Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.754 questões
Available at: https://www.gocomics.com/garfield/2000/06/01
In the comic strip, Garfield reacts to a television program introducing a man who can "talk backwards." Based on Garfield's response in the final panel, what can we infer about his attitude towards the show?
In the comic strip, what word could replace the expression "I'm busy" in the second panel without changing the meaning?
Observe the description of the reading strategy below and choose the correct alternative.
"This practice consists of observing the text only to detect the general subject, without worrying about the details. Therefore, we must pay attention to the layout of the text, understand the introductory and concluding paragraphs, and observe the non-verbal elements such as images, graphs, tables, etc."
“The lotus is the most beautiful flower, whose petals open one by one. But it will only grow in the mud. In order to grow and gain wisdom, first you must have the mud --- the obstacles of life and its suffering. ... The mud speaks of the common ground that humans share, no matter what our stations in life. ... Whether we have it all or we have nothing, we are all faced with the same obstacles: sadness, loss, illness, dying and death. If we are to strive as human beings to gain more wisdom, more kindness and more compassion, we must have the intention to grow as a lotus and open each petal one by one. ”
― Goldie Hawn
According to the text, what does the "mud" represent in the process of human growth?
Read the lyrics carefully and answer the following questions:
Like a Rolling Stone (Bob Dylan)
Read the lyrics carefully and answer the following questions:
Like a Rolling Stone (Bob Dylan)
Read the lyrics carefully and answer the following questions:
Like a Rolling Stone (Bob Dylan)
READ TEXT IV AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT IV
What is the global situation in relation to literacy?
Great progress has been made in literacy with most recent data (UNESCO Institute for Statistics) showing that more than 86 per cent of the world’s population know how to read and write compared to 68 per cent in 1979. Despite this, worldwide at least 754 million adults still cannot read and write, two thirds of them women, and 250 million children are failing to acquire basic literacy skills. Before the COVID-19 pandemic, which caused the worst disruption to education in a century, 617 million children and teenagers had not reached minimum reading levels.
Acquiring literacy is not a one-off act. Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich and fast-changing world.
Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.
Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.
Adapted from https://www.unesco.org/en/literacy/need-know
I. From a global perspective, illiteracy is still widespread.
II. Compared to 1979, the rate of literacy today has risen.
III. Literacy skills are limited to learning how to read.
Choose the correct answer:
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:
Plastic Dreams
by Sarah Thompson
Plastic dreams, oh plastic dreams, a vision turned nightmare,
Once a symbol of progress, now a burden we must bear.
Our landfills overflow with your synthetic remains,
A haunting testament to our unsustainable chains.
Plastic dreams, oh plastic dreams, a promise unfulfilled,
Your convenience a facade, your consequences concealed.
Let us wake from this slumber, this toxic desire,
To create a world where nature's essence can inspire.
In our hands lies the power, to choose a different fate,
To abandon plastic dreams and embrace a sustainable state.
For only through conscious choices, can we break this vicious spell,
And ensure a future where our planet and poetry can dwell.
From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:
Plastic Dreams
by Sarah Thompson
Plastic dreams, oh plastic dreams, a vision turned nightmare,
Once a symbol of progress, now a burden we must bear.
Our landfills overflow with your synthetic remains,
A haunting testament to our unsustainable chains.
Plastic dreams, oh plastic dreams, a promise unfulfilled,
Your convenience a facade, your consequences concealed.
Let us wake from this slumber, this toxic desire,
To create a world where nature's essence can inspire.
In our hands lies the power, to choose a different fate,
To abandon plastic dreams and embrace a sustainable state.
For only through conscious choices, can we break this vicious spell,
And ensure a future where our planet and poetry can dwell.
From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:
Plastic Dreams
by Sarah Thompson
Plastic dreams, oh plastic dreams, a vision turned nightmare,
Once a symbol of progress, now a burden we must bear.
Our landfills overflow with your synthetic remains,
A haunting testament to our unsustainable chains.
Plastic dreams, oh plastic dreams, a promise unfulfilled,
Your convenience a facade, your consequences concealed.
Let us wake from this slumber, this toxic desire,
To create a world where nature's essence can inspire.
In our hands lies the power, to choose a different fate,
To abandon plastic dreams and embrace a sustainable state.
For only through conscious choices, can we break this vicious spell,
And ensure a future where our planet and poetry can dwell.
From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:
Plastic Dreams
by Sarah Thompson
Plastic dreams, oh plastic dreams, a vision turned nightmare,
Once a symbol of progress, now a burden we must bear.
Our landfills overflow with your synthetic remains,
A haunting testament to our unsustainable chains.
Plastic dreams, oh plastic dreams, a promise unfulfilled,
Your convenience a facade, your consequences concealed.
Let us wake from this slumber, this toxic desire,
To create a world where nature's essence can inspire.
In our hands lies the power, to choose a different fate,
To abandon plastic dreams and embrace a sustainable state.
For only through conscious choices, can we break this vicious spell,
And ensure a future where our planet and poetry can dwell.
From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT II
https://s3.amazonaws.com/magoosh-company-site/wpcontent/uploads/toefl/files/2016/03/21143307/LearnSpokenEngl ishWithComicsCalvinandHobbes.gif
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT II
https://s3.amazonaws.com/magoosh-company-site/wpcontent/uploads/toefl/files/2016/03/21143307/LearnSpokenEngl ishWithComicsCalvinandHobbes.gif
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT II
https://s3.amazonaws.com/magoosh-company-site/wpcontent/uploads/toefl/files/2016/03/21143307/LearnSpokenEngl ishWithComicsCalvinandHobbes.gif
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT II
https://s3.amazonaws.com/magoosh-company-site/wpcontent/uploads/toefl/files/2016/03/21143307/LearnSpokenEngl ishWithComicsCalvinandHobbes.gif
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
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