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

Foram encontradas 9.518 questões

Q3167856 Inglês

Read the lyrics carefully and answer the following questions:

Like a Rolling Stone (Bob Dylan)




In the excerpt “You never turned around to see the frowns” the word “frowns” evokes the idea of:
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Q3167850 Inglês

Read the lyrics carefully and answer the following questions:

Like a Rolling Stone (Bob Dylan)




In the excerpt “Threw the bums a dime in your prime, didn't you?”, the word “prime” means:
Alternativas
Q3167849 Inglês

Read the lyrics carefully and answer the following questions:

Like a Rolling Stone (Bob Dylan)




The author of the lyrics talks to a person who:
Alternativas
Q3167550 Inglês

READ TEXT IV AND ANSWER THE QUESTION THAT FOLLOWS IT:



TEXT IV



What is the global situation in relation to literacy?



Great progress has been made in literacy with most recent data (UNESCO Institute for Statistics) showing that more than 86 per cent of the world’s population know how to read and write compared to 68 per cent in 1979. Despite this, worldwide at least 754 million adults still cannot read and write, two thirds of them women, and 250 million children are failing to acquire basic literacy skills. Before the COVID-19 pandemic, which caused the worst disruption to education in a century, 617 million children and teenagers had not reached minimum reading levels.


Acquiring literacy is not a one-off act. Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich and fast-changing world.


Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.


Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.


Adapted from https://www.unesco.org/en/literacy/need-know


Analyse the assertions below based on Text IV:

I. From a global perspective, illiteracy is still widespread.
II. Compared to 1979, the rate of literacy today has risen.
III. Literacy skills are limited to learning how to read.

Choose the correct answer:
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Q3167547 Inglês

READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:



Plastic Dreams


by Sarah Thompson



Plastic dreams, oh plastic dreams, a vision turned nightmare,


Once a symbol of progress, now a burden we must bear.


Our landfills overflow with your synthetic remains,


A haunting testament to our unsustainable chains.


Plastic dreams, oh plastic dreams, a promise unfulfilled,


Your convenience a facade, your consequences concealed.


Let us wake from this slumber, this toxic desire,


To create a world where nature's essence can inspire.


In our hands lies the power, to choose a different fate,


To abandon plastic dreams and embrace a sustainable state.


For only through conscious choices, can we break this vicious spell,


And ensure a future where our planet and poetry can dwell.



From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson

The word in the poem that refers to “parts left over from something after use” is
Alternativas
Q3167545 Inglês

READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:



Plastic Dreams


by Sarah Thompson



Plastic dreams, oh plastic dreams, a vision turned nightmare,


Once a symbol of progress, now a burden we must bear.


Our landfills overflow with your synthetic remains,


A haunting testament to our unsustainable chains.


Plastic dreams, oh plastic dreams, a promise unfulfilled,


Your convenience a facade, your consequences concealed.


Let us wake from this slumber, this toxic desire,


To create a world where nature's essence can inspire.


In our hands lies the power, to choose a different fate,


To abandon plastic dreams and embrace a sustainable state.


For only through conscious choices, can we break this vicious spell,


And ensure a future where our planet and poetry can dwell.



From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson

The second line of the poem presents a
Alternativas
Q3167544 Inglês

READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:



Plastic Dreams


by Sarah Thompson



Plastic dreams, oh plastic dreams, a vision turned nightmare,


Once a symbol of progress, now a burden we must bear.


Our landfills overflow with your synthetic remains,


A haunting testament to our unsustainable chains.


Plastic dreams, oh plastic dreams, a promise unfulfilled,


Your convenience a facade, your consequences concealed.


Let us wake from this slumber, this toxic desire,


To create a world where nature's essence can inspire.


In our hands lies the power, to choose a different fate,


To abandon plastic dreams and embrace a sustainable state.


For only through conscious choices, can we break this vicious spell,


And ensure a future where our planet and poetry can dwell.



From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson

In the first line, the poet reveals that her dreams have become
Alternativas
Q3167543 Inglês

READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:



Plastic Dreams


by Sarah Thompson



Plastic dreams, oh plastic dreams, a vision turned nightmare,


Once a symbol of progress, now a burden we must bear.


Our landfills overflow with your synthetic remains,


A haunting testament to our unsustainable chains.


Plastic dreams, oh plastic dreams, a promise unfulfilled,


Your convenience a facade, your consequences concealed.


Let us wake from this slumber, this toxic desire,


To create a world where nature's essence can inspire.


In our hands lies the power, to choose a different fate,


To abandon plastic dreams and embrace a sustainable state.


For only through conscious choices, can we break this vicious spell,


And ensure a future where our planet and poetry can dwell.



From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson

The goal of this text is to
Alternativas
Q3167542 Inglês

READ TEXT II AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT II


https://s3.amazonaws.com/magoosh-company-site/wpcontent/uploads/toefl/files/2016/03/21143307/LearnSpokenEngl ishWithComicsCalvinandHobbes.gif

The idiom in “which side his bread is buttered on” (last panel) means to
Alternativas
Q3167540 Inglês

READ TEXT II AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT II


https://s3.amazonaws.com/magoosh-company-site/wpcontent/uploads/toefl/files/2016/03/21143307/LearnSpokenEngl ishWithComicsCalvinandHobbes.gif

In the third panel, the hairstylist expresses some
Alternativas
Q3167539 Inglês

READ TEXT II AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT II


https://s3.amazonaws.com/magoosh-company-site/wpcontent/uploads/toefl/files/2016/03/21143307/LearnSpokenEngl ishWithComicsCalvinandHobbes.gif

A more polite way of ordering “I want the top of my head shaved” (2nd panel) is to replace “I want” with:
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Q3167537 Inglês

READ TEXT II AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT II


https://s3.amazonaws.com/magoosh-company-site/wpcontent/uploads/toefl/files/2016/03/21143307/LearnSpokenEngl ishWithComicsCalvinandHobbes.gif

In terms of communication functions, the dialogue exchange in the first panel stands as a
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Q3167536 Inglês

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT I 


Decolonizing English Language Teaching for Brazilian Indigenous Peoples 


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988). 


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

The word “traditional” is formed in the same way as in
Alternativas
Q3167535 Inglês

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT I 


Decolonizing English Language Teaching for Brazilian Indigenous Peoples 


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988). 


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

“Communication” is to “communicate” as
Alternativas
Q3167534 Inglês

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT I 


Decolonizing English Language Teaching for Brazilian Indigenous Peoples 


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988). 


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

The head of the subject of “must be addressed” (3rd paragraph) is
Alternativas
Q3167533 Inglês

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT I 


Decolonizing English Language Teaching for Brazilian Indigenous Peoples 


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988). 


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

The word “thus” in “thus guaranteeing” (2nd paragraph) means
Alternativas
Q3167531 Inglês

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT I 


Decolonizing English Language Teaching for Brazilian Indigenous Peoples 


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988). 


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

The pronoun in “Given its status” (1st paragraph) refers to
Alternativas
Q3167529 Inglês

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT I 


Decolonizing English Language Teaching for Brazilian Indigenous Peoples 


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988). 


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

Based on Text I, mark the statements below as TRUE (T) or FALSE (F).

( ) Globalization and the spread of English as an international language go hand in hand.
( ) Current Brazilian federal legislation has neglected indigenous communities.
( ) The issue of how to include English in indigenous school curricula is still under way.

The statements are, respectively,
Alternativas
Q3167018 Inglês
        Ahead of the upcoming AI Safety Summit in Seoul, leading AI scientists from institutions like the University of Oxford are urging world leaders to act on AI risks. Despite the pledges made at the previous summit in Bletchley Park, the experts argue that progress has been insufficient. According to Dr. Jan Brauner, the current AI landscape is dominated by a relentless pursuit of technological advancement, with safety and ethics as secondary concerns. This expert consensus paper, published in Science magazine, stresses that without a focus on safe development, AI may pose serious risks to society, especially as the potential for rapid, transformative AI capabilities looms within the decade.

         The authors, including renowned AI figures such as Geoffrey Hinton and Dawn Song, outline critical priorities for global AI policy. They recommend establishing well-funded, expert oversight institutions and highlight the disproportionate funding gap. In the United States, AI Safety Institute’s budget is just $ 10 million, in stark contrast to the Food and Drug Administration’s $ 6.7 billion. They also advocate for mandatory, rigorous risk assessments and call for enforceable standards on AI safety, urging AI companies to adopt “safety cases” similar to those in other high-stakes fields like aviation. These safety cases would place the responsibility on developers to prove their technologies pose no harm.

         Additionally, the paper proposes “mitigation standards” that automatically scale according to AI capability milestones. This approach would ensure rapid responses if AI systems advance quickly, with policies automatically tightening or relaxing based on the technology’s pace. As global leaders prepare for the summit, the experts emphasize that addressing AI risks now is essential for protecting society from potential harm. This marks the first consensus from such a broad coalition of international AI experts, underscoring the urgency for concrete policy commitments rather than vague proposals.

Internet:<ox.ac.uk>  (adapted). 

Based on the ideas presented in the previous text, judge the item that follow.


According to the expert consensus paper mentioned in the text, AI companies should adopt ‘safety cases’ like those used in high-stakes industries such as healthcare.

Alternativas
Q3167017 Inglês
        Ahead of the upcoming AI Safety Summit in Seoul, leading AI scientists from institutions like the University of Oxford are urging world leaders to act on AI risks. Despite the pledges made at the previous summit in Bletchley Park, the experts argue that progress has been insufficient. According to Dr. Jan Brauner, the current AI landscape is dominated by a relentless pursuit of technological advancement, with safety and ethics as secondary concerns. This expert consensus paper, published in Science magazine, stresses that without a focus on safe development, AI may pose serious risks to society, especially as the potential for rapid, transformative AI capabilities looms within the decade.

         The authors, including renowned AI figures such as Geoffrey Hinton and Dawn Song, outline critical priorities for global AI policy. They recommend establishing well-funded, expert oversight institutions and highlight the disproportionate funding gap. In the United States, AI Safety Institute’s budget is just $ 10 million, in stark contrast to the Food and Drug Administration’s $ 6.7 billion. They also advocate for mandatory, rigorous risk assessments and call for enforceable standards on AI safety, urging AI companies to adopt “safety cases” similar to those in other high-stakes fields like aviation. These safety cases would place the responsibility on developers to prove their technologies pose no harm.

         Additionally, the paper proposes “mitigation standards” that automatically scale according to AI capability milestones. This approach would ensure rapid responses if AI systems advance quickly, with policies automatically tightening or relaxing based on the technology’s pace. As global leaders prepare for the summit, the experts emphasize that addressing AI risks now is essential for protecting society from potential harm. This marks the first consensus from such a broad coalition of international AI experts, underscoring the urgency for concrete policy commitments rather than vague proposals.

Internet:<ox.ac.uk>  (adapted). 

Based on the ideas presented in the previous text, judge the item that follow.


According to the experts, the AI Safety Institute’s funding is significantly lower than that of the Food and Drug Administration.

Alternativas
Respostas
1: B
2: B
3: C
4: D
5: E
6: E
7: C
8: B
9: B
10: E
11: B
12: C
13: B
14: C
15: A
16: E
17: B
18: D
19: E
20: C