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

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Q1689531
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689531 Inglês
Text 3A03-III


The World’s Largest Tropical Wetland Has Become an Inferno

    This year, roughly a quarter of the vast Pantanal wetland in Brazil, one of the most biodiverse places on Earth, has burned in wildfires worsened by climate change. What happens to a rich and unique biome when so much is destroyed?
     The unprecedented fires in the wetland have attracted less attention than blazes in Australia, the Western United States and the Amazon, its celebrity sibling to the north. But while the Pantanal is not a global household name, tourists in the know flock there because it is home to exceptionally high concentrations of breathtaking wildlife: Jaguars, tapirs, endangered giant otters and bright blue hyacinth macaws. Like a vast tub, the wetland swells with water during the rainy season and empties out during the dry months. Fittingly, this rhythm has a name that evokes a beating heart: the flood pulse.
     The wetland, which is larger than Greece and stretches over parts of Brazil, Paraguay and Bolivia, also offers unseen gifts to a vast swath of South America by regulating the water cycle upon which life depends. Its countless swamps, lagoons and tributaries purify water and help prevent floods and droughts. They also store untold amounts of carbon, helping to stabilize the climate.
     For centuries, ranchers have used fire to clear fields and new land. But this year, drought worsened by climate change turned the wetlands into a tinderbox and the fires raged out of control.

Catrin Einhorn, Maria Magdalena Arréllaga, Blacki Migliozzi
and Scott Reinhard. Oct. 13, 2020.
Internet: <www.nytimes.com> (adapeted) 
According to text 3A3-III,
Alternativas
Q1689527
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689527 Inglês
Text 3A3-II

Why Joe Biden Saw Mixed Success With Latinos 

    Democrats' long-term hopes for electoral success have long cited the growing Latino population in the country. But former Vice President Joe Biden's performance in heavily Latino areas of key states has concerned members of his party — and may have cost him Electoral College votes, according to groups and activists working to mobilize Latino voters.
     Nationally, Biden appears to have gotten support from roughly twice as many Latino voters as President Trump, but that support looked very different depending on where you looked in three key states with large Latino populations.
     Democrats were pleased with their performance in Arizona, where The Associated Press awarded Biden the state's 11 electoral votes early Wednesday morning, while anxiety ran high about the results in Florida, where President Trump's strength with conservative Cuban American voters helped secure him that state's 29 electoral votes, according to AP. And while Texas was a long shot for Biden, Democrats had seen opportunity in the explosive growth in the state's Latino population.
     During a post-election virtual press conference on Wednesday, leaders from groups aimed at mobilizing Latino voters expressed frustration that the votes of Latinos were not more aggressively pursued, even as they cheered record levels of turnout among Latinos in some key states.

Internet: <www.npr.org> (adapted)
It can be inferred from text 3A3-II that
Alternativas
Q1689524
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689524 Inglês

In the last box of text 3A3-I, the patient reacts to the doctor's words by
Alternativas
Q1689523
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689523 Inglês

In the comic strip in text 3A3-I, the strategy suggested by the doctor with longer hair to make patients follow the treatment they need is
Alternativas
Q1689518
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689518 Inglês
Text 3A2-II


     It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
     Eventually, Maria found her way to class, a special setting for Spanish-speaking newcomers. There she would practice English words for colors and numbers, learn how to introduce herself and how to say thank you. By eighth grade she was moved into mainstream classes, where she struggled. It didn’t help that her math teacher started each class by saying, “Okay, my little dummies.” He spoke really fast. Maria never raised her hand in his class.
     One day Maria stopped by the administrative office, looking for someone to help her with multiplication. She took her spot in line behind a middle-aged woman who chatted with her in Spanish as they waited. Maria said school was really hard for her. The woman told her not to worry. “Latinas usually don’t finish high school,” she said. “They go to work or raise kids.”
     The woman was right, statistically speaking, and Maria’s middle-school experience all but ensured she’d join the 52 percent of foreign-born Latinos who drop out of high school. She graduated from eighth grade without learning to speak English. She had a hard time writing in Spanish and didn’t know how to multiply.

Everything you’ve heard about failing schools is wrong.
Internet: <www.motherjones.com> (adapted).
The expression “in awe” (in the second sentence of the first paragraph) indicates a feeling that is a mixture of
Alternativas
Q1689516
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689516 Inglês
Text 3A2-I


    “Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
     As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.
     “The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.
     Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
The word ‘“inadvertently’” (in the second sentence of the first paragraph) conveys the idea that something is done
Alternativas
Q1689515
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689515 Inglês
Text 3A2-I


    “Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
     As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.
     “The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.
     Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
According to Jo Boaler, who is quoted in text 3A2-I, the modern understanding of the brain’s flexibility
Alternativas
Q1689512
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689512 Inglês
Text 3A2-I


    “Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
     As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.
     “The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.
     Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In text 3A2-I, “misguided visions of talent” (in the fourth paragraph) refers to the idea that
Alternativas
Q1689511
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689511 Inglês
Text 3A1-III


    For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
     Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.
     However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”
     With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.
     According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.
     While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)
It can be concluded from text 3A1-III that ‘comprehensible input’ refers to
Alternativas
Q1689510
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689510 Inglês
Text 3A1-III


    For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
     Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.
     However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”
     With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.
     According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.
     While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)
According to text 3A1-III, language teachers
Alternativas
Q1689509
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689509 Inglês
Text 3A1-III


    For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
     Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.
     However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”
     With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.
     According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.
     While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)
According to text 3A1-III, remote learning
Alternativas
Q1689507
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689507 Inglês
Text 3A1-II


    There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
    Apart from learning vocabulary, learners also learn new structures, which can form a strong scaffolding both for learning other new structures and introducing grammatical items to a class.
     In listening to each other read, discuss points in groups, debate, or answer and their rationale, second language learners will sharpen both listening and speaking skills.
     There is no magic bullet, no single explanation for what teachers can do to ensure that their students learn to read a second or foreign language. Practice and plenty of it may be the only way out. 


J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).
In the first sentence of the first paragraph of text 3A1-II, the word “as” conveys an idea of
Alternativas
Q1689505
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689505 Inglês
Text 3A1-II


    There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
    Apart from learning vocabulary, learners also learn new structures, which can form a strong scaffolding both for learning other new structures and introducing grammatical items to a class.
     In listening to each other read, discuss points in groups, debate, or answer and their rationale, second language learners will sharpen both listening and speaking skills.
     There is no magic bullet, no single explanation for what teachers can do to ensure that their students learn to read a second or foreign language. Practice and plenty of it may be the only way out. 


J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).
The main idea expressed in text 3A1-II is that reading is an important activity for those who
Alternativas
Q1689504
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689504 Inglês

Text 3A1-I


Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>

In the last box of the comic strip (text 3A1-I), the word “eventually” in “Maybe we can eventually make language a complete impediment to understanding” can be correctly replaced with
Alternativas
Q1689503
Inglês Interpretação de texto | Reading comprehension , Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689503 Inglês

Text 3A1-I


Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>

In text 3A1-I, following the process which he himself describes, Calvin transforms an adjective into the following verb form:
Alternativas
Q1689502
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689502 Inglês

Text 3A1-I


Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>

In text 3A1-I, in the sentence “It got verbed”, the pronoun “It” refers to
Alternativas
Q1685779
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: NBS Órgão: Prefeitura de Irati - PR Prova: NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685779 Inglês
Read the text below to answer the question:

ICEBERG A68a

    An enormous iceberg that is heading toward the island of South Georgia in the southern Atlantic Ocean has broken up into three large chunks. Scientists from NASA have been tracking the berg - dubbed A68a - for several weeks. It actually calved from the Larsen C ice shelf in 2017 and has been floating northwards ever since. In recent weeks, a fast-moving stream of water known as the Southern Antarctic Circumpolar Current Front has put the chunks on a trajectory that means they could run aground off the coast of South Georgia. Scientists say the three fragments are roughly 2,600 square kilometres in size. The submerged part of one chunk is 106 metres at its thickest point.
     The sheer bulk of the three iceberg chunks poses a serious threat to the wildlife of South Georgia. There could be an environmental catastrophe waiting to happen. If the three mini icebergs collide with the seabed, they could obstruct penguins and seals from foraging for fish. They could also block the route between penguin colonies and their feeding grounds during the breeding season. Scientists worry the underside of the fragments could grind the seabed near South Georgia and disrupt delicate underwater ecosystems. This could be exacerbated by the introduction of a mass of fresh water to the ecosystems as the stationary fragments melt over the summer months.
Available at: https://breakingnewsenglish.com/2012/201229-iceberg-a68a.html Accessed on January 5th 2021.
Among the consequences of the iceberg reaching the coast of South Georgia IS NOT:
Alternativas
Q1682988
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2021 Banca: FEPESE Órgão: Prefeitura de Balneário Camboriú - SC Prova: FEPESE - 2021 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa |
Q1682988 Inglês

CORONAVIRUS


Coronavirus is a newly discovered virus. It causes a disease called Covid-19. In some parts of the world, it has made lots ............ people sick. Corona is a Latin for crown, because ............. the microscope, these viruses look like a crown .............. spikes ending ............... little blobs.


A lot of symptoms are similar to the flu. You may have dry and itchy cough, fever, lots of sneezing and even hard to breathe. Most of people who has gotten sick with this coronavirus have had a mild case. It means you will not feel the disease. But, for people who are much older or who already have health problems are more likely to get sicker with coronavirus.


If anyone gets sick and feels like they may have coronavirus, they can immediately call their doctors and get help. If there is something we are not sure about the information, confused or worried about, don’t be afraid to ask someone we trust.


Here are some things you can do to protect yourself, family and friends from getting sick: 1) wash your hands often using soap and water. 2) Sneeze into your elbows. It is believed that coronavirus spread through little liquid from our lungs. If you sneeze into your elbows, you can prevent germs for going far into the air. 3) Avoid touching your face. Don’t pick your nose. Don’t touch your mouth. Don’t rub your eyes. They are the places where the virus enter our bodies. 


Remember that this kind of virus can affect anybody. It doesn’t matter where you come from or what country you are from. Don’t forget, there are a lot of helpers out there who are working to protect us from the virus. We can take a part by keeping our health and stay at home to stop the virus spread to others.

The underlined word in “Most of people who has gotten sick with this coronavirus have had a mild case.”, can be replaced by which word below without changing its meaning?
Alternativas
Q1682984
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: FEPESE Órgão: Prefeitura de Balneário Camboriú - SC Prova: FEPESE - 2021 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa |
Q1682984 Inglês

CORONAVIRUS


Coronavirus is a newly discovered virus. It causes a disease called Covid-19. In some parts of the world, it has made lots ............ people sick. Corona is a Latin for crown, because ............. the microscope, these viruses look like a crown .............. spikes ending ............... little blobs.


A lot of symptoms are similar to the flu. You may have dry and itchy cough, fever, lots of sneezing and even hard to breathe. Most of people who has gotten sick with this coronavirus have had a mild case. It means you will not feel the disease. But, for people who are much older or who already have health problems are more likely to get sicker with coronavirus.


If anyone gets sick and feels like they may have coronavirus, they can immediately call their doctors and get help. If there is something we are not sure about the information, confused or worried about, don’t be afraid to ask someone we trust.


Here are some things you can do to protect yourself, family and friends from getting sick: 1) wash your hands often using soap and water. 2) Sneeze into your elbows. It is believed that coronavirus spread through little liquid from our lungs. If you sneeze into your elbows, you can prevent germs for going far into the air. 3) Avoid touching your face. Don’t pick your nose. Don’t touch your mouth. Don’t rub your eyes. They are the places where the virus enter our bodies. 


Remember that this kind of virus can affect anybody. It doesn’t matter where you come from or what country you are from. Don’t forget, there are a lot of helpers out there who are working to protect us from the virus. We can take a part by keeping our health and stay at home to stop the virus spread to others.

According to the text, decide if the statements below are true ( T ) or false ( F ).


( ) We should not touch our faces to avoid the virus.

( ) It is enough to wash our hands only by water.

( ) Staying at home is our part to stop the virus.

( ) The virus only affect people in Asia.

( ) Nose, mouth and eyes are places where the virus can enter in our bodies.


Choose the alternative which presents the correct sequence, from top to bottom.

Alternativas
Q1682983
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: FEPESE Órgão: Prefeitura de Balneário Camboriú - SC Prova: FEPESE - 2021 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa |
Q1682983 Inglês

CORONAVIRUS


Coronavirus is a newly discovered virus. It causes a disease called Covid-19. In some parts of the world, it has made lots ............ people sick. Corona is a Latin for crown, because ............. the microscope, these viruses look like a crown .............. spikes ending ............... little blobs.


A lot of symptoms are similar to the flu. You may have dry and itchy cough, fever, lots of sneezing and even hard to breathe. Most of people who has gotten sick with this coronavirus have had a mild case. It means you will not feel the disease. But, for people who are much older or who already have health problems are more likely to get sicker with coronavirus.


If anyone gets sick and feels like they may have coronavirus, they can immediately call their doctors and get help. If there is something we are not sure about the information, confused or worried about, don’t be afraid to ask someone we trust.


Here are some things you can do to protect yourself, family and friends from getting sick: 1) wash your hands often using soap and water. 2) Sneeze into your elbows. It is believed that coronavirus spread through little liquid from our lungs. If you sneeze into your elbows, you can prevent germs for going far into the air. 3) Avoid touching your face. Don’t pick your nose. Don’t touch your mouth. Don’t rub your eyes. They are the places where the virus enter our bodies. 


Remember that this kind of virus can affect anybody. It doesn’t matter where you come from or what country you are from. Don’t forget, there are a lot of helpers out there who are working to protect us from the virus. We can take a part by keeping our health and stay at home to stop the virus spread to others.

According to the text above, choose the correct alternative.
Alternativas
Respostas
4001: E
4002: A
4003: C
4004: B
4005: C
4006: B
4007: B
4008: B
4009: E
4010: D
4011: D
4012: E
4013: C
4014: B
4015: D
4016: B
4017: E
4018: C
4019: B
4020: B
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