Questões de Concurso
Sobre sinônimos | synonyms em inglês
Foram encontradas 1.603 questões
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2024 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3435290
Inglês
Disponível em: https://www.gocomics.com/pearlsbeforeswine/2015/12/17
In the last panel, the expression "figure out" can be replaced by which of the following options without changing the meaning of the sentence?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2024 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3435289
Inglês
Disponível em: https://www.gocomics.com/garfield
In the comic strip, the word "awkward" spoken by Garfield in the last panel could be replaced without a change in meaning by:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2024 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3435272
Inglês
Disponível em: https://www.gocomics.com/garfield/1998/06/27
Indicate the option that provides a term that can replace "ought to" without changing the meaning
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2024 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3435270
Inglês
Disponível em: https://www.gocomics.com/calvinandhobbes/20 12/03/29
Choose the synonym for the word "extemporaneous" as used in the dialogue:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2024 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3435268
Inglês
Texto associado
Read the excerpt to answer the question.
“JACK: We must get married at once. There is no time to be lost.
GWENDOLEN: Married, Mr. Worthing?
JACK: Well... surely. You know that I love you, and you let me to believe, Miss Fairfax, that you were not absolutely indifferent to me.
GWENDOLEN: I adore you. But you haven't proposed to me yet. Nothing has been said at all about marriage. The subject has not even been touched on.
JACK: Well... may I propose to you now?
GWENDOLEN: I think it would be an admirable opportunity. And to spare you any possible disappointment, Mr. Worthing, I think it only fair to tell you quite frankly beforehand that I am fully determined to accept you.”
Oscar Wilde, The Importance of Being Earnest
What word could replace "indifferent" in Jack's
statement about Gwendolen's feelings?
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425085
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.
In the fragment “These documents do not
prescribe the necessary conditions for English
Language Teaching (ELT) to take place
effectively [...]”, the expression take place may
be 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 |
Q3412151
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 “Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools…”,
the underlined word can be replaced, with no change in meaning, by:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412150
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 improvements that would make more
feasible the teaching of the so-called four skills.”, the underlined
adjective can be replaced, with no change in meaning, by:
Ano: 2024
Banca:
OBJETIVA
Órgão:
Prefeitura de Canguçu - RS
Prova:
OBJETIVA - 2024 - Prefeitura de Canguçu - RS - Professor - Inglês |
Q3411711
Inglês
Which item below CANNOT substitute the underlined
term in the text?
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 |
Q3403869
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
In the context of the text, what does the term
“embedding” most closely mean?
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 |
Q3403861
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Fundamental breakthroughs in the neurosciences,
combined with technical innovations for measuring
brain activity, are shedding new light on the neural
basis of second language (L2) processing, and
on its relationship to native language processing
(L1). The long-held assumption that L1 and L2 are
necessarily represented in different brain regions in
bilinguals has not been confirmed. On the contrary,
the available evidence indicates that L1 and L2 are
processed by the same neural devices. The neural
differences in L1 and L2 representations are only
related to the specific computational demands, which
vary according to the age of acquisition, the degree of
mastery and the level of exposure to each language.
Finally, the acquisition of L2 could be considered
as a dynamic process, requiring additional neural
resources in specific circumstances.”
Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395
(adapted)
What does the term “breakthroughs” most
closely mean in the context of this text?
Ano: 2024
Banca:
MSConcursos
Órgão:
Prefeitura de Formigueiro - RS
Prova:
MS CONCURSOS - 2024 - Prefeitura de Formigueiro - RS - Professor de Inglês |
Q3389169
Inglês
A expressão “Every now and then”, pode ser substituída por:
1. Now and again.
2. Now and never.
3. Every so often.
4. Eventually.
1. Now and again.
2. Now and never.
3. Every so often.
4. Eventually.
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 |
Q3382574
Inglês
Texto associado
Read the news article to answer question.
Schools closed, warnings issued as Asia
swelters in extreme heatwave
South and Southeast Asia braced for
more extreme heat on Sunday as authorities
across the region issued health warnings and
residents fled to parks and air-conditioned malls
for relief.
A wave of exceptionally hot weather has
blasted the region over the past week, sending the
mercury as high as 45 degrees Celsius (113
degrees Fahrenheit) and forcing thousands of
schools to tell students to stay home.
The Philippines announced on Sunday
the suspension of in-person classes at all public
schools for two days after a record-shattering day
of heat in the capital Manila.
In Thailand, where at least 30 people
have died of heatstroke so far this year, the
meteorological department warned of "severe
conditions" after temperatures in a northern
province exceeded 44.1C (111.4F) on Saturday.
And in Cambodia, Myanmar, Vietnam,
India and Bangladesh, forecasters warned that
temperatures could exceed 40C in the coming
days as people endured searing heat and stifling
humidity.
"I dare not go out in the daytime. I am
worried we would get heatstroke," said a 39
year-old cashier in Myanmar’s Yangon who gave
her name as San Yin.
She said she has been going to a park with
her husband and four-year-old son at night to
escape the heat of their fourth-floor apartment.
"This is the only spot we can stay to avoid
the heat in our neighbourhood," she said.
Global temperatures hit record highs last
year, and the United Nations weather and climate
agency said Tuesday that Asia was warming at a
particularly rapid pace.
France24. (2024, April 28). Schools closed, warnings
issued as Asia swelters in extreme heatwave. Retrieved from:
https://www.france24.com
In the sentence "residents fled to parks and air
conditioned malls" the word "fled" can be best
replaced by which of the following words
without changing the meaning?
Ano: 2024
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2024 - UFF - Transferência Facultativa - Tópicos de Ensino Médio - Língua Inglesa |
Q3380222
Inglês
Texto associado
Text 3
Taken from: <https://marketoonist.com/2023/06/impact-of-chatgpt.html> Access: 08 Dec., 2023.
In the sentence “like how much of what it says is made up…”, the expression
“made up” could be substituted by
Ano: 2024
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2024 - UFF - Transferência Facultativa - Tópicos de Ensino Médio - Língua Inglesa |
Q3380213
Inglês
Texto associado
TEXT 1
What do AI chatbots really mean for students and cheating?
October 31, 2023 By
Carrie Spector
The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.
Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.
What do we know about how much students cheat?
Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.
For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.
So AI isn’t changing how often students cheat — just the tools that they’re using?
Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?
Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.
Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.
I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.
Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.
In the phrase, “I think of AI literacy as being akin to driver’s education”, the word
akin has the same meaning as
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:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Jequié - BA
Prova:
Instituto Consulplan - 2024 - Prefeitura de Jequié - BA - Professor de Inglês |
Q3364442
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.)
It’s a known fact that the suffix “-less” means “without”. So, it’s correct to say that the word “merciless” (13th§) means
“without mercy”. In this context, the word “mercy” is a synonym for:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Jequié - BA
Prova:
Instituto Consulplan - 2024 - Prefeitura de Jequié - BA - Professor de Inglês |
Q3364441
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 author’s personal experience with shark movies: “I became hooked on them after watching James Bond film
Thunderball, where the villain keeps sharks in his swimming pool.” (5th§) It’s correct to say that the underlined terms could
be replaced, without change in meaning, by:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Jequié - BA
Prova:
Instituto Consulplan - 2024 - Prefeitura de Jequié - BA - Professor de Inglês |
Q3364438
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: “Even Donald Trump is a fan - he was reportedly due to play the US president in a Sharknado
film, before becoming the actual president.” (4th§) It’s correct to say that it could be replaced, without change in meaning,
by the word:
Ano: 2024
Banca:
IDCAP
Órgão:
OGMO-Santos - SP
Prova:
IDCAP - 2024 - OGMO-Santos - SP - Trabalhador Portuário Avulso - Estiva |
Q3350558
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Cargo ship stuck in river after tide falls
A cargo ship travelling through Cambridgeshire has
become stuck in a river.
The Baltic Arrow is currently in the River Nene, Wisbech,
after the captain reported "grounding" at about 08:49 BST
on Tuesday.
The cargo ship was sailing from Riga, in Latvia, to the
Port of Wisbech with timber in packs.
A port spokesperson said it was a "rare situation" but
because the tide had fallen the plan was to wait "until
[the] vessel is afloat at next high water to free her from
the banks".
The cargo ship was being sailed under the flag of St Kitts
and Nevis to the Port of Wisbech.
Six crew members and two local pilots were on board.
There have been no reported injuries on the 80-metre
(262ft) long vessel and the captain has not reported any
damage.
A spokesperson from Wisbech Port added that a full
investigation will be carried out to find out why it
grounded.
They said: "Since tide has fallen away, plan is to wait
until vessel is afloat at next high water to free her from
banks with additional tug assistance and continue her
pilotage safely into Wisbech Port.
"This is a rare situation to happen at Wisbech. We hope
to have vessel freed this evening and bring her alongside
for discharging as usual."
Grounding can be described as the vessel no longer
being afloat and the hull of the ship touching the river
bed.
On this occasion, it was down to the tide going out whilst
part of the vessel was in contact with the bank, the port
spokesperson said.
They added: "All berths at Wisbech port are NAABSA
berths which stands for 'not always afloat but safely
aground' so technically all vessels ground whilst moored
here during low water.
"The river bed is very soft and sludgy here and the vessel
is designed to safely ground so we are confident of no
ongoing issues."
https://www.bbc.com/news/articles/cxww2rnxzvlo
In the sentence: "This is a rare situation to happen at
Wisbech," the word "rare" is closest in meaning to:
Conheça nossos planos