Questões Militares de Inglês - Interpretação de texto | Reading comprehension

Foram encontradas 2.202 questões

Q1832012 Inglês

The 'Queen's Gambit' Effect: Everyone Wants a Chess Set Now


    _______(1) for the past few years the most popular _______(2) on Netflix was undoubtedly Her Majesty Queen Elizabeth, as portrayed by Claire Foy and Olivia Colman in The Crown, this fall another type of queen _______(3) her mark: Beth Harmon, the captivating protagonist of The Queen's Gambit, a Netflix original that became an overnight sensation and inspired a slew of discerning viewers to pick up _______(4).

    Call it the Queen's Gambit effect: Chessboards are flying off the (literal and virtual) rack in the wake of the show's hit season. Just ask Anthony Barzilay Freund, editorial director and director of fine art at vintage site 1stDibs: “The Queen's Gambit is driving an interest in the game of chess among new audiences and demographics,” Freund confirms: “At 1stDibs, in just the month following the show's release, we've seen a 100% increase in sales of chessboards, pieces, and tables as compared to this time period last year.”

    Of course, while it might be enjoying a renewed popularity at the moment, the game of chess dates back centuries and has long captivated players all over the world. It's believed to have derived from a 7th-century Indian game, then evolved as it spread across Asia and Europe in the following centuries. As a result, says Freund, “you can find a variety of vintage and contemporary chess paraphernalia from dealers all over the world.” Those who don't necessarily have the budget for pawns of precious stone have a myriad of options on the market at all price ranges. So light a fire, make a drink, and set up the chessboard – Beth Harmon would be proud.

Adapted from https://www.housebeautiful.com/design-inspiration/a34874207/queens-gambit-beth-harmon-chess-sets/ 

Choose the alternative with words that respectively complete gaps (1), (2), (3) and (4) in the correct way.
Alternativas
Q1832009 Inglês

Chinese Woman Opens Plane’s Emergency Exit for Some Fresh Air


     A flight was delayed for an hour and a woman detained by police after she opened the emergency exit for “a breath of fresh air” before the flight took off in central China’s Hubei province, mainland media reported. The incident happened on Xiamen Air Flight MF8215 from Wuhan to Lanzhou, which was scheduled to take off at 3.45 p.m. on September 23.

    Cabin crew had briefed the woman, who was in her 50s, about the rules when sitting next to the emergency exit and reminded her not to touch the button that opened the emergency exit. However, the woman said she needed some fresh air and touched the button to open the exit when the stewardess turned around to help others, the report said. The woman was taken away and the flight was delayed for an hour. Opening the emergency exit can be considered to be disturbing public order in an aircraft, which is punishable by police detention and a fine.

    In July last year, a woman who was flying for the first time mistook the emergency door for a lavatory door before her plane took off in Nanjing. The emergency slide was released and the flight was delayed for two hours. The woman was detained for 10 days. Some passengers have paid a heavy price for releasing the emergency slide, which may take days and considerable expense to repair and reinstall. In January 2015, a man who opened an emergency door after a plane landed in Chongqing had to pay 35,000 yuan (150,000 baht) in compensation to the airline.

    In June, a man from Hubei who was returning to China from Bangkok on a Thai Lion Air Flight opened an emergency exit before take-off. After apologising repeatedly, according to witnesses, he was held by Thai authorities for one day and given a fine of 500 baht before being deported.

Adapted from https://www.bangkokpost.com/world/1762629/chinese-woman-opens-planes-emergency-exit-for-somefresh-air

The woman who caused the incident on Xiamen Air Flight MF8215 was
Alternativas
Q1832008 Inglês

Lockdown Named 2020’s Word of the Year by Collins Dictionary


    Lockdown, the noun that has come to define so many lives across the world in 2020, has been named word of the year by Collins Dictionary. Lockdown is defined by Collins as “the imposition of stringent restrictions on travel, social interaction, and access to public spaces”. The 4.5-billion-word Collins Corpus, which contains written material from websites, books and newspapers, as well as spoken material from radio, television and conversations, registered a 6,000% increase in ______(1) usage. In 2019, there were 4,000 recorded instances of lockdown being used. In 2020, this had risen to more than a quarter of a million.

    “Language is a reflection of the world around us and 2020 has been dominated by the global pandemic,” says Collins language content consultant Helen Newstead. “We have chosen lockdown as _______(2) word of the year because it encapsulates the shared experience of billions of people who have had to restrict _______(3) daily lives in order to contain the virus. Lockdown has affected the way we work, study, shop, and socialise. It is not a word of the year to celebrate, but it is, perhaps, one that sums up the year for most of the world.”

    Other pandemic-related words such as coronavirus, social distancing and key worker were on the dictionary’s list of the top 10 words. However, the coronavirus crisis didn’t completely dominate this year’s vocabulary: words like “Megxit,” a term to describe Prince Harry and Meghan Markle stepping back as senior members of the royal family, also made the shortlist along with “TikToker” (a person who regularly shares or appears in videos on TikTok), and “BLM.” The abbreviation BLM, for Black Lives Matter is defined by Collins as “a movement that campaigns against racially motivated violence and oppression”, it registered a 581% increase in usage.

Adapted from https://www.theguardian.com/books/2020/nov/10/lockdown-named-word-of-the-year-by-collins-dictionary

According to the text, choose the correct statement.
Alternativas
Q1832004 Inglês

Texas High School Opens Grocery Store That Accepts Good Deeds as Payment


    How many high schools can say they have a grocery store inside their walls? The student-run grocery store at Linda Tutt High School in rural Sanger, Texas, provides food and other necessities to students and their families while teaching essential job skills. And the store doesn’t accept cash, just good deeds. Instead of money, students shop using a point system.

    The store, which aims to address food insecurities for students and others in the community, is open Monday through Wednesday for students and staff within the school district. “A lot of our students come from low socioeconomic families,” principal Anthony Love told KTVT. “It’s a way for students to earn the ability to shop for their families. Through hard work you can earn points. You can earn points for doing chores around the building or helping to clean.”

    The pioneering project is run in partnership with First Refuge Ministries, Texas Health Resources, and Albertsons (a grocery store chain). But nearly all the responsibility falls on the students. They stock the shelves, keep track of inventory, address sales, and monitor registers when items are purchased. “I think the most exciting part of it is just teaching our kids job skills that they can carry with them as they graduate high school and move on into the world,” Love said to WAGA-TV. “Students are really the key piece to it.”

Adapted from https://www.southernliving.com/culture/school/linda-tutt-high-school-grocery-store

According to the text,...stock the shelves...(paragraph 3) is an example of
Alternativas
Q1820810 Inglês

Leia o texto para responder à questão. 


    One school of thought which is widely accepted by many language teachers is that the development of our conceptual understanding and cognitive skills is a main objective of all education. Such conceptual understanding is arrived at not through ‘blind learning’, but through a process of discovery which leads to genuine understanding (Lewis 1986: 165). The things we learn for ourselves are absorbed more effectively than things we are taught.

    The practical implications of this view are quite clear: instead of explicitly teaching the present perfect tense, for instance, we will expose students to examples of it and then allow them, under our guidance, to work out for themselves how it is used. Instead of telling students which words collocate with crime, we can get them to look at a computer concordance of the word and discover the collocations on their own. Instead of telling them about spoken grammar we can get them to look at transcripts and come to their own conclusions about how it differs from written grammar. What we are doing, effectively, is to provoke ‘noticing for the learner’.


(HARMER, Jeremy. The practice of English language teaching. 4th ed. Longman, 2007. pp. 72-73. Adaptado)

The examples provided in the second paragraph illustrate a teacher very much concerned with
Alternativas
Q1820809 Inglês

Leia o texto para responder à questão. 


    One school of thought which is widely accepted by many language teachers is that the development of our conceptual understanding and cognitive skills is a main objective of all education. Such conceptual understanding is arrived at not through ‘blind learning’, but through a process of discovery which leads to genuine understanding (Lewis 1986: 165). The things we learn for ourselves are absorbed more effectively than things we are taught.

    The practical implications of this view are quite clear: instead of explicitly teaching the present perfect tense, for instance, we will expose students to examples of it and then allow them, under our guidance, to work out for themselves how it is used. Instead of telling students which words collocate with crime, we can get them to look at a computer concordance of the word and discover the collocations on their own. Instead of telling them about spoken grammar we can get them to look at transcripts and come to their own conclusions about how it differs from written grammar. What we are doing, effectively, is to provoke ‘noticing for the learner’.


(HARMER, Jeremy. The practice of English language teaching. 4th ed. Longman, 2007. pp. 72-73. Adaptado)

A proposal such as the one pictured in the excerpt is directed to teachers who believe that
Alternativas
Q1820807 Inglês

Leia o texto para responder à questão.


Culture is really an integral part of the interaction between language and thought. Cultural patterns of cognition and customs are sometimes explicitly coded in language. Conversational discourse styles, for example, may be a factor of culture. Consider the “directness” of discourse of some cultures: in the United States, for example, casual conversation is said to be less frank and more concerned about face-saving than conversation in Greece, and therefore a Greek conversation may be more confrontational than a conversation in the United States, In Japanese, the relationsltip of one’s interlocutor is almost always expressed explicitly, either verbally and/or non-verbally. Perhaps those forms shape one’s perception of others in relation to self.


(Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. P. 211. Adaptado)

The examples in the text about conversational discourse styles mean that
Alternativas
Q1820802 Inglês

Leia o texto para responder à questão.


    Bilingual and multilingual education, along with other language education fields, has been strongly influenced by theories from the field of second language acquisition (SLA). A number of authors have challenged longstanding cognitivist orientations of SLA that focus on language as an individual process with the goal of linear progress in acquiring a grammatical system and language proficiency equivalent to that of a “native speaker.” 

    Two important shifts that have resulted from the “social turn” in SLA research: changing perspectives on language, and changing theoretical positions in SLA. These socially oriented shifts move away from unrealistic deficit-oriented expectations for students such as “native-like proficiency,” error-free production, or becoming balanced bilinguals (i.e., two fully proficient monolinguals in one). Instead, the authors argue for a sociocultural view of SLA as a process “leading to repertoires or linguistic resources termed multi-competence or plurilingualism.” This in turn has the “potential of informing and enriching the design of classroom environments where students would be able to experience multiple ways of using both their home language and English for a variety of academic purposes in both their written and oral forms.”


(WRIGHT, W. E.; BOUN, S.; GARCÍA, O.(eds) The Handbook of bilingual and multilingual education. Oxford: WileyBlackwell. 2017. p. 4. Adaptado)

Teachers with “unrealistic deficit-oriented expectations” towards their students will tend to
Alternativas
Q1820801 Inglês

Leia o texto para responder à questão.


    Bilingual and multilingual education, along with other language education fields, has been strongly influenced by theories from the field of second language acquisition (SLA). A number of authors have challenged longstanding cognitivist orientations of SLA that focus on language as an individual process with the goal of linear progress in acquiring a grammatical system and language proficiency equivalent to that of a “native speaker.” 

    Two important shifts that have resulted from the “social turn” in SLA research: changing perspectives on language, and changing theoretical positions in SLA. These socially oriented shifts move away from unrealistic deficit-oriented expectations for students such as “native-like proficiency,” error-free production, or becoming balanced bilinguals (i.e., two fully proficient monolinguals in one). Instead, the authors argue for a sociocultural view of SLA as a process “leading to repertoires or linguistic resources termed multi-competence or plurilingualism.” This in turn has the “potential of informing and enriching the design of classroom environments where students would be able to experience multiple ways of using both their home language and English for a variety of academic purposes in both their written and oral forms.”


(WRIGHT, W. E.; BOUN, S.; GARCÍA, O.(eds) The Handbook of bilingual and multilingual education. Oxford: WileyBlackwell. 2017. p. 4. Adaptado)

In the fragment from the first paragraph “A number of authors have challenged longstanding cognitivist orientations of SLA”, the underlined term refers to cognitivist orientations which
Alternativas
Q1820798 Inglês

Leia o texto para responder à questão.


    Task-based approaches refer to materials or courses which are designed around a series of authentic tasks which give the learners experience of using the language in ways in which it is used in the ‘real world’ outside the classroom. They usually have no pre-determined language syllabus and the aim is for learners to learn from the tasks the language that they need for successful participation in them.


(TOMLINSON, B. (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. p. xvi Adaptado) 

Mark the alternative which exemplifies a learning task following principles in the frame of task-based language teaching.
Alternativas
Q1820797 Inglês

Leia o texto para responder à questão.


    Task-based approaches refer to materials or courses which are designed around a series of authentic tasks which give the learners experience of using the language in ways in which it is used in the ‘real world’ outside the classroom. They usually have no pre-determined language syllabus and the aim is for learners to learn from the tasks the language that they need for successful participation in them.


(TOMLINSON, B. (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. p. xvi Adaptado) 

From the excerpt it is correct to state that task-based language teaching courses
Alternativas
Q1820794 Inglês

Leia o texto para responder à questão.


    A number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior (Pennycook 1989); others that teachers do not think about methods when planning their lessons (Long 1991), and that methodological labels tell us little about what really occurs in classrooms (Katz 1996).

    A particular method can be imposed on teachers by others. However, we also know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. After all, teachers are professionals who can, in the best of all worlds, make their own decisions. They are informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

    Furthermore, a method is decontextualized. How a method is implemented in the classroom is going to be affected not only by who the teacher is, but also by who the students are, the institutional constraints and demands, and factors connected to the wider sociocultural context where the instruction takes place. In addition, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Then, too, since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

    [...] Some language teaching methods share the view that language can best be learned when it is taught through communication, rather than for it; and second, that language acquisition can be enhanced by working not only on language, but also on the process of learning (learnng strategies, cooperative learning and multiple intelligences).


(LARSEN FREEMAN, D. Techniques and principles in language teaching. 2th ed. Oxford: Oxford University Press, 2000. pp. xi-xii. Adaptado)

Note that the text is predominantly written in the present tense. This can be explained by the fact that
Alternativas
Q1820793 Inglês

Leia o texto para responder à questão.


    A number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior (Pennycook 1989); others that teachers do not think about methods when planning their lessons (Long 1991), and that methodological labels tell us little about what really occurs in classrooms (Katz 1996).

    A particular method can be imposed on teachers by others. However, we also know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. After all, teachers are professionals who can, in the best of all worlds, make their own decisions. They are informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

    Furthermore, a method is decontextualized. How a method is implemented in the classroom is going to be affected not only by who the teacher is, but also by who the students are, the institutional constraints and demands, and factors connected to the wider sociocultural context where the instruction takes place. In addition, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Then, too, since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

    [...] Some language teaching methods share the view that language can best be learned when it is taught through communication, rather than for it; and second, that language acquisition can be enhanced by working not only on language, but also on the process of learning (learnng strategies, cooperative learning and multiple intelligences).


(LARSEN FREEMAN, D. Techniques and principles in language teaching. 2th ed. Oxford: Oxford University Press, 2000. pp. xi-xii. Adaptado)

The view that language can be best taught through communication rather than for it (par. 4) will be found in language courses that follow
Alternativas
Q1820791 Inglês

Leia o texto para responder à questão.


    A number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior (Pennycook 1989); others that teachers do not think about methods when planning their lessons (Long 1991), and that methodological labels tell us little about what really occurs in classrooms (Katz 1996).

    A particular method can be imposed on teachers by others. However, we also know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. After all, teachers are professionals who can, in the best of all worlds, make their own decisions. They are informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

    Furthermore, a method is decontextualized. How a method is implemented in the classroom is going to be affected not only by who the teacher is, but also by who the students are, the institutional constraints and demands, and factors connected to the wider sociocultural context where the instruction takes place. In addition, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Then, too, since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

    [...] Some language teaching methods share the view that language can best be learned when it is taught through communication, rather than for it; and second, that language acquisition can be enhanced by working not only on language, but also on the process of learning (learnng strategies, cooperative learning and multiple intelligences).


(LARSEN FREEMAN, D. Techniques and principles in language teaching. 2th ed. Oxford: Oxford University Press, 2000. pp. xi-xii. Adaptado)

The statement “They are informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession” (par 2) describes teachers who, in the exercise of their profession, are concerned about developing ownership of their own professional learning by drawing on
Alternativas
Q1820787 Inglês

Leia o texto para responder à questão.


Because we all have different styles of teaching, and therefore planning, orientations about course planning and delivery should not be meant to be prescriptive. As Bailey (1996) points out, a lesson plan is like a road map “which describes where the teacher hopes to go in a lesson, presumably taking the students along”. It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures to maximimize teaching and learning opportunities”. Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested.


(RICHARDS, Jack C.; RENANDYA, Willy A.(Ed.). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press, 2002. p. 36. Adaptado) 

The underlined phrase in “orientations about course planning and delivery should not be meant to be prescriptive” (line 3)
Alternativas
Q1820786 Inglês

Leia o texto para responder à questão.


Because we all have different styles of teaching, and therefore planning, orientations about course planning and delivery should not be meant to be prescriptive. As Bailey (1996) points out, a lesson plan is like a road map “which describes where the teacher hopes to go in a lesson, presumably taking the students along”. It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures to maximimize teaching and learning opportunities”. Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested.


(RICHARDS, Jack C.; RENANDYA, Willy A.(Ed.). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press, 2002. p. 36. Adaptado) 

The metaphor which permeates the excerpt underscores one desirable trait of lesson plans, namely,
Alternativas
Q1814794 Inglês
   The landscape where the São Francisco River enters the Atlantic Ocean seems so out of place it makes one wonder if this is still coastal Brazil. White sand dunes stretch as far as the eye can see; clusters of cashew trees throw flickering shadows like ocean waves on the sand.
   Here among these shifting dunes formerly enslaved men and women founded the Pixaim Quilombo near the mouth of the river. They developed a reliable sustainable lifestyle and community well attuned to the dynamic, always changing estuary.
   But it is a lifestyle utterly dependent on the São Francisco River; reliant on the planting of rice in marshes downstream and on catching plentiful freshwater fish upstream.
Now, varied and growing water demands by upstream dams and other users are threatening the long-established quilombo lifestyle — demands that experts predict will worsen severely in Brazil’s Northeast.
   “We used to catch fish that were meters long, but now you have to go much farther up the river to find them,” remembers 84-year-old Aladim, who lives in Pixaim. “The fish left, so the people left,” he remarks.

Internet: <news.mongabay.com> (adapted).

Based on the previous text, judge the following item.


The sentence ‘The fish left, so the people left’ (last paragraph) shows how much the river determines people's lives in the community of Pixaim.

Alternativas
Q1814793 Inglês
   The landscape where the São Francisco River enters the Atlantic Ocean seems so out of place it makes one wonder if this is still coastal Brazil. White sand dunes stretch as far as the eye can see; clusters of cashew trees throw flickering shadows like ocean waves on the sand.
   Here among these shifting dunes formerly enslaved men and women founded the Pixaim Quilombo near the mouth of the river. They developed a reliable sustainable lifestyle and community well attuned to the dynamic, always changing estuary.
   But it is a lifestyle utterly dependent on the São Francisco River; reliant on the planting of rice in marshes downstream and on catching plentiful freshwater fish upstream.
Now, varied and growing water demands by upstream dams and other users are threatening the long-established quilombo lifestyle — demands that experts predict will worsen severely in Brazil’s Northeast.
   “We used to catch fish that were meters long, but now you have to go much farther up the river to find them,” remembers 84-year-old Aladim, who lives in Pixaim. “The fish left, so the people left,” he remarks.

Internet: <news.mongabay.com> (adapted).

Based on the previous text, judge the following item.


It can be concluded from the last paragraph that the fishermen are no longer able to find the same kind of fish in the same spot of the river.

Alternativas
Q1814792 Inglês
   The landscape where the São Francisco River enters the Atlantic Ocean seems so out of place it makes one wonder if this is still coastal Brazil. White sand dunes stretch as far as the eye can see; clusters of cashew trees throw flickering shadows like ocean waves on the sand.
   Here among these shifting dunes formerly enslaved men and women founded the Pixaim Quilombo near the mouth of the river. They developed a reliable sustainable lifestyle and community well attuned to the dynamic, always changing estuary.
   But it is a lifestyle utterly dependent on the São Francisco River; reliant on the planting of rice in marshes downstream and on catching plentiful freshwater fish upstream.
Now, varied and growing water demands by upstream dams and other users are threatening the long-established quilombo lifestyle — demands that experts predict will worsen severely in Brazil’s Northeast.
   “We used to catch fish that were meters long, but now you have to go much farther up the river to find them,” remembers 84-year-old Aladim, who lives in Pixaim. “The fish left, so the people left,” he remarks.

Internet: <news.mongabay.com> (adapted).

Based on the previous text, judge the following item.


In the last paragraph, the word “who” refers to “Aladim”.

Alternativas
Q1814791 Inglês
   The landscape where the São Francisco River enters the Atlantic Ocean seems so out of place it makes one wonder if this is still coastal Brazil. White sand dunes stretch as far as the eye can see; clusters of cashew trees throw flickering shadows like ocean waves on the sand.
   Here among these shifting dunes formerly enslaved men and women founded the Pixaim Quilombo near the mouth of the river. They developed a reliable sustainable lifestyle and community well attuned to the dynamic, always changing estuary.
   But it is a lifestyle utterly dependent on the São Francisco River; reliant on the planting of rice in marshes downstream and on catching plentiful freshwater fish upstream.
Now, varied and growing water demands by upstream dams and other users are threatening the long-established quilombo lifestyle — demands that experts predict will worsen severely in Brazil’s Northeast.
   “We used to catch fish that were meters long, but now you have to go much farther up the river to find them,” remembers 84-year-old Aladim, who lives in Pixaim. “The fish left, so the people left,” he remarks.

Internet: <news.mongabay.com> (adapted).

Based on the previous text, judge the following item.


In the third paragraph, the author informs that the community dependence on the São Francisco River is limited to a specific area of the river, near to the ocean.

Alternativas
Respostas
301: B
302: C
303: B
304: D
305: E
306: B
307: B
308: B
309: A
310: C
311: A
312: E
313: C
314: B
315: E
316: C
317: C
318: C
319: C
320: E