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Questões de Concursos Inglês

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561Q1022551 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Itapevi SP, VUNESP, 2025

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Leia o texto para responder à questão.


If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.


(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
Um professor do Ensino Fundamental preocupado em desenvolver no aluno a habilidade n.7 citada no texto de Brown, “Learn to make intelligent guesses”, deverá
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562Q1023073 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Caçapava SP, Avança SP, 2024

“You expected to be sad in the fall. Part of you died each year when the leaves fell from the trees and their branches were bare against the wind and the cold, wintery light. But you knew there would always be the spring, as you knew the river would flow again after it was frozen. When the cold rains kept on and killed the spring, it was as though a young person died for no reason.”

― Ernest Hemingway, A Moveable Feast

According to the passage, what is the implied significance of the river flowing again after being frozen?
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563Q1023084 | Inglês, Análise Sintática Syntax Parsing, Inglês, Prefeitura de São Gonçalo RJ, SELECON, 2024

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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 role this approach could play in the achievement of other educational goals...”, the underlined word is a/an:
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564Q1023091 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Umbuzeiro PB, EDUCA, 2025

Texto associado.
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4.
According to text 1, what was one of the main reasons that used to demotivate English language learners in the past?
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565Q1024117 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Apiaí SP, ACCESS, 2024

Texto associado.

NO MAN'S LAND

Mystery of world's only stretch of unclaimed land with NO laws that farmer tried to seize to make daughter a princess


Hidden deep in the African desert lies one of the strangest pieces of land on Earth — not for its beauty, wealth, or strategic value, but because no country wants it.


Bir Tawil is a 2,060-square-kilometre patch of barren desert between Egypt and Sudan, which remains an unusual geopolitical anomaly after decades of being unclaimed.


Those daring to go there face a tough journey, driving through remote desert roads past relics of gold mines and, at times, crossing paths with armed gangs and bandits.


Bir Tawil has long been a quirky favourite for small, often tongue-in-cheek, self-declared "countries" - usually founded by ordinary people across the globe.


With no laws, the land has even drawn would-be "kings," including a US dad who trekked there to fulfil his young daughter's wish of becoming a princess.


Jeremiah Heaton, a Virginia farmer, planted a flag and declared Bir Tawil the "Kingdom of North Sudan" so that his daughter Emily could have a royal title. While the move had no legal bearing, it sparked global interest and debate over land claims and the nature of sovereignty.


As the dad tells it, Emily had casually asked if she could be a princess, and Heaton, wanting to make her dream come true, started looking for a way to make that happen. While most parents might have gently explained the impracticality of such a request, Heaton took it as a challenge. He began researching unclaimed land where he could theoretically establish a kingdom for Emily, at the time aged six.


In June 2014, Heaton headed to northeastern Africa, reaching Bir Tawil after a challenging journey through the desert. With a homemade blue flag bearing a crown symbol and the name "Heaton," he ceremoniously planted it in the sand, declaring Bir Tawil the "Kingdom of North Sudan" and himself its king. He immediately proclaimed Emily to be a princess, therefore "granting" her the royal title she had wished for.


In 2017, Suyash Dixit, an IT entrepreneur from Indore, India, also claimed Bir Tawil as his own, naming it the "Kingdom of Dixit." After a challenging journey across the desert, he planted a flag, declared himself king, and even "appointed" his father as prime minister. He posted his claim and experience on social media, where it garnered significant attention and sparked a wave of jokes and memes.


There are rumours, though largely unsubstantiated, that Bir Tawil contains hidden gold deposits.


While Egypt and Sudan have both had ancient ties to gold mining, particularly in the Nubian Desert, Bir Tawil itself is rarely studied or mined. These rumours, however, have attracted a few treasure hunters and adventurers over the years, hoping to uncover hidden riches in the desert.


Some have even joked about Bir Tawil as a potential "backup homeland" for populations affected by natural disasters. While obviously impractical, the idea underscores the paradox of unclaimed land in a time when territorial disputes are common.


Despite several stunts and theories, Bir Tawil remains unclaimed due to a unique border dispute between Egypt and Sudan.


The journey to Bir Tawil is lengthy and can take anywhere from two days to a week, depending on the starting point, route, and conditions. Due to its isolation and extreme desert environment, the journey requires careful planning, local knowledge, and permission from authorities in Egypt or Sudan.


Most travellers begin in Aswan, Egypt, or Khartoum, Sudan, as these are the nearest large cities with transportation infrastructure. From Aswan, the trip typically involves a long desert drive heading southward toward the Egypt-Sudan border.


Both countries monitor the border area closely, with visitors needing permits and a good guide familiar with the region. Egypt, in particular, restricts movement near the border, especially in sensitive zones close to the Hala'ib Triangle.


The trip to Bir Tawil from either Egypt or Sudan covers hundreds of kilometres across remote, rugged desert terrain. Explorers often follow dirt tracks used by nomadic tribes, miners, or military patrols, though few roads are mapped or maintained. The drive can take days and usually involves off-road vehicles capable of handling deep sand and rough trails.


There are no towns, water sources, or services along the way, so travellers must bring ample water, food, fuel, and spare parts. And to make matters worse, armed gangs, smugglers, and bandits often prey upon those venturing in the desert, particularly along less-monitored routes.


The origins of this unclaimed desert stretch back to Britishcolonial rule in the late 19th and early 20th centuries, when overlapping boundary lines inadvertently left Bir Tawil in a legal limbo.


In 1899, while both Egypt and Sudan were under British administration, a formal border was established along the 22nd parallel north. This placed Bir Tawil, an arid and resource-poor patch of desert, in Egyptian territory, while a more valuable area, the Hala'ib Triangle, was assigned to Sudan.


But in 1902, the British changed the boundary to fit the local tribes' movements, putting Bir Tawil in Sudan instead and giving Egypt control over the fertile Hala'ib Triangle.


When Egypt and Sudan became independent, each country wanted the Hala'ib Triangle because it has good land and access to the Red Sea.


Egypt claims it based on the 1899 line, while Sudan uses the 1902 line to support its claim. Bir Tawil, a barren desert with no resources, has no value to either country.


To claim the Hala'ib Triangle, each country must reject Bir Tawil — because they can't claim both under their chosen boundary line. So by claiming Hala'ib, they essentially "give away" Bir Tawil, leaving it unwanted.


The territory is therefore unclaimed because Egypt and Sudan only want the valuable land next to it, not Bir Tawil itself.


For now, Bir Tawil endures as a strange relic of colonial history and an unlikely symbol of modern-day geopolitics — a land still ungoverned and, in all likelihood, destined to remain unclaimed.


Source:

https://www.thesun.co.uk/news/30658172/bir-tawil-land-that-bel ongs-to-no-nation/ (adapted)


https://www.thesun.co.uk/news/30658172/bir-tawil-land-that-belongs-to-no-nation/

In a lesson about global cultures, the Bir Tawil story could illustrate intercultural perspectives. What teaching practice would help students relate to this story on a cultural level?
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566Q1024634 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Vila Rica MT, IDCAP, 2023

Texto associado.
Stanford Medicine scientists transform cancer cells into weapons against cancer

March 1, 2023 - By Christopher Vaughan


(1º§) Some cities fight gangs with ex-members whoeducate kids and starve gangs of new recruits. Stanford Medicine researchers have done something similar with cancer — altering cancer cells so that they teach the body's immune system to fight the very cancer the cells came from.


(2º§) "This approach could open up an entirely new therapeutic approach to treating cancer," said Ravi Majeti, MD, PhD, a professor of hematology and the study's senior author. The research was published March 1 in Cancer Discovery. The lead author is Miles Linde, PhD, a former PhD student in immunology who is now at the Fred Hutchinson Cancer Institute in Seattle.


(3º§) Some of the most promising cancer treatments use the patient's own immune system to attack the cancer, often __ taking the brakes off immune responses to cancer or by teaching the immune system to recognize and attack the cancer more vigorously. T cells, part of the immune system that learns to identify and attack new pathogens such as viruses, can be trained to recognize specific cancer antigens, which are proteins that generate an immune response.


(4º§) For instance, in CAR T-cell therapy, T cells are taken from a patient, programmed to recognize a specific cancer antigen, then returned to the patient. But there are many cancer antigens, and physicians sometimes need to guess which ones will be most potent.


(5º§) A better approach would be to train T cells to recognize cancer via processes that more closely mimic the way things naturally occur in the body — like the way a vaccine teaches the immune system to recognize pathogens. T cells learn to recognize pathogens because special antigen presenting cells (APCs) gather pieces of the pathogen and show them to the T cells in a way that tells the T cells, "Here is what the pathogen looks like — go get it."


(6º§) Something similar in cancer would be for APCs to gather up the many antigens that characterize a cancer cell. That way, instead of T cells being programmed to attack one or a few antigens, they are trained to recognize many cancer antigens and are more likely to wage a multipronged attack on the cancer.


(7º§) Now that researchers have become adept at transforming one kind of cell into another, Majeti and his colleagues had a hunch that if they turned cancer cells into a type of APC called macrophages, they would be naturally adept at teaching T cells what to attack.


(8º§) "We hypothesized that maybe cancer cells reprogrammed into macrophage cells could stimulate T cells because those APCs carry all the antigens of the cancer cells they came from," said Majeti, who is also the RZ Cao Professor, assistant director of the Institute for Stem Cell Biology and Regenerative Medicine and director of the Ludwig Center for Cancer Stem Cell Research and Medicine.


(9º§) The study builds on prior research from the Majeti lab showing that cells taken from patients with a type of acute leukemia could be converted into non-leukemic macrophages with many of the properties of APCs.


(10º§) In the current study, the researchers programmed mouse leukemia cells so that some of them could be induced to transform themselves into APCs. When they tested their cancer vaccine strategy on the mouse immune system, the mice successfully cleared the cancer.


(11º§) "When we first saw the data showing clearance of the leukemia in the mice __ working immune systems, we were blown away," Majeti said. "We couldn't believe it worked as well as it did."


(12º§) Other experiments showed that the cells created from cancer cells were indeed acting as antigen-presenting cells that sensitized T cells to the cancer. "What's more, we showed that the immune system remembered what these cells taught them," Majeti said. "When we reintroduced cancer to these mice over 100 days after the initial tumor inoculation, they still had a strong immunological response that protected them."


(13º§) "We wondered, If this works with leukemias, will it also work with solid tumors?" Majeti said. The team tested the same approach using mouse fibrosarcoma, breast cancer, and bone cancer. "The transformation of cancer cells from solid tumors was not as efficient, but we still observed positive results," Majeti said. With all three cancers, the creation of tumor-derived APCs led to significantly improved survival.


(14º§) Lastly, the researchers returned to the original type of acute leukemia. When the human leukemia cell-derived APCs were exposed to human T cells from the same patient, they observed all the signs that would be expected if the APCs were indeed teaching the T cells how to attack the leukemia.


(15º§) "We showed that reprogrammed tumor cells could lead to a durable and systemic attack on the cancer in mice and a similar response with human patient immune cells," Majeti said. "In the future we might be able to take out tumor cells, transform them into APCs and give them back to patients as a therapeutic cancer vaccine."


(16º§) "Ultimately, we might be able to inject RNA into patients and transform enough cells to activate the immune system against cancer without having to take cells out first," Majeti said. "That's science fiction __ this point, but that's the direction we are interested in going."


(17º§) The work was supported by funding from the Ludwig Foundation for Cancer Research, the Emerson Collective Cancer Research Fund, the New York Stem Cell Foundation, the Stinehart-Reed Foundation, the Leukemia and Lymphoma Society, the J. Benjamin Eckenhoff Fund, the Blavatnik Family Fellowship, the Deutsche Forschungsgemainshaft, the Knut and Alice Wallenberg Foundation, the Stanford Human Biology Research Exploration Program, the National Institutes of Health (grant F31CA196029), the American Society of Hematology, the A.P. Giannini Foundation, and the Stanford Cancer Institute.


(adapted)
med.stanford.edu/news/all-news/2023/03/cancer-hematology.html
PROFESSOR INGLÊS - 1 8
According to the study, how do the transformed cancer cells contribute to the immune system's response against cancer?
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567Q1023102 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Lorena SP, Avança SP, 2024

The Communicative Approach in language teaching prioritizes:
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568Q1024639 | Inglês, Voz Ativa e Passiva Passive And Active Voice, Inglês, Prefeitura de Vila Rica MT, IDCAP, 2023

Texto associado.
Stanford Medicine scientists transform cancer cells into weapons against cancer

March 1, 2023 - By Christopher Vaughan


(1º§) Some cities fight gangs with ex-members whoeducate kids and starve gangs of new recruits. Stanford Medicine researchers have done something similar with cancer — altering cancer cells so that they teach the body's immune system to fight the very cancer the cells came from.


(2º§) "This approach could open up an entirely new therapeutic approach to treating cancer," said Ravi Majeti, MD, PhD, a professor of hematology and the study's senior author. The research was published March 1 in Cancer Discovery. The lead author is Miles Linde, PhD, a former PhD student in immunology who is now at the Fred Hutchinson Cancer Institute in Seattle.


(3º§) Some of the most promising cancer treatments use the patient's own immune system to attack the cancer, often __ taking the brakes off immune responses to cancer or by teaching the immune system to recognize and attack the cancer more vigorously. T cells, part of the immune system that learns to identify and attack new pathogens such as viruses, can be trained to recognize specific cancer antigens, which are proteins that generate an immune response.


(4º§) For instance, in CAR T-cell therapy, T cells are taken from a patient, programmed to recognize a specific cancer antigen, then returned to the patient. But there are many cancer antigens, and physicians sometimes need to guess which ones will be most potent.


(5º§) A better approach would be to train T cells to recognize cancer via processes that more closely mimic the way things naturally occur in the body — like the way a vaccine teaches the immune system to recognize pathogens. T cells learn to recognize pathogens because special antigen presenting cells (APCs) gather pieces of the pathogen and show them to the T cells in a way that tells the T cells, "Here is what the pathogen looks like — go get it."


(6º§) Something similar in cancer would be for APCs to gather up the many antigens that characterize a cancer cell. That way, instead of T cells being programmed to attack one or a few antigens, they are trained to recognize many cancer antigens and are more likely to wage a multipronged attack on the cancer.


(7º§) Now that researchers have become adept at transforming one kind of cell into another, Majeti and his colleagues had a hunch that if they turned cancer cells into a type of APC called macrophages, they would be naturally adept at teaching T cells what to attack.


(8º§) "We hypothesized that maybe cancer cells reprogrammed into macrophage cells could stimulate T cells because those APCs carry all the antigens of the cancer cells they came from," said Majeti, who is also the RZ Cao Professor, assistant director of the Institute for Stem Cell Biology and Regenerative Medicine and director of the Ludwig Center for Cancer Stem Cell Research and Medicine.


(9º§) The study builds on prior research from the Majeti lab showing that cells taken from patients with a type of acute leukemia could be converted into non-leukemic macrophages with many of the properties of APCs.


(10º§) In the current study, the researchers programmed mouse leukemia cells so that some of them could be induced to transform themselves into APCs. When they tested their cancer vaccine strategy on the mouse immune system, the mice successfully cleared the cancer.


(11º§) "When we first saw the data showing clearance of the leukemia in the mice __ working immune systems, we were blown away," Majeti said. "We couldn't believe it worked as well as it did."


(12º§) Other experiments showed that the cells created from cancer cells were indeed acting as antigen-presenting cells that sensitized T cells to the cancer. "What's more, we showed that the immune system remembered what these cells taught them," Majeti said. "When we reintroduced cancer to these mice over 100 days after the initial tumor inoculation, they still had a strong immunological response that protected them."


(13º§) "We wondered, If this works with leukemias, will it also work with solid tumors?" Majeti said. The team tested the same approach using mouse fibrosarcoma, breast cancer, and bone cancer. "The transformation of cancer cells from solid tumors was not as efficient, but we still observed positive results," Majeti said. With all three cancers, the creation of tumor-derived APCs led to significantly improved survival.


(14º§) Lastly, the researchers returned to the original type of acute leukemia. When the human leukemia cell-derived APCs were exposed to human T cells from the same patient, they observed all the signs that would be expected if the APCs were indeed teaching the T cells how to attack the leukemia.


(15º§) "We showed that reprogrammed tumor cells could lead to a durable and systemic attack on the cancer in mice and a similar response with human patient immune cells," Majeti said. "In the future we might be able to take out tumor cells, transform them into APCs and give them back to patients as a therapeutic cancer vaccine."


(16º§) "Ultimately, we might be able to inject RNA into patients and transform enough cells to activate the immune system against cancer without having to take cells out first," Majeti said. "That's science fiction __ this point, but that's the direction we are interested in going."


(17º§) The work was supported by funding from the Ludwig Foundation for Cancer Research, the Emerson Collective Cancer Research Fund, the New York Stem Cell Foundation, the Stinehart-Reed Foundation, the Leukemia and Lymphoma Society, the J. Benjamin Eckenhoff Fund, the Blavatnik Family Fellowship, the Deutsche Forschungsgemainshaft, the Knut and Alice Wallenberg Foundation, the Stanford Human Biology Research Exploration Program, the National Institutes of Health (grant F31CA196029), the American Society of Hematology, the A.P. Giannini Foundation, and the Stanford Cancer Institute.


(adapted)
med.stanford.edu/news/all-news/2023/03/cancer-hematology.html
PROFESSOR INGLÊS - 1 8
Rewrite the sentence "[...], the researchers programmed mouse leukemia cells so that some of them could be induced to transform themselves into APCs" (10º§) in the passive voice.
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570Q1024649 | Inglês, Verbos Verbs, Inglês, Prefeitura de Ubatuba SP, Avança SP, 2024

Irregular verbs in English are verbs that do not follow the regular pattern of conjugation. Unlike regular verbs, which typically add "-ed" to the base form to create past tense forms, irregular verbs have unique and often unpredictable past tense and past participle forms.
Identify the alternative that presents, respectively, the correct form of the past participle for the following verbs: drive; fall; overcome; draw.
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571Q1024650 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Ubatuba SP, Avança SP, 2024

Read the following excerpt from Edgar Allan Poe's poem "Alone" and answer the questions that follow:
"From childhood's hour I have not been As others were; I have not seen As others saw; I could not bring My passions from a common spring. From the same source I have not taken My sorrow; I could not awaken My heart to joy at the same tone; And all I loved, I loved alone."

What is the speaker expressing about his childhood and emotions in the first four lines of the poem?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

572Q1024652 | Inglês, Verbos Verbs, Inglês, Prefeitura de Ubatuba SP, Avança SP, 2024

Choose the correct form to complete the sentence:

"By the time Sarah arrived at the party, everyone ____________."

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

573Q901273 | Inglês, Inglês, Prefeitura de Queimadas PB, FACET Concursos, 2024

Mark the option which contains an object pronoun:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

574Q901278 | Inglês, Inglês, Prefeitura de Queimadas PB, FACET Concursos, 2024

The sentence that indicates the CORRECT use of tag questions is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

575Q1023392 | Inglês, Palavras Conectivas Connective Words, Inglês, Prefeitura de São José dos Campos SP, FGV, 2023

Texto associado.
Read Text I and answer the question that follow it:


Text I

Multimodality in the English language classroom:
A systematic review of literature


Literacy in the 21st century is now no longer regarded simply as the ability to use a language competently in a mono-cultural setting. Literacy today involves students knowing how to navigate across an increasingly complex communication landscape and to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts.

Contemporary communication environment is characterised by multimodal meaning-making, that is the “multiplicities of media and modes”, as well as “increasing local diversity and global connectedness” (New London Group, 1996, p. 62) which necessitates a shift in the pedagogical approaches that are adopted by teachers. This is especially so in the digital age where a sole focus on language in literacy is no longer sufficient for the new workplace given that a revised sense of ‘competence’ is required. The recognition of social diversity also demands pedagogical approaches that engage with the transcultural and multicultural classroom. Issues of the day such as fake news and social justice concerns also need to be addressed in the literacy classroom.

Multimodality focuses on understanding how semiotic resources (visual, gestural, spatial, linguistic, and others) work and are organised. Multimodality in education adopts an expanded view of literacy to include the range of multimodal communicative practices which young people are involved in today's digital age. Multimodal pedagogies refer to the ways in which the teacher can design learning experiences using a range of multimodal resources. It involves teachers making design choices in the ways in which the curriculum content is expressed, arranged, andsequenced multimodally. Multimodal pedagogies also involve designing opportunities for students to explore and perform ideas and identities using a range of meaning-making resources. The teaching and learning activities often involve drawing from the students’ funds of knowledge and their lifeworld. With multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in so doing make apt selection of meaning-making resources to design the students’ learning experience.

Adapted from https://www.sciencedirect.com/science
/article/abs/pii/S0898589822000365
In the excerpt “to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts” (1st paragraph), “as well as” signals a(n):
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

576Q901280 | Inglês, Pronomes Pronouns, Inglês, Prefeitura de Queimadas PB, FACET Concursos, 2024

Choose the alternative in which there is, correctly and respectively the bold words:

“The blue car is hers and the red car is ours,”

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

577Q1024162 | Inglês, Análise Sintática Syntax Parsing, Inglês, Prefeitura de Macieira SC, Unesc, 2024

Texto associado.
O texto seguinte servirá de base para responder à questão.

How can you make sure you are eating a balanced, filling and nutritious plate at every meal?


Think of your plate divided into different food groups - protein, carbs, fat and fruit and veg.

Protein: David Wiener, training and nutrition specialist at AI-based lifestyle and coaching app Freeletics, told The Sun: "Aim for one to two palm-size portions of lean protein in each meal.

"Protein includes meat (chicken, turkey, pork, beef), beans, peas, lentils and fish.

The NHS Eatwell Guide says to choose lean cuts of meat and mince, and eat less red and processed meat like bacon, ham and sausages.Aim for at least two portions (two x 140g) of fish every week, one of which should be oily, such as salmon, sardines or mackerel.

Carbs: Carbohydrates should make up about a third of your plate, or a fist-sized portion.

The Eatwell Guide says: "Choose higher fibre or wholegrain varieties, such as wholewheat pasta and brown rice, or simply leave the skins on potatoes.

"There are also higher fibre versions of white bread and pasta.

"Starchy foods are a good source of energy and the main source of a range of nutrients in our diet.

"Fat: Generally the advice is to think of fat like a thumb-sized amount on your plate.

The Eatwell Guide says: "Remember all types of fat are high in energy and should be eaten in small amounts.

"These foods include chocolate, cakes, biscuits, sugary soft drinks, butter, ghee and ice cream.

"They're not needed in our diet, so should be eaten less often and in smaller amounts."But a small amount is still essential for the diet.

Try and eat more unsaturated fats (avocado, nuts, olive oil), which are healthier than saturated fats (butter, hard cheese, sour cream).

Fruit and veg: David says: "Make sure you also get lots of colourful fruit and vegetable carbohydrates too.

"Aim for at least five of these portions a day.

"One to two fist-sized portions of fruits and vegetables with every meal is generally recommended.

"Fruit and veg can be fresh, frozen, tinned or dried. You can roast, boil, steam or grill veggies.


https://www.thesun.co.uk/health/31144102/ancient-genes-carbohydrate-strachy-food-cravings-diet-study/
Which sentence from the text demonstrates correct subject-verb agreement?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

578Q1024418 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Pires Ferreira CE, Fundação CETREDE, 2024

Texto associado.

Read the text and answer the question.


What Happens to Your Body When You Drink Milk Every Day


Milk (and dairy in general) gets the blame for a lot of unwanted health outcomes. We're sure you've heard that dairy causes acne, increases inflammation and can even be the reason you're not losing weight. Spoiler: For those who aren't lactose-intolerant or allergic to dairy, research doesn't back up those claims. In fact, there are actually some impressive benefits that come with drinking a nutritious glass of milk.


Your Bone Health Might Improve


Not only is milk a great vegetarian protein source, but it's also packed with calcium and vitamin D—two nutrients that are vital for bone health. Calcium is a mineral needed to build and maintain strong bones, and vitamin D helps our body absorb calcium from the foods we eat. Since milk is a great source of both of thesenutrients, it's one of the best things to keep in your diet for bone health throughout life.


You Might Reach Your Weight Loss Goals


There are lots of misconceptions about how drinking milk can affect weight, but research shows regular consumption probably won't hurt your cause if you're trying to lose weight or maintain a healthy weight. This is largely due to the satisfying combination of carbohydrates, protein and fat found in milk. Protein and fat can help make milk super filling, which can help with weight loss. Carbs give you energy and help your body function at its best. When you're more satisfied from the foods you eat, it's easier to honor your hunger and fullness levels and stick to a healthy, balanced eating pattern.


A meta-analysis of randomized controlled trials (the gold standard of research) published in the journal Nutrients found that including dairy in a calorie-restricted diet resulted in greater weight loss and fat loss, while reducing loss of lean muscle. This doesn't mean milk is a miracle weight-loss food, though. Another review of studies found that consuming milk or other dairy products didn't result in significant weight loss, but didn't lead to weight gain either. If your goal is to lose weight or maintain a healthy weight, drinking a glass of milk each day might help, if it's a food you enjoy. You Might Lower Your Risk of Cognitive Decline


The impressive nutrition profile of milk could be a reason why it can help you stay more mentally sharp as you age. A 2021 review of studies published in Nutrition & Metabolism found that milk intake was connected with a decreased risk of Alzheimer's disease. Another study published in 2020 in the journal Nutrients found that skimmed dairy, fermented dairy and buttermilk were associated with better executive functioning. So adding some milk to your morning oats or as a side to a snack may help boost your brain health.


Researchers hypothesize that one reason milk might support healthy aging is the nutrition that it provides. Milk is a good source of calcium, protein and vitamin B12, all of which are critical nutrients for older adults.


The Bottom Line


If you aren't lactose-intolerant or allergic to dairy, it's totally OK to enjoy a regular glass of milk each day. From improving bone health to helping mitigate cognitive decline, drinking milk and incorporating other dairy items into your diet can come with some health benefits. As with any food, remember that moderation is key (an 8-ounce serving of milk probably wouldn't completely fill many of the glasses in your cupboard). Since there are dairy farmers all across the U.S., try choosing milk that is produced locally. Making a connection with a local farmer can help you get a better-quality product that takes less of a toll on the environment, too.


FONTE: Adapted from: https://www.eatingwell.com/article/7961444/what-happensto-your-body-if-you-drink-milk-every-day/#:~:text=Not%20only%20is% 20milk%20a,from%20the%20foods%20we%20eat.


Which option below expresses the same meaning as the sentence: As with any food, remember that moderation is key.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

579Q1020092 | Inglês, Vocabulário Vocabulary, Inglês, Prefeitura de Guadalupe PI, OBJETIVA, 2025

What does the phrasal verb below mean in the following sentence?

She keeps telling me to bug off but I need my stuff back.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

580Q900541 | Inglês, Inglês, Prefeitura de Cubati PB, CONTEMAX, 2024

In which sentence is the use of articles incorrect?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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