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

No texto, security-conscious users são usuários que

Segundo o texto, qual das alternativas abaixo NÃO tem relação com possíveis danos que o ATG D620 possa sofrer?

Leia os excertos de texto abaixo.

• On the trail, or on urban streets, All Terrain boots and shoes meet the demands of your active lifestyle.

• ... other models include a range of high-speed allterrain go-karts and what is believed to be the...

• ... you can pick up a complimentary all-terrain bicycle for cycling around trails...

• "all terrain vehicle" means a vehicle that is propelled by motorized power and capable of travel on or off a highway

• The term "all-terrain vehicle" is used in a general sense to describe any of a number of small open motorized buggies and tricycles designed for off-road use.

• ... rubber soles that give exceptional grip on all terrain. If you anticipate extra heavy wear or enjoy...

Dos exemplos acima, infere-se que all-terrain, no texto, significa

A palavra que preenche corretamente a lacuna do texto é

Choose the correct alternative for the translation of the underlined words, according to the text.

China and the United States are maintaining close communication on bringing about exchanges between their presidents and at other levels, Foreign Ministry spokeswoman Hua Chunying said on Tuesday. Media reports on Monday said the two presidents would hold their first summit next month. "Both sides highly value enhancing high-level and other levels of exchanges between the two countries," she said at a daily news conference in Beijing. "We will re lease further information in a timely manner," Hua said.

Font. http.//usa.chinadaily.com.cn/world/2017-03/15/content_28566278.htm

According to the Text, why is bio-diesel a good news for the planet?

According to the Text, what types of vegetable oil can be used to make bio-diesel?

It is implied in the Text that

What is the main idea of the Text?

Observe the extract below and choose the alternative that is closest in meaning to it:

With its swinish communists, the book seemed heretical. And no wonder. Stalin and Trotsky, after all, were unmistakably Orwell’s feuding pigs, Napoleon and Snowball. It was not until the war had ended that Frederic Warburg finally published it, on August 17, 1945.

According to the passage read, a possible reason why Animal Farm was acknowledged is:

Read the text and answer the question.

Nudges That Help Struggling Students Succeed

David L. Kirp

When I was in high school, I earned A’s in all my math classes — until I took calculus. In algebra and geometry, I could coast on memorizing formulas, but now I had to think for myself.

It was disastrous, culminating in my getting a charity “C,” and I barely passed my college calculus class.

The reason, I was convinced, was that I didn’t have a math mind. I have avoided the subject ever since.

It turns out that I got it wrong. While it’s unlikely that I could have become a math whiz, it wasn’t my aptitude for math that was an impediment; it was my belief that I had the impediment to begin with.

I’m not the only person convinced that he can’t like math. Millions of college freshmen flunk those courses and, because algebra is often required, many drop out of school altogether. A report from the Mathematical Association of America flagged math as “the most significant barrier” to graduation.

This fatalistic equation can be altered. In scores of rigorously conducted studies, social psychologists have demonstrated that brief experiences can have a powerful and long-lasting impact on students’ academic futures by changing their mind-sets before they get to college.

Consider these examples from three recent studies:

• A cohort of sixth-grade students was taught, in eight lessons, that intelligence is malleable, not fixed, and that the brain is a muscle that grows stronger with effort. Their math grades, which had been steadily declining, rose substantially, while the grades of classmates who learned only about good study habits continued to get worse.

When an English teacher critiqued black male adolescents’ papers, she added a sentence stating that she had high expectations and believed that, if the student worked hard, he could meet her exacting standards. Eighty-eight percent of those students rewrote the assignment and put more effort into rewriting, while just a third of their peers, who were given comments that simply provided feedback, did the same.

• In a series of short written exercises, sixth graders wrote about values that were meaningful to them, like spending time with their family and friends. After this experience, white students did no better, but their black and Latino classmates improved so much that the achievement gap shrank by 40 percent.

There is every reason to be skeptical of these findings. Like magic spells cast by a modern-day Merlin, they sound much too good to be true. Why should brief interventions carry so much punch when more intricate and costly strategies — everything from summer school to single-sex education — are often less effective?

Innovative social-psychological thinking, not magic, is at work here. These interventions focus on how kids, hunched over their desks in the back of the classroom, make sense of themselves and their environment. They can be brief but powerful because they concentrate on a single core belief.

There are three strategies represented here. The first, pioneered by the Stanford social psychology professor Carol Dweck and illustrated by the initial example, aims to change students’ mind-sets by showing them that their intelligence can grow through deliberate work. I’ve written about Dr. Dweck’s theories as applied to college students, but they are just as successful with students in middle school.

The second uses constructive critical feedback to instill trust in minority adolescents, a demonstrably powerful way to advance their social and intellectual development.

The third intervention — and in some ways, the most powerful — invites students to acknowledge their selfworth, combating the corrosive effects of racial stereotypes, by having them focus on a self-affirming value.

These interventions are designed to combat students’ negative feelings. I’m dumb, some believe; I don’t belong here; the school views me only as a member of an unintelligent group. The first two experiences give students the insight that brain work will make them smarter. The third invites them to situate themselves on the path to belonging or to connect with their values in a classroom setting. The goals are to build up their resilience and prepare them for adversity.

The impact, in all these studies, is greatest on black and Latino students. That makes sense, since as adolescents they are far more inclined to see teachers as prejudiced and school as a hostile environment. As these youths come to feel more secure, they are likely to make a greater effort. Success begets success. They start earning A’s and B’s instead of C’s, they take tougher classes and connect more readily with likeminded students.

An unpublished study by social psychologists shows that the impact echoes years later. African-American seventh graders who were asked to write about the most important value in their lives were propelled on an entirely different path from classmates who wrote about neutral topics. Two years later, the students in the first group were earning better grades and were more likely to be on track for college, rather than in remedial classes.

The reverberations persisted beyond high school. These students were more likely to graduate, to enroll in college and to attend more selective institutions.

Can this kind of intervention work on a grander scale? A 2015 study conducted by researchers at Stanford and the University of Texas suggests so. When 45-minute growth-mind-set interventions were delivered online to 1,500 students in 13 high schools scattered across the country, the weakest students were significantly more likely to earn satisfactory grades in their core courses than classmates who didn’t have the same intervention.

Using the same approach nationwide, the researchers conclude, would mean 1.8 million more completed courses each year, hundreds of thousands fewer students departing high school with no diploma, slotted into dead-end futures.

Let’s be clear — these brief interventions aren’t a silver bullet, a quick-and-easy way to transform K-12 education. While they can complement good educational practice, they are no substitute for quality in the classroom.

Students who come to see themselves as the masters of their own destiny can take advantage of opportunities to learn, but only if those opportunities exist. They won’t learn biology unless there’s a biology class, and they won’t learn to be critical thinkers unless the school makes that a priority. What’s more, as the researchers are quick to point out, a brief intervention can’t even begin to address the pernicious effects of poverty and discrimination.

Still, these experiences require a trivial amount of time, cost next to nothing and can make an outsize difference in students’ lives. What’s not to like?

Disponível em: http://www.nytimes.com/2016/10/30/opinion/nudges-that-help-struggling-students-succeed.html?action=click&pgtype=Homepage&clickSource=story-heading&module=opinion-c-col-top-region®ion=opinion-c-col-topregion&WT.nav=opinion-c-col-top-region&_r=0 Accessed on 30-10-16

According to the text, students must understand that

Read the text and answer the question.

About active learning

In Scotland, as in many countries throughout the world, active learning is seen as an appropriate way for children and young people to develop vital skills and knowledge and a positive attitude to learning.

Active learning is learning which engages and challenges children and young people’s thinking using real-life and imaginary situations. It takes full advantage of the opportunities for learning presented by:

spontaneous play planned, purposeful play investigating and exploring events and life experiences focused learning and teaching.

All active learning opportunities can be supported when necessary through sensitive intervention to support or extend learning. All areas of the curriculum, at all stages, can be enriched and developed through an active approach.

Active learning has long been an established approach in early years settings, and when asked to reflect on what active learning might look like in early primary school, delegates to a Curriculum for Excellence conference for early years suggested:

'A true building on experiences in nursery. Hands-on independent play with appropriate skilled intervention/teaching.'

'Children learn by doing, thinking, exploring, through quality interaction, intervention and relationships, founded on children’s interests and abilities across a variety of contexts. All combining to building the four capacities for each child.'

'Environments that offer differential play and challenge, staff who are well informed and able to challenge learning, child-centred and building on previous experiences, fun absolutely essential, children planning and evaluating their learning.'

Active learning and the four capacities

Active learning can support learners' development of the four capacities in many ways. For example, they can develop as:

successful learners through using their imagination and creativity, tackling new experiences and learning from them, and developing important skills including literacy and numeracy through exploring and investigating while following their own interests confident individuals through succeeding in their activities, having the satisfaction of a task accomplished, learning about bouncing back from setbacks, and dealing safely with risk. responsible citizens through encountering different ways of seeing the world, learning to share and give and take, learning to respect themselves and others, and taking part in making decisions. effective contributors through interacting together in leading or supporting roles, tackling problems, extending communication skills, taking part in sustained talking and thinking, and respecting the opinions of others.

Disponível em: http://www.educationscotland.gov.uk/learningandteaching/approaches/activelearning/about/what.asp Accessed on 30-10-16

According to the text, it is correct to state that

Read the text and answer the question.

Technology-Enhanced Learning

Technology-enhanced learning is not a new concept. Educators have integrated technology into their instruction for as long as there have been classrooms. Whether it be through textbooks made possible through the invention of the printing press, an overhead projector, a film strip, or an online simulation, teachers have always looked toward technology to provide students with higher quality learning experiences.

However, innovations in content delivery, assessment methods, and adaptive learning are changing what it means to educate students in the 21st century. New technologies are enhancing our understanding of how students learn and providing instructors the ability to customize course materials and create personalized learning experiences tailored to students’ individual needs.

As technology and instructional methods evolve, so do students’ expectations for a technology-driven learning experience. Emerging online learning models encourage students to be more active participants in their own learning - allowing them to not just be content consumers, but content creators as well. As digital natives, students want to attend a university that effectively integrates the latest technologies and teaching methods into their education.

Every instructor can use technology to enhance their teaching in uniquely effective ways. Throughout the UT campus, innovative faculty are exploring new and interesting ways to integrate technology into their curriculum. Whether you want to put your course online, make better use of Canvas, flip your classroom or experiment with other forms of technology-enhanced active learning, we have chosen and organized these resources to help guide your thinking and begin the conversation.

Adapted text.

Disponível em https://facultyinnovate.utexas.edu/teaching/technology-enhanced-learning. Accessed on 30-10-16.

According to the text, it is possible to state that

Choose the alternative that fills in correctly and respectively the blanks of the sentence below. “To reduce the likelihood _________ dosing errors, FDA recommends that 400 units be clearly and accurately marked _________ the dropper accompanying your product”.

Choose the alternative that fills in correctly and respectively the blanks of the sentence below. “`could lead to infants _________ an unsafe amount of vitamin D; as a result, FDA believes industry should provide safeguards to ensure that infants _________ these products would not _________ an unsafe amount of vitamin D”.

Considering the whole paragraph, in which this sentence is inserted in, choose the alternative that fills in correctly the blank of the sentence below.

“The average American, _____________, takes in 3,300 milligrams daily”.

Read the sentence below.

"The evidence to date is that they [PIP implants] are not [dangerous]."

Choose the alternative that explains the format of the sentence.

Based on the text, consider the assertions below.

I. American doctors are forbidden to perform silicone breast implants surgeries since 1992.

II. Nowadays, the FDA is much more reliable than British health officials.

III. The author of the article also wrote a book.

The correct assertion(s) is/are

According to the text, it is correct to affirm that