Questões de Concurso
Sobre palavras conectivas | connective words em inglês
Foram encontradas 632 questões
Ano: 2024
Banca:
Qconcursos
Órgão:
Banco do Brasil
Prova:
Qconcursos - 2024 - Banco do Brasil - Agente Comercial (Escriturário) |
Q3451692
Inglês
Texto associado
Unlocking The AI Growth Multiplier
For companies across industries, AI can
be a powerful growth tool by unlocking insights,
capabilities, and productivity. For financial
services, it could go even further by transforming
how institutions and individuals interact with their
financial services providers.
AI’s contribution to the global economy is
currently estimated to be $19.9 trillion through
2030, driving 3.5% of global GDP. Many practical uses of AI are already embedded in industries like
financial services, with the technology beginning
to transform the way products and services are
offered, opening the door to innovation, new
operating models, and inspiring how
organizations reimagine growth.
Advancements in AI have enabled
financial institutions to leverage large datasets to
generate market insights, use generative AI to
help improve decision-making and enhance client
experience, and harness machine learning and
natural language processing to automate. AI is
also being used to develop sophisticated trading
algorithms, detect fraud and cyber threats, and
enhance personalized financial planning.
AI can increase productivity by 40%
through automation of repetitive tasks and
optimization of workflows, enabling businesses to
achieve more in less time and reallocate time
saved to more strategic work. Organizations aim
to evolve from utilizing AI for basic automation to
autonomous operations, focusing on increasing
operating leverage through AI-driven processes
with appropriate controls and human oversight.
This could help streamline operations, enhance
efficiencies, and improve risk management and
compliance, helping to scale operations and
minimize proportional cost increases.
AI can also be an important tool for
mitigating certain types of risks, as it can help
detect anomalies and fraud by continuously
monitoring transactions and identifying
suspicious activities. AI-enabled scenario
creation, analysis, and anomaly detection can
help supercharge risk management and control
mitigation processes.
The next phase of AI for financial
institutions involves creating new value streams
through AI capabilities, preparing for the evolution
of financial market infrastructure, and helping
other market participants and clients through their
transformation journeys. Companies can share
best practices for responsible AI, partner with AI
companies for continued innovation, and find
ways to facilitate interaction between humans
and AI.
While AI can clearly be a growth multiplier,
it is imperative to prioritize the responsible
development and usage of this technology given
the potential risks. Appropriate use of AI within
the financial sector relies on comprehensive risk
management, governance checks and balances
at multiple stages of development, maintaining
human involvement through validation, continuous education, and collaborative
discourse.
The responsible and ethical use of AI is
not solely achieved through technical safeguards,
governance, advanced models, and knowledge
sharing, but also through democratization.
Organizations must empower their workforce with
knowledge and tools to thrive in an AI-driven
world. Providing opportunities for upskilling and
encouraging collaboration can help employees
harness AI responsibly.
Michael Demissie, Christopher Martin and Saed
Shonnar. Unlocking The AI Growth Multiplier.
Available at:
https://www.bny.com/corporate/global/en/insight
s/unlocking-the-ai-growth-multiplier.html.
Retrieved on: January 28, 2025. Adapted.
In the fragment of paragraph 7 “While AI can
clearly be a growth multiplier, it is imperative to
prioritize the responsible development and
usage of this technology given the potential
risks.” (paragraph 7), the word “while” indicates:
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425099
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we 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. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-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 not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. 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.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
Consider the fragment “Since a method is
more abstract than a teaching activity, it is not
surprising that teachers think in terms of
activities [...]”. The connective in bold expresses
the same meaning as in
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425098
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we 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. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-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 not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. 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.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
“Further, decisions that teachers make
are often affected by exigencies in the
classroom rather than by methodological
considerations.” The expression in bold
indicates
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425094
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we 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. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-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 not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. 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.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
In “Despite the potential gains from a
study of methods, it is important to acknowledge
that a number of writers in our field have
criticized the concept of language teaching
methods.”, the word in bold may be replaced by
any of the followig alternatives, EXCEPT
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425090
Inglês
Texto associado
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
“Both PCN-EF (Brazil, 1998) and
PCN-EM (Brazil, 2000) present progressive
ideas about how a foreign language should be
taught in the basic education classroom.” The
alternative that presents an expression with
similar meaning to both... and is
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425086
Inglês
Texto associado
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
Consider the fragment “[...] a value of
students’ prior knowledge and position as
critical subjects, and, thus, an approach to
teaching as negotiation that aims to educate
students [...]”. The connective thus may be
correctly replaced by ______ without changing
the meaning of the sentence:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412147
Inglês
Texto associado
Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In the excerpt “…the method ended up being adopted by
regular schools due to its positive reputation at the time.”, the
underlined phrase was used to express:
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403874
Inglês
Considering the following sentences, which
one of the alternatives presents only the adequate
choices for each sentence?
I) I wouldn’t tell where Alice lives whereas I knew.
II) Even though I’m quite old, I still miss my parents.
III) The driver stopped to let on more passengers even though the bus was already full.
I) I wouldn’t tell where Alice lives whereas I knew.
II) Even though I’m quite old, I still miss my parents.
III) The driver stopped to let on more passengers even though the bus was already full.
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403873
Inglês
Considering the following sentence: “The teacher
wrote the questions on the board ______ the students
copied them.” Which one of the following is the
correct choice?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403546
Inglês
“The only artists I have ever known who are personally delightful are bad artists. Good artists exist
simply in what they make, and consequently are perfectly uninteresting in what they are. A great poet,
a really great poet, is the most unpoetical of all creatures. But inferior poets are absolutely fascinating.
The worse their rhymes are, the more picturesque they look. The mere fact of having published a book
of second-rate sonnets makes a man quite irresistible. He lives the poetry that he cannot write. The
others write the poetry that they dare not realize.”
― Oscar Wilde, The Picture of Dorian Gray
In this sentence, the word "consequently" suggests a relationship between the first and the second part of the sentence. What is this relationship?
― Oscar Wilde, The Picture of Dorian Gray
In this sentence, the word "consequently" suggests a relationship between the first and the second part of the sentence. What is this relationship?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397949
Inglês
Texto associado
The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)
Read the following statements about the text "The Role
of the Teacher in Promoting Intercultural Approaches"
and then, classify them as True (T) or False (F):
(__) In the first paragraph, the word 'however' is an adjective and is used to express the idea of addition.
(__) The word 'indeed', used in the second paragraph can be used to emphasize a statement or response confirming something already suggested, and also can be used to introduce a further and stronger or more surprising point.
(__) 'Furthermore' is used in the third paragraph to introduce a subordinate clause which contains a statement which contrasts with the statement in the main clause.
(__) In the first paragraph, the word 'however' is an adjective and is used to express the idea of addition.
(__) The word 'indeed', used in the second paragraph can be used to emphasize a statement or response confirming something already suggested, and also can be used to introduce a further and stronger or more surprising point.
(__) 'Furthermore' is used in the third paragraph to introduce a subordinate clause which contains a statement which contrasts with the statement in the main clause.
Ano: 2024
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Caucaia - CE
Prova:
Fundação CETREDE - 2024 - Prefeitura de Caucaia - CE - Professor de Educação Básica - Língua Inglesa |
Q3392431
Inglês
Texto associado
The Impact of Globali-zation: Opportunities and Challenges
In today’s interconnected world, the concept of globalization plays a significant role. Globalization refers to the increased interconnectedness of people, cultures, economies, and nations across the globe. It has been driven by advances in technology, trade, and communication, making the world a smaller and more interdependent place.
One of the most noticeable aspects of globalization is the rise of multinational corporations. Companies like Apple, Google, and Coca-Cola have a global presence and impact. They operate in multiple countries, manufacture products in one part of the world, and sell them in another. This has led to greater access to goods and services for consumers worldwide but has also raised questions about economic inequality and exploitation.
Globalization has also transformed the way we communicate. Social media platforms like Facebook, Twitter, and Instagram have connected people from different corners of the world. Information and news now travel at lightning speed, influencing public opinion and shaping global events. However, this instant connectivity has also brought concerns about privacy, misinformation, and cyberbullying.
The impact of globalization is evident in culture and lifestyle as well. The exchange of music, movies, and fashion trends between countries has created a global pop culture. People can enjoy sushi in New York, listen to K-pop in Brazil, or watch Hollywood movies in India. While this cultural exchange can be enriching, it has also led to fears of cultural homogenization and the loss of local traditions.
In conclusion, globalization has profoundly affected our world in various ways, from economics to culture to communication. It has opened up opportunities and posed challenges that societies must address in our interconnected global community.
FONTE: Adapted from: https://www.techtarget.com/searchcio/definition/ globalization. Accessed on October 10, 2023.
Choose the conjunction that best fits the sentence:
You will fail the exam __________ you study hard.
You will fail the exam __________ you study hard.
Ano: 2024
Banca:
Instituto Abaré-eté
Órgão:
Prefeitura de São Gabriel da Cachoeira - AM
Prova:
Instituto Abaré-eté - 2024 - Prefeitura de São Gabriel da Cachoeira - AM - Professor II Língua Estrangeira - Inglês |
Q3389310
Inglês
Choose the sentence that correctly combines two or
more expressions of time:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Sete Barras - SP
Prova:
Avança SP - 2024 - Prefeitura de Sete Barras - SP - Professor de Educação Básica III - Língua Inglesa |
Q3382596
Inglês
"Even though it was raining, they went for a walk."
Choose the option which has the same meaning and idea as the sentence in italics:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Sete Barras - SP
Prova:
Avança SP - 2024 - Prefeitura de Sete Barras - SP - Professor de Educação Básica III - Língua Inglesa |
Q3382591
Inglês
Choose the option where the use of "even if" or "until" is incorrect.
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Bandeirante - SC
Prova:
AMEOSC - 2024 - Prefeitura de Bandeirante - SC - Professor de Inglês |
Q3367746
Inglês
Choose the option that correctly completes the following
complex sentence using appropriate conjunctions: "She
wanted to go for a hike, _____ it was raining heavily,
_____ she decided to stay home and read a book
instead."
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Jequié - BA
Prova:
Instituto Consulplan - 2024 - Prefeitura de Jequié - BA - Professor de Inglês |
Q3364443
Inglês
Texto associado
Something in the water? Why we love shark films
From the Steven Spielberg classic Jaws, to predators stalking the Seine in Under Paris, there is no shortage of shark films.
Hollywood and audiences love them, seemingly never tiring of the suspense, gore and terror.
There are prehistoric giant sharks in The Meg, genetically engineered ones in Deep Blue Sea, and sharks high on cocaine
in the ingeniously named Cocaine Shark.
Even Donald Trump is a fan – he was reportedly due to play the US president in a Sharknado film, before becoming the
actual president.
I became hooked on them after watching James Bond film Thunderball, where the villain keeps sharks in his swimming pool.
It led to a lifelong interest in shark films, as well as an irrational fear of swimming pools, even ones filled with chlorine
inside leisure centres.
Hayley Easton Street is the British director behind a new shark film, Something in the Water, which tells the story of a
group of women stranded at sea.
She explains that, as fan of shark films herself, she “absolutely wanted” to make the movie.
So why are shark movies so popular? “It's the fear of what could be going on with the unknown of [the sea]” she tells BBC News.
“Just being stuck in the middle of the ocean is scary enough. You're trapped in something else's world and anything could
happen.”
But despite Street's love of shark films, she did not want the ones in hers to be portrayed as marine serial killers.
“We kill 100 million sharks every year” she notes.
The director was also aware that the release of Jaws led to a huge rise in the hunting of sharks, partly because they had
been portrayed as merciless killers.
“As much as I love shark films, I love sharks.”
“I was really conscious of that, because it's easy for people to start seeing them as killing machines... or monsters, which
they are not.”
She adds: “I feel it's more scary to have the realistic theme of it, that, you know, if you are out in the ocean and there are
sharks and they do mistake you for something else, they will kill you.”
Despite the huge success of Jaws, Spielberg has said he “truly regrets the decimation of the shark population because of
the book and the film”.
Spielberg is not the only person concerned about Hollywood's portrayal of sharks and the impact it continues to have.
US marine biologist Andriana Fragola dedicates herself to educating people about sharks, often sharing videos of her diving
with them.
She says they are “misunderstood predators” that have been harmed by movies and the media.
Andriana tells me that she has watched Netflix's new shark film, Under Paris, and was not impressed.
“Their whole thing was it's about conservation, about studying them, but then the sharks are still eating people.”
“So it's giving a little bit more of a rounded education and a little bit more depth to the story, it's not just people swimming
at the beach and getting attacked and eaten.”
“But the bottom line and what people can draw from the movie is that sharks are still really dangerous to people and
they're just going to continuously hunt and eat people.”
“If that was true, we would be reduced as a human species. Everyone who goes to the beach, they would be threatened.”
Andriana says the perception of sharks causes a real issue for conservation.
“It's a huge problem because people don't want to protect something that they're scared of.”
“The perception from people is that they're dangerous to humans so we should eradicate them, and that's obviously a
huge problem for conservation and getting people to want to empathise or sympathise with sharks and wanting to actually
protect them.”
“It's unfortunate because 100 million sharks are killed every year, and globally sharks kill fewer than 10 people every year.”
“We're really focused on the sharks being the monsters and them being out to get us. In reality it's the opposite.”
It is unlikely that Hollywood will stop making shark films, or we will stop watching them.
But the figures show that far from being the serial killers of the sea, sharks are actually much more likely to be the victims
of humans.
(Charlotte Gallagher, Culture reporter, BBC 2024. Accessed: 29 July 2024. Available in:<https://www.bbc.com/news/articles/ckmmgxvp7dgo>. Adapted.)
Consider the underlined term “But despite Street's love of shark films, she did not want the ones in hers to be portrayed as
marine serial killers.” (11th§) The terms presented in the following alternatives could replace it in the sentence, without
change of meaning, EXCEPT for:
Q3344592
Inglês
Texto associado
Leia o texto para responder à questão.
Sustainability is a big buzzword in modern architecture
– and not just when building the world’s tallest wooden
skyscraper. According to the Green Building Council – an
authority on sustainable buildings and communities in
Australia – the built environment accounts for nearly 40% of
“global energy related carbon emissions,” with materials and
construction alone accounting for 11% of that global total.
But once a recently approved residential high-rise in Perth,
Australia, is erected, there will be no mistaking how central
sustainability was to the project. Why? Because it would stand
as the tallest wooden skyscraper in the world.
Envisioned by an Australian architecture firm, C6 (the
project’s name, which is derived from its location at 6 Charles
Street) aims to incorporate hybridized timber not just for floor
paneling, but as an essential structural element throughout
all of its 50 stories, making up a substantial amount of the
project’s total materials. As a result, the architecture firm
claims that C6 will use “around 45% less concrete than a
traditional building of a similar scale”.
There’s no timeline for the completion of C6 just yet.
But don’t be surprised if this landmark inspires other
sustainable-minded architects to eclipse its benchmark by the
time residents are moving in.
(https://www.architecturaldigest.com/story/, 12.10.2023)
O trecho do segundo parágrafo – which is derived from its
location at 6 Charles Street – apresenta
Q3344591
Inglês
Texto associado
Leia o texto para responder à questão.
Sustainability is a big buzzword in modern architecture
– and not just when building the world’s tallest wooden
skyscraper. According to the Green Building Council – an
authority on sustainable buildings and communities in
Australia – the built environment accounts for nearly 40% of
“global energy related carbon emissions,” with materials and
construction alone accounting for 11% of that global total.
But once a recently approved residential high-rise in Perth,
Australia, is erected, there will be no mistaking how central
sustainability was to the project. Why? Because it would stand
as the tallest wooden skyscraper in the world.
Envisioned by an Australian architecture firm, C6 (the
project’s name, which is derived from its location at 6 Charles
Street) aims to incorporate hybridized timber not just for floor
paneling, but as an essential structural element throughout
all of its 50 stories, making up a substantial amount of the
project’s total materials. As a result, the architecture firm
claims that C6 will use “around 45% less concrete than a
traditional building of a similar scale”.
There’s no timeline for the completion of C6 just yet.
But don’t be surprised if this landmark inspires other
sustainable-minded architects to eclipse its benchmark by the
time residents are moving in.
(https://www.architecturaldigest.com/story/, 12.10.2023)
No trecho do primeiro parágrafo – But once a recently
approved residential high-rise in Perth, Australia, is
erected –, a palavra em negrito é equivalente em
português a
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Três Barras - SC
Prova:
Unesc - 2024 - Prefeitura de Três Barras - SC - Professor de Inglês |
Q3339095
Inglês
What is an example of a cohesive device?
Conheça nossos planos