user requests.

         AI is revolutionizing ITSM by introducing innovative solutions such as an AI service desk that enhances IT operations. With automated ticket triaging, routing, deflection, and process automation, organizations can streamline tasks that IT agents encounter daily.

        By providing agents with agent assist capabilities and an AI Copilot, organizations can reduce redundant and repetitive service tasks and improve productivity, thereby minimizing the need for human intervention in these repetitive tasks. With AIOps, organizations can also stay ahead of potential incidents and outages with proactive detection and remediation, as well as automated incident management.

        AI also plays a big role in software development and testing. It helps quality assurance teams by generating test cases and predicting defects. This means they can catch and fix bugs much earlier which prevents bigger issues down the line. When it comes to data center security, computer vision is a powerful tool. It allows systems to analyze images and videos to monitor infrastructure and spot anything unusual. Additionally, machine learning models can analyze network traffic in real time to detect cyber threats and fraud and allow teams to respond quickly and protect their systems.

Internet:<aisera.com>  (adapted).
According to the text, Artificial Intelligence in IT is helping multiple organizations due to its 
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Q3747834 Inglês
Jane Austen’s “Pride and Prejudice” is a classic novel that explores themes of:
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Q3747830 Inglês
    We might be confronted on a weekly basis by a different trend or TikTok 'aesthetic' to try, but all the bestdressed people in the world stick to what they know works best. Having distinctive personal style is all about defining what suits you and never venturing too far from it. Of course, this makes getting dressed every morning easier and leads to a lot less stress when shopping – but embracing your own uniqueness in fashion can have a positive impact on your mental health more generally.

    According to the fashion psychologist Shakaila Forbes-Bell, standing out via your clothing is all about gaining validation, and this can boost your confidence and change the way that others interact with you.

    “As humans, our desire to stand out is ingrained because achieving special recognition and validation boosts our self-image and increases our likelihood of being rewarded,” she explains.

Source: Harper’s Bazaar. Adaptation.
According to the text, clothing has a positive impact on our mental health because:
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Q3747552 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
The expression “zero fear of making mistakes”, extracted from Text 2, emphasizes the importance of:
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Q3747550 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
Consider the following excerpt extracted from Text 2: “This is how language sticks”. Now, choose the alternative that correctly corresponds to the topic(s) in which it is associated in its original context:
Alternativas
Q3747549 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
Supported by Text 2, choose the alternative that correctly reflects characteristic(s) of the teaching approach criticized by the author:
Alternativas
Q3747548 Inglês
TEXT 2

English Should Not Be Taught Like It’s Physics: Rethinking How We Teach Beginner Level Learners

Introduction


When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

The problem with the “Physics” Approach

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel. This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?” Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks. For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an everchanging global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.


Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics
According to Text 2, the author believes that success, for beginner learners of English language, should be measured by:
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Q3747544 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
The expression “a life worth living” (extracted from Text 1) suggests:
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Q3747542 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Based on Text 1, choose the only one option that correctly presents Daniel Jakes’ opinion about Design Thinking:
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Q3747541 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Choose the only one alternative that correctly presents one of the central questions raised in the Text 1:
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Q3747540 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Analyzing Text 1, considering the characteristics of its textual genre as well as its sociocommunicative function, choose the only one alternative that correctly describes its main objective:
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Q3747539 Inglês







The Design Thinking Classroom: Using Design Thinking to Reimagine the Role and Practice of Educators (English Edition)


By David Jakes (Author) | ☆☆☆☆☆


A Design-Oriented Approach That Can Best Serve Today's Students and Educators Alike

How can we make schools more relevant, engaging, and capable of supporting the development of skills and dispositions that will help students themselves design a life worth living?

Drawing from his ample experience in the classroom, as a school administrator, and as a designer, author David Jakes makes the case that design thinking offers an approach to education that is responsive, collaborative, and well-suited to the opportunities of the twenty-first century. Full of exercises and suggestions for how design thinking can change educators’ approach to classroom layout, virtual learning, assessment, and more, this book shows how we can make today's classrooms better places to teach and learn.

The Design Thinking Classroom helps create the conditions for K–12 teachers and school leaders to innovate and improve a new kind of educational experience. It’s a book for readers who are invested in rising to the challenges faced by modern institutions and a powerful argument for the ways design thinking can transform education.


Excerpt extracted and adapted from: https://www.amazon.com.br/Design-Thinking-Classroom-ReimagineEducators-ebook/dp/B0BR8MPY76?ref_=ast_author_mpb
Textual genres are classifications of texts based on their characteristics and sociocommunicative function, or, broadly speaking, how they are used in society. Based on the features of Text 1 (above), regarding its textual genre, we can correctly classify it as:
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Q3745983 Inglês

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Are 'the world's most beautiful islands' in danger?


Norway's stunning Lofoten Islands have gone viral for their midnight summer sun. But as the isles face overtourism for the first time, residents have an important message for visitors.


Located 300km inside the Arctic Circle, Norway's Lofoten archipelago rises dramatically from the sea in a jagged, mountainous crescendo. Its otherworldly glacier-sculpted landscapes and magical 24-hour summer daylight have led the isles to proudly dub themselves "the world's most beautiful islands". But it's a roadside stop, not a soaring summit or majestic fjord, that convinces me of this self-declared moniker.


Just a few paces away from the village of Flakstad on the island of Flakstadøya, I spy a beach where the water shifts from turquoise to glass-clear as it laps against basalt rock and sugar-white sand. It's a scene more Aegean than Arctic − until you see the ridge of craggy mountains floating above the fjord, the last snow clinging to their flanks. From late May to the end of July, Lofoten is bathed in constant daylight, and in this endless summer sun, the colours feel heightened. Standing on the sand, it's hard to imagine anywhere more idyllic.


Locals tell me that the 24-hour sun bathes these islands in a unique light and point to round-the-clock fishing and 02:00 tee times as quintessential summertime experiences. But kayaks crisscross the waters in every season, and hikers come year-round for the panoramic mountaintop views of silent fjords and romantic waterside villages that define the islands, chasing the midnight sun or the Northern Lights. At times, the only sounds around are the cries of the island's resident avians: sea eagles, puffins and razorbills. 


The Lofoten archipelago is made up of seven principal islands off the North West coast of Norway. The E10 highway runs for nearly 175km through the archipelago, threading the five largest, Austvågøya, Vestvågøya, Moskenesøya, Flakstadøya and Gimsøya, by a series of impressively engineered bridges and tunnels, allowing drivers to move between islands with ease.


Visitors here are nothing new. The islands were home to northern Norway's earliest Viking settlement, drawing traders from as far away as Iceland. For centuries, tens of thousands of sailors journeyed here each winter to fish for Arctic cod, a tradition still reflected in the red rorbuer (fishermen's cabins) that now host tourists instead of seafarers.


And yet, tourism was late to come to this far-flung corner of the world. It only started to grow significantly in the past 20 years, helped initially by improved road and ferry links, then accelerated as social media began showcasing Lofoten's stunning scenery to a global audience. Now Lofoten's beauty is no longer a secret, and what was once a seasonal outpost of survival and commerce has evolved into one of Norway's most popular destinations. In 2023, the islands welcomed around one million visitors, or roughly 40 times Lofoten's permanent population of 25,000.


But as European heatwaves drive travellers further north and new seasonal flights from Paris, Frankfurt and Zurich launched last year, tourism is only set to rise further. A weaker Norwegian krone is helping to seal the deal.


Lofoten residents Astrid Haugen and Frida Berg explain that they're proud to share their home and welcome the jobs (and the new bars and restaurants) brought about by tourism, but wonder whether infrastructure can keep up. They also worry whether this influx of visitors will affect the landscape and fragile ecosystem that make Lofoten so special.


I meet up with them on Unstad beach, at the north-western corner of Vestvågøy, one of the best places on the islands to catch the midnight sun, thanks to its unobstructed views across the bay. Even at 23:00, surfers cheer each another on from the waves. Families enjoy snacks on the rocks while children shriek in the shallows as they splash in the frigid, single-digit Arctic waters. Mountains hover on either side of us, framed by a sky a few shades paler than the sea.


"When I used to travel abroad and said I was from Lofoten, people looked blank," says Haugen, as we stroll the beach. "Now they've seen pictures online and can't believe this is my everyday view."


"That's part of the problem," adds Berg. "This is our home − not just a backdrop for a Facebook selfie. When people litter or block roads, it's so frustrating".


Many residents I speak with share this frustration. They're not just bothered by the number of visitors, but by their behaviour.


I see many examples of this during my week on Lofoten. RVs creep along narrow fjordside roads to snap a photo, oblivious to the traffic building behind them. At 20:00, the car park hike up the vertiginous Reinebringen mountain resembles a suburban shopping centre on Black Friday, jarring with the peaceful surroundings. Groups of eager tourists spill out, eager to tackle the 1,978 steps that separate them from the vertiginous panorama at the summit.


Some locals have had enough. In a recent radio interview, Flakstad mayor Einar Benjaminson warned of shifting sentiment: "Ten years ago, maybe 2% of our residents didn't want tourism. Now it's more like 25%."


As in many tourist hotspots, Lofoten residents are also frustrated that an increasing number of homes are being bought by wealthy outsiders. Some are purchased as seasonal getaways or turned into short-term accommodation, hollowing out villages in winter; in other areas whole settlements have been turned into sleek resorts. 


Nusfjord, on Lofoten's southern coast, illustrates this shift. The historic fishing village is postcard-perfect, with ed and ochre warehouses perched on a narrow isthmus facing the sea, appearing frozen in time on its 19th-Century foundations.


The permanent population? 22. The number of annual tourists? 90,000.


After the village's fishing industry migrated to more populated areas, Nusfjord's centre became a Unesco World Heritage site, combining tourist accommodation and "a living museum where you can touch, feel and breathe the history of coastal Norway," according to local historian Ingrid Larsen. It remains an utterly charming stop: the museum, set in a former cod liver factory, offers insights into the village's fishing legacy; the restored general store serves excellent cinnamon buns; and the boardwalk, backed by a rippled grey ridgeline, is undeniably scenic.


Erling Hansen, a tour guide, understands the locals' concern but is pragmatic: "Without tourism, there probably would be no village in Nusfjord anymore."


Later that day in Henningsvær − 80km and several peninsulas away from Nusfjord − the contrast is stark. Even at 22:00, the village hums with life as locals revel in the extended daylight. Teenagers swarm towards the floodlit football pitch, improbably perched on a rocky outcrop. Two neighbours paint their front doors − one white, one blue − gesturing mid-conversation with dripping brushes.


At the harbour, tools clank as fishermen check their nets. "The fish bite better at midnight," one says with a grin.


Tourism supports 19% of local jobs on the islands. Around-the-clock fishing trips offer visitors a taste of tradition − and locals a new income stream. The message is clear: guests are welcome, but as Hansen says, "We're not some Arctic Disneyworld".


Earlier this year, the Norwegian government gave councils in high-tourism areas the right to introduce a visitor tax. Lofoten plans to roll it out in 2026. The revenue will help fund overstretched infrastructure, from extra parking to trail signage urging hikers to stick to the path − in case the dizzying drop-offs weren't clear enough.


Mayor Benjaminson welcomes the budgetary relief. "We no longer need to choose between renovating a school or cleaning up after tourists," he says dryly.


It's part of a broader, gently persuasive strategy. Local tourism campaigns feature locals − including schoolchildren − asking visitors to drive responsibly, take their rubbish home and avoid disturbing local wildlife when hiking. Officials also hope to promote Lofoten year-round, easing the summer surge and preventing areas becoming ghost towns when the light fades.


Back at Unstad, the light softens to amber as I walk along the shore with Haugen and Berg. A lone surfer rides a gilded wave while multiple families are trying − and failing − to convince their children that constant daylight doesn't cancel bedtime.


"It's hard," says Berg. "We want people to love Lofoten − just not so much that it stops being Lofoten."


She has captured the dilemma. Tourism funds heritage projects that might otherwise vanish, but the endless days − and the crowds they bring − stretch local patience and infrastructure.


And still, Lofoten captivates. Peaks catch fire as the sun stretches over the sea, quietly inviting us to linger.


Amid this serene beauty are homes, schools and businesses. Locals are learning how to share the magic without losing it. They hope visitors will do more than admire the view − that they'll tread lightly, listen closely and help protect what attracted them in the first place.



https://www.bbc.com/travel/article/20250801-are-the-worlds-most-beaut iful-islands-in-dange

Which statements are correct?

I.The word "draws" in "drawing traders from as far away as Iceland" means to create artistic illustrations.
II.The phrase "ghost towns" refers to settlements that become empty during certain seasons.
III.The expression "hollowing out villages" means making communities lose their permanent residents.
IV.The word "spill" in "Groups of eager tourists spill out" means to accidentally drop liquid.
Alternativas
Respostas
1681: A
1682: B
1683: A
1684: B
1685: A
1686: B
1687: C
1688: A
1689: A
1690: A
1691: C
1692: B
1693: C
1694: D
1695: B
1696: C
1697: C
1698: B
1699: D
1700: C