Questões de Concurso
Comentadas sobre sinônimos | synonyms em inglês
Foram encontradas 1.059 questões
Ano: 2023
Banca:
AMEOSC
Órgão:
Prefeitura de Palma Sola - SC
Prova:
AMEOSC - 2023 - Prefeitura de Palma Sola - SC - Professor de Inglês (Licenciatura) |
Q2232327
Inglês
Texto associado
DIET COKE BREAK? Should you stop drinking Diet Coke? All you need to know about the aspartame scandal affecting more than just soda
(1º§)The ingredient aspartame, which gives the drink its sweet touch, is about to be designated as "possibly carcinogenic" by the World Health Organisation, insiders claimed this week. Aspartame is found in a variety of foods and fizzy drinks, including Diet Coke and in the EU, as for all food additives, the presence of aspartame must be indicated on the label either by its name or its E number (E951).
(2º§)Diet Coke has been made popular over the years by deals with celebs including Whitney Houston, Kate Moss, Taylor Swift and even Holly Willoughby. But the argument over whether sugar or sweeteners is better for your health has raged for years and is one of the most debated topics in nutritional science.
(3º§)WHAT'S THE DEAL? Aspartame is a sweetener that's been used for over 30 years in thousands of products to add sweetness to lower calorie and sugar-free products, including drinks, cereal bars and yoghurts.
(4º§)WHY THE FUSS? This week it emerged that the International Agency for Research on Cancer, an arm of the WHO, could declare aspartame a class 2B carcinogen. That means they deem it "possibly carcinogenic to humans". Other products that fall into this category include aloe vera extract, lead and Asian pickled vegetables. There is no denying it is complicated. Here, we take a look at aspartame, its potential dangers and whether or not you should be going cold-turkey on the popular drink. Gunter Kuhnle, professor of nutrition and food science at the University of Reading, tells The Sun: "Aspartame turns into methanol and phenylalanine in the intestinal tract. "Methanol is converted into formaldehyde by the human body, and formaldehyde is a known carcinogen. "This is at least one of the possible mechanisms."
(5º§)WHAT DOES THE SCIENCE SAY? Whether or not sweeteners are linked to cancer has long been studied. One of the most recent studies of 100,000 people in France - showed those who consumed larger quantities of artificial sweeteners, including aspartame, had a slightly higher cancer risk. But Dr Caitlin Hall, chief dietitian and head of clinical research at myota, tells The Sun: "There is some controversy surrounding these studies. "The French study could not prove definitively that aspartame caused the increased cancer risk. More research is needed."
(6º§)WHAT OF OTHER HEALTH RISKS? Only last month, the WHO issued guidelines advising people not to drink sweeteners if they want to lose weight. It said although short-term weight loss may occur, there could be "undesirable effects" in the long term, such as an increased risk of heart disease and type 2 diabetes. Dr Hall says the chemicals produced by sweeteners have been found to "disrupt the delicate balance of bacteria in our gut microbiome" which do "all sorts of amazing things, like strengthening our immune system and keeping our metabolism in check". Registered dietitian Aisling Pigott, a British Dietetic Association spokesperson, says if you're eating "diet" foods to help lose weight, "it's worth making sure these are not displacing fruit, veggies and fibre rich foods too". Other studies have suggested sweeteners could affect male and female fertility, by decreasing sperm motility and affecting the ovaries. Meanwhile people with a rare inherited disease, called phenylketonuria (PKU) cannot safely consume aspartame.
(7º§)SO, SHOULD YOU QUIT DIET COKE NOW? The general consensus is that there is no need to worry. Prof Jones says: "The question is not, 'Does aspartame cause cancer or not,' but 'Does it do so at the level we are exposed to it?' The answer, I think, is no. "Think of it a bit like driving a car; the hazard is that you might get in an accident and be hurt or die but the risk is low enough that most of us don't think it will be an issue." Prof Oliver Jones, professor of chemistry at RMIT University in Melbourne, Australia, adds: "The amounts of methanol released are lower than found in orange juice, so unlikely an issue."
(8º§)WHAT'S THE RISK? Health experts across the globe have ruled aspartame is safe to consume, if you stick to accepted daily limits. The average Brit could guzzle 15 cans of Diet Coke in a day before exceeding the 40 milligrams of aspartame per kilogram of body weight threshold. In 2013, the European Food Safety Authority, looked at how much formaldehyde is produced from consuming aspartame and had little concern "as the amount was too low", Prof Kuhnle says. "They do not comment on whether higher intakes will cause harm. It is possible that aspartame causes cancer when consumed in amounts much higher than normally consumed." The IARC will review the evidence to determine whether or not to classify aspartame as a hazard. Statistics expert, Prof Kevin McConway from the Open University says: "They assess whether it would ever be capable of presenting a risk, under any circumstances. "Even if the only harmful circumstances are really, really unlikely." Prof Kuhnle adds: "Many things are carcinogens, but in many cases, the exposure to them is too low for this to matter. "The sun can cause cancer, but we can manage the risk." Frances Hunt-Wood, from the International Sweeteners Association, adds: "Aspartame is one of the most thoroughly researched ingredients in history with over 90 food safety agencies across the globe declaring it is safe." Rick Mumford, the deputy chief scientific adviser to the UK's Food Standards Agency, says: "Our view is that the safety of this sweetener has been evaluated by various scientific committees and it is considered safe at current permitted use levels."
https://www.thesun.co.uk/health/22888001/shouldyou-stop-drinking-diet-coke-about-aspartame/
Mark the alternative that does have a synonym to the
word "hazard" (8º§).
Ano: 2023
Banca:
CESGRANRIO
Órgão:
Banco do Brasil
Prova:
CESGRANRIO - 2023 - Banco do Brasil - Agente Comercial - Prova B |
Q2217633
Inglês
Texto associado
Available at: https://www.idfcfirstbank.com/finfirst-blogs/beyond-
-banking/what-is-the-impact-of-it-on-the-banking-sector. Retrieved
on: Dec. 9, 2022. Adapted.
In the fragment in the seventh paragraph of the text, “have
all increased considerably, indicating an essential shift
in the customers’ preferences” the word in bold can be
replaced, without any change in meaning, by:
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
SME do Recife - PE
Prova:
CESPE / CEBRASPE - 2023 - SME do Recife - PE - Professor II - Disciplina: Língua Inglesa |
Q2215004
Inglês
Texto associado
As new technologies take on increasingly humanlike
qualities, there’s been a push to make them genderless. Apple’s
Siri digital assistant unveiled a gender-neutral option last year,
and when asked about their gender identities, the AI chatbots
ChatGPT and Google Bard each reply, “I do not have a gender.”
There have been concerns over gendering technology,
since doing so reinforces societal stereotypes. That happens
because the stereotypes commonly associated with men, such as
competitiveness and dominance, are more valued than those
associated with women. That is likely true, says Ashley Martin, a
professor at Stanford University. “People are stereotyping their
gendered objects in very traditional ways,” she says.
Removing gender from the picture altogether seems like a
simple way to fix this. Yet, as Martin has found in her latest
research, conducted with Malia Mason, of Columbia Universty,
gender is one of the fundamental ways people form connections
with objects, particularly those designed to evoke human
characteristics.
Throughout the experiments, Martin and Mason found
that gender increased users’ feelings of attachment to devices
such as digital voice assistants –– and their interest in purchasing
them. For example, participants said they would be less likely to
buy a genderless voice assistant than versions with male or
female voices.
Hope Reese. Is That Self-Driving Car a Boy or a Girl?
In: Insights by Stanford Business.
Internet:<http://www.gsb.stanford.edu/> (adapted)
Judge the following item, related to the vocabulary and to the grammar in the precedent text.
In the first paragraph, the word “humanlike” can be correctly
replaced by humane without this changing the meaning
relations in the paragraph.
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Maçambará - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Maçambara - RS - Professor Anos Finais do Ensino Fundamental – Inglês |
Q2209852
Inglês
Texto associado
Try these expert tips for a safer solo trip
(Available at: https://news.airbnb.com/try-these-expert-tips-for-a-safer-solo-trip/ – text especially adapted for
this text).
In which of the sentences below the word “rather” is used with the same meaning as
in line 26?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Maçambará - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Maçambara - RS - Professor Anos Finais do Ensino Fundamental – Inglês |
Q2209851
Inglês
Texto associado
Try these expert tips for a safer solo trip
(Available at: https://news.airbnb.com/try-these-expert-tips-for-a-safer-solo-trip/ – text especially adapted for
this text).
In line 01 the author says “Traveling alone may seem overwhelming, but it doesn’t
have to be”. Considering the context presented in the article, the underlined structure expresses a
(an):
Ano: 2023
Banca:
FGV
Órgão:
SEDUC-TO
Prova:
FGV - 2023 - SEDUC-TO - Professor da Educação Básica - Professor Regente Letras - Inglês |
Q2206474
Inglês
Texto associado
Text VIII
From: https://slideplayer.com/slide/7593575/
In “strict adherence”, the adjective that is similar to “strict” is
Ano: 2023
Banca:
FGV
Órgão:
SEDUC-TO
Prova:
FGV - 2023 - SEDUC-TO - Professor da Educação Básica - Professor Regente Letras - Inglês |
Q2206440
Inglês
Texto associado
Text I
What is “World Englishes?”
The term World Englishes refers to the differences in the
English language that emerge as it is used in various contexts
across the world. Scholars of World Englishes identify the varieties
of English used in different sociolinguistic contexts, analyzing their
history, background, function, and influence.
Languages develop to fulfill the needs of the societies that use
them. Because societies contain a diverse range of social needs,
and because these needs can differ across cultures and
geographies, multiple varieties of the English language exist. These
include American English, British English, Australian English,
Canadian English, Indian English, and so on.
While there is no single way for a new variety of English to
emerge, its development can generally be described as a process
of adaptation. A certain group of speakers take a familiar variety
of English and adapt the features of that variety to suit the needs
of their social context.
For example, a store selling alcoholic beverages is called a
“liquor store” in American English, whereas it is called an “offlicence” in British English. The latter term derives from British law,
which distinguishes between businesses licensed to sell alcoholic
beverages for consumption off the premises and those licensed for
consumption at the point of sale (i.e., bars and pubs).
Such variations do not occur in terms of word choice only. They
happen also in terms of spelling, pronunciation, sentence
structure, accent, and meaning. As new linguistic adaptations
accumulate over time, a distinct variety of English eventually
emerges.
World Englishes scholars use a range of different criteria to
recognize a new English variant as an established World English.
These include the sociolinguistic context of its use, its range of
functional domains, and the ease with which new speakers can
become acculturated to it, among other criteria.
Adapted from:
https://owl.purdue.edu/owl/multilingual/world_englishes/#:~:text=The%20term%2
0World%20Englishes%20refers,background%2C%20function%2C%20and%20influen
ce.
The phrase “The latter term” in “The latter term derives from
British law” (4th paragraph) is replacing
Ano: 2023
Banca:
FGV
Órgão:
SEDUC-TO
Prova:
FGV - 2023 - SEDUC-TO - Professor da Educação Básica - Professor Regente Letras - Inglês |
Q2206439
Inglês
Texto associado
Text I
What is “World Englishes?”
The term World Englishes refers to the differences in the
English language that emerge as it is used in various contexts
across the world. Scholars of World Englishes identify the varieties
of English used in different sociolinguistic contexts, analyzing their
history, background, function, and influence.
Languages develop to fulfill the needs of the societies that use
them. Because societies contain a diverse range of social needs,
and because these needs can differ across cultures and
geographies, multiple varieties of the English language exist. These
include American English, British English, Australian English,
Canadian English, Indian English, and so on.
While there is no single way for a new variety of English to
emerge, its development can generally be described as a process
of adaptation. A certain group of speakers take a familiar variety
of English and adapt the features of that variety to suit the needs
of their social context.
For example, a store selling alcoholic beverages is called a
“liquor store” in American English, whereas it is called an “offlicence” in British English. The latter term derives from British law,
which distinguishes between businesses licensed to sell alcoholic
beverages for consumption off the premises and those licensed for
consumption at the point of sale (i.e., bars and pubs).
Such variations do not occur in terms of word choice only. They
happen also in terms of spelling, pronunciation, sentence
structure, accent, and meaning. As new linguistic adaptations
accumulate over time, a distinct variety of English eventually
emerges.
World Englishes scholars use a range of different criteria to
recognize a new English variant as an established World English.
These include the sociolinguistic context of its use, its range of
functional domains, and the ease with which new speakers can
become acculturated to it, among other criteria.
Adapted from:
https://owl.purdue.edu/owl/multilingual/world_englishes/#:~:text=The%20term%2
0World%20Englishes%20refers,background%2C%20function%2C%20and%20influen
ce.
The phrase “to suit the needs” (3rd paragraph) means that the needs will be
Ano: 2023
Banca:
Creative Group
Órgão:
Prefeitura de Itá - SC
Prova:
Creative Group - 2023 - Prefeitura de Itá - SC - Professor de Inglês |
Q2206414
Inglês
Texto associado
The Latest Avatar 3
Adapted from the internet
The latest Avatar 3 updates have confirmed that Captain Mick Scoresby (Brendan Cowell) will return for Avatar 3. This could spell either good news or bad for the next Avatar instalment, as his storyline was similar to Quaritch’s in that it was presumed he bit the dust, only to come back for another sequel. In addition, Zoe Saldana recently gave a filming update while speaking to Entertainment Tonight. While director James Cameron had stated that filming is nearly done for Avatar 3 back in 2020, Saldana reported to ET that the crew was going back to film for the summer, and that the process was “70% done there”.
That being said, conflicting Avatar 3 updates come from a Q&A session with producer John Landau, who said that Avatar 3 and the first act of Avatar 4 were filmed simultaneously with Avatar 2. Either way, the consensus is the sequel is nearly done with the filming process. In the same Q&A, Landau revealed that Avatar 3 will introduce two new Na’vi cultures. "But we're going to meet at least two new clans in the next movie, culturally, and go on and on as we continue that," Landau said. Likely one of these new cultures will be the fire Na’vi, of which Oona Chaplin's Varang will be a part of.
In addition, other Avatar 3 updates have confirmed two major character returns. The first is that of Avatar: The Way of Water's breakout character Payakan, the gentle and intelligent Tulkun. In an interview with The Wrap, Landau confirmed that Payakan would be back for Avatar 3, saying, "I always viewed Payakan a little bit like Lassie. And I would say this is a story like a boy and his dog, and they’re both outcasts, and they need each other." In the same interview, Landau also stated that the Avatar secondary villain Parker Selfridge (Giovanni Ribisi), who was absent for the sequel, would come back in a major way for Avatar 3.
“each other”, underlined in the text (paragraph 3),
can be replaced by _____________ without any
changing of meaning.
Ano: 2023
Banca:
Creative Group
Órgão:
Prefeitura de Itá - SC
Prova:
Creative Group - 2023 - Prefeitura de Itá - SC - Professor de Inglês |
Q2206413
Inglês
Texto associado
The Latest Avatar 3
Adapted from the internet
The latest Avatar 3 updates have confirmed that Captain Mick Scoresby (Brendan Cowell) will return for Avatar 3. This could spell either good news or bad for the next Avatar instalment, as his storyline was similar to Quaritch’s in that it was presumed he bit the dust, only to come back for another sequel. In addition, Zoe Saldana recently gave a filming update while speaking to Entertainment Tonight. While director James Cameron had stated that filming is nearly done for Avatar 3 back in 2020, Saldana reported to ET that the crew was going back to film for the summer, and that the process was “70% done there”.
That being said, conflicting Avatar 3 updates come from a Q&A session with producer John Landau, who said that Avatar 3 and the first act of Avatar 4 were filmed simultaneously with Avatar 2. Either way, the consensus is the sequel is nearly done with the filming process. In the same Q&A, Landau revealed that Avatar 3 will introduce two new Na’vi cultures. "But we're going to meet at least two new clans in the next movie, culturally, and go on and on as we continue that," Landau said. Likely one of these new cultures will be the fire Na’vi, of which Oona Chaplin's Varang will be a part of.
In addition, other Avatar 3 updates have confirmed two major character returns. The first is that of Avatar: The Way of Water's breakout character Payakan, the gentle and intelligent Tulkun. In an interview with The Wrap, Landau confirmed that Payakan would be back for Avatar 3, saying, "I always viewed Payakan a little bit like Lassie. And I would say this is a story like a boy and his dog, and they’re both outcasts, and they need each other." In the same interview, Landau also stated that the Avatar secondary villain Parker Selfridge (Giovanni Ribisi), who was absent for the sequel, would come back in a major way for Avatar 3.
“In addition”, underlined in the text (paragraph 3),
can be replaced by _____________ without any
changing of meaning.
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204979
Inglês
Texto associado
From: https://www.glasbergen.com/teen-cartoons/
The verb “to return” is similar in meaning to
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204967
Inglês
Texto associado
Text II
“Discover” is to “Discovery” as
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204966
Inglês
Texto associado
Text II
The verb “assisting” can be replaced without change in meaning
by
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204961
Inglês
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
“Emulate” in “emulate native speakers” (2nd paragraph) is a
synonym of
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204960
Inglês
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
“Instead” in “In ELF, instead, speakers are considered language
users” (2nd paragraph) can be replaced without change of
meaning by
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204959
Inglês
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
In the 1st paragraph, “in order to address” indicates
Ano: 2023
Banca:
IBFC
Órgão:
SEED-PR
Prova:
IBFC - 2023 - SEED-PR - DOCÊNCIA DOS COMPONENTES CURRICULARES DA MATRIZ - LÍNGUA ESTRANGEIRA INGLÊS |
Q2201495
Inglês
Texto associado
Text 2 – Computers
(Text adapted from History of Computing. Retrieved from
https://www.cs.utexas.edu/~mitra/csFall2006/cs 303/lectures/history.html)
When you hear the term computers, it’s difficult to
imagine different devices from a laptop or a small
desktop. Believe it or not, they weren’t always like
they are today. They used to be very large and
heavy, sometimes as big as an entire room. Some
technology professors historically define computers,
as “a device that can help with computations”. The
word computation involves counting, calculating,
adding, subtracting, etc. The modern definition of a
computer is a little wider, because in our day and
age, computers store, compile, analyze and
compute an enormous amount of information.
Ancient computers were very interesting. Actually,
the first computer may have been located in Great
Britain, at Stonehenge. It is a man-made circle of
large stones. Citizens used it to measure the
weather and forecast the change of seasons. Some
specialists say that another ancient computer is the
abacus. It was used by the early Romans, Greeks,
and Egyptians to count and calculate. Even though
they are no longer in use, certainly, these early
devices are fascinating. Computers are embedded
in our history and some people say that we are
completely dependent of them. No matter the
complexity of the task, easy or difficult, some people
can’t do anything without them. Do you contest or
share this opinion?
The word “located”, highlighted in the text, has
a meaning equivalent to one of the following
alternatives, check it.
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Piratininga - SP
Prova:
OBJETIVA - 2023 - Prefeitura de Piratininga - SP - Professor - Educação Básica PEB II - Inglês |
Q2200706
Inglês
Texto associado
Why Easter is bad for ducks
On Christmas Eve, two Pekin ducks were found
frozen to a pond in Smithville, Ohio. They flapped their
wings and squawked, fruitlessly struggling to free
themselves until two locals, Maiara and Helder Bertolucci,
spotted them. The pair slid on their stomachs over razor-thin
ice and chiseled the animals free.
The rescued ducks—later named Olaf and Elsa, after
characters from Disney’s Frozen—were two of 109 domestic
ducks abandoned in a pond outside of a restaurant. A local
group ________ Good Sprout Rescue and Sanctuary rescued
the animals; two died, but the rest were rehomed to
sanctuaries or adopted. Every spring, the Barn Restaurant
would buy a hundred new babies for its patrons to enjoy—
but since this incident they’ve __________ not to do so
again.
Every year in springtime, particularly at Easter,
many people “impulse buy” ducklings as gifts, often for their
kids. But after the holiday, sometimes months later, animal
rescuers routinely see an uptick in abandoned adult ducks in
local parks and ponds, Di Leonardo says. There’s no
________ data on how often this happens, but he estimates
tens of thousands of domestic ducks are dumped each year
throughout the U.S. His organization rescues as many as 500
ducks per year in the New York City area alone.
Fonte: (National Geographic – adaptado.)
In “[…] domestic ducks are dumped each year
throughout the U.S.”, the underlined word can be
substituted, without loss of meaning, by:
Ano: 2023
Banca:
IBFC
Órgão:
SEE-AC
Prova:
IBFC - 2023 - SEE-AC - PROFESSOR-PNS-P2 – LÍNGUA INGLESA |
Q2184934
Inglês
Texto associado
Text: The importance of the PowerPoint
as a classroom resource
(Text adapted from Teachers: 5 Tips for Creating Great
PowerPoint Presentations, retrieved
PowerPoint is a resource developed by Microsoft
and released initially in 1990. It is mainly used in
professional meeting presentations all over the
world.
One of these professions is in educational area:
teacher.
PowerPoint presentation is spread among
teachers because it is different from lecturing or
teaching with a textbook; it is also a way of sharing
content with students.
To produce a PowerPoint correctly, teachers need
to know how to put the slides together, it can be an
effective way of reinforcing content to students so
that they are better able to retain it. Otherwise,
teachers can print and distribute the PowerPoint
presentation or post it online, so students can go
back and access it as reference material. However,
if it is not put together correctly, a PowerPoint
presentation can disengage and make students
bored.
To develop PowerPoint presentation is simple and
it can also provide a fun time noticed by its
characteristics: basic, simple, and not distracting, it
can be focused on keywords; for instance, always
be sure to include a summary slide of what the
presentation is intending to accomplish as well as a
table of contents on the different topics that will be
covered in the program. The summary slide serves
as the main topic and what students should learn
after viewing the presentation. Then, at the end of
the PowerPoint presentation, teachers should
include another summary slide, going over
everything that was just covered and, again,
highlighting the main point.
Bottom line
PowerPoint presentations need to have a purpose
and the teacher must make sure that the purpose is
understood.
Add pictures
Teachers can reinforce the content with pictures,
charts, symbols, and other images. In fact,
sometimes it’s better to have more pictures than text
in a PowerPoint presentation, because images work
to reinforce a content main point.
Teachers typically will just share it with their
classes, so they can pull images straight from the
Internet. However, for teachers who are making
more public and widespread presentations,
copyright law needs to be considered (Brazil
Information Access Law nº 12.527; Art. 31;
paragraph 3; item II).
Add video
Pictures can help to reinforce a main point or
support content, as well as videos. Some research
affirm that students enjoy watching videos and
retain information from them well, especially if the
video is engaging, interesting and informative.
Teachers can embed videos right from YouTube or
from their desktops to complement a PowerPoint
presentation.
Practice
Nothing turns off a class like a poorly put together
PowerPoint presentation, so teachers should
always be sure to do a quick rehearsal before they
present it to the class. While testing it, make sure all
the images load up on the slides, videos load up
properly and audio works, too. Also, it’s important
for teachers to make sure that there’s a way to
connect their computer, or upload anything that’s
storing the PowerPoint presentation, to a larger TV
monitor or projector screen so the whole class does
not have to huddle around a computer screen to
view it. Teachers should also make sure that any
text can be read and understood. Be sure that the
color scheme is good.
Make it fun
A PowerPoint presentation can be an innovative
way of teaching. It’s a more interesting and
engaging way for students to learn than the typical
lecture. Teachers should embrace this teaching
resource and have fun with it. Throw in some jokes,
possibly some funny pictures and be sure to get
creative with presentations.
As we previously noted, the more students enjoy
a lecture, presentation, or activity, the more likely
they are to retain information.
Read the following fragment and choose the
alternative that best replaces the highlighted
words, respectively:
“However, if it is not put together correctly, a PowerPoint presentation can disengage and make students bored.”
“However, if it is not put together correctly, a PowerPoint presentation can disengage and make students bored.”
Ano: 2023
Banca:
IBFC
Órgão:
SEE-AC
Prova:
IBFC - 2023 - SEE-AC - PROFESSOR-PNS-P2 – LÍNGUA INGLESA |
Q2184929
Inglês
Texto associado
Text: The importance of the PowerPoint
as a classroom resource
(Text adapted from Teachers: 5 Tips for Creating Great
PowerPoint Presentations, retrieved
PowerPoint is a resource developed by Microsoft
and released initially in 1990. It is mainly used in
professional meeting presentations all over the
world.
One of these professions is in educational area:
teacher.
PowerPoint presentation is spread among
teachers because it is different from lecturing or
teaching with a textbook; it is also a way of sharing
content with students.
To produce a PowerPoint correctly, teachers need
to know how to put the slides together, it can be an
effective way of reinforcing content to students so
that they are better able to retain it. Otherwise,
teachers can print and distribute the PowerPoint
presentation or post it online, so students can go
back and access it as reference material. However,
if it is not put together correctly, a PowerPoint
presentation can disengage and make students
bored.
To develop PowerPoint presentation is simple and
it can also provide a fun time noticed by its
characteristics: basic, simple, and not distracting, it
can be focused on keywords; for instance, always
be sure to include a summary slide of what the
presentation is intending to accomplish as well as a
table of contents on the different topics that will be
covered in the program. The summary slide serves
as the main topic and what students should learn
after viewing the presentation. Then, at the end of
the PowerPoint presentation, teachers should
include another summary slide, going over
everything that was just covered and, again,
highlighting the main point.
Bottom line
PowerPoint presentations need to have a purpose
and the teacher must make sure that the purpose is
understood.
Add pictures
Teachers can reinforce the content with pictures,
charts, symbols, and other images. In fact,
sometimes it’s better to have more pictures than text
in a PowerPoint presentation, because images work
to reinforce a content main point.
Teachers typically will just share it with their
classes, so they can pull images straight from the
Internet. However, for teachers who are making
more public and widespread presentations,
copyright law needs to be considered (Brazil
Information Access Law nº 12.527; Art. 31;
paragraph 3; item II).
Add video
Pictures can help to reinforce a main point or
support content, as well as videos. Some research
affirm that students enjoy watching videos and
retain information from them well, especially if the
video is engaging, interesting and informative.
Teachers can embed videos right from YouTube or
from their desktops to complement a PowerPoint
presentation.
Practice
Nothing turns off a class like a poorly put together
PowerPoint presentation, so teachers should
always be sure to do a quick rehearsal before they
present it to the class. While testing it, make sure all
the images load up on the slides, videos load up
properly and audio works, too. Also, it’s important
for teachers to make sure that there’s a way to
connect their computer, or upload anything that’s
storing the PowerPoint presentation, to a larger TV
monitor or projector screen so the whole class does
not have to huddle around a computer screen to
view it. Teachers should also make sure that any
text can be read and understood. Be sure that the
color scheme is good.
Make it fun
A PowerPoint presentation can be an innovative
way of teaching. It’s a more interesting and
engaging way for students to learn than the typical
lecture. Teachers should embrace this teaching
resource and have fun with it. Throw in some jokes,
possibly some funny pictures and be sure to get
creative with presentations.
As we previously noted, the more students enjoy
a lecture, presentation, or activity, the more likely
they are to retain information.
Read this fragment: “Nothing turns off a class
like a poorly put together PowerPoint
presentation”, about the vocabulary, tick the
alternative with the synonym of the highlighted
expression.
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