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

Instruction: Answer questions 31 to 35 based on the following text.

German student invents own language

1. Fynn Schlemminger _____ exactly what he wanted to do for his A-levels special project:
2. create a language from scratch. And that’s exactly what he did. The invented language is
3. called Garadálava, and, according to its creator, it is unique. “The premise of creating
4. Garadálava was to make it unlike any spoken language. I came up with a phonology people
5. usually interpret as harsh or pointed, featuring some guttural sounds and a very unmelodious
6. tone,” he explained.
7. All languages are, to a point, constructed because they went through corrections and
8. reforms over time. However, there is one main difference according to a professor of linguistics
9. at Wellesley College. Angela Carpenter, who has been teaching a course on invented languages
10. since 2010, said the main difference is that “an invented language originates in someone's
11. mind and is developed and expanded upon mostly by that person. A natural language ______
12. within a speech community, usually from another language, dialect or creole, over a period of
13. time.”
14. When Schlemminger began working on Garadálava, he started with a sketch, an idea of
15. how the language should sound and feel like.
16. “You begin with the more superficial things, the shape of the language so to speak, some
17. basic words, a sound inventory, sentence order. After that you simply go into more detail and
18. mostly rotate between making up words and grammar rules, until you are done,” he said to
19. Euronews. To him, the experience of creating a language was not unlike making a sculpture,
20. creating a work of art.
21. “Inventing a language is a very creative process that also requires knowledge of linguistic
22. structures to make it a viable language. Having to create your own language really ______
23. you to understand linguistic structure and the complex nature of language communication,”
24. explained Carpenter.

Fonte: adaptado de http://www.euronews.com/2018/04/25/from-klingon-to-dothraki-is-inventing-your-own-language-that-hard-

Text for the questions from 38 to 50.

Sound Advice for Language Learners

1 A recent issue of a language learning magazine has

consulted a number of experts in the field of second

language acquisition. Their advice may prove invaluable for

4 those considering a language course. Ask yourself some

basic questions, they suggest. Did you enjoy studying

languages at school, for example? Can you really afford the

7 time to learn a language?

First and foremost, you have to be realistic in your

goals. If you fail to set achievable aims you are likely to give

10 up. Besides, it is worth knowing that the most expensive

courses are not necessarily the best. You should also bear in

mind that the quicker you learn a language the more quickly

13 you forget it. Sue Miller, a French teacher, attempted to

teach herself German by enrolling on a crash course.

Already fluent in three languages, her chances of making

16 progress were high. Two years on she hardly remembers

anything. “I should have chosen a regular course in order to

have more time for practice and consolidation.”

19 Sue’s comment is certainly a good piece of advice.

Internet: <www.flo‐joe.uk> (adapted).

Text for the questions from 28 to 37.

A Musical Genius

1 Beethoven is one of the most influential figures in

the history of classical music. His exceptional talent was

already evident when he was still a young man, trying to

4 survive a rather unorthodox upbringing. Indeed, his

eccentric father would often make him study music in the

middle of the night.

7 Soon, the young Beethoven's ability won him the

admiration of the leading contemporary musical figures.

However, just at the point when he was beginning to reap

10 the rewards of his early endeavors, he realized that he was

becoming deaf. Beethoven felt devastated as it was clear to

him that his increasing deafness was incurable. And yet, he

13 kept composing and his music displayed a striking change in

style, becoming both heavier in tone and larger in scale.

Internet: <www.flo‐joe.co.uk> (adapted).

Atenção: As questões de números 29 e 30 referem-se ao texto abaixo.

Subway and local train systems pose many of the same obstacles as airports for security professionals. Their efficacy relies on efficiency: People want to be able to get in and out as quickly as possible. But in both Delhi and Mumbai, subway lines often stretch out of the stations, as people patiently wait to put their bags through an X-ray machine and walk through a metal detector. Do citizens accept it because it’s always been that way? Or is the memory of the 2006 and 2008 attacks in Mumbai fresh enough that they are willing to take on the inconvenience, as long as it translates to safety? Programs like Global Entry and TSA PreCheck in the U.S. have been employed to increase the number of "known travelers" (and speed up the process when security risks are low), but recent news of a flight attendant who was part of TSA's Known Crewmember program − found with 70 pounds of cocaine in her carry-on − shows that no system is flawless.

Subways hold mass appeal because of their convenience, and it seems unlikely that the Delhi model could be replicated in other large public transit systems. Delhi has a daily ridership of about 2.3 million passengers, and the X-ray machines and metal detectors already act as a bottleneck to service. (New York, by comparison, has a daily ridership of about 6 million.) "Airport-style security in a train station or metro would be extremely cumbersome, given the much larger number of passengers using metro systems on a daily basis," says Matthew Finn, a London-based security specialist. Instead, he sees a different approach as a solution to metro security: "There are roles for other security layers, such as explosive detection canine units, real-time video analysis, behavioral analysis, and passive explosive trace detection systems."

(Adapted from http://www.cntraveler.com/stories/2016-03-25/brussels-attacks-expose-global-weaknesses-in-airport-subway-security)

Atenção: As questões de números 26 a 28 referem-se ao texto abaixo.

Judges Push Brevity in Briefs, and Get a Torrent of Arguments

By ELIZABETH OLSON

OCT. 3, 2016

The Constitution of the United States clocks in at 4,543 words. Yet a number of lawyers contend that 14,000 words are barely enough to lay out their legal arguments.

That’s the maximum word count for briefs filed in federal appellate courts. For years, judges have complained that too many briefs are repetitive and full of outmoded legal jargon, and that they take up too much of their time.

A recent proposal to bring the limit down by 1,500 words unleashed an outcry among lawyers.

Lawyers in criminal, environmental and securities law insisted that briefs’ lengths should not be shortened because legal issues and statutes are more complex than ever.

As a result, the new word limit − which takes effect on Dec. 1 − will be 13,500 words, a reduction of only 500 words. And appellate judges will have the freedom to opt out of the limits.

The new limit may not provide much relief for judges deluged with verbose briefs.

While workloads vary, according to federal court data, the average federal appeals court judge, for example, might need to read filings for around 1,200 cases annually.

That amount of reading − especially bad reading − can thin the patience of even the most diligent judge.

Briefs “are too long to be persuasive,” said Laurence H. Silberman, a judge on the United States Court of Appeals for the District of Columbia Circuit.

In arguing against a reduction of words, the American Academy of Appellate Lawyers urged singling out “bad briefs” rather than only lengthy ones. It advised courts to “post on their court websites short videos outlining how to write a decent brief.”

Robert N. Markle, a federal appellate lawyer, has argued − in his own personal view, not the government’s − that the limit should be reduced to 10,000 words. In a typical case, he said, “nothing justifies even approaching, much less reaching or exceeding 14,000 words.”

Still, he acknowledged that the cut of 500 words “was at least a start.”

(Adapted from http://www.nytimes.com/2016/10/04/business/dealbook/judges-push-brevity-in-briefs-and-get-a-torrent-of-arguments. html?_r=0)

TEXT III

Important reasons for teaching kindness in schools

Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving

resulting in the happiness of another person. Terms like this are increasing in popularity around the

world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.

It seems we just can't get enough of those addictive feel good emotions and with good reason.

5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,

and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,

well-rounded individuals.

Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive

psychology with special attention to the educational arena. She believes that kindness changes the brain

10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and

talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that

students feel and empathy is a strength that they share.

A great number of benefits have been reported to support the theory of teaching kindness in schools:

1. Happy Children

15 Science explains that the good feelings we experience when being kind are produced by endorphins

that activate areas of the brain that are associated with pleasure, social connection and trust, and it's

proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver

and recipient.

2. Increased Peer Acceptance

20 Research on the subject has determined that kindness increases our ability to form meaningful

connections with others. Studies show that kind, happy children enjoy greater peer acceptance

because they are well-liked and that better than average mental health is reported in classrooms that

practice more inclusive behaviour due to an even distribution of popularity.

3. Improved Health and Less Stress

25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a

number of physical and mental health benefits as it can significantly increase a person's level of

happiness and reduce stress. More recently though, it's been found it plays a significant role in the

cardiovascular system, helping protect the heart by lowering blood pressure and reducing free

radicals and inflammation, which incidentally speed up the aging process.

30 4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins

that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of

kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful

feeling of optimism and self worth.

35 5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them

with a real sense of perspective and helps them appreciate the good things in their own lives.

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and

40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows

them greater attentions spans and enables more creative thinking to produce better results at school.

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike

previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent

45 bullying and youth violence can be confronted through in-school programs that integrate kindness the

antithesis of victimization.

Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and

often with little impact. Teaching kindness and compassion in schools, not only fosters the positive

behaviour that creates warm and inclusive school environments, but helps children feel that they

50 belong. It's documented that the effects of bullying can be significantly reduced by integrating

kindness based programs in schools.

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an

act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in

55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of

kindness, as well as anyone who witnesses that kindness, making it a wonderful natural

antidepressant.

Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,

grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.

60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is

unlikely to take place.

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be

smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and

other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing

65 and soul cleansing.

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,

neighborhood, and society.

It's become quite clear that modern education must encompass more than just academics, that in order

for children to develop into happy, confident, well-rounded individuals, matters of the heart must be

70 taken seriously and nurtured as a matter of priority.

Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.

TEXT II

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT II

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College