Questões de Concurso Sobre inglês

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Q3068830 Inglês

Read the text below and answer the question 


Paris 2024 Gymnastics: Rebeca Andrade captures

floor exercise gold ahead of Simone Biles and Jordan Chiles


By Scott Bregman / 05 August 2024


If this was a finale, Rebeca Andrade went out in style.

The most decorated Brazilian athlete at the Olympic Games added a gold medal Monday afternoon (5 August), claiming the women's floor title at the Olympic Games Paris 2024.

It's a second Olympic gold for Andrade, the Tokyo 2020 vaulting champion. She has six total medals in her three Olympic appearances. Andrade told media earlier this week that Paris could be her career floor finale.

"I am very happy and proud about what I did," she said. "We came here every day to compete and perform (well). Gymnastics is not an easy sport, it requires a lot from our body and mind.

"I was confident I was able to manage all of the pressure and I worked with my coach in order to achieve what we've done." Andrade's 14.166 was just ahead of Simone Biles (14.133). 

Biles' American teammate Jordan Chiles was third, scoring a 13.766 after a scoring inquiry lifted her from fifth to the podium.

It's the 11th Olympic medal for Biles, extending her record as the most decorated U.S. Olympic gymnast. The Brazilian star tumbled a front layout full to full-in and a full-twisting double layout to open. She closed with a controlled double pike.

Andrade took her time coming off the podium, savouring the appreciation from the crowd. When the final scores flashed inside Bercy Arena, the 25-year-old artistic gymnastics star seemed stunned during an embrace with coach.

In the warm-up, Biles looked cautious. 

She has been dealing with a strained calf injury throughout the Games and struggled through her signature triple-double (Biles II) in the moments before she competed.

But in competition, that tumbling pass gave her no trouble. Instead, Biles flew out of bounds with both feet on her second and fourth tumbling passes, incurring a .600 total neutral deduction.

"Obviously wasn't my best performances, but at the end of the day, whoever medaled, medaled and that's what's so exciting because you just never know with gymnastics," said Biles afterward. "So I'm not very upset or anything about my performance at the Olympics. I'm actually very happy, proud and even more excited about it." 

Chiles' score was originally 13.666 but coaches Laurent and Cecile Landi filed an inquiry. It was accepting, raising her difficulty score by .1 and giving her the bronze medal.

"I didn't even realize my coaches put in an inquiry, and I was like, 'Okay, yeah. Like, let's see... it can vary,'" explained Chiles. "So when it came through, I was very proud of myself. It was my first event final and my first event medal. This is crazy."


https://olympics.com/en/news/paris-2024-gymnastics-rebeca-andrade-captures-floor-exercise-gold

In the sentence, “I'm actually very happy, proud and even more excited about it,” which of the following correctly identifies the use of comparative and superlative adjectives, and which of the provided options correctly forms a comparative and superlative version of the adjective “excited”?
Alternativas
Q3068829 Inglês

Read the text below and answer the question 


Paris 2024 Gymnastics: Rebeca Andrade captures

floor exercise gold ahead of Simone Biles and Jordan Chiles


By Scott Bregman / 05 August 2024


If this was a finale, Rebeca Andrade went out in style.

The most decorated Brazilian athlete at the Olympic Games added a gold medal Monday afternoon (5 August), claiming the women's floor title at the Olympic Games Paris 2024.

It's a second Olympic gold for Andrade, the Tokyo 2020 vaulting champion. She has six total medals in her three Olympic appearances. Andrade told media earlier this week that Paris could be her career floor finale.

"I am very happy and proud about what I did," she said. "We came here every day to compete and perform (well). Gymnastics is not an easy sport, it requires a lot from our body and mind.

"I was confident I was able to manage all of the pressure and I worked with my coach in order to achieve what we've done." Andrade's 14.166 was just ahead of Simone Biles (14.133). 

Biles' American teammate Jordan Chiles was third, scoring a 13.766 after a scoring inquiry lifted her from fifth to the podium.

It's the 11th Olympic medal for Biles, extending her record as the most decorated U.S. Olympic gymnast. The Brazilian star tumbled a front layout full to full-in and a full-twisting double layout to open. She closed with a controlled double pike.

Andrade took her time coming off the podium, savouring the appreciation from the crowd. When the final scores flashed inside Bercy Arena, the 25-year-old artistic gymnastics star seemed stunned during an embrace with coach.

In the warm-up, Biles looked cautious. 

She has been dealing with a strained calf injury throughout the Games and struggled through her signature triple-double (Biles II) in the moments before she competed.

But in competition, that tumbling pass gave her no trouble. Instead, Biles flew out of bounds with both feet on her second and fourth tumbling passes, incurring a .600 total neutral deduction.

"Obviously wasn't my best performances, but at the end of the day, whoever medaled, medaled and that's what's so exciting because you just never know with gymnastics," said Biles afterward. "So I'm not very upset or anything about my performance at the Olympics. I'm actually very happy, proud and even more excited about it." 

Chiles' score was originally 13.666 but coaches Laurent and Cecile Landi filed an inquiry. It was accepting, raising her difficulty score by .1 and giving her the bronze medal.

"I didn't even realize my coaches put in an inquiry, and I was like, 'Okay, yeah. Like, let's see... it can vary,'" explained Chiles. "So when it came through, I was very proud of myself. It was my first event final and my first event medal. This is crazy."


https://olympics.com/en/news/paris-2024-gymnastics-rebeca-andrade-captures-floor-exercise-gold

After winning the floor exercise gold at Paris 2024, Rebeca Andrade mentioned that gymnastics is not an easy sport. Based on the article, what reasons does Andrade give to explain the challenges of gymnastics, and how do her statements reflect her journey to winning the gold?
Alternativas
Q3068828 Inglês
The image shows a person imagining a scenario using an "if clause." Which grammatical structure is being used to express a hypothetical situation?
Alternativas
Q3068632 Inglês

(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).


The underlined structure “a few” (l. 06) refers to “experiences and skills” (l. 05), which are countable nouns in the context presented in the article. Mark the alternative below that shows other nouns that could be preceded by “a few”.
Alternativas
Q3068631 Inglês

(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).


Why is the sentence “I have named all of my pets after your various product lines” (l. 03) in the present perfect tense?
Alternativas
Q3068630 Inglês

(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).


Mark the alternative that fills in, correctly and respectively, the blanks in the text with the correct forms of the verbs given in parentheses:
Alternativas
Q3068629 Inglês

(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).


Which of the questions below are NOT answered by the article?
Alternativas
Q3068628 Inglês

(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).


The author wrote a humorous cover letter exaggerating all the strategies commonly used by applicants. Which alternative below best describes his opinion about cover letters?
Alternativas
Q3065967 Inglês
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves



According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.


Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.


If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?


Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.


We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.


One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.



Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
 De acordo com a autora do texto, um dos desafios para realizar as mudanças necessárias para tornar o ensino de Inglês eficaz, dever ser implementado principalmente:
Alternativas
Q3065966 Inglês
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves



According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.


Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.


If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?


Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.


We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.


One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.



Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
 No quinto parágrafo do texto, o termo “acknowledge” pode ser substituído, sem prejuízo de significado, por:
Alternativas
Q3065965 Inglês
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves



According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.


Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.


If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?


Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.


We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.


One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.



Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
No quarto parágrafo do texto, o termo “policies” pode ser definido como: 
Alternativas
Q3065964 Inglês
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves



According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.


Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.


If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?


Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.


We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.


One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.



Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
No trecho “If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly”, o termo em destaque classifica-se como:
Alternativas
Q3065963 Inglês
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves



According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.


Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.


If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?


Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.


We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.


One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.



Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
 O paradoxo existente no baixo número de alunos que sabem falar Inglês é o fato de que: 
Alternativas
Q3065962 Inglês
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves



According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.


Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.


If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?


Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.


We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.


One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.



Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
De acordo com o estudo “Demandas de Aprendizagem de Inglês no Brasil”, o número de jovens que concluíram ou que estão prestes a concluir o ensino médio e alegam falar Inglês, pode ser expresso pela frase:
Alternativas
Q3064508 Inglês

TEXT 1


                                                   Why is music good for the brain?


                                                                                                                                                October 7, 2020

    By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing


                                        



1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.


2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.


3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.


4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.


5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!


6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.


BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em: . Acesso em: 12 maio 2024

Acoording the Communicative Language Teaching (CLT):


I. The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning.


II. The movement and approach known as Communicative Language Teaching (CLT) is a good example of how a paradigm shift in language teaching reflects these two sources of change.


III. Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.


The correct staments are: 

Alternativas
Q3064507 Inglês

TEXT 1


                                                   Why is music good for the brain?


                                                                                                                                                October 7, 2020

    By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing


                                        



1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.


2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.


3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.


4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.


5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!


6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.


BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em: . Acesso em: 12 maio 2024

Acoording to the text 1, the verbal tense in the fifth paragraph is:
Alternativas
Q3064506 Inglês

TEXT 1


                                                   Why is music good for the brain?


                                                                                                                                                October 7, 2020

    By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing


                                        



1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.


2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.


3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.


4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.


5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!


6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.


BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em: . Acesso em: 12 maio 2024

In the text 1, the word “across” in the phrase “that is a small number if you are extrapolating to 328 million people across the country.” (third paragraph) can be replaced by:
Alternativas
Q3064505 Inglês

TEXT 1


                                                   Why is music good for the brain?


                                                                                                                                                October 7, 2020

    By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing


                                        



1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.


2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.


3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.


4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.


5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!


6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.


BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em: . Acesso em: 12 maio 2024

In text 1, the verbal tense in the second paragraph is:
Alternativas
Q3064504 Inglês

TEXT 1


                                                   Why is music good for the brain?


                                                                                                                                                October 7, 2020

    By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing


                                        



1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.


2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.


3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.


4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.


5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!


6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.


BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em: . Acesso em: 12 maio 2024

In the text 1, which of the following sentences contains a relative clause?
Alternativas
Q3064503 Inglês

TEXT 1


                                                   Why is music good for the brain?


                                                                                                                                                October 7, 2020

    By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing


                                        



1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.


2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.


3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.


4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.


5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!


6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.


BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em: . Acesso em: 12 maio 2024

The word "strengthened" in the sixth paragraph of the Text 1, means:
Alternativas
Respostas
8161: A
8162: B
8163: B
8164: A
8165: C
8166: B
8167: D
8168: E
8169: B
8170: B
8171: D
8172: A
8173: C
8174: D
8175: E
8176: A
8177: B
8178: A
8179: C
8180: B