Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.851 questões
Q2055061
Inglês
Texto associado
This study explores the implementation of the multimodality theory for high school students of English as a
Foreign Language in a Brazilian context. This implementation was based on a study conducted by Almeida
(2011), in which she proposed a multimodality framework for teaching multimodal texts. By using the
framework, Almeida tried to establish a bridge between a theory designed to analyze visual structures (e.g.,
Kress & van Leeuwen, 2006) and its adaptation to the educational context (e.g., Browett, 2007; Jewitt, 2008;
Oliveira, 2006; Riesland, 2005).
(…)
In Brazil, the importance of implementing activities in the classroom that focus on literacy, multiliteracy,
multimodality and hypertext is highlighted by the Ministerio da Educação Secretaria de Educação Básica’s (Ministry of Education District of Basic Education) Curricular Orientations for Secondary School-OCEMs
(2006), an official curriculum document. This document guides the curriculum of all schools in Brazil and it
includes suggestions about the teaching of multimodality. To achieve this goal, the grammar of visual design
(Kress & van Leeuwen, 2006) is seen as an important starting point for the professional learning of teachers
in visual literacy because it can help them understand how to read images and associate both kinds of text,
visual and written.
(…)
Thus, we applied this approach in two classrooms where we could observe whether knowledge of
multimodality theory affected the students’ reading of the texts. To this end, we prepared two activities
focusing on the same multimodal text; the first activity was given to students before teaching them
multimodality theory and the second one after instruction.
The picture used for Exercise 1 and 2 was the same. It was the picture of a man whose face looked like the
face of a fish. The man was looking up and was wearing a blue shirt. At the bottom of the picture, centered
in relation to the picture, and in capital letters was the following text: “STOP CLIMATE CHANGE BEFORE IT
CHANGES YOU.” Below the text and centered in relation to the text, there was a panda picture with the WWF
acronym below it followed by the text “for a living planet” in lowercase.
(…)
The students participated in the activities and had to point to us what aspects they had noticed in the text
for the linguistic dimension (the colors, the size of the pictures, the way pictures were disposed in the text,
their background, framing, degree of salience and eye contact, distance). For the socio-cultural dimension,
they had to be able to answer wh- questions (who, why, where, when, which attitudes and values) and
observe the emotions, situations, relations, symbols, power relations, characters and cultures involved in the
picture. Finally, for the situational dimension, they had to analyze who created the picture, who it was
targeted at, where it appeared, how much background knowledge was required to understand the picture,
and its explicit and implicit ideological values.
(…)
Overall, we noticed that instruction on the theory helped students to understand better the context around
them, mainly the socio-cultural context, and it helped students to improve their reading because the
answers given before instruction on multimodality were very simple and did not point to a critical reading;
they only focused on what was on the surface of the text like “the text tells about environment,”
“if man does
not stop destroying the environment, he will die” or “the man will become a fish if he keeps on destroying
the environment”.
The answers given after those classes were more critical, the students used some concepts from the theory
and were able to point to some aspects of the three dimensions, like who was in the picture, what the
writer’s intention was; they also talked about the colors and the background of the picture pointing to the
dark color, why the writer had used that image and not another one, they associated the man’s face to the
words accompanying the visual.
(…)
The situational dimension seemed to be easier for students to understand and write about, mainly when it
guided them to reflect about some aspect of production, circulation and consumption of the images. The
socio-cultural context of images emphasized questions related to worldview, emotion, attitudes, values and
power relationships and was easy for learners to understand. In contrast, students did not explore the
linguistic aspect of the pictures; they did not mention colors, size, focus, background, or sharpness, perhaps
because in everyday classes the students are not encouraged to talk about them.
(SOUZA, V.G. & ALMEIDA, D..Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil. Published in Kamhi-Stein, L., Diaz-Maggioli, G., & de
Oliveira, L. C. (Eds.) (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters).
According to the text, choose the correct affirmative.
The study had as an aim to know the students’ performance in:
The study had as an aim to know the students’ performance in:
Q2055060
Inglês
Extract 1
The history of technology in language teaching could not be linear in a country like ours where social differences prevent technologies such as paper, the book, and even the electricity is within everyone's reach. Many obsolete technologies, such as the slide projector, for example, have never reached in certain schools. The computer has already been integrated into the language teaching of some institutions and many teachers have already adopted a didactic material accompanied by CD-Roms. It has already been possible to observe a gradual change of many who rejected in principle the innovations brought by the computer and the Internet. Although this technology continues to be seen by some as a miracle cure and by others as something to be feared. It is quite possible that the computer does not reach everyone, but it is necessary to remind that neither the book nor the computer will be miracles in the learning process. The success of acquiring a foreign language depends on the learner’s insertion in activities of social practice of language (…).
(PAIVA, V. L. M, O USO DA TECNOLOGIA NO ENSINO DE LÍNGUAS ESTRANGEIRAS: breve retrospectiva histórica 2017, pag. 14 - Disponível em: http:// www.veramenezes.com/techist.pdf)
Extract 2
(…) I no longer need to make the case for computers to be provided in education, because computers are there in abundance in all their modern forms. We may see traditional computers in labs, teachers and students walking around with laptops or tablet PCs, and many people will have a mobile phone in their pocket that is capable of doing rather more than the mainframe computers that started computer-assisted language learning in the 1960s. I do recognise that there are many kinds of digital divide, and that this is not true everywhere.
What can put teachers off using technology
What is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom. (…)
(Motteram, G., The benefits of new technology in language learning. Disponível em:https://www.britishcouncil.org/voices-magazine/the-benefits-newtechnology-language-learning. 18 September 2013.)
According to the extracts we can say:
The history of technology in language teaching could not be linear in a country like ours where social differences prevent technologies such as paper, the book, and even the electricity is within everyone's reach. Many obsolete technologies, such as the slide projector, for example, have never reached in certain schools. The computer has already been integrated into the language teaching of some institutions and many teachers have already adopted a didactic material accompanied by CD-Roms. It has already been possible to observe a gradual change of many who rejected in principle the innovations brought by the computer and the Internet. Although this technology continues to be seen by some as a miracle cure and by others as something to be feared. It is quite possible that the computer does not reach everyone, but it is necessary to remind that neither the book nor the computer will be miracles in the learning process. The success of acquiring a foreign language depends on the learner’s insertion in activities of social practice of language (…).
(PAIVA, V. L. M, O USO DA TECNOLOGIA NO ENSINO DE LÍNGUAS ESTRANGEIRAS: breve retrospectiva histórica 2017, pag. 14 - Disponível em: http:// www.veramenezes.com/techist.pdf)
Extract 2
(…) I no longer need to make the case for computers to be provided in education, because computers are there in abundance in all their modern forms. We may see traditional computers in labs, teachers and students walking around with laptops or tablet PCs, and many people will have a mobile phone in their pocket that is capable of doing rather more than the mainframe computers that started computer-assisted language learning in the 1960s. I do recognise that there are many kinds of digital divide, and that this is not true everywhere.
What can put teachers off using technology
What is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom. (…)
(Motteram, G., The benefits of new technology in language learning. Disponível em:https://www.britishcouncil.org/voices-magazine/the-benefits-newtechnology-language-learning. 18 September 2013.)
According to the extracts we can say:
Q2055059
Inglês
The OCENs (BRAZIL, 2006, p.8) were a document proposed to retake the discussion of Parâmetros
Curriculares Nacionais do Ensino Médio to deepen understanding about points that deserved to be clarified
and to identify and to develop indicatives that could offer didactic-pedagogical alternatives for the
organization of pedagogical work, in order to meet needs and expectations of schools and of teachers in
structuring the curriculum for high school. For achieving this goal some themes were added to OCENs.
Choose the alternative that brings them:
Q2055058
Inglês
According to OCENs ( 2006, pág.,114), literacies and multiliteracies have developed in Brazil after debating
on how these two approaches could contribute to broaden students' world view, to work the sense of
citizenship, to develop critical capacity, and to build knowledge in a contemporary epistemological
conception.
Thus, analyze the sentences below and choose the true sentence (s) that point (s) this debate.
I - Many researches have emerged concerned about what the students have read, how they have read, and trying to evaluate if they have read better or worse influenced by new technologies of information and communication. II - The result of some researches has pointed that students have some insufficiency on texts comprehension. III - Some reflexions suggest that the students could have obtained worse results if the teachers had not worked well on reading in Brazilian elementary and high schools for decades. IV - Researches highlight the distance between what is idealized (by the theories) and what is realized (by the practices) in Brazilian education. V - The evaluative parameters used by an international organization that did not consider the cultural and social diversity and the complexity of these diversities the program aims to achieve.
Choose the correct affirmative.
Thus, analyze the sentences below and choose the true sentence (s) that point (s) this debate.
I - Many researches have emerged concerned about what the students have read, how they have read, and trying to evaluate if they have read better or worse influenced by new technologies of information and communication. II - The result of some researches has pointed that students have some insufficiency on texts comprehension. III - Some reflexions suggest that the students could have obtained worse results if the teachers had not worked well on reading in Brazilian elementary and high schools for decades. IV - Researches highlight the distance between what is idealized (by the theories) and what is realized (by the practices) in Brazilian education. V - The evaluative parameters used by an international organization that did not consider the cultural and social diversity and the complexity of these diversities the program aims to achieve.
Choose the correct affirmative.
Q2055057
Inglês
The concept of reading has been changing with technology advance. Based on the extract below, choose the
best alternative that summarizes the text.
The concept of "reading", therefore, becomes primarily the exercise of a path option by the page and the subsequent selective acquisition of partial information present in several places on the same page. This way, there is no need to read everything on the page, or read the page in one direction (top to bottom or left to right). Often, on a multimodal page (I mean, containing several means of communication: visual, written, sonic), the reader can choose between just listening to a sound text or watching a video clip inserted on the page, making the complex and multifaceted experience of reading" . (OCNs, 2006 : pág. 107)
The concept of "reading", therefore, becomes primarily the exercise of a path option by the page and the subsequent selective acquisition of partial information present in several places on the same page. This way, there is no need to read everything on the page, or read the page in one direction (top to bottom or left to right). Often, on a multimodal page (I mean, containing several means of communication: visual, written, sonic), the reader can choose between just listening to a sound text or watching a video clip inserted on the page, making the complex and multifaceted experience of reading" . (OCNs, 2006 : pág. 107)
Q2055055
Inglês
Texto associado
Expanding the field of discourse analysis
Paradoxically, now that the field of discourse studies has high visibility, the universe from which discourse
studies emerged is vanishing. New communication devices subvert the very distinction between orality and
writing, and so we have to rethink many categories: textuality, speaker, addressee, utterance, memory,
storage, circulation, etc. We can no longer consider technology as just an element of the “context”: it now
needs to be considered as a true actor in the communication process. Such a transformation relates to the
data – since the Internet offers new kinds of semiotic productions – but also to the very conditions of
research, which depend increasingly on sophisticated programs and data bases. The problem is that most
discourse analysts seem to live in a world where traditional face-to-face talk is still the norm of
communication. If we consider the handbooks and the articles published in the field, a peripheral role is
given to corpora produced by new technologies, except if they can be tackled by using the toolkit of Conversation Analysis. This is particularly the case with chats, forums, emails, phone text-messages and so
on. As the focus of discourse analysis is not on the most important aspects of the Web, its study belongs
mainly to specialists from other fields. The Discourse Reader (Jaworski and Coupland, 1999) does not
mention the Internet. But, surprisingly, this is also the case 13 years later in The Routledge Handbook of
Discourse Analysis: the introduction does not mention the existence of new communication technologies
and none of the 46 chapters deals with this topic.
https://www.nature.com/articles/palcomms201758, acessado em 25/08/18.
What can be inferred by reading the text?
Q2055053
Inglês
Texto associado
Growth Cocktail Helps Restore Spinal Connections in the Most Severe Injuries
Repairing damaged nerves in a rodent study marks a crucial first step toward bringing back lost
movement
By Emily Willingham on August 30, 2018
In 1995 the late actor Christopher Reeve, who most famously played Superman, became paralyzed from the
neck down after a horseback-riding accident. The impact from the fall left him with a complete spinal cord
injury at the neck, preventing his brain from communicating with anything below it. Cases like Reeve’s are
generally considered intractable injuries, absent any way to bridge the gap to restore disrupted
communication lines.When Reeve died in 2004 a means of reconnection had yet to be built. Now, 14 years later, researchers have
coaxed nerve cells to span the divide of a complete spinal cord injury. Their findings, described August 29 in
Nature, are specific to only one kind of nerve cell and much work remains before a means of reconnection
reaches patients, but the results make an impression. [...]
Their first effort failed. They tried dampening the activity of a gene called PTEN because the gambit had
worked well with a few other types of nonspinal neurons. To their surprise, that strategy did not succeed
with the propriospinal cells. They then turned to a set of chemicals that promote nerve cell growth and
trigger production of a well-known structural protein called laminin, widely used in tissue engineering as a
scaffold. Some of these growth promoters are active in embryonic development, and adults usually do not
make them. Previous efforts to coax axons across an injury gap using so-called growth factors alone had
come up empty—failures blamed on other inhibitory chemicals getting in the way.
(Disponível em: https://www.scientificamerican.com/article/growth-cocktail-helps-restore-spinal-connections-in-the-most-severe-injuries/, acessado em
02/09/18).
Com a leitura do texto, é correto afirmar que:
Q2055052
Inglês
[…] a series of hypotheses that make up a coherent theory of second language acquisition. According to the
rules of scientific method, it will always be "just theory" and never be "definitely proven". The hypotheses I
will present have, however, been found to be consistent with a significant amount of data, experimental and
otherwise, and have not yet been confronted with serious counterexamples, in my view. They make up,
collectively, my "position". This does not mean that I necessarily "believe" them. What it does mean is that
these hypotheses are consistent enough with existing data to be worthy of consideration, and that they
appear to capture the data better than other existing generalizations.
KRASHEN, Stephen. Principles and practice in second language acquisition. (1982, p. 02)
O linguista estadunidense Stephen Krashen é conhecido mundialmente por sua teoria de Second language aquisition. Em seu trabalho, ele elaborou uma teoria geral sustentada por cinco hipóteses que visam analisar e explicar como um falante adquire uma segunda língua. Dentre as alternativas abaixo, qual não é uma hipótese proposta por Krashen?
KRASHEN, Stephen. Principles and practice in second language acquisition. (1982, p. 02)
O linguista estadunidense Stephen Krashen é conhecido mundialmente por sua teoria de Second language aquisition. Em seu trabalho, ele elaborou uma teoria geral sustentada por cinco hipóteses que visam analisar e explicar como um falante adquire uma segunda língua. Dentre as alternativas abaixo, qual não é uma hipótese proposta por Krashen?
Q2055051
Inglês
“[…] is an overall plan for the ordely presentation of language material, no part of which contradicts, and all
of which is based upon, the selected approach.” (Anthony 1993, p. 63-7 apud Richards and Rogers 1999, p. 15).
Na frase acima, temos a definição proposta por Anthony apud Richard and Rogers para...
Q2055050
Inglês
Em 2015, o British Council publicou um estudo intitulado “O Ensino de Inglês na Educação Pública
Brasileira”, que visava a entender as principais características do ensino da língua inglesa na Educação
Básica da rede pública brasileira considerando desde as políticas públicas para o ensino do idioma até as
práticas cotidianas em sala de aula. De acordo com este estudo, qual dos problemas abaixo não figura
como principal para o ensino da língua inglesa na educação pública básica brasileira?
Q2055049
Inglês
Many people learn English because they have moved into a target-language community and they need to be
able to operate successfully within that community. A target-language community is a place where English is
the national language - e.g. Britain, Canada, New Zealand, etc - or where it is one of the main languages of
culture and commerce - e.g. India, Pakistan, Nigeria.
Some students need English for a Specific Purpose (ESP). Such students of ESP (sometimes also called English for Special Purposes) may need to learn legal language, or the language of tourism, banking or nursing, for example. An extremely popular strand of ESP is the teaching of business English, where students learn about how to operate in English in the business world. Many students need English for Academic Purposes (EAP) in order to study at an English-speaking university or college, or because they need to access English-language academic texts.
Many people learn English because they think it will be useful in some way for international communication and travel. Such students of general English often do not have a particular reason for going to English classes, but simply wish to learn to speak (and read and write) the language effectively for wherever and whenever this might be useful for them.
(Harmer, Jeremy. How to teach English. (2010, p. 11))
A frase que melhor resume o fragmento acima é:
Some students need English for a Specific Purpose (ESP). Such students of ESP (sometimes also called English for Special Purposes) may need to learn legal language, or the language of tourism, banking or nursing, for example. An extremely popular strand of ESP is the teaching of business English, where students learn about how to operate in English in the business world. Many students need English for Academic Purposes (EAP) in order to study at an English-speaking university or college, or because they need to access English-language academic texts.
Many people learn English because they think it will be useful in some way for international communication and travel. Such students of general English often do not have a particular reason for going to English classes, but simply wish to learn to speak (and read and write) the language effectively for wherever and whenever this might be useful for them.
(Harmer, Jeremy. How to teach English. (2010, p. 11))
A frase que melhor resume o fragmento acima é:
Ano: 2018
Banca:
FCC
Órgão:
Câmara Legislativa do Distrito Federal
Prova:
FCC - 2018 - Câmara Legislativa do Distrito Federal - Psicólogo - Clínico e Perito |
Q2012415
Inglês
Texto associado
Considere a figura e o texto a seguir, para responder a questão.
Keep Families Together Act
This bill prohibits an agent or contractor of the Department of Homeland Security, the Department of Justice, or the Department of
Health and Human Services from removing a child who is under the age of 18 and has no permanent immigration status from his or her
parent or legal guardian at or near the port of entry or within 100 miles of the U.S. border unless:
• an authorized state court determines that it is in the child's best interests to be removed;
• a state or county child welfare official with expertise in child trauma and development determines that it is in the child's best
interests to be removed because of abuse or neglect; or
• the Chief Patrol Agent or the Area Port Director authorizes separation based on a documented finding that the child is a
trafficking victim or is at significant risk of becoming a victim, a strong likelihood exists that the adult is not the parent or legal
guardian, or the child is in danger of abuse or neglect.
An agency may not remove a child from a parent or legal guardian solely for the policy goals of deterring migration to the United States
or of promoting immigration law compliance.
The bill sets forth presumptions: (1) in favor of family and sibling unity and parental rights, and (2) that detention is not in the best
interests of families and children.
The Government Accountability Office shall conduct a study of the prosecution of asylum seekers.
(Adapted from: https://www.congress.gov/bill/115th-congress/senate-bill/3036)
De acordo com o projeto de lei apresentado,
Ano: 2018
Banca:
FCC
Órgão:
Câmara Legislativa do Distrito Federal
Prova:
FCC - 2018 - Câmara Legislativa do Distrito Federal - Psicólogo - Clínico e Perito |
Q2012414
Inglês
Texto associado
Considere a figura e o texto a seguir, para responder a questão.
Keep Families Together Act
This bill prohibits an agent or contractor of the Department of Homeland Security, the Department of Justice, or the Department of
Health and Human Services from removing a child who is under the age of 18 and has no permanent immigration status from his or her
parent or legal guardian at or near the port of entry or within 100 miles of the U.S. border unless:
• an authorized state court determines that it is in the child's best interests to be removed;
• a state or county child welfare official with expertise in child trauma and development determines that it is in the child's best
interests to be removed because of abuse or neglect; or
• the Chief Patrol Agent or the Area Port Director authorizes separation based on a documented finding that the child is a
trafficking victim or is at significant risk of becoming a victim, a strong likelihood exists that the adult is not the parent or legal
guardian, or the child is in danger of abuse or neglect.
An agency may not remove a child from a parent or legal guardian solely for the policy goals of deterring migration to the United States
or of promoting immigration law compliance.
The bill sets forth presumptions: (1) in favor of family and sibling unity and parental rights, and (2) that detention is not in the best
interests of families and children.
The Government Accountability Office shall conduct a study of the prosecution of asylum seekers.
(Adapted from: https://www.congress.gov/bill/115th-congress/senate-bill/3036)
O projeto de lei de que trata o texto
Ano: 2018
Banca:
Aroeira
Órgão:
Prefeitura de Palminópolis - GO
Prova:
Aroeira - 2018 - Prefeitura de Palminópolis - GO - Professor Letras/Inglês |
Q2002590
Inglês
[…] If a teacher is normally noisy and energetic as a teacher, he or she should spend a class behaving more calmly. This is so because each time teachers break their own behavior patterns, they send a ripple through the class. That ripple is a mixture of surprise and curiosity and it is a perfect starting point for student involvement. The need for surprise and curiosity within a fifty-minute lesson is also overwhelming. This can be seen most clearly with children at primary and secondary levels, but even adults need a varied diet to keep them stimulated. However, variety is not the same as anarchy, since students need a certain amount of predictability for the sake of stability.
(Adapted from: HARMER, Jeremy. How to be
a good teacher. England: Longman, 1998, p. 5.)
Ainda no trecho acima o uso do conectivo since indica:
Ano: 2018
Banca:
Aroeira
Órgão:
Prefeitura de Palminópolis - GO
Prova:
Aroeira - 2018 - Prefeitura de Palminópolis - GO - Professor Letras/Inglês |
Q2002589
Inglês
[…] If a teacher is normally noisy and energetic as
a teacher, he or she should spend a class behaving more
calmly. This is so because each time teachers break their
own behavior patterns, they send a ripple through the
class. That ripple is a mixture of surprise and curiosity
and it is a perfect starting point for student involvement.
The need for surprise and curiosity within a fifty-minute lesson is also overwhelming. This can be seen most
clearly with children at primary and secondary levels,
but even adults need a varied diet to keep them stimulated. However, variety is not the same as anarchy, since
students need a certain amount of predictability for the
sake of stability.
(Adapted from: HARMER, Jeremy. How to be a good teacher. England: Longman, 1998, p. 5.)
Com base no texto acima, analise o enunciado abaixo.
A gestão de sala de aula é uma das habilidades necessárias para o professor maximizar as oportunidades de aprendizagem, portanto seguir estritamente o planejamento de uma aula ou de uma sequência de aulas evita divergências entre o propósito do professor e a interpretação do aluno.
Assinale a opção correta a respeito desse enunciado.
(Adapted from: HARMER, Jeremy. How to be a good teacher. England: Longman, 1998, p. 5.)
Com base no texto acima, analise o enunciado abaixo.
A gestão de sala de aula é uma das habilidades necessárias para o professor maximizar as oportunidades de aprendizagem, portanto seguir estritamente o planejamento de uma aula ou de uma sequência de aulas evita divergências entre o propósito do professor e a interpretação do aluno.
Assinale a opção correta a respeito desse enunciado.
Ano: 2018
Banca:
FUMARC
Órgão:
CEMIG - MG
Provas:
FUMARC - 2018 - CEMIG - MG - Técnico de Gestão Administrativa I
|
FUMARC - 2018 - CEMIG - MG - Técnico Contábil I |
FUMARC - 2018 - CEMIG - MG - Agente Técnico de Meio Ambiente I |
FUMARC - 2018 - CEMIG - MG - Técnico de Operação de Subestações I |
Q2002252
Inglês
Texto associado
READ THE FOLLOWING TEXT AND CHOOSE THE OPTION WHICH BEST
COMPLETES EACH QUESTION ACCORDING TO IT:
Saving Energy
Just a century ago, humans used very little energy because we had less of the
things that consume it. There were no computers, phones, TV, cars, lights, washing
machines and all that. After the industrial revolution, people started using a lot more
manufactured items such as electronics, automobiles, and home appliances. These
items use a lot of energy, but if we all cut its use by half, that would be huge savings,
and make a great difference.
Saving energy can be achieved in different ways: 1. Energy conservation, 2. Energy
Efficiency, and 3. Recycling. These first two are not the same, even though people
often use them to mean the same thing.
1- Energy Conservation: This is the practice that results in less energy being
used. For instance, turning the taps, computers, lights, and TV off when not in use.
It also includes running in the park or outside instead of running on the treadmill in
the gym. Energy conservation is great because we can all do this everywhere and
anytime. It is a fundamental behavior we must acquire.
2- Energy Efficiency: This is the use of manufacturing techniques and technology
_______ produce things that use less energy for the same result. For example, if a
heater is designed to warm your home with less energy than regular heaters, that
would be an energy efficient heater. If your washing machine uses less energy to
do the same job as other washers, that is an energy efficient washer. An interesting
fact is that homes built in the U.S. after 2000 are about 30% bigger, but they use
less energy than older homes.
3- Recycling: This involves the use of waste or old materials to make new ones,
like collecting all old newspapers from the town at the end of every day and turning
the papers into fresh paper for printing again. We can collect all plastic bottles and
send them to be used for new plastic bottles or used for children plastic toys. Recycling saves energy __________ less energy is used to recycle than to turn new
raw materials into new products.
This means that to save energy, we should use all these great ways. If we all try to
do this, together we can save some money and use less natural resources too.
(Adapted from: https://goo.gl/AyZdzW. Access: 01/30/2018)
The modal verb should in “we should use all these great ways” (paragraph 6) indicates that the author wants to
Ano: 2018
Banca:
FUMARC
Órgão:
CEMIG - MG
Prova:
FUMARC - 2018 - CEMIG - MG - Técnico de Operação de Subestações I |
Q2002249
Inglês
Texto associado
READ THE FOLLOWING TEXT AND CHOOSE THE OPTION WHICH BEST
COMPLETES EACH QUESTION ACCORDING TO IT:
Saving Energy
Just a century ago, humans used very little energy because we had less of the
things that consume it. There were no computers, phones, TV, cars, lights, washing
machines and all that. After the industrial revolution, people started using a lot more
manufactured items such as electronics, automobiles, and home appliances. These
items use a lot of energy, but if we all cut its use by half, that would be huge savings,
and make a great difference.
Saving energy can be achieved in different ways: 1. Energy conservation, 2. Energy
Efficiency, and 3. Recycling. These first two are not the same, even though people
often use them to mean the same thing.
1- Energy Conservation: This is the practice that results in less energy being
used. For instance, turning the taps, computers, lights, and TV off when not in use.
It also includes running in the park or outside instead of running on the treadmill in
the gym. Energy conservation is great because we can all do this everywhere and
anytime. It is a fundamental behavior we must acquire.
2- Energy Efficiency: This is the use of manufacturing techniques and technology
_______ produce things that use less energy for the same result. For example, if a
heater is designed to warm your home with less energy than regular heaters, that
would be an energy efficient heater. If your washing machine uses less energy to
do the same job as other washers, that is an energy efficient washer. An interesting
fact is that homes built in the U.S. after 2000 are about 30% bigger, but they use
less energy than older homes.
3- Recycling: This involves the use of waste or old materials to make new ones,
like collecting all old newspapers from the town at the end of every day and turning
the papers into fresh paper for printing again. We can collect all plastic bottles and
send them to be used for new plastic bottles or used for children plastic toys. Recycling saves energy __________ less energy is used to recycle than to turn new
raw materials into new products.
This means that to save energy, we should use all these great ways. If we all try to
do this, together we can save some money and use less natural resources too.
(Adapted from: https://goo.gl/AyZdzW. Access: 01/30/2018)
What is interesting about homes built in the U.S. after 2000?
Ano: 2018
Banca:
FUMARC
Órgão:
CEMIG - MG
Prova:
FUMARC - 2018 - CEMIG - MG - Técnico de Operação de Subestações I |
Q2002247
Inglês
Texto associado
READ THE FOLLOWING TEXT AND CHOOSE THE OPTION WHICH BEST
COMPLETES EACH QUESTION ACCORDING TO IT:
Saving Energy
Just a century ago, humans used very little energy because we had less of the
things that consume it. There were no computers, phones, TV, cars, lights, washing
machines and all that. After the industrial revolution, people started using a lot more
manufactured items such as electronics, automobiles, and home appliances. These
items use a lot of energy, but if we all cut its use by half, that would be huge savings,
and make a great difference.
Saving energy can be achieved in different ways: 1. Energy conservation, 2. Energy
Efficiency, and 3. Recycling. These first two are not the same, even though people
often use them to mean the same thing.
1- Energy Conservation: This is the practice that results in less energy being
used. For instance, turning the taps, computers, lights, and TV off when not in use.
It also includes running in the park or outside instead of running on the treadmill in
the gym. Energy conservation is great because we can all do this everywhere and
anytime. It is a fundamental behavior we must acquire.
2- Energy Efficiency: This is the use of manufacturing techniques and technology
_______ produce things that use less energy for the same result. For example, if a
heater is designed to warm your home with less energy than regular heaters, that
would be an energy efficient heater. If your washing machine uses less energy to
do the same job as other washers, that is an energy efficient washer. An interesting
fact is that homes built in the U.S. after 2000 are about 30% bigger, but they use
less energy than older homes.
3- Recycling: This involves the use of waste or old materials to make new ones,
like collecting all old newspapers from the town at the end of every day and turning
the papers into fresh paper for printing again. We can collect all plastic bottles and
send them to be used for new plastic bottles or used for children plastic toys. Recycling saves energy __________ less energy is used to recycle than to turn new
raw materials into new products.
This means that to save energy, we should use all these great ways. If we all try to
do this, together we can save some money and use less natural resources too.
(Adapted from: https://goo.gl/AyZdzW. Access: 01/30/2018)
The reason why energy conservation is great is that
Ano: 2018
Banca:
FUMARC
Órgão:
CEMIG - MG
Prova:
FUMARC - 2018 - CEMIG - MG - Técnico de Operação de Subestações I |
Q2002246
Inglês
Texto associado
READ THE FOLLOWING TEXT AND CHOOSE THE OPTION WHICH BEST
COMPLETES EACH QUESTION ACCORDING TO IT:
Saving Energy
Just a century ago, humans used very little energy because we had less of the
things that consume it. There were no computers, phones, TV, cars, lights, washing
machines and all that. After the industrial revolution, people started using a lot more
manufactured items such as electronics, automobiles, and home appliances. These
items use a lot of energy, but if we all cut its use by half, that would be huge savings,
and make a great difference.
Saving energy can be achieved in different ways: 1. Energy conservation, 2. Energy
Efficiency, and 3. Recycling. These first two are not the same, even though people
often use them to mean the same thing.
1- Energy Conservation: This is the practice that results in less energy being
used. For instance, turning the taps, computers, lights, and TV off when not in use.
It also includes running in the park or outside instead of running on the treadmill in
the gym. Energy conservation is great because we can all do this everywhere and
anytime. It is a fundamental behavior we must acquire.
2- Energy Efficiency: This is the use of manufacturing techniques and technology
_______ produce things that use less energy for the same result. For example, if a
heater is designed to warm your home with less energy than regular heaters, that
would be an energy efficient heater. If your washing machine uses less energy to
do the same job as other washers, that is an energy efficient washer. An interesting
fact is that homes built in the U.S. after 2000 are about 30% bigger, but they use
less energy than older homes.
3- Recycling: This involves the use of waste or old materials to make new ones,
like collecting all old newspapers from the town at the end of every day and turning
the papers into fresh paper for printing again. We can collect all plastic bottles and
send them to be used for new plastic bottles or used for children plastic toys. Recycling saves energy __________ less energy is used to recycle than to turn new
raw materials into new products.
This means that to save energy, we should use all these great ways. If we all try to
do this, together we can save some money and use less natural resources too.
(Adapted from: https://goo.gl/AyZdzW. Access: 01/30/2018)
The word them in “people often use them to mean the same thing” (paragraph 2)
refers to
Ano: 2018
Banca:
FUMARC
Órgão:
CEMIG - MG
Prova:
FUMARC - 2018 - CEMIG - MG - Técnico de Operação de Subestações I |
Q2002243
Inglês
Texto associado
READ THE FOLLOWING TEXT AND CHOOSE THE OPTION WHICH BEST
COMPLETES EACH QUESTION ACCORDING TO IT:
Saving Energy
Just a century ago, humans used very little energy because we had less of the
things that consume it. There were no computers, phones, TV, cars, lights, washing
machines and all that. After the industrial revolution, people started using a lot more
manufactured items such as electronics, automobiles, and home appliances. These
items use a lot of energy, but if we all cut its use by half, that would be huge savings,
and make a great difference.
Saving energy can be achieved in different ways: 1. Energy conservation, 2. Energy
Efficiency, and 3. Recycling. These first two are not the same, even though people
often use them to mean the same thing.
1- Energy Conservation: This is the practice that results in less energy being
used. For instance, turning the taps, computers, lights, and TV off when not in use.
It also includes running in the park or outside instead of running on the treadmill in
the gym. Energy conservation is great because we can all do this everywhere and
anytime. It is a fundamental behavior we must acquire.
2- Energy Efficiency: This is the use of manufacturing techniques and technology
_______ produce things that use less energy for the same result. For example, if a
heater is designed to warm your home with less energy than regular heaters, that
would be an energy efficient heater. If your washing machine uses less energy to
do the same job as other washers, that is an energy efficient washer. An interesting
fact is that homes built in the U.S. after 2000 are about 30% bigger, but they use
less energy than older homes.
3- Recycling: This involves the use of waste or old materials to make new ones,
like collecting all old newspapers from the town at the end of every day and turning
the papers into fresh paper for printing again. We can collect all plastic bottles and
send them to be used for new plastic bottles or used for children plastic toys. Recycling saves energy __________ less energy is used to recycle than to turn new
raw materials into new products.
This means that to save energy, we should use all these great ways. If we all try to
do this, together we can save some money and use less natural resources too.
(Adapted from: https://goo.gl/AyZdzW. Access: 01/30/2018)
About a century ago, people used less energy because of the
Conheça nossos planos