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Reading comprehension (atribuição de fala) · FAMERP

Reading comprehension (atribuição de fala): questões do FAMERP

9 questões de Reading comprehension (atribuição de fala) (Inglês) no FAMERP (2017–2024). Treine de graça com correção e comentário.

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Questões de Reading comprehension (atribuição de fala) no FAMERP

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FAMERP20241a faseQuestao 11InglêsReading comprehension (atribuição de fala)Media
Giordano Cipriani / Getty Images Discoveries of aquifers — underground earth formations that hold water — often create excitement around their ability to ease water scarcity in a region. The United States recently announced the discovery of five aquifers in Niger, one of Africa’s most water scarce countries, containing over 600 billion cubic metres of water. To put it into perspective, Egypt’s current water demand is 114 billion cubic metres of water per year. These are welcome announcements. Due to a changing climate and the increasing demands of a growing population, many of Africa’s surface water resources — such as dams and rivers — are facing serious risks. They’re being overused and slowly decreasing. Alternative water sources, like aquifers, need to be explored. They are highly prevalent across the African continent, but they’re not always going to help address water scarcity. For instance, early research findings deemed Kenya’s Turkana aquifer water unfit for use due to high salinity. It’s important to bear these challenges in mind so that expectations can be managed. It is also useful for planners and governments, as they need to think of other ways around the water scarcity problem. (Gaathier Mahed. https://theconversation.com, 21.03.2023. Adaptado.) The text intends to
  1. A)reveal that the world’s largest aquifers are located in Niger.
  2. B)show that aquifers are just part of the solution to water scarcity.
  3. C)provide a definite answer to the global water scarcity.
  4. D)draw attention to the most effective ways to fight climate change.
  5. E)explain how water becomes a renewable resource.
FAMERP20241a faseQuestao 15InglêsReading comprehension (atribuição de fala)Media
Giordano Cipriani / Getty Images Discoveries of aquifers — underground earth formations that hold water — often create excitement around their ability to ease water scarcity in a region. The United States recently announced the discovery of five aquifers in Niger, one of Africa’s most water scarce countries, containing over 600 billion cubic metres of water. To put it into perspective, Egypt’s current water demand is 114 billion cubic metres of water per year. These are welcome announcements. Due to a changing climate and the increasing demands of a growing population, many of Africa’s surface water resources — such as dams and rivers — are facing serious risks. They’re being overused and slowly decreasing. Alternative water sources, like aquifers, need to be explored. They are highly prevalent across the African continent, but they’re not always going to help address water scarcity. For instance, early research findings deemed Kenya’s Turkana aquifer water unfit for use due to high salinity. It’s important to bear these challenges in mind so that expectations can be managed. It is also useful for planners and governments, as they need to think of other ways around the water scarcity problem. (Gaathier Mahed. https://theconversation.com, 21.03.2023. Adaptado.) De acordo com o terceiro parágrafo, o aquífero localizado no Quênia
  1. A)poderá ser privatizado em breve pelo governo local.
  2. B)foi recentemente classificado como o maior aquífero do continente africano.
  3. C)fornece água imprópria para o consumo dos moradores da região.
  4. D)está ajudando a combater a falta de água potável na região.
  5. E)está diminuindo de tamanho devido às condições geológicas da região.
FAMERP20191a faseQuestao 11InglêsReading comprehension (atribuição de fala)Facil
There is nothing conventional about 17-year-old Michael Fuller’s relationship with music. As someone with high-functioning autism who sees the world through sound, creating melodies from the bustle of the high street or trains on the tracks feels more natural than any social interaction. This hardwired connection to sound has been with him for as long as he can remember. By the age of 11, Michael could play Mozart by ear, having taught himself to play the piano through a mobile phone app. The app highlighted notes on a keyboard as classical music played. He describes his unusual musical talent as “downloading” music into his head. His mother, Nadine, remembers that as a child Michael would “suddenly pop up and say: ‘I’ve got a symphony’”. Michael took to the piano and found he could quickly perform complex pieces from memory. “I liked what I was hearing, sought more music and began studying through Google and YouTube,” he remembers. “It was very organic. I would listen in great depth and the music would be implanted in my mind. I could then just play it on the piano – all without being taught.” Growing up in a family that listened to reggae over classical music, Michael feels “very much aware” of how different his approach is to music – symbolised by the way he taught himself piano as a child. This, his mother says, came as a “surprise to the family and myself – I’d never listened to classical music in my life”. It was not long after learning to play the piano that Michael started composing his own works. Describing this process as “making music with my mind”, Michael says composing classical symphonies “helps me to express myself through music – it makes me calm”. Michael wants to nurture his song writing to achieve his ambition of becoming a modern mainstream classical artist. He wants to control the creative process, unlike typical modern-day composers, who he says “write blobs on a page, hand it over to the musicians – then say bye-bye and stay in the background and get no recognition”. Instead, Michael is determined to take centre stage. (Alex Taylor. www.bbc.com, 27.03.2018. Adaptado.) The text is mainly about
  1. A)Michael Fuller’s dreams for the future.
  2. B)a young autistic boy’s relantionship with sound and music.
  3. C)the use of music in dealing with autism.
  4. D)a modern-day composer and his inspiration sources.
  5. E)stories of resilience, just like Michael Fuller’s.
FAMERP20191a faseQuestao 13InglêsReading comprehension (atribuição de fala)Media
There is nothing conventional about 17-year-old Michael Fuller’s relationship with music. As someone with high-functioning autism who sees the world through sound, creating melodies from the bustle of the high street or trains on the tracks feels more natural than any social interaction. This hardwired connection to sound has been with him for as long as he can remember. By the age of 11, Michael could play Mozart by ear, having taught himself to play the piano through a mobile phone app. The app highlighted notes on a keyboard as classical music played. He describes his unusual musical talent as “downloading” music into his head. His mother, Nadine, remembers that as a child Michael would “suddenly pop up and say: ‘I’ve got a symphony’”. Michael took to the piano and found he could quickly perform complex pieces from memory. “I liked what I was hearing, sought more music and began studying through Google and YouTube,” he remembers. “It was very organic. I would listen in great depth and the music would be implanted in my mind. I could then just play it on the piano – all without being taught.” Growing up in a family that listened to reggae over classical music, Michael feels “very much aware” of how different his approach is to music – symbolised by the way he taught himself piano as a child. This, his mother says, came as a “surprise to the family and myself – I’d never listened to classical music in my life”. It was not long after learning to play the piano that Michael started composing his own works. Describing this process as “making music with my mind”, Michael says composing classical symphonies “helps me to express myself through music – it makes me calm”. Michael wants to nurture his song writing to achieve his ambition of becoming a modern mainstream classical artist. He wants to control the creative process, unlike typical modern-day composers, who he says “write blobs on a page, hand it over to the musicians – then say bye-bye and stay in the background and get no recognition”. Instead, Michael is determined to take centre stage. (Alex Taylor. www.bbc.com, 27.03.2018. Adaptado.) De acordo com o primeiro e segundo parágrafos, Michael Fuller
  1. A)toca piano sem errar apenas diante de sua família.
  2. B)fica perturbado com os ruídos da rua ou dos trens.
  3. C)sonha conseguir tocar peças complexas de memória.
  4. D)cria melodias a partir de ruídos de trens sobre trilhos.
  5. E)costuma baixar músicas clássicas no celular.
FAMERP20191a faseQuestao 15InglêsReading comprehension (atribuição de fala)Media
There is nothing conventional about 17-year-old Michael Fuller’s relationship with music. As someone with high-functioning autism who sees the world through sound, creating melodies from the bustle of the high street or trains on the tracks feels more natural than any social interaction. This hardwired connection to sound has been with him for as long as he can remember. By the age of 11, Michael could play Mozart by ear, having taught himself to play the piano through a mobile phone app. The app highlighted notes on a keyboard as classical music played. He describes his unusual musical talent as “downloading” music into his head. His mother, Nadine, remembers that as a child Michael would “suddenly pop up and say: ‘I’ve got a symphony’”. Michael took to the piano and found he could quickly perform complex pieces from memory. “I liked what I was hearing, sought more music and began studying through Google and YouTube,” he remembers. “It was very organic. I would listen in great depth and the music would be implanted in my mind. I could then just play it on the piano – all without being taught.” Growing up in a family that listened to reggae over classical music, Michael feels “very much aware” of how different his approach is to music – symbolised by the way he taught himself piano as a child. This, his mother says, came as a “surprise to the family and myself – I’d never listened to classical music in my life”. It was not long after learning to play the piano that Michael started composing his own works. Describing this process as “making music with my mind”, Michael says composing classical symphonies “helps me to express myself through music – it makes me calm”. Michael wants to nurture his song writing to achieve his ambition of becoming a modern mainstream classical artist. He wants to control the creative process, unlike typical modern-day composers, who he says “write blobs on a page, hand it over to the musicians – then say bye-bye and stay in the background and get no recognition”. Instead, Michael is determined to take centre stage. (Alex Taylor. www.bbc.com, 27.03.2018. Adaptado.) De acordo com o terceiro parágrafo, Michael Fuller
  1. A)tinha a música como algo natural.
  2. B)foi forçado a estudar piano quando criança.
  3. C)alcançou o sucesso por meio da internet.
  4. D)não queria que ninguém o ensinasse a tocar piano.
  5. E)só gostava de ouvir música alta.
FAMERP20191a faseQuestao 19InglêsReading comprehension (atribuição de fala)Media
There is nothing conventional about 17-year-old Michael Fuller’s relationship with music. As someone with high-functioning autism who sees the world through sound, creating melodies from the bustle of the high street or trains on the tracks feels more natural than any social interaction. This hardwired connection to sound has been with him for as long as he can remember. By the age of 11, Michael could play Mozart by ear, having taught himself to play the piano through a mobile phone app. The app highlighted notes on a keyboard as classical music played. He describes his unusual musical talent as “downloading” music into his head. His mother, Nadine, remembers that as a child Michael would “suddenly pop up and say: ‘I’ve got a symphony’”. Michael took to the piano and found he could quickly perform complex pieces from memory. “I liked what I was hearing, sought more music and began studying through Google and YouTube,” he remembers. “It was very organic. I would listen in great depth and the music would be implanted in my mind. I could then just play it on the piano – all without being taught.” Growing up in a family that listened to reggae over classical music, Michael feels “very much aware” of how different his approach is to music – symbolised by the way he taught himself piano as a child. This, his mother says, came as a “surprise to the family and myself – I’d never listened to classical music in my life”. It was not long after learning to play the piano that Michael started composing his own works. Describing this process as “making music with my mind”, Michael says composing classical symphonies “helps me to express myself through music – it makes me calm”. Michael wants to nurture his song writing to achieve his ambition of becoming a modern mainstream classical artist. He wants to control the creative process, unlike typical modern-day composers, who he says “write blobs on a page, hand it over to the musicians – then say bye-bye and stay in the background and get no recognition”. Instead, Michael is determined to take centre stage. (Alex Taylor. www.bbc.com, 27.03.2018. Adaptado.) O quinto parágrafo afirma que o jovem músico
  1. A)enfrenta dificuldades para compor suas próprias peças.
  2. B)tem um estilo musical próprio e inédito.
  3. C)também gosta de escrever letras de canções.
  4. D)leva um longo tempo até conseguir compor suas peças.
  5. E)almeja se tornar um artista reconhecido.
FAMERP20171a faseQuestao 72InglêsReading comprehension (atribuição de fala)Facil
The placebo effect: amazing and real November 2, 2015 Robert H. Shmerling The placebo effect is a mysterious thing. I’ve long been fascinated by the idea that something as inert and harmless as a sugar pill could relieve a person’s pain or hasten their recovery just by the expectation that it would. Studies use placebos – an inactive treatment, such as a sugar pill – in an attempt to understand the true impact of the active drug. Comparing what happens to a group of patients taking the active drug with the results of those taking a placebo can help researchers understand just how good the active drug is. The word “placebo” comes from Latin and means “I shall please.” And “please” it does. In study after study, many patients who take a placebo show improvement in their symptoms or condition. The placebo effect is for real Recent research on the placebo effect only confirms how powerful it can be – and that the benefits of a placebo treatment aren’t just “all in your head.” Measureable physiological changes can be observed in those taking a placebo, similar to those observed among people taking effective medications. In particular, blood pressure, heart rate, and blood test results have been shown to improve among subsets of research subjects who responded to a placebo. Of course, not everyone has a therapeutic response to a placebo. If that were the case, we wouldn’t need medications at all. Instead, we could simply wield the power of suggestion. Understanding why certain people improve with placebo treatment and others do not is the “holy grail” of placebo research. Nocebo: Placebo’s evil twin The power of suggestion is a double-edged sword. If you expect a treatment to help you, it’s more likely to do so. And if you expect a treatment will be harmful, you are more likely to experience negative effects. That phenomenon is called the “nocebo effect” (from the Latin “I shall harm”). For example, if you tell a person that a headache is a common side effect of a particular medication, that person is more likely to report headaches even if they are actually taking a placebo. The power of expectation is formidable and probably plays a significant role in the benefits and the side effects of commonly prescribed medications. (www.health.harvard.edu. Adaptado.) According to the first paragraph, a placebo
  1. A)promotes the same cure and relief as conventional medication.
  2. B)contains an inert and inactive substance used as a treatment.
  3. C)provides some unexpected effects that should be closely monitored.
  4. D)should contain sugar in its formula.
  5. E)can be considered similar to active drugs.
FAMERP20171a faseQuestao 75InglêsReading comprehension (atribuição de fala)Media
The placebo effect: amazing and real November 2, 2015 Robert H. Shmerling The placebo effect is a mysterious thing. I’ve long been fascinated by the idea that something as inert and harmless as a sugar pill could relieve a person’s pain or hasten their recovery just by the expectation that it would. Studies use placebos – an inactive treatment, such as a sugar pill – in an attempt to understand the true impact of the active drug. Comparing what happens to a group of patients taking the active drug with the results of those taking a placebo can help researchers understand just how good the active drug is. The word “placebo” comes from Latin and means “I shall please.” And “please” it does. In study after study, many patients who take a placebo show improvement in their symptoms or condition. The placebo effect is for real Recent research on the placebo effect only confirms how powerful it can be – and that the benefits of a placebo treatment aren’t just “all in your head.” Measureable physiological changes can be observed in those taking a placebo, similar to those observed among people taking effective medications. In particular, blood pressure, heart rate, and blood test results have been shown to improve among subsets of research subjects who responded to a placebo. Of course, not everyone has a therapeutic response to a placebo. If that were the case, we wouldn’t need medications at all. Instead, we could simply wield the power of suggestion. Understanding why certain people improve with placebo treatment and others do not is the “holy grail” of placebo research. Nocebo: Placebo’s evil twin The power of suggestion is a double-edged sword. If you expect a treatment to help you, it’s more likely to do so. And if you expect a treatment will be harmful, you are more likely to experience negative effects. That phenomenon is called the “nocebo effect” (from the Latin “I shall harm”). For example, if you tell a person that a headache is a common side effect of a particular medication, that person is more likely to report headaches even if they are actually taking a placebo. The power of expectation is formidable and probably plays a significant role in the benefits and the side effects of commonly prescribed medications. (www.health.harvard.edu. Adaptado.) De acordo com as informações do terceiro e quarto parágrafos,
  1. A)as pessoas que não respondem ao placebo também não melhoram com os medicamentos ativos.
  2. B)foram observadas melhoras nos resultados de exames de sangue de alguns participantes da pesquisa.
  3. C)o poder de sugestão presente nos participantes da pesquisa foi a força motriz para a ineficácia dos medicamentos convencionais.
  4. D)as alterações fisiológicas promovidas por placebos nos pacientes são temporárias, apesar de mensuráveis.
  5. E)um tratamento eficaz deve aliar os medicamentos convencionais ao placebo pois ambos conduzem à melhora.
FAMERP20171a faseQuestao 80InglêsReading comprehension (atribuição de fala)Media
The placebo effect: amazing and real November 2, 2015 Robert H. Shmerling The placebo effect is a mysterious thing. I’ve long been fascinated by the idea that something as inert and harmless as a sugar pill could relieve a person’s pain or hasten their recovery just by the expectation that it would. Studies use placebos – an inactive treatment, such as a sugar pill – in an attempt to understand the true impact of the active drug. Comparing what happens to a group of patients taking the active drug with the results of those taking a placebo can help researchers understand just how good the active drug is. The word “placebo” comes from Latin and means “I shall please.” And “please” it does. In study after study, many patients who take a placebo show improvement in their symptoms or condition. The placebo effect is for real Recent research on the placebo effect only confirms how powerful it can be – and that the benefits of a placebo treatment aren’t just “all in your head.” Measureable physiological changes can be observed in those taking a placebo, similar to those observed among people taking effective medications. In particular, blood pressure, heart rate, and blood test results have been shown to improve among subsets of research subjects who responded to a placebo. Of course, not everyone has a therapeutic response to a placebo. If that were the case, we wouldn’t need medications at all. Instead, we could simply wield the power of suggestion. Understanding why certain people improve with placebo treatment and others do not is the “holy grail” of placebo research. Nocebo: Placebo’s evil twin The power of suggestion is a double-edged sword. If you expect a treatment to help you, it’s more likely to do so. And if you expect a treatment will be harmful, you are more likely to experience negative effects. That phenomenon is called the “nocebo effect” (from the Latin “I shall harm”). For example, if you tell a person that a headache is a common side effect of a particular medication, that person is more likely to report headaches even if they are actually taking a placebo. The power of expectation is formidable and probably plays a significant role in the benefits and the side effects of commonly prescribed medications. (www.health.harvard.edu. Adaptado.) According to the fifth paragraph, nocebo effect
  1. A)can be exemplified by actually feeling the side effects of medication or placebo.
  2. B)usually triggers headache as a side effect of either an inactive or active ingredient.
  3. C)is unlikely to happen with people susceptible to suggestion.
  4. D)does not happen with placebo because it is an inactive treatment.
  5. E)is based on frustrated expectation of relief.
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