Questões de Concurso Público Prefeitura de Chapecó - SC 2026 para Professor - Língua Estrangeira – Inglês - Edital nº 6
Foram encontradas 30 questões
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396503
Inglês
Texto associado
Text 1
Digital Communication and Human Interaction
Advances in digital technology have transformed the
way people communicate. While social media platforms, messaging applications, and video conferencing tools have made communication faster and more
accessible, many researchers argue that they have also
altered the quality of human interaction.
One significant advantage..............................digital
communication is its ability to connect individuals
regardless of geographical distance. Professionals
collaborate ..............................continents, families maintain relationships despite living apart, and students
participate..............................international learning communities. Nevertheless, critics contend that the convenience
of digital communication may come .............................. the
expense of meaningful face-to-face interaction.
Another concern involves the spread of misinformation.
Since information can be published instantly and shared
widely, readers must develop critical literacy skills to distinguish reliable sources from misleading content. Consequently, communicative competence in the twentyfirst century requires not only linguistic knowledge but
also the ability to evaluate information critically.
Ultimately, effective communication depends on
choosing the most appropriate medium for each situation while considering audience, purpose, and context.
Study these sentences and decide if they are
true ( T ) or false ( F ), according to structure and
grammar use.
( ) The word Nevertheless (second paragraph), expresses contrast.
( ) The underlined words in the first paragraph of text 1, have transformed and have also altered are examples of the Simple Past Tense.
( ) The negative form for the sentence Another concern involves the spread of misinformation. is Another concern doesn’t involves the spread of misinformation.
( ) The words in bold (paragraphs 2 and 3) may, can, and must are examples of modal verbs.
( ) In Consequently, communicative competence in the twenty-first century requires not only linguistic knowledge but also the ability to evaluate information critically, the not only… but also construction is used to connect two similar, grammatically equal parts of a sentence.
Choose the alternative which presents the correct sequence, from top to bottom.
( ) The word Nevertheless (second paragraph), expresses contrast.
( ) The underlined words in the first paragraph of text 1, have transformed and have also altered are examples of the Simple Past Tense.
( ) The negative form for the sentence Another concern involves the spread of misinformation. is Another concern doesn’t involves the spread of misinformation.
( ) The words in bold (paragraphs 2 and 3) may, can, and must are examples of modal verbs.
( ) In Consequently, communicative competence in the twenty-first century requires not only linguistic knowledge but also the ability to evaluate information critically, the not only… but also construction is used to connect two similar, grammatically equal parts of a sentence.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396504
Inglês
Analise as afirmativas abaixo sobre o tema Compreensão e Interpretação de Textos em Língua Inglesa:
análise textual e construção de sentidos.
1. Fatos e opiniões desempenham exatamente a mesma função em um texto argumentativo.
2. A compreensão e interpretação de textos em inglês envolve decodificar o sentido global e específico por meio de estratégias como ‘skimming’ e ‘scanning’.
3. A construção de sentidos durante a leitura de um texto em língua inglesa depende principalmente da compreensão do contexto, das relações entre as ideias e das informações explícitas e implícitas.
4. O uso do contexto para compreender o significado de uma palavra desconhecida durante a leitura de um texto em Língua Inglesa permite ao leitor identificar apenas palavras cognatas.
5. Ao analisar um texto em língua inglesa, identificar a intenção comunicativa do autor significa compreender o objetivo da mensagem apresentada.
Assinale a alternativa que indica todas as afirmativas corretas.
1. Fatos e opiniões desempenham exatamente a mesma função em um texto argumentativo.
2. A compreensão e interpretação de textos em inglês envolve decodificar o sentido global e específico por meio de estratégias como ‘skimming’ e ‘scanning’.
3. A construção de sentidos durante a leitura de um texto em língua inglesa depende principalmente da compreensão do contexto, das relações entre as ideias e das informações explícitas e implícitas.
4. O uso do contexto para compreender o significado de uma palavra desconhecida durante a leitura de um texto em Língua Inglesa permite ao leitor identificar apenas palavras cognatas.
5. Ao analisar um texto em língua inglesa, identificar a intenção comunicativa do autor significa compreender o objetivo da mensagem apresentada.
Assinale a alternativa que indica todas as afirmativas corretas.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396505
Pedagogia
Analise as afirmativas abaixo sobre o documento
da BNCC que indica que o componente curricular da
Língua Inglesa deve garantir aos alunos as seguintes
competências durante o processo ensino-aprendizagem no Ensino Fundamental.
1. Identificar similaridades e diferenças entre a língua inglesa e a língua materna/outras línguas, articulando-as a aspectos sociais, culturais e identitários, em uma relação intrínseca entre língua, cultura e identidade.
2. Definir o lugar de si em um mundo plurilíngue para refletir sobre como a aprendizagem da língua inglesa contribui para a inserção do estudante no mundo multicultural.
3. Conhecer patrimônios culturais semelhantes ao de sua cultura, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
4. Compreender as semelhanças e diferenças entre a língua inglesa e a língua materna, relacionando-as aos aspectos sociais e culturais, em uma relação independente entre língua, cultura e identidade.
5. Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.
Assinale a alternativa que indica todas as afirmativas corretas.
1. Identificar similaridades e diferenças entre a língua inglesa e a língua materna/outras línguas, articulando-as a aspectos sociais, culturais e identitários, em uma relação intrínseca entre língua, cultura e identidade.
2. Definir o lugar de si em um mundo plurilíngue para refletir sobre como a aprendizagem da língua inglesa contribui para a inserção do estudante no mundo multicultural.
3. Conhecer patrimônios culturais semelhantes ao de sua cultura, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
4. Compreender as semelhanças e diferenças entre a língua inglesa e a língua materna, relacionando-as aos aspectos sociais e culturais, em uma relação independente entre língua, cultura e identidade.
5. Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.
Assinale a alternativa que indica todas as afirmativas corretas.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396506
Pedagogia
O documento Currículo do ensino fundamental
da rede municipal de ensino de Chapecó SC (2019)
– Componente Curricular: Língua Inglesa, está organizado entre Eixos que orientam o ensino da língua
inglesa, perpassando a oralidade, leitura, escrita,
conhecimentos linguísticos e dimensão intercultural.
A ............................................... é o conjunto dos grandes objetos de conhecimento e orienta as práticas de linguagem. As Habilidades da língua inglesa pretendem desenvolver a ............................................... dos Objetos do Conhecimento explicitando os conceitos e processos a serem desenvolvidos. A Especificação do Objeto do Conhecimento pretende organizar a sequência de ...............................................essenciais para todos os alunos da rede municipal de ensino e está organizada em: temáticas, oralidade, gêneros discursivos, léxico, gramática e dimensão intercultural. Enfatiza-se que os conhecimentos devem estar intrinsicamente relacionados às ....................................... . Por fim, os Critérios de Avaliação pretendem auxiliar o professor na reflexão dos resultados obtidos durante o processo ensino-aprendizagem.
Assinale a alternativa que completa corretamente as lacunas do texto.
A ............................................... é o conjunto dos grandes objetos de conhecimento e orienta as práticas de linguagem. As Habilidades da língua inglesa pretendem desenvolver a ............................................... dos Objetos do Conhecimento explicitando os conceitos e processos a serem desenvolvidos. A Especificação do Objeto do Conhecimento pretende organizar a sequência de ...............................................essenciais para todos os alunos da rede municipal de ensino e está organizada em: temáticas, oralidade, gêneros discursivos, léxico, gramática e dimensão intercultural. Enfatiza-se que os conhecimentos devem estar intrinsicamente relacionados às ....................................... . Por fim, os Critérios de Avaliação pretendem auxiliar o professor na reflexão dos resultados obtidos durante o processo ensino-aprendizagem.
Assinale a alternativa que completa corretamente as lacunas do texto.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396507
Pedagogia
Identifique abaixo as afirmativas verdadeiras ( V )
e falsas ( F ) em relação ao tema Currículo Base da
Educação Infantil do Município de Chapecó/SC (2023),
utilizado como referência para o cargo de Professor de
Língua Inglesa na Educação Infantil.
( ) Na Educação Infantil, o professor de Língua Inglesa deve organizar aulas centradas na repetição de palavras, exercícios escritos e avaliações classificatórias, pois essas práticas garantem melhores resultados de aprendizagem.
( ) A aprendizagem das crianças na Educação Infantil ocorre de forma significativa por meio das interações entre os diferentes sujeitos e do contexto social e cultural do qual fazem parte, cabendo ao professor organizar intencionalmente experiências que promovam o desenvolvimento integral das crianças.
( ) As brincadeiras e as interações são consideradas atividades complementares ao currículo da Educação Infantil do Município de Chapecó, podendo ser substituídas por atividades de produção textual, leitura e escrita, sempre que necessário.
( ) De acordo com o Currículo Base da Educação Infantil do Município de Chapecó/SC (2023), o planejamento pedagógico deve considerar os direitos de aprendizagem das crianças, seus interesses, necessidades, conhecimentos prévios e contextos socioculturais, garantindo experiências inclusivas e significativas.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
( ) Na Educação Infantil, o professor de Língua Inglesa deve organizar aulas centradas na repetição de palavras, exercícios escritos e avaliações classificatórias, pois essas práticas garantem melhores resultados de aprendizagem.
( ) A aprendizagem das crianças na Educação Infantil ocorre de forma significativa por meio das interações entre os diferentes sujeitos e do contexto social e cultural do qual fazem parte, cabendo ao professor organizar intencionalmente experiências que promovam o desenvolvimento integral das crianças.
( ) As brincadeiras e as interações são consideradas atividades complementares ao currículo da Educação Infantil do Município de Chapecó, podendo ser substituídas por atividades de produção textual, leitura e escrita, sempre que necessário.
( ) De acordo com o Currículo Base da Educação Infantil do Município de Chapecó/SC (2023), o planejamento pedagógico deve considerar os direitos de aprendizagem das crianças, seus interesses, necessidades, conhecimentos prévios e contextos socioculturais, garantindo experiências inclusivas e significativas.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396508
Inglês
Texto associado
Text 2
Reading as an Active Process
Many people assume that reading is simply the ability to recognize words and understand their literal
meanings. However, proficient readers know that comprehension is a far more sophisticated process. Rather
than passively absorbing information, skilled readers
actively construct meaning by interacting with the
text, questioning the author’s ideas, and integrating
new information with their existing knowledge.
One of the most effective reading strategies is prediction. Before beginning a text, readers examine titles,
headings, visuals, and introductory paragraphs to
anticipate its content and purpose. These predictions
are continuously revised as new information emerges,
demonstrating that reading is a dynamic rather than
linear process.
Another essential strategy is monitoring comprehension. Expert readers constantly evaluate whether they
understand what they are reading. When comprehension breaks down, they employ repair strategies such
as rereading, slowing their reading pace, consulting
context clues, or summarizing key ideas before moving forward. Less experienced readers, by contrast,
often continue reading despite confusion, which limits
their overall understanding.
Critical reading extends beyond comprehension
encouraging readers evaluate the credibility,
assumptions, and intentions a text. Instead of
accepting every statement as factual, critical readers
consider the author’s perspective, identify possible
bias, and compare the information with other reliable
sources. In today’s digital environment, where misinformation can spread rapidly, these analytical skills
have become increasingly important.
Furthermore, effective readers recognize that every
text is written for a particular audience and purpose.
A scientific article, a newspaper editorial, and a social
media post all require different reading approaches.
Adjusting one’s strategy according to genre, purpose,
and context enables readers to extract relevant information more efficiently.
Finally, reading should be viewed as an ongoing
dialogue between the reader and the author. Meaning does not reside solely in the words printed on the
page; instead, it is constructed through the interaction between textual evidence, the reader’s prior
knowledge, cultural background, and personal experiences. Consequently, two readers may develop different—but equally valid—interpretations of the same text, provided that their conclusions are supported by
evidence.
Ultimately, becoming a proficient reader involves
much more than increasing reading speed. It requires
conscious strategy use, critical thinking, and a willingness to question, reflect, and make meaningful connections throughout the reading process.
Read text 2 carefully and, decide if the following
sentences are true ( T ) or false ( F ).
( ) Skilled readers actively construct meaning while reading.
( ) The main purpose of the text is to explain why reading speed is the most important reading skill.
( ) Critical Reading is particularly important today because misinformation is widely available on line.
( ) Good readers never need to reread a passage.
( ) The statement that best summarizes the final paragraph is effective reading requires reflection and critical thinking.
Choose the alternative which presents the correct sequence, from top to bottom:
( ) Skilled readers actively construct meaning while reading.
( ) The main purpose of the text is to explain why reading speed is the most important reading skill.
( ) Critical Reading is particularly important today because misinformation is widely available on line.
( ) Good readers never need to reread a passage.
( ) The statement that best summarizes the final paragraph is effective reading requires reflection and critical thinking.
Choose the alternative which presents the correct sequence, from top to bottom:
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396509
Inglês
Texto associado
Text 2
Reading as an Active Process
Many people assume that reading is simply the ability to recognize words and understand their literal
meanings. However, proficient readers know that comprehension is a far more sophisticated process. Rather
than passively absorbing information, skilled readers
actively construct meaning by interacting with the
text, questioning the author’s ideas, and integrating
new information with their existing knowledge.
One of the most effective reading strategies is prediction. Before beginning a text, readers examine titles,
headings, visuals, and introductory paragraphs to
anticipate its content and purpose. These predictions
are continuously revised as new information emerges,
demonstrating that reading is a dynamic rather than
linear process.
Another essential strategy is monitoring comprehension. Expert readers constantly evaluate whether they
understand what they are reading. When comprehension breaks down, they employ repair strategies such
as rereading, slowing their reading pace, consulting
context clues, or summarizing key ideas before moving forward. Less experienced readers, by contrast,
often continue reading despite confusion, which limits
their overall understanding.
Critical reading extends beyond comprehension
encouraging readers evaluate the credibility,
assumptions, and intentions a text. Instead of
accepting every statement as factual, critical readers
consider the author’s perspective, identify possible
bias, and compare the information with other reliable
sources. In today’s digital environment, where misinformation can spread rapidly, these analytical skills
have become increasingly important.
Furthermore, effective readers recognize that every
text is written for a particular audience and purpose.
A scientific article, a newspaper editorial, and a social
media post all require different reading approaches.
Adjusting one’s strategy according to genre, purpose,
and context enables readers to extract relevant information more efficiently.
Finally, reading should be viewed as an ongoing
dialogue between the reader and the author. Meaning does not reside solely in the words printed on the
page; instead, it is constructed through the interaction between textual evidence, the reader’s prior
knowledge, cultural background, and personal experiences. Consequently, two readers may develop different—but equally valid—interpretations of the same text, provided that their conclusions are supported by
evidence.
Ultimately, becoming a proficient reader involves
much more than increasing reading speed. It requires
conscious strategy use, critical thinking, and a willingness to question, reflect, and make meaningful connections throughout the reading process.
Read the following sentences.
1. The phrase reading is a dynamic rather than linear process suggests that readers continuously adjust their understanding.
2. Different genres require different reading competences.
3. Critical readers accept every author’s opinion as true.
4. Reading speed is more important than comprehension.
5. Two readers may interpret the same text differently.
Choose the alternative which contains the correct affirmatives:
1. The phrase reading is a dynamic rather than linear process suggests that readers continuously adjust their understanding.
2. Different genres require different reading competences.
3. Critical readers accept every author’s opinion as true.
4. Reading speed is more important than comprehension.
5. Two readers may interpret the same text differently.
Choose the alternative which contains the correct affirmatives:
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396510
Inglês
Texto associado
Text 2
Reading as an Active Process
Many people assume that reading is simply the ability to recognize words and understand their literal
meanings. However, proficient readers know that comprehension is a far more sophisticated process. Rather
than passively absorbing information, skilled readers
actively construct meaning by interacting with the
text, questioning the author’s ideas, and integrating
new information with their existing knowledge.
One of the most effective reading strategies is prediction. Before beginning a text, readers examine titles,
headings, visuals, and introductory paragraphs to
anticipate its content and purpose. These predictions
are continuously revised as new information emerges,
demonstrating that reading is a dynamic rather than
linear process.
Another essential strategy is monitoring comprehension. Expert readers constantly evaluate whether they
understand what they are reading. When comprehension breaks down, they employ repair strategies such
as rereading, slowing their reading pace, consulting
context clues, or summarizing key ideas before moving forward. Less experienced readers, by contrast,
often continue reading despite confusion, which limits
their overall understanding.
Critical reading extends beyond comprehension
encouraging readers evaluate the credibility,
assumptions, and intentions a text. Instead of
accepting every statement as factual, critical readers
consider the author’s perspective, identify possible
bias, and compare the information with other reliable
sources. In today’s digital environment, where misinformation can spread rapidly, these analytical skills
have become increasingly important.
Furthermore, effective readers recognize that every
text is written for a particular audience and purpose.
A scientific article, a newspaper editorial, and a social
media post all require different reading approaches.
Adjusting one’s strategy according to genre, purpose,
and context enables readers to extract relevant information more efficiently.
Finally, reading should be viewed as an ongoing
dialogue between the reader and the author. Meaning does not reside solely in the words printed on the
page; instead, it is constructed through the interaction between textual evidence, the reader’s prior
knowledge, cultural background, and personal experiences. Consequently, two readers may develop different—but equally valid—interpretations of the same text, provided that their conclusions are supported by
evidence.
Ultimately, becoming a proficient reader involves
much more than increasing reading speed. It requires
conscious strategy use, critical thinking, and a willingness to question, reflect, and make meaningful connections throughout the reading process.
Match Column 2 with the correct meanings of the
words from text 2 in Column 1.
Column 1 Words
1. purpose
2. clues
3. factual
4. solely
5. consequently
Column 2 Meanings
( ) therefore.
( ) true.
( ) a piece of evidence.
( ) the reason for which something is done.
( ) only, exclusively.
Choose the alternative which presents the correct sequence, from top to bottom.
Column 1 Words
1. purpose
2. clues
3. factual
4. solely
5. consequently
Column 2 Meanings
( ) therefore.
( ) true.
( ) a piece of evidence.
( ) the reason for which something is done.
( ) only, exclusively.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396511
Inglês
Texto associado
Text 2
Reading as an Active Process
Many people assume that reading is simply the ability to recognize words and understand their literal
meanings. However, proficient readers know that comprehension is a far more sophisticated process. Rather
than passively absorbing information, skilled readers
actively construct meaning by interacting with the
text, questioning the author’s ideas, and integrating
new information with their existing knowledge.
One of the most effective reading strategies is prediction. Before beginning a text, readers examine titles,
headings, visuals, and introductory paragraphs to
anticipate its content and purpose. These predictions
are continuously revised as new information emerges,
demonstrating that reading is a dynamic rather than
linear process.
Another essential strategy is monitoring comprehension. Expert readers constantly evaluate whether they
understand what they are reading. When comprehension breaks down, they employ repair strategies such
as rereading, slowing their reading pace, consulting
context clues, or summarizing key ideas before moving forward. Less experienced readers, by contrast,
often continue reading despite confusion, which limits
their overall understanding.
Critical reading extends beyond comprehension
encouraging readers evaluate the credibility,
assumptions, and intentions a text. Instead of
accepting every statement as factual, critical readers
consider the author’s perspective, identify possible
bias, and compare the information with other reliable
sources. In today’s digital environment, where misinformation can spread rapidly, these analytical skills
have become increasingly important.
Furthermore, effective readers recognize that every
text is written for a particular audience and purpose.
A scientific article, a newspaper editorial, and a social
media post all require different reading approaches.
Adjusting one’s strategy according to genre, purpose,
and context enables readers to extract relevant information more efficiently.
Finally, reading should be viewed as an ongoing
dialogue between the reader and the author. Meaning does not reside solely in the words printed on the
page; instead, it is constructed through the interaction between textual evidence, the reader’s prior
knowledge, cultural background, and personal experiences. Consequently, two readers may develop different—but equally valid—interpretations of the same text, provided that their conclusions are supported by
evidence.
Ultimately, becoming a proficient reader involves
much more than increasing reading speed. It requires
conscious strategy use, critical thinking, and a willingness to question, reflect, and make meaningful connections throughout the reading process.
Study these sentences, from text 2, and decide if they are true ( T ) or false ( F ), according to structure and grammar use.
( ) The words Furthermore, Finally, Ultimately and Consequently are respectively adverbs.
( ) In the sentence …every text is written for a particular audience and purpose, is an example of Passive Voice.
( ) the author’s ideas (paragraph 1), today’s digital environment (paragraph 4) and, one’s strategy (paragraph 5) are examples of the contracted form of the verb to be (is).
( ) The words in bold can, should, and may are modal verbs.
( ) The words in bold they and their (paragraph 3) are examples of subject pronouns.
Choose the alternative which presents the correct sequence, from top to bottom:
( ) The words Furthermore, Finally, Ultimately and Consequently are respectively adverbs.
( ) In the sentence …every text is written for a particular audience and purpose, is an example of Passive Voice.
( ) the author’s ideas (paragraph 1), today’s digital environment (paragraph 4) and, one’s strategy (paragraph 5) are examples of the contracted form of the verb to be (is).
( ) The words in bold can, should, and may are modal verbs.
( ) The words in bold they and their (paragraph 3) are examples of subject pronouns.
Choose the alternative which presents the correct sequence, from top to bottom:
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396512
Inglês
Texto associado
Text 2
Reading as an Active Process
Many people assume that reading is simply the ability to recognize words and understand their literal
meanings. However, proficient readers know that comprehension is a far more sophisticated process. Rather
than passively absorbing information, skilled readers
actively construct meaning by interacting with the
text, questioning the author’s ideas, and integrating
new information with their existing knowledge.
One of the most effective reading strategies is prediction. Before beginning a text, readers examine titles,
headings, visuals, and introductory paragraphs to
anticipate its content and purpose. These predictions
are continuously revised as new information emerges,
demonstrating that reading is a dynamic rather than
linear process.
Another essential strategy is monitoring comprehension. Expert readers constantly evaluate whether they
understand what they are reading. When comprehension breaks down, they employ repair strategies such
as rereading, slowing their reading pace, consulting
context clues, or summarizing key ideas before moving forward. Less experienced readers, by contrast,
often continue reading despite confusion, which limits
their overall understanding.
Critical reading extends beyond comprehension
encouraging readers evaluate the credibility,
assumptions, and intentions a text. Instead of
accepting every statement as factual, critical readers
consider the author’s perspective, identify possible
bias, and compare the information with other reliable
sources. In today’s digital environment, where misinformation can spread rapidly, these analytical skills
have become increasingly important.
Furthermore, effective readers recognize that every
text is written for a particular audience and purpose.
A scientific article, a newspaper editorial, and a social
media post all require different reading approaches.
Adjusting one’s strategy according to genre, purpose,
and context enables readers to extract relevant information more efficiently.
Finally, reading should be viewed as an ongoing
dialogue between the reader and the author. Meaning does not reside solely in the words printed on the
page; instead, it is constructed through the interaction between textual evidence, the reader’s prior
knowledge, cultural background, and personal experiences. Consequently, two readers may develop different—but equally valid—interpretations of the same text, provided that their conclusions are supported by
evidence.
Ultimately, becoming a proficient reader involves
much more than increasing reading speed. It requires
conscious strategy use, critical thinking, and a willingness to question, reflect, and make meaningful connections throughout the reading process.
Analyze the sentences below about word formation, verb tenses, and connectors.
1. The word willingness is formed by adding the noun-forming suffix -ness to the adjective willing. (last paragraph Text 2)
2. The word However (first paragraph) can be classified as a connector used to joins two or more ideas together.
3. The affirmative form of the underlined words in the sentence Meaning does not reside solely in the words printed on the page…, is Meaning reside solely in the words printed on the page…
4. There are three missing prepositions in the fourth paragraph. They are, respectively, by, to, and of.
5. In the first paragraph, the following words in the second line far more sophisticated, is an example of a modified superlative form.
Choose the alternative which presents the correct sequence, from top to bottom:
1. The word willingness is formed by adding the noun-forming suffix -ness to the adjective willing. (last paragraph Text 2)
2. The word However (first paragraph) can be classified as a connector used to joins two or more ideas together.
3. The affirmative form of the underlined words in the sentence Meaning does not reside solely in the words printed on the page…, is Meaning reside solely in the words printed on the page…
4. There are three missing prepositions in the fourth paragraph. They are, respectively, by, to, and of.
5. In the first paragraph, the following words in the second line far more sophisticated, is an example of a modified superlative form.
Choose the alternative which presents the correct sequence, from top to bottom:
Conheça nossos planos