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

Identify the type of sentence structure and the appropriate discourse markers in the following sentence:

"Although the weather was gloomy, Mary decided to go for a run, but she took her umbrella just in case."

Read the following excerpt:

"In the age of digital communication, the concept of privacy has undergone significant transformations. Social media platforms, once hailed as tools for connection, have become arenas where personal information is often willingly shared. This shift raises crucial questions about the boundaries between public and private spaces."

What is the main theme of the text?

Read the following dialogue:

Person 1: "Have you ever been to Paris?"
Person 2: "Well, I've been planning a trip there for years, but something always comes up."
Choose the correct option that best interprets the response of the second person.

Read the text below:

Europe’s tourism will most probably have to navigate the travel disruptions experienced last summer in terms of short-staffed airports and accommodation establishments, and soaring travel costs. Nevertheless, the EU has also demonstrated some economic resilience so far in 2023 with lower energy prices, encouraging employment rates, and gradually receding inflation1. However, risks to the tourism outlook remain and are notably stemming from stubbornly high core inflation and uncertainty around the impact of Russia’s war in Ukraine. One in four reporting destinations surpassed pre-pandemic levels of foreign tourist arrivals, including value for money destinations such as Serbia (+27%), Bulgaria (+21%), Montenegro (+12%) and Türkiye (+9%)
Source (adapted): https://etc-corporate.org/reports/europeantourism-2023-trends-prospects-q2-2023/

Considering the information provided in the text, what factors contributed to the economic resilience of the European Union in 2023? 

Which sentence is likely to be found in a flyer with tips to follow in a heat wave?  

A temática abordada no texto  

The text brings information about revolution caused by AIpowered chatbots as a promising tool, at the same time, the text also

From the sentence, “And the council president, who initially decried the method, already appears to have been swayed”, it is possible to say that the attitudes of the council president were not 

What is the main purpose of the Nasca and Pampas de Jumana geoglyphs?

According to the text, why are the Lines and Geoglyphs of Nasca and Pampas de Jumana considered an "exceptional testimony" of the magical-religious tradition in Pre-Columbian South America?

How does the desert climate of the Nasca and Pampas de Jumana region contribute to the preservation of the geoglyphs?

The Internet has changed people lives, speech styles, jobs, communication, and education. Modern cell phones, digital cameras, and other new devices have affected the way we use language. People communicate with each other through electronic mail, instant messaging, and texts. They might “chat” in different virtual rooms, join interesting online groups, comment on news websites, and write in blogs and “wikis.” These practices construct new forms of “discourse, identity, authorship, and language” (Kern, 2006, p.183). The English language is widely used on the Internet and is considered to be the most common Internet language. English language has many new expressions and abbreviations that appear on the Internet. These Internet expressions have grown in popularity. People use several terms to describe them, such as texting language, textese, Internet language, digital language, and chatting language. Such expressions build up a new variety of English that is very common among Internet users, bloggers, chatters, gamers, and teenagers in general. It is considered an informal written language, much like slang, which is an informal spoken variety of the language. This paper uses the term “texting language” (TL) to mean all these kinds of messages, expressions, and abbreviations.

http://www.universitypublications.net/ijas/0703/pdf/V4G323.pdf


If you like to share your opinion in comment threads or chat rooms politely, you should use the abbreviation 

Identity is intrinsically embedded in the social hierarchy of our postmodern world particularly since technological globalization has facilitated contact between people, cultures, and languages, thus shortening distances, removing boundaries, and fueling the notion of the world as a global village (Bauman, 1999). Social relations have indeed become more complex as identities tend to be less coherent and stable entities. This is to say that the more diverse and complex human encounters and relationships are, the more multifaceted and plural the roles they assume in individual and in social practices will be. Yet identities may be the product of social, cultural, or institution instantiation (Weedon,2004) and subjectivities are constituted by the discourses generated by institutional, social, and cultural practices within historical contexts. Identities are always relational and negotiable (Norton, 2000). Language, seen as more than a linguistic system of signs with regularities and applicability, is a social practice that engages subjects into meaningful exchanges where identities are negotiated and constructed. When social practice is seen in relation to language use and education, particularly in the case of foreign language teachers, their lived experiences, beliefs, and knowledge help them build their identity transforming their practices. Identity “reflects the social, historical and political context of an individual’s lived experiences” (Hall, 2002, p. 31); it is not a sole identity, but identities, related to different traditional demographic categories such as ethnicity, race, nationality, migration, gender, social class, and language.
https://www.redalyc.org/journal/3057/305762630004/html



For the foreign language teachers,  

Reading the cartoon, we infer that 

From a more pedagogical standpoint, suggestions have been made to use certain activities for activating readers’ existing schema or at least providing learners with crucial information about the topic they will be reading (Ajideh, 2003; Brown, 2001; Chastain, 1988; Chen & Graves, 1995; Grabe, 1991). The use of reading activities can promote strategic reading behaviors by students at pre-, while-, and postreading (Alyousef, 2006; Ur, 1996) stages. In turn, reading activities can promote interpretation of the text through the interaction between the reader and the text (Wallace, 1992) and thus play a vital role in schema activation in order to comprehend and interpret the text better (Chen & Graves, 1995; Grabe & Stoller, 2002). Despite the fairly well-documented impact of background knowledge on reading comprehension and a host of activities suggested, it still remains to be explored whether, or to what extent, the lack of cultural knowledge can be compensated through the use of reading activities. Erten and Karakaş (2007) noted that our knowledge on the value of these activities mainly stems from pedagogical recommendations or personal experiences and often lacks scientific scrutiny. Only a handful of studies have investigated which is more effective, using a particular activity on the same text (e.g., Karakaş, 2005) or making use of different activities on the same text with different groups of students (e.g., Chen & Graves, 1995; Erten & Karakaş, 2007; Shen, 2004).
Erten & Razı: The effects of cultural familiarity on reading comprehension https://files.eric.ed.gov/fulltext/EJ838389.pdf

Regarding the suggestions for reading activities that require the student to use Skimming, rate T for true sentences and F for false sentences:

(  ) Prepare a text for a treasure hunt, which must be enigmatic so that students highlight the key words and find clues to the treasure.
(  ) Distribute short texts in English, with vocabulary already known to the students, and ask them to read for a few minutes. Afterwards, ask each student to tell you what their perception of the text was.
(  ) Write short advertising texts and ask students to read and guess what type of advertising it is.
(  ) Distribute texts in English of different genres to students, ask them to read them quickly and answer what the text is about. 

According to Block (1992), there is now no more debate on "whether reading is a bottom-up, languagebased process or a top-down, knowledge-based process." It is also no more problematic to accept the influence of background knowledge on both L1 and L2 readers. Research has gone even further to define the control readers execute on their ability to understand a text.

This control, Block (1992) has referred to as 

“Conceiving language as a social construction, the subject “interprets”, “reinvents” the meanings in a situated way, creating ways of identifying and expressing ideas, feelings and values. In this sense, a language that materializes in hybrid uses, marked by fluidity and that opens up to the invention of new ways of saying, driven by pluri/multilingual speakers and their multicultural characteristics – the English language becomes a symbolic asset for speakers from all over the world.”
This implication of the National Common Curricular Base concerns (BNCC):

In the 3^rd paragraph, “Students who struggle” are those who: 

The structure of the sentence “The more complex and sophisticated the comic, the more important this strategy becomes” (2^nd paragraph) shows a: