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

What does the text say about Stromboli and Jimmy Cricket?

According to the text, Pinocchio is:

Complete the sentence “When I was a child, my parents never imagined that I ___________ mother of five kids”.

In which sentence the meaning is an advice?

Complete the sentences below, then choose an alternative:

“________ the years and ________ the world, the scientists have been doing ___________ researches about many diseases, __________ in many cases they haven´t had enough money to do it”.

Complete the sentence They didn´t go out on friday night __________the snow!, using the meaning for por causa da(o) and choose a alternative:

In the interview, Paolo compares the food in the States with the food in Hong Kong.

Choose the sentence in which the comparative form of the adjective has been correctly used.

The text is an interview with Paolo Kwan. Choose the correct sentence.

Choose the right statement, according to the information provided in the text.

We're living faster but are we living better? 
Not Long Ago people believed that in the future we would work less, have more free time, and be more relaxed. But sadly this has not happened. Today we work harder, work longer hours, and are more stressed than ten years ago. We walk faster, talk faster, and sleep less than previous generations. And although we are obsessed with machines which save us time, we have less free time than our parents and grandparents had. But what is this doing to our health? An American journalist James Gleick in a new book, Faster: the Acceleration of just about everything, says that people who live in cities are suffering from 'hurry sickness'- we are always trying to do more things in less time. As a result, our lives are more stressful. He says that if we don't slow down, we won't live as long as our parents. For most people, faster doesn't mean better.
No time for the news 
Newspaper articles today are shorter and the headlines are bigger. Most people don't have enough time to read the articles, they only read the headlines! On TV and the radio, newsreaders speak more quickly than ten years ago. 
No time for stories 
In the USA there is a book called One-Minute Bedtime Stories for children. These are shorter versions of traditional stories, specially written for 'busy parents' who want to save time!
No time to listen 
Some answerphones now have 'quick playback' buttons so that we can re-play people's messages faster - we can't waste time listening to people speaking at normal speed! 
No time to relax 
Even when we relax we do everything more quickly. Ten years ago when people went to art galleries they spent ten seconds looking at each picture. Today they spend just three seconds! 
No time for slow sports
In the USA the national sport, baseball, is not as popular as before because it is a slow game and matches take a long time. Nowadays many people prefer faster and more dynamic sports like basketball. 
…but more time in our cars 
The only thing that is slower than before is the way we drive. Our cars are faster but the traffic is worse so we drive more slowly. We spend more time sitting in our cars, feeling stressed because we are worried that we won't arrive on time. Experts predict that in ten years' time the average speed on the road in cities will be 17 km/h. 
(OXFORD. NEW ENGLISH FILE, Pre-Intermediate, Student’s Book, Page 44) 
According to the text, what’s the main message the author want to pass: 

In the sentence:
“By 1979, Lovelock had put forward his theories on the environment, in his first book.”
The word “his” is used twice. In both cases it refers to:

Windows 2000 suffers millennium bug Malicious code execution possible thanks to flaw. Matthew Broersma, Techworld 22 April 2005 Microsoft has confirmed a security flaw in Windows 2000 that could allow attackers to execute malicious code via Windows Explorer and other programs. The flaw, involving a problem in the way the webvw.dll library validates document metadata, was disclosed earlier this week by security firm GreyMagic. The flaw could be exploited by distributing a malicious file which, when selected in Windows Explorer, could execute malicious script commands. More dangerously, an attacker could exploit the bug via a document on a remote SMB share, GreyMagic said. "Script commands that are injected in this manner will execute as soon as the malicious file is selected in Windows Explorer and will be executed in a trusted context, which means they will have the ability to perform any action the currently logged on user can perform," GreyMagic said in its advisory. "This includes reading, deleting and writing files, as well as executing arbitrary commands." Microsoft has confirmed that it is investigating the flaw, and as usual stated that it is not aware that any customers have been affected so far. The company has also criticised GreyMagic for posting proof-of-concept code along with its advisory. Stephen Toulouse of Microsoft's Security Response Center (MSRC), in a message posted on the Microsoft TechNet website, downplayed the danger posed by the flaw. "Significant user interaction would be required for an attacker to exploit this vulnerability," he wrote. Any attack would rely on Server Message Block (SMB) communication, which customers should block at the firewall level as a best practice, Toulouse said. No patch exists, but users can protect themselves by disabling the "Web view" option in Windows Explorer, Microsoft said. The company said it may patch the bug once its investigation is complete. The flaw affects Windows 2000 Professional, Server and Advanced Server versions, GreyMagic said. The affected library, webvw.dll, is used in displaying information in Windows Explorer's preview pane, which is enabled by default in Windows 2000 systems. An input-validation bug means an attacker could inject script commands into the "author" metadata field of a document, which could be executed when the metadata is processed by webvw.dll. Other applications using the library are also affected, GreyMagic said. "The malicious file does not need to be executed in order to activate the exploit, double-clicking is not required," the firm said in its advisory. "The exploitation takes place as soon as the file is selected." GreyMagic said it first notified Microsoft of the flaw on 18 January. (http://www.techworld.com/security/news/index.cfm?NewsID=3543)
No trecho it may patch the bug, may indica

The man........seeing the objects before and....... us a weird story about the way he'd seen them.

Algeria turns off Internet to stop exam cheats
23rd June, 2018
Algeria has turned off its Internet all over the country to stop students cheating in high school exams. Algeria's government said it wanted to do something to stop students secretly going online during nationwide school tests. All Internet service was stopped for an hour after the start of each of the exams. The government will shut the Internet down during the whole exam season, between June 20 and June 25. In addition, all electronic devices with Internet access have been banned from the country's 2,000 exam centers. Even teachers cannot take phones into the exam halls. There were many problems in 2016 when test questions were leaked online both before and during exams. 
Algeria's Education Minister Nouria Benghabrit told the Algerian newspaper Annahar that Facebook would also be blocked across the country for the six days the exams were taking place. She said she did not like doing this but she could not do anything and give opportunities to students to cheat in tests. As an added security measure, metal detectors will be placed in all exam halls, and security cameras and mobile-phone blockers have been set up at the printing companies where the exams are printed. Many students thought the government was doing the right thing. Rania Salim, 16, said it wasn't fair that students who didn't study could get help in exams by using their mobile phone to cheat. 
Taken from: https://breakingnewsenglish.com
Read the following text about the importance of reading.
Practise your English reading skills at your level. Reading and understanding different types of texts is a very important skill for all learners of English. Reading as much as you can in English will help you to improve your level of understanding of the language and it will also help to improve your __________. Choose your level, from beginner to advanced, and start learning today by reading articles and stories. Whether you need to __________ your English reading skills for work, for studying or to be able to communicate effectively with friends, you'll find practical reading lessons and activities to help you. Choose the option which presents the words that best complete the paragraphs above, respectively. 

Factors and Problems of Teaching English as a Second Language in Rural Areas in Nepal
By Bishnu Mani Thapaliya
Jana Adarsha Multiple Campus, Birendranagar, Chitwan
With the long and varied experience of teaching English to young students in rural areas of Nepal, the columnist would like to share some of the difficulties and their probable remedies in teaching and learning English as second language. The main aim of the essay is to dispel the illusion of English language learning. This essay clearly announces the fact that English can be learnt comfortably even by the people who were born and bred up in adverse conditions.
Most of the students accomplish their schooling in their mother tongue i.e. Nepali. Though they have attained heaps of marks in core subjects, they remain very poor at English still. The students have an unknown fear and fever over English all these years. Now, let us examine some of the various factors which leave English as a souring grape for rural students even today.
To begin with, the first and the foremost factor is the socio-cultural and financial background of the family. As most of the parents are illiterate, they cannot directly take part in the daily routine of their children though they aspire for their children’s bright future. Hence, the students’ performance lacks parental supervision and guidance which is very necessary at this juncture of their education. The illiterate parents cannot realize what their children pursuing neither they do afford time to consult the teacher about the progression in studies of their children. Every minute during the day time is valuable for them as they have to struggle in earning their livelihood. The boy or girl is also sent for work on wages at the specified time of the year which affects their education very dearly.
An interesting observation identifies that the performance in English of the students whose parents are employees and belong to higher middle class is better than that of the students whose parents are illiterate and belong to lower middle class. The probable reason perhaps is that the parents in the first case can spare time to consult the teacher about the ongoing of their children once a while and can guide them if necessary. Thus there has emerged an undesirable difference between the two classes.
Consequently, it is established in rural areas as a proven fact to say that English is tough to study and understand despite the fact that English is the easiest language in the world to learn.
But it was also proved every now and then that the students from the second group also showed greater interest and expertise in English. The credit goes to the student and their teacher who was successful in inculcating curiosity among the students in spite of their financial irregularities and improper brought up. So, mere poverty cannot create a gulf between students and their English language efficiency.
The second major problem is the inefficiency of the teachers. These students generally pursue their studies in Government public schools in which the medium of instruction is Nepali, their mother tongue. The methodology of ELT in these schools is bilingual or translation method. The teachers simply translate everything into their mother tongue and explain them on the name of bilingual or translation method. Though this method offers them sound knowledge in the content, it prevents them in acquiring communication abilities in English. The teacher here plays more as a translator than a genuine English teacher. Hence, virtually, there is no much difference between a Nepali teacher and an English teacher. The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT. Most of them are ignorant of useful organizations and websites on the Internet which offer them really good down-to-earth discussions of ideas and techniques.
The reason for these unskilled English teachers may be as a result of the Government’s poor planning on ELT and empowering the teachers.
The case with many of the private English medium schools in rural areas is no better than this. The situation is even worse with them. The teachers who teach English are those who pursued their schooling in Nepali medium and failed in Intermediate and so. The columnist doesn’t consider this is the case with every organization, but with most of them. Definitely, these poor teachers make English as a nightmare to students and they instigate students to habituate by-heart method which deprives students the communication abilities in English. Thus English appeared or is rather made as a dreadful demon for long years in Nepal.
Another probable reason is the model of the English examination papers. It has not been designed in a manner that it helps students to have an authority over English language; rather it makes the students take it for granted. The examinations are content based on memorization where the students are supposed to reproduce what they have recited. Thus students are forced to adopt by-heart method. Their memory works help them more than their creativity and intelligence.
The other factor which affects English language learning is the educational system itself. There are primarily four skills involved in English language learning i.e. Listening, Speaking, Reading and Writing (LSRW). The students of Nepal have been tutored and trained well enough in reading and writing for long ages. But Listening and Speaking skills which play a greater role in communication have been neglected and ignored. Thus our educational system lacks an important dimension. It enables the students to concentrate on reading and writing only. The final examination does also test them mainly on how good their memory is. The examinations are not language-oriented. Even parents are craving for hollow marks than real knowledge.
Consequently, examination-oriented teaching has been adopted in schools. Students are guided and specially trained to concentrate only on the areas where they can score better. Hence, they neglect the other two basic skills.
Listening is the one basic skill which makes speaking possible. Nobody can speak a language without listening to it. Even an infant starts speaking in a particular language after listening to it for many months. It is why an infant who is deaf by birth remains dumb too. Since s/he is not able to listen to, s/he cannot speak in it.
Thus, our young students are deprived of speaking abilities because they have not been properly guided in listening skills. This may be the proper reason why they have not been able to speak English in a proper manner. They have become adept only at writing and reading of English. There should be a comprehensive course for listening and speaking skills. The classrooms should be equipped with audiovideo materials. Student Talking Time (STT) should be maximiz
This is high time that the concerned authorities and teachers adopted an innovative culture of teaching English. Let us hope that our kids’ English will be cashed in the days to come.
(http://neltachoutari.wordpress.com/2010/06/01/factors-and-problems-of-teachingenglish-as-a-second-language-in-rural-areas-in-nepal/) 
In the utterance “The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT” (8th paragraph), the underlined word 

Factors and Problems of Teaching English as a Second Language in Rural Areas in Nepal
By Bishnu Mani Thapaliya
Jana Adarsha Multiple Campus, Birendranagar, Chitwan
With the long and varied experience of teaching English to young students in rural areas of Nepal, the columnist would like to share some of the difficulties and their probable remedies in teaching and learning English as second language. The main aim of the essay is to dispel the illusion of English language learning. This essay clearly announces the fact that English can be learnt comfortably even by the people who were born and bred up in adverse conditions.
Most of the students accomplish their schooling in their mother tongue i.e. Nepali. Though they have attained heaps of marks in core subjects, they remain very poor at English still. The students have an unknown fear and fever over English all these years. Now, let us examine some of the various factors which leave English as a souring grape for rural students even today.
To begin with, the first and the foremost factor is the socio-cultural and financial background of the family. As most of the parents are illiterate, they cannot directly take part in the daily routine of their children though they aspire for their children’s bright future. Hence, the students’ performance lacks parental supervision and guidance which is very necessary at this juncture of their education. The illiterate parents cannot realize what their children pursuing neither they do afford time to consult the teacher about the progression in studies of their children. Every minute during the day time is valuable for them as they have to struggle in earning their livelihood. The boy or girl is also sent for work on wages at the specified time of the year which affects their education very dearly.
An interesting observation identifies that the performance in English of the students whose parents are employees and belong to higher middle class is better than that of the students whose parents are illiterate and belong to lower middle class. The probable reason perhaps is that the parents in the first case can spare time to consult the teacher about the ongoing of their children once a while and can guide them if necessary. Thus there has emerged an undesirable difference between the two classes.
Consequently, it is established in rural areas as a proven fact to say that English is tough to study and understand despite the fact that English is the easiest language in the world to learn.
But it was also proved every now and then that the students from the second group also showed greater interest and expertise in English. The credit goes to the student and their teacher who was successful in inculcating curiosity among the students in spite of their financial irregularities and improper brought up. So, mere poverty cannot create a gulf between students and their English language efficiency.
The second major problem is the inefficiency of the teachers. These students generally pursue their studies in Government public schools in which the medium of instruction is Nepali, their mother tongue. The methodology of ELT in these schools is bilingual or translation method. The teachers simply translate everything into their mother tongue and explain them on the name of bilingual or translation method. Though this method offers them sound knowledge in the content, it prevents them in acquiring communication abilities in English. The teacher here plays more as a translator than a genuine English teacher. Hence, virtually, there is no much difference between a Nepali teacher and an English teacher. The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT. Most of them are ignorant of useful organizations and websites on the Internet which offer them really good down-to-earth discussions of ideas and techniques.
The reason for these unskilled English teachers may be as a result of the Government’s poor planning on ELT and empowering the teachers.
The case with many of the private English medium schools in rural areas is no better than this. The situation is even worse with them. The teachers who teach English are those who pursued their schooling in Nepali medium and failed in Intermediate and so. The columnist doesn’t consider this is the case with every organization, but with most of them. Definitely, these poor teachers make English as a nightmare to students and they instigate students to habituate by-heart method which deprives students the communication abilities in English. Thus English appeared or is rather made as a dreadful demon for long years in Nepal.
Another probable reason is the model of the English examination papers. It has not been designed in a manner that it helps students to have an authority over English language; rather it makes the students take it for granted. The examinations are content based on memorization where the students are supposed to reproduce what they have recited. Thus students are forced to adopt by-heart method. Their memory works help them more than their creativity and intelligence.
The other factor which affects English language learning is the educational system itself. There are primarily four skills involved in English language learning i.e. Listening, Speaking, Reading and Writing (LSRW). The students of Nepal have been tutored and trained well enough in reading and writing for long ages. But Listening and Speaking skills which play a greater role in communication have been neglected and ignored. Thus our educational system lacks an important dimension. It enables the students to concentrate on reading and writing only. The final examination does also test them mainly on how good their memory is. The examinations are not language-oriented. Even parents are craving for hollow marks than real knowledge.
Consequently, examination-oriented teaching has been adopted in schools. Students are guided and specially trained to concentrate only on the areas where they can score better. Hence, they neglect the other two basic skills.
Listening is the one basic skill which makes speaking possible. Nobody can speak a language without listening to it. Even an infant starts speaking in a particular language after listening to it for many months. It is why an infant who is deaf by birth remains dumb too. Since s/he is not able to listen to, s/he cannot speak in it.
Thus, our young students are deprived of speaking abilities because they have not been properly guided in listening skills. This may be the proper reason why they have not been able to speak English in a proper manner. They have become adept only at writing and reading of English. There should be a comprehensive course for listening and speaking skills. The classrooms should be equipped with audiovideo materials. Student Talking Time (STT) should be maximiz
This is high time that the concerned authorities and teachers adopted an innovative culture of teaching English. Let us hope that our kids’ English will be cashed in the days to come.
(http://neltachoutari.wordpress.com/2010/06/01/factors-and-problems-of-teachingenglish-as-a-second-language-in-rural-areas-in-nepal/) 
According to the author, one of the reasons for rural students in Nepal to fail in learning English is that 

Many teachers base their lessons on a mixture of methods and approaches to meet the different needs of their learners and the different aims of lessons or courses. Factors in deciding how to teach include the age and experience of learners, lesson and course objectives, expectations and resources.
The wordAIMS in this text means:

From question, identify the phrasal verb that best replace the word in bold type. 
They had to explain all the money that had gone missing.