Questões de Concurso
Sobre advérbios e conjunções | adverbs and conjunctions em inglês
Foram encontradas 581 questões
Ano: 2023
Banca:
FGV
Órgão:
SME - SP
Prova:
FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064456
Inglês
Texto associado
Text I
Nurturing Multimodalism
[…]
New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.
The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.
Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.
Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In:
CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language
Teaching. New York: Springer, 2007, p. 820. Available at:
https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter
acies_in_ELT
In the phrase “collaborative learning partnerships”
(1st paragraph), the word “learning” is a(n)
Ano: 2022
Banca:
FURB
Órgão:
Prefeitura de Camboriú - SC
Prova:
FURB - 2022 - Prefeitura de Camboriú - SC - Professor de Inglês |
Q2679886
Inglês
Choose the alternative that presents a sentence with an adverb of manner.
Ano: 2022
Banca:
ADVISE
Órgão:
Prefeitura de Paranatama - PE
Prova:
ADVISE - 2022 - Prefeitura de Paranatama - PE - Professor de Inglês do 6º ao 9º ano |
Q2400783
Inglês
Read:
“Don't take a break between exercises, just rest after you've completed all the sets.”
The highlighted conjunction has semantic value of:
Ano: 2022
Banca:
FADESP
Órgão:
Prefeitura de Marabá - PA
Prova:
FADESP - 2022 - Prefeitura de Marabá - PA - Professor Licenciado em Língua estrangeira - Inglês |
Q2372572
Inglês
Texto associado
Aeroponics: feeding tomorrow's world?
Adapted from:https://linguapress.com/advanced/aeroponics.htm
In “But there is a large difference between wasting fifty percent of all fruit and vegetables
produced worldwide, and the unreachable goal of achieving no waste at all.” (6th paragraph), the
underlined words are respectively examples of
Ano: 2022
Banca:
FADESP
Órgão:
Prefeitura de Marabá - PA
Prova:
FADESP - 2022 - Prefeitura de Marabá - PA - Professor Licenciado em Língua estrangeira - Inglês |
Q2372569
Inglês
Texto associado
Aeroponics: feeding tomorrow's world?
Adapted from:https://linguapress.com/advanced/aeroponics.htm
Check the alternative which contains a subordinating conjunction.
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
SEE-PE
Prova:
CESPE / CEBRASPE - 2022 - SEE-PE - Professor - Língua Inglesa |
Q2124634
Inglês
Texto associado
ADHD stands for attention deficit hyperactivity disorder.
It is a common disorder that often results in learning difficulties.
People with this disorder act impulsively and are easily
distracted. They may also exhibit hyperactive behavior. While
some specialists consider ADHD a behavioral disorder, others
call it a cognitive disorder.
The cause of ADHD is unknown. However, brain scans
indicate that it may be caused by abnormal size, function, and
form of the brain’s frontal lobe. There may also be an imbalance
of chemicals in the brain. ADHD is believed to be inherited in
most cases, but it is also prevalent in premature babies and
children who have experienced head injuries.
The disorder ADD (attention deficit disorder) was
renamed ADHD to account for the “hyperactivity” that is often
one of the major symptoms found in people with the disorder.
The disability can exist without the presence of hyperactivity, in
which case it is referred to as a subset of ADHD called ADD.
Both terms are often used to describe the same disorder.
Children can exhibit ADHD symptoms at a very young
age, and are often diagnosed before the age of seven. On the
other hand, some adults do not realize they have this disorder
until their own children are diagnosed with it. Some symptoms,
such as hyperactivity, may be less severe as a child ages and
learns coping mechanisms.
Internet: <https://www.englishclub.com> (adapted).
Based on the previous text, judge the following item.
The words “impulsively” and “easily”, in the first paragraph,
and the word “disability”, in the third paragraph, are
examples of adverbs in English.
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Giruá - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Giruá - RS - Professor de Língua Inglesa |
Q2104974
Inglês
Texto associado
Music Enabling Cognitive Work
(Avaliable in: ASHLEY, R. and TIMMERS, R. (Editors) The Routledge Companion to Music Cognition. New York:
Routledge, 2017 – text adapted specially for this test).
Connect the highlighted words “while” (l. 01), “however” and “whether” (l. 11) to the
ideas they convey in the text, in order:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Giruá - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Giruá - RS - Professor de Língua Inglesa |
Q2104973
Inglês
Texto associado
Music Enabling Cognitive Work
(Avaliable in: ASHLEY, R. and TIMMERS, R. (Editors) The Routledge Companion to Music Cognition. New York:
Routledge, 2017 – text adapted specially for this test).
Analyze the following statements about the sentence “In the early-twentieth century
music was sometimes broadcast in factories to increase productivity and morale”
(l. 01-02): I. “Music was sometimes broadcast” is in the simple present, in a passive voice structure.
II. The adverb “sometimes” could be replaced by “rarely” with no changes in meaning.
III. The word “increase” could be translated as “aumentar”.
Which ones are correct?
(l. 01-02): I. “Music was sometimes broadcast” is in the simple present, in a passive voice structure.
II. The adverb “sometimes” could be replaced by “rarely” with no changes in meaning.
III. The word “increase” could be translated as “aumentar”.
Which ones are correct?
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de São José - SC
Prova:
FEPESE - 2022 - Prefeitura de São José - SC - Professor - Inglês |
Q2102925
Inglês
Texto associado
Training for the Javelin
The javelin is over 400,000 years old. This long, pointed
stick was first used as a weapon before it became an
integral event in the Olympic Games. Though even as
a sport, it can still cause damage today.
Javelin throwers can become injured because they
often repeat the same action many times during
training or competitions. There is especially a risk of
elbow injury if athletes bend their arms the wrong
way when they throw the javelin. As with all sports, it’s
important to warm up properly before practicing the
javelin.
For people considering taking up this sport, here are
some suggestions for preventing injury:
1. Practice with a professional coach. It’s essential to develop a good technique from the
beginning.
2. Develop healthy eating habits and a good
diet with lots of fruit, vegetables, and protein
(chicken or fish). Don’t skip breakfast on the
day of the competition.
3. When competing ___________sports events, plan
the day properly. Competitions can begin ____________the morning, so start your warm up when you
get up. Do exercises for your arms, legs, back,
and neck before you put your gym
clothes and go the stadium.
4. It’s important for athletes to keep their body
temperatures up, so after warming up, it’s best
to wear a tracksuit while waiting for the event
to begin. Sometimes the different parts of the
competitions take place at different times. In
between, keep your throwing arm warm. For
example, wrap a towel around it while you’re
waiting.
5. After the competition, many athletes want
to relax and hang out with their friends, but
don’t finish the competition without cooling
down first. Put ice on the throwing arm for
about a quarter of an hour. This prevents injuries after the event.
6. Finally, don’t practice too much. Only Olympic
athletes need to practice every day. Sports are
for fun. Just enjoy the event.
Choose the alternative that defines correctly the
word ‘though’ in “Though even as a sport, it can still
cause damage today”.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de São José - SC
Prova:
FEPESE - 2022 - Prefeitura de São José - SC - Professor - Inglês |
Q2102923
Inglês
Texto associado
Training for the Javelin
The javelin is over 400,000 years old. This long, pointed
stick was first used as a weapon before it became an
integral event in the Olympic Games. Though even as
a sport, it can still cause damage today.
Javelin throwers can become injured because they
often repeat the same action many times during
training or competitions. There is especially a risk of
elbow injury if athletes bend their arms the wrong
way when they throw the javelin. As with all sports, it’s
important to warm up properly before practicing the
javelin.
For people considering taking up this sport, here are
some suggestions for preventing injury:
1. Practice with a professional coach. It’s essential to develop a good technique from the
beginning.
2. Develop healthy eating habits and a good
diet with lots of fruit, vegetables, and protein
(chicken or fish). Don’t skip breakfast on the
day of the competition.
3. When competing ___________sports events, plan
the day properly. Competitions can begin ____________the morning, so start your warm up when you
get up. Do exercises for your arms, legs, back,
and neck before you put your gym
clothes and go the stadium.
4. It’s important for athletes to keep their body
temperatures up, so after warming up, it’s best
to wear a tracksuit while waiting for the event
to begin. Sometimes the different parts of the
competitions take place at different times. In
between, keep your throwing arm warm. For
example, wrap a towel around it while you’re
waiting.
5. After the competition, many athletes want
to relax and hang out with their friends, but
don’t finish the competition without cooling
down first. Put ice on the throwing arm for
about a quarter of an hour. This prevents injuries after the event.
6. Finally, don’t practice too much. Only Olympic
athletes need to practice every day. Sports are
for fun. Just enjoy the event.
Analyze the sentences according to structure and
grammar use.
1. The underlined words in the sentence “This long, pointed stick was first used as a weapon…” is an example of active voice in the past tense.
2. The words in bold “they” and “their”, in the text, are being used as a personal pronoun and a possessive adjective, respectively.
3. The negative form of the following sentence: “Do exercises for your arms, legs, back, and neck…” is “Don’t exercise your arms, legs, back, and neck…”.
4. The word ‘properly’ in “it’s important to warm up properly before practicing the javelin.” is an adverb that means correctly or satisfactorily.
Choose the alternative which contains the correct sentences.
1. The underlined words in the sentence “This long, pointed stick was first used as a weapon…” is an example of active voice in the past tense.
2. The words in bold “they” and “their”, in the text, are being used as a personal pronoun and a possessive adjective, respectively.
3. The negative form of the following sentence: “Do exercises for your arms, legs, back, and neck…” is “Don’t exercise your arms, legs, back, and neck…”.
4. The word ‘properly’ in “it’s important to warm up properly before practicing the javelin.” is an adverb that means correctly or satisfactorily.
Choose the alternative which contains the correct sentences.
Ano: 2022
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Jequié - BA
Prova:
Instituto Consulplan - 2022 - Prefeitura de Jequié - BA - Professor de Língua Inglesa |
Q2087725
Inglês
Read the text to answer.
Woman Work
(Maya Angelou.)
I’ve got the children to tend
The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The cane to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.
Shine on me, sunshine
Rain on me, rain
Fall softly, dewdrops
And cool my brow again.
Storm, blow me from here with your fiercest wind
Let me float across the sky ‘til I can rest again, fall gently, snowflakes,
Cover me with white cold icy kisses and let me rest tonight.
Sun, rain, curving sky, mountain, oceans, leaf and stone
You're all that I can call my own.
(Available: http://www.aquaculturewithoutfrontiers.org.)
In “Fall softly, dewdrops” and “Let me float across the sky ‘til I can rest again, fall gently, snowflakes” the words GENTLY and SOFTLY convey the concept of:
Ano: 2022
Banca:
INSTITUTO AOCP
Órgão:
BANESE
Provas:
INSTITUTO AOCP - 2022 - BANESE - Técnico Bancário III - Área de Informática - Desenvolvimento
|
INSTITUTO AOCP - 2022 - BANESE - Técnico Bancário III - Área de Informática - Suporte |
Q2073396
Inglês
Texto associado
What is the Difference Between Checking and Savings Accounts?
The main difference between checking and savings accounts is that checking accounts are primarily for accessing your money for daily use while savings accounts are primarily for saving money. Checking accounts are considered “transactional,” meaning that they allow you to access your money when and where you need it. While both allow you to access your money, you may consider it easier to do so with checking accounts. Since these accounts are designed to give you easy access to your cash, they often come with debit cards, checks, and even offer digital payment options. In contrast, savings accounts have a limit on the number of withdrawals you can make each month.
While checking accounts are convenient for daily cash needs, it’s important to remember that they may be age restricted. Most banks won’t allow people under the age of 18 to open a checking account without a parent or legal guardian as a co-owner of the account. Before opening a checking account, make sure that its terms fit your financial needs and your lifestyle.
When it comes to setting aside money for a longterm need or goal, you should consider a savings account. Savings accounts are designed to hold money over a long period of time to help you save for larger goals (rather than everyday purchases). As your money stays in the account, it will accrue interest and grow over time. This means that you will need to visit your bank, set up a transfer online, or make an ATM withdrawal to access your money.
Keeping some of your money in a savings account is a great way to set it aside for emergencies or large purchases – its limited access will keep you from spending it on day-to-day necessities. There are also dedicated savings accounts for kids, though a parent or guardian is usually required as a joint owner.
(Adapted from: https://www.santanderbank.com/personal/resources/checkingsavings/difference-between-checking
savings#:~:text=The%20main%20difference%20between%20check
ing,and%20where%20you%20need%20it)
Pay close attention to the terms/idioms that are
underlined in the five following sentences:
I. While both allow you to access your money, you may consider it easier to do so with checking accounts (1st paragraph). II. In contrast, savings accounts have a limit on the number of withdrawals you can make each month (1st paragraph). III. Most banks won’t allow people under the age of 18 to open a checking account without a parent or legal guardian as a co-owner of the account (2nd paragraph). IV. When it comes to setting aside money for a long-term need or goal, you should consider a savings account (3rd paragraph). V. There are also dedicated savings accounts for kids, though a parent or guardian is usually required as a joint owner (4th paragraph).
Now, choose the alternative that classifies these terms correctly and matches them with an appropriate synonym.
I. While both allow you to access your money, you may consider it easier to do so with checking accounts (1st paragraph). II. In contrast, savings accounts have a limit on the number of withdrawals you can make each month (1st paragraph). III. Most banks won’t allow people under the age of 18 to open a checking account without a parent or legal guardian as a co-owner of the account (2nd paragraph). IV. When it comes to setting aside money for a long-term need or goal, you should consider a savings account (3rd paragraph). V. There are also dedicated savings accounts for kids, though a parent or guardian is usually required as a joint owner (4th paragraph).
Now, choose the alternative that classifies these terms correctly and matches them with an appropriate synonym.
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016705
Inglês
Texto associado
Activities for raising awareness of diversity
Our first goal as language teachers is always to encourage our
learners to make use of their developing language. Giving them a
genuine communicative purpose and making it personal to them
are two good ways of achieving this. For students beginning their
journey to greater self-awareness, teachers could devise an
inventory of learning skills for them to rate themselves on. This
could include items such as ‘I keep my notes in order’, ‘I always
make a note of homework and the date it should be done’ or
whatever is appropriate to their level. Students could rate
themselves privately, but then discuss with other students which
ones they find most challenging, exchanging tips about how they
could improve these aspects of learning. From these discussions,
it will probably become clear that some students have already
got good study strategies in place, even if some of them seem a
little unusual. Revisiting the checklist later in the course helps
learners to reflect on how they have improved and what they still
need to work on. […]
Making use of materials that include a diverse range of
characters is another great way of initiating discussion and raising
awareness of the issues. There may be no explicit mention made
in the text of this diversity, thereby sending the implicit message
that this is just how the world is. Students may see characters
that they can relate to more easily, and feel more included
generally. Other materials, such as the ‘Adventures on Inkling
Island’ comic strips, explicitly showcase the daily challenges and
talents of neurodiverse people, demonstrating that being
different can be a strength in some situations.
A powerful way of enabling people to understand how it
might feel to be in the minority on a daily basis, whether in terms
of physical abilities or cognitive function, is to set up experiential
activities which challenge the participants to perform unusual
tasks in conditions that make their usual way of working
impossible. As well as being a fun way of introducing the topic for
further discussion, these activities are usually very memorable
and drive home the message that – in the vast majority of cases –
lack of success in academic tasks is not due to laziness or
stupidity.
Adapted from: https://www.teachingenglish.org.uk/article/raising-awarenessdiversity-language-classroom
The underlined word in “make use of their developing language”
(1st paragraph) is a(n)
Ano: 2022
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2022 - SEDF - Professor de Educação Básica - Inglês - Edital nº 31 |
Q1975108
Inglês
Texto associado
Text for the item from.
What are trees? Internet: <https://kids.britannica.com> (adapted).
According to the text, judge the item from.
In the sentence “Scientists also group trees based on whether they lose their leaves” (line 8), the conjunction “whether” could be correctly replaced with if.
In the sentence “Scientists also group trees based on whether they lose their leaves” (line 8), the conjunction “whether” could be correctly replaced with if.
Ano: 2022
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2022 - SEDF - Professor de Educação Básica - Inglês - Edital nº 31 |
Q1975078
Inglês
Texto associado
Text for the item from.
Internet: <https://www.sciencedirect.com> (adapted).
According to the text, judge the item from.
The word “Occasionally” (line 17) is an adverbial adjunction which means that an action frequently happens within a short period of time.
The word “Occasionally” (line 17) is an adverbial adjunction which means that an action frequently happens within a short period of time.
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
BANRISUL
Provas:
CESPE / CEBRASPE - 2022 - BANRISUL - Analista de Segurança da Tecnologia da Informação
|
CESPE / CEBRASPE - 2022 - BANRISUL - Suporte à Plataforma Mainframe |
CESPE / CEBRASPE - 2022 - BANRISUL - Suporte à Infraestrutura de Tecnologia da Informação |
CESPE / CEBRASPE - 2022 - BANRISUL - Quality Assurance (QA) e Analistas de Teste |
CESPE / CEBRASPE - 2022 - BANRISUL - Gestão de Tecnologia da Informação |
CESPE / CEBRASPE - 2022 - BANRISUL - Desenvolvimento de Sistemas |
CESPE / CEBRASPE - 2022 - BANRISUL - Analista de Transformação Digital |
Q1962997
Inglês
Texto associado
In 1863, in an effort to reduce street traffic, London
opened the world’s first underground line, the Metropolitan
Railway. Its birth can be traced back two decades before to the
building of the world’s first under-river tunnel below the
Thames, which swiftly became both popular with pedestrians and
a huge tourist attraction.
Initially, what would become the London Underground
consisted of tracks dug slightly below the surface and then
covered over, but as the technology improved, and trains
switched from steam-powered to electric, the lines went deeper.
Now the ground beneath Londoners’ feet hums with an extensive
network of Tube lines ferrying people about the city speedily,
efficiently — and out of sight.
Along with trains, powerlines, pipes, and cables, there’s
another piece of infrastructure some have long wished to bury —
roads. To some, these thick asphalt ribbons crisscrossing
countries and cleaving apart communities and ecosystems no
longer seem fit for purpose. As they sprawl longer and wider in
the hopes of speeding up traffic, congestion ticks upwards and
cars continue to pollute the air and spew greenhouse gases.
No one has suggested burying every single one of the
world’s roads. But what would happen if we did relocate them all
below the surface? In a time of increasing urbanization, soaring
inequality and climate crisis, imagining the impact this could
have raises important questions about how our global transport
system is developing — and prompts us to consider where we
really want it to go.
What if all roads went underground? Internet: <www.bbc.com> (adapted)
Based on the previous text, judge the following item.
The adverbs “swiftly” and “speedily” (first and second
paragraphs, respectively) both mean quickly.
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Cachoeira do Sul - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Cachoeira do Sul - RS - Professor de Língua Inglesa |
Q1943495
Inglês
Texto associado
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
The highlighted words “easily” (l. 02), “clearly” (l. 04), and “incredibly” (l. 17) are
________ and they follow ________ spelling rule(s).”
Choose the alternative that correctly and respectively fills in the blanks in the text above.
Choose the alternative that correctly and respectively fills in the blanks in the text above.
Ano: 2022
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2022 - Instituto Rio Branco - Diplomata - Tarde |
Q1927854
Inglês
Considering the ideas and the vocabulary of the text above, decide whether the statements below are right (C) or wrong (E).
In the sentence “look about the room”, in line 1, about
is used as adverb rather than a preposition.
Ano: 2022
Banca:
FGV
Órgão:
TJ-DFT
Provas:
FGV - 2022 - TJ-DFT - Analista Judiciário - Segurança da Informação
|
FGV - 2022 - TJ-DFT - Analista Judiciário - Suporte em Tecnologia da Informação |
FGV - 2022 - TJ-DFT - Analista Judiciário - Análise de Sistemas |
FGV - 2022 - TJ-DFT - Analista Judiciário - Análise de Dados |
Q1924881
Inglês
Texto associado
Here’s why we’ll never be able to build a brain in a computer
It’s easy to equate brains and computers – they’re both thinking
machines, after all. But the comparison doesn’t really stand up to
closer inspection, as Dr. Lisa Feldman Barrett reveals.
People often describe the brain as a computer, as if neurons are
like hardware and the mind is software. But this metaphor is
deeply flawed.
A computer is built from static parts, whereas your brain
constantly rewires itself as you age and learn. A computer stores
information in files that are retrieved exactly, but brains don’t
store information in any literal sense. Your memory is a constant
construction of electrical pulses and swirling chemicals, and the
same remembrance can be reassembled in different ways at
different times.
Brains also do something critical that computers today can’t. A
computer can be trained with thousands of photographs to
recognise a dandelion as a plant with green leaves and yellow
petals. You, however, can look at a dandelion and understand
that in different situations it belongs to different categories. A
dandelion in your vegetable garden is a weed, but in a bouquet
from your child it’s a delightful flower. A dandelion in a salad is
food, but people also consume dandelions as herbal medicine.
In other words, your brain effortlessly categorises objects by
their function, not just their physical form. Some scientists
believe that this incredible ability of the brain, called ad hoc
category construction, may be fundamental to the way brains
work.
Also, unlike a computer, your brain isn’t a bunch of parts in an
empty case. Your brain inhabits a body, a complex web of
systems that include over 600 muscles in motion, internal organs,
a heart that pumps 7,500 litres of blood per day, and dozens of
hormones and other chemicals, all of which must be coordinated,
continually, to digest food, excrete waste, provide energy and
fight illness.[…]
If we want a computer that thinks, feels, sees or acts like us, it
must regulate a body – or something like a body – with a complex
collection of systems that it must keep in balance to continue
operating, and with sensations to keep that regulation in check.
Today’s computers don’t work this way, but perhaps some
engineers can come up with something that’s enough like a body
to provide this necessary ingredient.
For now, ‘brain as computer’ remains just a metaphor.
Metaphors can be wonderful for explaining complex topics in
simple terms, but they fail when people treat the metaphor as an
explanation. Metaphors provide the illusion of knowledge.
(Adapted from https://www.sciencefocus.com/future-technology/canwe-build-brain-computer/ Published: 24th October, 2021, retrieved on
February 9th, 2022)
“Whereas” in “A computer is built from static parts, whereas your
brain constantly rewires itself as you age and learn” introduces
a(n):
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Concórdia - SC
Prova:
FEPESE - 2022 - Prefeitura de Concórdia - SC - Professor - Inglês |
Q1913772
Inglês
Read the following text:
“In Japan, they call them ‘manga’; in Latin America, ‘histotietas’; in Italy, ‘fumetti’; in Brazil, ‘história em quadrinhos’; and in the U.S., ‘comics’.”; ” All of Mexico’s comic titles together.
The words in bold are respectively:
“In Japan, they call them ‘manga’; in Latin America, ‘histotietas’; in Italy, ‘fumetti’; in Brazil, ‘história em quadrinhos’; and in the U.S., ‘comics’.”; ” All of Mexico’s comic titles together.
The words in bold are respectively:
Conheça nossos planos