Questões de Concurso Sobre inglês
Foram encontradas 25.607 questões
Ano: 2024
Banca:
FGV
Órgão:
TCE-GO
Provas:
FGV - 2024 - TCE-GO - Analista de Controle Externo - Ciências Contábeis
|
FGV - 2024 - TCE-GO - Analista de Controle Externo - Jurídica |
FGV - 2024 - TCE-GO - Analista de Controle Externo - Tecnologia da Informação |
FGV - 2024 - TCE-GO - Analista de Controle Externo - Controle Externo |
FGV - 2024 - TCE-GO - Analista de Controle Externo - Engenharia |
Q2517164
Inglês
Texto associado
READ THE TEXT AND ANSWER QUESTION:
Artificial intelligence and the future of humanity
Thinking and learning about artificial intelligence are the mental
equivalent of a fission chain reaction. The questions get really big,
really quickly.
The most familiar concerns revolve around short-term impacts:
the opportunities for economic productivity, health care,
manufacturing, education, solving global challenges such as
climate change and, on the flip side, the risks of mass
unemployment, disinformation, killer robots, and concentrations
of economic and strategic power.
Each of these is critical, but they’re only the most immediate
considerations. The deeper issue is our capacity to live meaningful,
fulfilling lives in a world in which we no longer have intelligence
supremacy.
As long as humanity has existed, we’ve had an effective monopoly
on intelligence. We have been, as far as we know, the smartest
entities in the universe.
At its most noble, this extraordinary gift of our evolution drives us
to explore, discover and expand. Over the past roughly 50,000
years—accelerating 10,000 years ago and then even more steeply
from around 300 years ago—we’ve built a vast intellectual empire
made up of science, philosophy, theology, engineering,
storytelling, art, technology and culture.
If our civilisations—and in varying ways our individual lives—have
meaning, it is found in this constant exploration, discovery and
intellectual expansion.
Intelligence is the raw material for it all. But what happens when
we’re no longer the smartest beings in the universe? We haven’t
yet achieved artificial general intelligence (AGI)—the term for an
AI that could do anything we can do. But there’s no barrier in
principle to doing so, and no reason it wouldn’t quickly outstrip us
by orders of magnitude.
Even if we solve the economic equality questions through
something like a universal basic income and replace notions of
‘paid work’ with ‘meaningful activity’, how are we going to spend
our lives in ways that we find meaningful, given that we’ve evolved
to strive and thrive and compete?
Adapted from https://www.aspistrategist.org.au/artificialintelligence-and-the-future-of-humanity/
The first sentence presents a
Ano: 2024
Banca:
FGV
Órgão:
TCE-GO
Provas:
FGV - 2024 - TCE-GO - Analista de Controle Externo - Ciências Contábeis
|
FGV - 2024 - TCE-GO - Analista de Controle Externo - Jurídica |
FGV - 2024 - TCE-GO - Analista de Controle Externo - Tecnologia da Informação |
FGV - 2024 - TCE-GO - Analista de Controle Externo - Controle Externo |
FGV - 2024 - TCE-GO - Analista de Controle Externo - Engenharia |
Q2517163
Inglês
Texto associado
READ THE TEXT AND ANSWER QUESTION:
Artificial intelligence and the future of humanity
Thinking and learning about artificial intelligence are the mental
equivalent of a fission chain reaction. The questions get really big,
really quickly.
The most familiar concerns revolve around short-term impacts:
the opportunities for economic productivity, health care,
manufacturing, education, solving global challenges such as
climate change and, on the flip side, the risks of mass
unemployment, disinformation, killer robots, and concentrations
of economic and strategic power.
Each of these is critical, but they’re only the most immediate
considerations. The deeper issue is our capacity to live meaningful,
fulfilling lives in a world in which we no longer have intelligence
supremacy.
As long as humanity has existed, we’ve had an effective monopoly
on intelligence. We have been, as far as we know, the smartest
entities in the universe.
At its most noble, this extraordinary gift of our evolution drives us
to explore, discover and expand. Over the past roughly 50,000
years—accelerating 10,000 years ago and then even more steeply
from around 300 years ago—we’ve built a vast intellectual empire
made up of science, philosophy, theology, engineering,
storytelling, art, technology and culture.
If our civilisations—and in varying ways our individual lives—have
meaning, it is found in this constant exploration, discovery and
intellectual expansion.
Intelligence is the raw material for it all. But what happens when
we’re no longer the smartest beings in the universe? We haven’t
yet achieved artificial general intelligence (AGI)—the term for an
AI that could do anything we can do. But there’s no barrier in
principle to doing so, and no reason it wouldn’t quickly outstrip us
by orders of magnitude.
Even if we solve the economic equality questions through
something like a universal basic income and replace notions of
‘paid work’ with ‘meaningful activity’, how are we going to spend
our lives in ways that we find meaningful, given that we’ve evolved
to strive and thrive and compete?
Adapted from https://www.aspistrategist.org.au/artificialintelligence-and-the-future-of-humanity/
Based on the text, mark the statements below as TRUE (T) or FALSE
(F):
( ) The author mentions the fact that AGI may supplant human faculties.
( ) Ways in which we can lead meaningful lives are detailed.
( ) AGI has already solved the problems of economic equality.
The statements are, respectively
( ) The author mentions the fact that AGI may supplant human faculties.
( ) Ways in which we can lead meaningful lives are detailed.
( ) AGI has already solved the problems of economic equality.
The statements are, respectively
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514230
Inglês
Texto associado
Agatha Christie
Agatha Christie is one of the rare writers who has completely transcended pop culture to become a more or less permanent
fixture in the literary filament. Most authors — even best-selling authors who won awards and enjoyed huge sales of their
books — fade away shortly after they die, their work falling out of fashion. A favorite example is George Barr McCutcheon,
who had several bestsellers in the early 20th century — including "Brewster’s Millions," which has been adapted to film seven
times — and was quite the literary star. A hundred years later, few people know his name, and if they know the title of his
most famous work, it’s probably because of Richard Pryor.
But Christie is something else entirely. [...] Christie’s works are protected from the sort of rot that makes most non-literary
classics fade from the public mind, of course, because they are generally quite clever, and the mysteries they describe and
solve are crimes and schemes that could still be attempted today despite the march of time and technology. That makes
Christie’s stories very adaptable, and indeed they are still adapting her most famous novels for television and film. Whether
as period pieces or with effortless updates, these stories remain the gold standard for a “whodunnit.” On top of that, despite
being a writer of paperback mysteries, a traditionally low-rent genre, Christie injected a certain thrilling literary adventure
into her writing, ignoring the rules quite often and setting new standards [...].
And that’s likely the reason for Christie’s continued popularity. Despite writing what could have been tossed-off novels that
sold like hotcakes and were then forgotten, Christie managed a perfect balance between intelligent artistry and the red meat
of surprise twists, sudden reveals, and convoluted murder plots. Tha t literary intelligence, in fact, means that there’s a lot
more than just clues to the mystery at hand in Christie’s stories — in fact, there are clues to Agatha Christie herself hidden in
her prose.
(Adapted from: https://www.thoughtco.com/agatha-christie-secrets-4137763)
Analyze the sentences below:
1. “Agatha Christie is one of the rare writers who has completely transcended pop culture...” 2. “[...] Christie is something else entirely...” 3. “[...] Christie injected a certain thrilling literary adventure into her writing...”
It is correct to affirm that:
1. “Agatha Christie is one of the rare writers who has completely transcended pop culture...” 2. “[...] Christie is something else entirely...” 3. “[...] Christie injected a certain thrilling literary adventure into her writing...”
It is correct to affirm that:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514229
Inglês
Texto associado
Agatha Christie
Agatha Christie is one of the rare writers who has completely transcended pop culture to become a more or less permanent
fixture in the literary filament. Most authors — even best-selling authors who won awards and enjoyed huge sales of their
books — fade away shortly after they die, their work falling out of fashion. A favorite example is George Barr McCutcheon,
who had several bestsellers in the early 20th century — including "Brewster’s Millions," which has been adapted to film seven
times — and was quite the literary star. A hundred years later, few people know his name, and if they know the title of his
most famous work, it’s probably because of Richard Pryor.
But Christie is something else entirely. [...] Christie’s works are protected from the sort of rot that makes most non-literary
classics fade from the public mind, of course, because they are generally quite clever, and the mysteries they describe and
solve are crimes and schemes that could still be attempted today despite the march of time and technology. That makes
Christie’s stories very adaptable, and indeed they are still adapting her most famous novels for television and film. Whether
as period pieces or with effortless updates, these stories remain the gold standard for a “whodunnit.” On top of that, despite
being a writer of paperback mysteries, a traditionally low-rent genre, Christie injected a certain thrilling literary adventure
into her writing, ignoring the rules quite often and setting new standards [...].
And that’s likely the reason for Christie’s continued popularity. Despite writing what could have been tossed-off novels that
sold like hotcakes and were then forgotten, Christie managed a perfect balance between intelligent artistry and the red meat
of surprise twists, sudden reveals, and convoluted murder plots. Tha t literary intelligence, in fact, means that there’s a lot
more than just clues to the mystery at hand in Christie’s stories — in fact, there are clues to Agatha Christie herself hidden in
her prose.
(Adapted from: https://www.thoughtco.com/agatha-christie-secrets-4137763)
Relative pronouns are: that, who, whom, which, and whose. They refer to terms quoted previously and must be used to introduce a subordinated and main sentence.
(Source: https://brasilescola.uol.com.br/ingles/relative-pronouns.htm)
The pronoun “who” underlined in the first paragraph of Agatha Christie’s biography is:
(Source: https://brasilescola.uol.com.br/ingles/relative-pronouns.htm)
The pronoun “who” underlined in the first paragraph of Agatha Christie’s biography is:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514228
Inglês
Texto associado
Agatha Christie
Agatha Christie is one of the rare writers who has completely transcended pop culture to become a more or less permanent
fixture in the literary filament. Most authors — even best-selling authors who won awards and enjoyed huge sales of their
books — fade away shortly after they die, their work falling out of fashion. A favorite example is George Barr McCutcheon,
who had several bestsellers in the early 20th century — including "Brewster’s Millions," which has been adapted to film seven
times — and was quite the literary star. A hundred years later, few people know his name, and if they know the title of his
most famous work, it’s probably because of Richard Pryor.
But Christie is something else entirely. [...] Christie’s works are protected from the sort of rot that makes most non-literary
classics fade from the public mind, of course, because they are generally quite clever, and the mysteries they describe and
solve are crimes and schemes that could still be attempted today despite the march of time and technology. That makes
Christie’s stories very adaptable, and indeed they are still adapting her most famous novels for television and film. Whether
as period pieces or with effortless updates, these stories remain the gold standard for a “whodunnit.” On top of that, despite
being a writer of paperback mysteries, a traditionally low-rent genre, Christie injected a certain thrilling literary adventure
into her writing, ignoring the rules quite often and setting new standards [...].
And that’s likely the reason for Christie’s continued popularity. Despite writing what could have been tossed-off novels that
sold like hotcakes and were then forgotten, Christie managed a perfect balance between intelligent artistry and the red meat
of surprise twists, sudden reveals, and convoluted murder plots. Tha t literary intelligence, in fact, means that there’s a lot
more than just clues to the mystery at hand in Christie’s stories — in fact, there are clues to Agatha Christie herself hidden in
her prose.
(Adapted from: https://www.thoughtco.com/agatha-christie-secrets-4137763)
Based on the text, it is correct to affirm that Agatha Christie’s popularity is due to:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514227
Inglês
Look at some of the song’s verses Return to Sender, by Elvis Presley, and mark the alternative that presents the verb in the
infinitive and its respective forms in the past and the participle of the underlined verb.
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514226
Inglês
Check the alternative with the plural of the nouns and in their respective order it is presented below:
LETTER – POSTMAN – SACK – ADDRESS – NUMBER – ZONE – MAILBOX – HAND – DAY
LETTER – POSTMAN – SACK – ADDRESS – NUMBER – ZONE – MAILBOX – HAND – DAY
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514225
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
According to the text “Failed policies and false promises bedevil multilingualism in South Africa” write true ( T ) or false ( F )
in the following sentences:
( ) One of the South African language policies guarantees that learners must choose their preferred language of learning on admission to a school, and if it is unavailable in the chosen school, they can apply to the provincial education department to provide instruction. ( ) South Africa is a multilingual country with twelve languages used among people, however, English is the only one necessary to be admitted to a school. ( ) South Africa is a multilingual country with eleven official languages, but language policies failed to promote their development all over the country. ( ) According to the Vice-Chancellor of the University of Cape Town (UCT), some researchers suggest that schools are not deciding on using indigenous African languages as languages of learning and teaching because of English influence. ( ) South African people do not have opportunities denied if they are fluent in six of the country’s languages and do not communicate and understand well in English.
Mark the correct alternative:
( ) One of the South African language policies guarantees that learners must choose their preferred language of learning on admission to a school, and if it is unavailable in the chosen school, they can apply to the provincial education department to provide instruction. ( ) South Africa is a multilingual country with twelve languages used among people, however, English is the only one necessary to be admitted to a school. ( ) South Africa is a multilingual country with eleven official languages, but language policies failed to promote their development all over the country. ( ) According to the Vice-Chancellor of the University of Cape Town (UCT), some researchers suggest that schools are not deciding on using indigenous African languages as languages of learning and teaching because of English influence. ( ) South African people do not have opportunities denied if they are fluent in six of the country’s languages and do not communicate and understand well in English.
Mark the correct alternative:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514224
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
From the text reading, it is possible to infer that the key challenge of multilingualism policies in South Africa is:
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514223
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
Mark the alternative that explains the use of the underlined words with -ing in the utterance: “The policy framework is also
meant to highlight the role of higher education in creating and promoting conditions for the development of historically
marginalized official South African languages of the Khoi, Nama, and San people, as well as sign language [...]”.
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514222
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
The underlined word in “History has shown that despite their lofty intentions, both policies have failed to redress the situation” is an ___________ and may be replaced by ____________ as a synonym. Mark the alternative that fills in the blanks
correctly.
Ano: 2024
Banca:
Instituto Ágata
Órgão:
Prefeitura de Anajás - PA
Prova:
Instituto Ágata - 2024 - Prefeitura de Anajás - PA - Professor - Língua Inglesa |
Q2514221
Inglês
Texto associado
Failed policies and false promises bedevil multilingualism in South Africa
Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all
spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We
are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor
Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...]
In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and
encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a
school. Where the language they choose is not available, parents can apply to the provincial education department to provide
instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said
Phakeng.
In 2020 the Department of Higher Education and Training published a language policy framework for public higher education
institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching
and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight
the role of higher education in creating and promoting conditions for the development of historically marginalized official
South African languages of the Khoi, Nama, and San people, as well as sign language [...].
History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates
in almost every facet of public life. The reasons are many and complex, said Phakeng [...].
“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military,
because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...]
Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in
both policy and practice. Those in power should have known better, Phakeng said.
“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence
inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better
education, and making most black parents favor English from the beginning.”
English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]
(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)
Read the sentences below and mark the one that presents a preposition of time.
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Matinhas - PB
Prova:
CPCON - 2024 - Prefeitura de Matinhas - PB - Professor de Educação Básica II - Língua Inglesa |
Q2511305
Inglês
Texto associado
READ THE FOLLOWING TEXTTO ANSWER QUESTION.
TEXT 4
According to the Brazilian National Education Guidelines and Framework Law enacted in 2017, English language teaching is mandatory from the sixth year of elementary school until the last years of high school. However, the curriculum does not guarantee that all Brazilian students will receive English teaching. In 2013, Data Popular, a Brazilian research institute, drafted a report for the British Council analyzing the problems concerning knowledge of English in Brazil. The report claims that the low level of English proficiency amongst Brazilians reflects the educational opportunities available in the country […].
To understand the reasons why English teaching does not seem efficient for all students, it is important to highlight the English language teaching provision in Brazil. Formal English teaching in Brazil takes place in four different contexts: English schools, bilingual schools, regular private schools, and public schools. In general, people who wish to learn English believe that effective learning occurs only in private English schools or bilingual schools because the structure (the teaching methods and the quality of support materials) is more likely to provide successful learning. The focus in those institutions is on oral expression. Learners have more exposure to the target language because classes are taught entirely in English, and teachers are usually well trained to comply with that requirement. In addition, groups are smaller, so students can receive personal support and enjoy a comfortable learning environment, not to mention access to multimedia resources.
(Adapted from: https://academic.oup.com/eltj/75/1/103/6169556)
Which one of the following options can substitute the word “entirely” (line 11), without change in meaning?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Matinhas - PB
Prova:
CPCON - 2024 - Prefeitura de Matinhas - PB - Professor de Educação Básica II - Língua Inglesa |
Q2511304
Inglês
Texto associado
READ THE FOLLOWING TEXTTO ANSWER QUESTION.
TEXT 4
According to the Brazilian National Education Guidelines and Framework Law enacted in 2017, English language teaching is mandatory from the sixth year of elementary school until the last years of high school. However, the curriculum does not guarantee that all Brazilian students will receive English teaching. In 2013, Data Popular, a Brazilian research institute, drafted a report for the British Council analyzing the problems concerning knowledge of English in Brazil. The report claims that the low level of English proficiency amongst Brazilians reflects the educational opportunities available in the country […].
To understand the reasons why English teaching does not seem efficient for all students, it is important to highlight the English language teaching provision in Brazil. Formal English teaching in Brazil takes place in four different contexts: English schools, bilingual schools, regular private schools, and public schools. In general, people who wish to learn English believe that effective learning occurs only in private English schools or bilingual schools because the structure (the teaching methods and the quality of support materials) is more likely to provide successful learning. The focus in those institutions is on oral expression. Learners have more exposure to the target language because classes are taught entirely in English, and teachers are usually well trained to comply with that requirement. In addition, groups are smaller, so students can receive personal support and enjoy a comfortable learning environment, not to mention access to multimedia resources.
(Adapted from: https://academic.oup.com/eltj/75/1/103/6169556)
Considering the word “mandatory” (line 2), which one of the following words represent an opposite idea to the one stated in the text?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Matinhas - PB
Prova:
CPCON - 2024 - Prefeitura de Matinhas - PB - Professor de Educação Básica II - Língua Inglesa |
Q2511303
Inglês
Texto associado
READ THE FOLLOWING TEXTTO ANSWER QUESTION.
TEXT 4
According to the Brazilian National Education Guidelines and Framework Law enacted in 2017, English language teaching is mandatory from the sixth year of elementary school until the last years of high school. However, the curriculum does not guarantee that all Brazilian students will receive English teaching. In 2013, Data Popular, a Brazilian research institute, drafted a report for the British Council analyzing the problems concerning knowledge of English in Brazil. The report claims that the low level of English proficiency amongst Brazilians reflects the educational opportunities available in the country […].
To understand the reasons why English teaching does not seem efficient for all students, it is important to highlight the English language teaching provision in Brazil. Formal English teaching in Brazil takes place in four different contexts: English schools, bilingual schools, regular private schools, and public schools. In general, people who wish to learn English believe that effective learning occurs only in private English schools or bilingual schools because the structure (the teaching methods and the quality of support materials) is more likely to provide successful learning. The focus in those institutions is on oral expression. Learners have more exposure to the target language because classes are taught entirely in English, and teachers are usually well trained to comply with that requirement. In addition, groups are smaller, so students can receive personal support and enjoy a comfortable learning environment, not to mention access to multimedia resources.
(Adapted from: https://academic.oup.com/eltj/75/1/103/6169556)
What does this passage mainly discuss?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Matinhas - PB
Prova:
CPCON - 2024 - Prefeitura de Matinhas - PB - Professor de Educação Básica II - Língua Inglesa |
Q2511302
Inglês
Read the following sentences:
I- The library was supposed to open early today; however, due to unforeseen circumstances, it will remain closed.
II- She has been working hard to improve her fitness levels, yet she feels more exhausted than ever.
III- The project deadline was fast approaching; nevertheless, the team decided to start from scratch.
The use of connectors is CORRECT in:
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Matinhas - PB
Prova:
CPCON - 2024 - Prefeitura de Matinhas - PB - Professor de Educação Básica II - Língua Inglesa |
Q2511301
Inglês
In the sentence "If she had studied harder, she would have passed the exam," what grammatical structure is being used?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Matinhas - PB
Prova:
CPCON - 2024 - Prefeitura de Matinhas - PB - Professor de Educação Básica II - Língua Inglesa |
Q2511300
Inglês
In the English language, determiners are used before a noun to introduce it or to provide more information on the noun, such as how
many there are. If there are any adjectives before the noun to describe it then the determiner will also come before them. Which of the following sentences demonstrates the correct use of a determiner in context?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Matinhas - PB
Prova:
CPCON - 2024 - Prefeitura de Matinhas - PB - Professor de Educação Básica II - Língua Inglesa |
Q2511299
Inglês
Choose the option that CORRECTLY transforms the following sentence from active to passive voice: "The committee will review all
applications next week."
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Matinhas - PB
Prova:
CPCON - 2024 - Prefeitura de Matinhas - PB - Professor de Educação Básica II - Língua Inglesa |
Q2511298
Inglês
Texto associado
READ THE FOLLOWING TEXTTO ANSWER QUESTION.
TEXT 3
“The sudden spike of artificial intelligence (AI) technologies has had and continues to have a transformative impact on various domains, including education. The advent of AI-powered large language models [LLM], such as OpenAI's ChatGPT, will significantly enhance the way English as a foreign language (EFL) is taught and learned. This article explores the versatile applications of ChatGPT as a valuable tool in any EFLteacher's toolkit, specifically focusing on material development and assessment. The demand for effective EFLteaching and learning strategies has been steadily on the rise for years due to globalization and the widespread adoption of English as the lingua franca for international communication. Consequently, the integration of technology in language education has become crucial in addressing the diverse needs of EFL learners and teachers. ChatGPT, a cutting-edge LLM, holds considerable promise in revolutionizing EFLeducation, as it combines advanced natural language processing capabilities with a realistic instantaneous humanlike interaction. This article aims to provide some potential benefits of utilizing ChatGPT in EFL education. First, we examine how ChatGPTcan be employed in material development, streamlining the process of creating engaging and contextually relevant resources tailored to the needs of individual learners, as well as other more general uses. Second, we explore the role of ChatGPT in text assessment, highlighting the fact that, unlike humans, it has the potential of offering real-time, personalized feedback on learners' performance, thereby enhancing the overall learning experience. It is worth noting that this article as well as the applications suggested in it are based on the latest ChatGPT4 and not the older ChatGPT3.5.”
(Adapted from: https://langedutech.com/letjournal/index.php/let/article/view/48 )
“The demand for effective EFL teaching and learning strategies has been steadily on the rise for years due to globalization and the
widespread adoption of English as the lingua franca for international communication”
Considering this period, the word steadily can be substituted, without change in meaning, by which one of the following?
Considering this period, the word steadily can be substituted, without change in meaning, by which one of the following?
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