Questões de Concurso
Sobre vocabulário | vocabulary em inglês
Foram encontradas 3.120 questões
Choose the right option that best completes the sentences:
I.The boy ___________ to be another person.
II.The school ___________ are very strict.
I.We´d better run, ________ we will arrive late.
II.I saw John with his girlfriend last night. ________ John, did you know he´s going to marry next month?
Text I
Understanding bias in facial recognition technologies
Over the past couple of years, the growing debate around automated facial recognition has reached a boiling point. As developers have continued to swiftly expand the scope of these kinds of technologies into an almost unbounded range of applications, an increasingly strident chorus of critical voices has sounded concerns about the injurious effects of the proliferation of such systems on impacted individuals and communities. Critics argue that the irresponsible design and use of facial detection and recognition technologies (FDRTs) threaten to violate civil liberties, infringe on basic human rights and further entrench structural racism and systemic marginalisation. In addition, they argue that the gradual creep of face surveillance infrastructures into every domain of lived experience may eventually eradicate the modern democratic forms of life that have long provided cherished means to individual flourishing, social solidarity and human self-creation.
Defenders, by contrast, emphasise the gains in public safety, security and efficiency that digitally streamlined capacities for facial identification, identity verification and trait characterisation may bring. These proponents point to potential real-world benefits like the added security of facial recognition enhanced border control, the increased efficacy of missing children or criminal suspect searches that are driven by the application of brute force facial analysis to largescale databases and the many added conveniences of facial verification in the business of everyday life.
Whatever side of the debate on which one lands, it would appear that FDRTs are here to stay.
Adapted from: understanding_bias_in_facial_recognition_technology.pdf
Text I
Understanding bias in facial recognition technologies
Over the past couple of years, the growing debate around automated facial recognition has reached a boiling point. As developers have continued to swiftly expand the scope of these kinds of technologies into an almost unbounded range of applications, an increasingly strident chorus of critical voices has sounded concerns about the injurious effects of the proliferation of such systems on impacted individuals and communities. Critics argue that the irresponsible design and use of facial detection and recognition technologies (FDRTs) threaten to violate civil liberties, infringe on basic human rights and further entrench structural racism and systemic marginalisation. In addition, they argue that the gradual creep of face surveillance infrastructures into every domain of lived experience may eventually eradicate the modern democratic forms of life that have long provided cherished means to individual flourishing, social solidarity and human self-creation.
Defenders, by contrast, emphasise the gains in public safety, security and efficiency that digitally streamlined capacities for facial identification, identity verification and trait characterisation may bring. These proponents point to potential real-world benefits like the added security of facial recognition enhanced border control, the increased efficacy of missing children or criminal suspect searches that are driven by the application of brute force facial analysis to largescale databases and the many added conveniences of facial verification in the business of everyday life.
Whatever side of the debate on which one lands, it would appear that FDRTs are here to stay.
Adapted from: understanding_bias_in_facial_recognition_technology.pdf
I.The game ended in a tie. II.I need to tie my hair back. III.I hate wearing a tie when I have to get dressed up.
Choose the option that contains the synonym of the words in bold.
( ) The phrasal verb "lined up" in the first paragraph indicates that the upcoming books are physically standing in a straight queue at the printing press.
( ) The expression "gotten in on" in the third paragraph suggests that Penguin Books has started participating in the same profitable trend that the British Library began.
( ) The expression 'lined up' is used idiomatically to indicate that more volumes are scheduled or prepared for future release.
( ) The term "back in" in the final sentence is used to describe the physical movement of a book being placed inside a prínting machine.
Which alternative CORRECTLY fills in the above? parenthesis
I. It functions as a technical shorthand in the literary world; it specifically emphasizes the availability of the content to the general public rather than the physical act of pressing ink onto paper.
II. It signals to the reader that the work has returned to the "active" catalogue of a publisher, making it a crucial term for libraries and book collectors to identify titles that are no longer "rare" or "out of print."
III. The author uses "back in print" as a prepositional collocation to indicate the specific medium of the reissue.
The CORRECT statements are:
(__) Collocations são combinações habituais de palavras que soam naturais para falantes nativos, como o uso de "make" em "make a mistake" e "do" em "do homework".
(__) Um campo semântico refere-se a um grupo de palavras que compartilham um tema comum, como "physician," "nurse," e "surgeon" dentro do campo da medicina.
(__) O fenômeno dos "false cognates" descreve palavras que possuem ortografia semelhante em inglês e português e que compartilham exatamente o mesmo significado em qualquer contexto.
(__) A fixidez das collocations permite que o falante substitua livremente os termos por sinônimos dicionarizados sem alterar a naturalidade ou a correção idiomática da frase.
Após análise, assinale a alternativa que apresenta a sequência CORRETA dos itens acima, de cima para baixo:
TEXTIV- Text forquestion
QUOTATION
“Another important characteristic of the [National Curricular] 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” (ALMEIDA, 2012, p. 334).
(Source: ALMEIDA, Ricardo Luiz Teixeira de. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. In: Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, nº 2, June, 2012, p. 331-348. Available at: th https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?format=pdf&lang=en. Accessed on April 20 , 2022).
The word “overlooked” in the passage “Another important characteristic of the [National Curricular] Parameters that should not be overlooked is their emphasis on teacher's autonomy” is a SYNONYM of:
TEXTIII -
(Available at: https://br.pinterest.com/pin/251286854200451292/. Accessed on April 6 , 2022)
Answer question according to TEXTIII.
The expression “by rote” means:
TEXTII – Text forquestion.
Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching
(Ana Lúcia Farias da Silva - 01/12/2021)
FINAL CONSIDERATIONS
English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.
Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.
Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.
Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.
It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.
(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022).
The word “impair” in the passage “[…] which did not impair the learning of the proposed contents […]” is the OPPOSITE of:
I.As diferenças entre o inglês britânico e norte-americano estão somente relacionadas à questão de sotaque e pronúncia.
II.Por conta da grande produção e difusão de filmes, séries e músicas, o inglês americano sempre foi mais popular do que o inglês britânico.
III.Enquanto no inglês americano fala-se closet para armário, no inglês britânico fala-se wardrobe.
Está (ão) CORRETA (S) a (s) seguinte (s) proposição (ões).
Consider the sentences below:
I. I hired a maid last week.
II. I made my own boat.
The words in bold are:
Consider the sentence below:
"Today is Sunday and I'm off duty."
The synonym for OFF DUTY is:
Conheça nossos planos