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3981Q1024285 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

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Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho “However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions…”, o termo em destaque expressa a ideia de:
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  4. ✂️

3982Q1024288 | Inglês, Vocabulário Vocabulary, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Analisando o trecho: “Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson”, a expressão idiomática que pode ser usada para se referir a este tipo de aluno é:
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3983Q1024040 | Inglês, Ensino da Língua Estrangeira Inglesa, Letras Português Inglês, IF SP, IF SP, 2024

Language teaching has been characterized by several methods and approaches which were popular at some point and declined over the years. There are many elements when it comes to teaching a foreign language from theory of language to roles of materials. Which of the following describes a language teaching based mainly on grammar teaching and courses segmented into separate language skills with preoccupation with rules as described in Brown (2007)?
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3984Q1022764 | Inglês, Pronomes Pronouns, Inglês, Prefeitura de Guabiruba SC, FURB, 2024

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NO KID-DING Why you should never let your kids take a bag on the plane − even if it's free


(§ 1) A TRAVEL expert has revealed you should never let your kids bring a bag on the plane if you want a stress-free journey.


(§ 2) Experienced flyer, Vanessa Grant recommends parents don't let their kids take a bag with them after sharing her recent experience of travelling with her kids - aged 8 and 11.


(§ 3) "Smart packing is what really saved us," she said.


(§ 4) Vanessa did two long-haul flights with her family from Canada to Indonesia which went smoothly because the kids didn't have bags, she claims.


(§ 5) It is important to "instil a sense of responsibility" in kids however, it is not worth the stress of tracking down a lost backpack __ a busy international airport, according to the travel expert.


(§ 6) Vanessa explained: "The stakes are just too high and even replacing a charging cord can be pricey at a duty-free shop, let alone a whole backpack's worth of stuff."


(§ 7) It is also important to bring the right type of carry-on when travelling with your family, to make your life a lot easier.


(§ 8) A small rolling suitcase is perfect for long-haul flights and "is like the clown car of carry-ons".


(§ 9) Vanessa added: "It fits a change of clothes for three of us, plus toiletries and some snacks."


(§ 10) Instead of storing your carry-on in the overhead bins you should put it __ the seat of your shortest child so they'll be able to rest their feet on it, Vanessa recommends.


(§ 11) This clever hack will stop your child from complaining as it is "uncomfortable to have your legs hanging for hours".


(§ 12) Packing a change of clothes for everyone will ensure you have a smoother journey, according to the experienced flyer.


(§ 13) "Spills and vomiting can happen to anyone," she said.


(§ 14) Vanessa added: "One of my kids lost multiple socks __ the plane and in the hotel.


(§ 15) "Luckily most airlines give passengers a little package including a toothbrush and toothpaste, ear plugs, an eye mask and socks so we had a few extra pairs."


(§ 16) Bringing snacks for your kids can end up saving a lot of money as they likely won't eat all the food offered by airlines, "unless your child is a unicorn".


(§ 17) Vanessa also recommends bringing an empty water bottle you can fill up before getting on the plane.


(§ 18) Most kids on flights are thrilled to get "hours of uninterrupted screen time, both on their tablets and thescreens on the back of seats in front of them".


(§ 19) However, screens even for kids can get old quickly.


(§ 20) Parents should bring alternative activities for their children.


(§ 21) Vanessa brought a book, notepad and pens which kept them entertained throughout the flight.


(§ 22) Forgetting either your charger or headphones can spoil the whole journey, the travel expert claims.


(§ 23) Parents will need the chargers to make sure their children can stay entertained on the screens.


(§ 24) "We brought headphones for everyone," Vanessa said.


(§ 25) She added: "No one—including you—wants to hear the sound effects from your kid's favourite video game for hours on end."



https://www.thesun.co.uk/travel/26306770/never-let-your-kidstake-a-bag-on-plane/ (adaptado)
Mark the option which contains an object pronoun:
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3985Q939822 | Inglês, Vestibular de Medicina, UniCEUB, UNICEUB, 2019

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Leia o texto para responder à questao.

Is there a scientific explanation for
out-of-body experiences?

Imagine feeling as though you are floating above your body, looking down upon your physical self. Some argue that such out-of-body experiences (OBEs) prove that the conscious mind — or even the soul — can leave the body. Supporting this interpretation, people who have survived a near-death experience often recall experiencing this out-ofbody sensation — as if their spiritual essence had separated from their corporeal existence.
However, the scientific explanation for OBEs is more terrestrial. Neuroscientists and psychologists believe it has to do with neural processes going wrong. In those who come close to death, such as cardiac arrest survivors, it is the lack of oxygen to the brain, and the release of certain neurochemicals triggered by trauma, that interferes with the sensory functions that support our usual feelings of embodiment. People’s recollections of seeing themselves from above — such as observing surgeons working on their body — could be a form of hallucination or false memory, as they try to make sense of their experiences.
Researchers have induced out-of-body states in healthy volunteers simply by confusing their sensory systems. For instance, scientists at the Karolinska Institute in Stockholm asked volunteers to wear goggles that showed the perspective of a camera placed behind them (so that they could see themselves from behind). When a researcher prodded the camera with a baton at the same time as prodding the person’s chest, the volunteer had the sensation that they were floating behind their physical body. The fact it is possible to induce an OBE argues against more mystical explanations.
(Christian Jarret. www.sciencefocus.com, 2019. Adaptado.)
O termo “however” torna explícita a relação entre o primeiro e segundo parágrafos e indica
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3986Q1023022 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Tremembé SP, VUNESP, 2025

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Read the following extract to answer question.


A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
É correto afirmar que o primeiro parágrafo é desenvolvido, predominantemente, em forma de texto
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3987Q946991 | Inglês, Aspectos linguísticos Linguistic aspects, Inglês, UEG, UEG, 2018

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Leia o texto a seguir para responder à questão.

Global warming is intensifying El Niño weather
As humans put more and more heat-trapping gases into the atmosphere, the Earth warms. And the warming is causing changes that might surprise us. Not only is the warming causing long-term trends in heat, sea level rise, ice loss, etc.; it’s also making our weather more variable. It’s making otherwise natural cycles of weather more powerful.
Perhaps the most important natural fluctuation in the Earth’s climate is the El Niño process. El Niño refers to a short-term period of warm ocean surface temperatures in the tropical Pacific, basically stretching from South America towards Australia. When an El Niño happens, that region is warmer than usual. If the counterpart La Niña occurs, the region is colder than usual. Often times, neither an El Niño or La Niña is present and the waters are a normal temperature. This would be called a “neutral” state.
The ocean waters switch back and forth between El Niño and La Niña every few years. Not regularly, like a pendulum, but there is a pattern of oscillation. And regardless of which part of the cycle we are in (El Niño or La Niña), there are consequences for weather around the world. For instance, during an El Niño, we typically see cooler and wetter weather in the southern United States while it is hotter and drier in South America and Australia.
It’s really important to be able to predict El Niño/La Niña cycles in advance. It’s also important to be able to understand how these cycles will change in a warming planet.
El Niño cycles have been known for a long time. Their influence around the world has also been known for almost 100 years. Having observed the effects of El Niño for a century, scientists had the perspective to understand something might be changing.
The relationship between regional climate and the El Niño/La Niña status in climate model simulations of the past and future. It was found an intensification of El Niño/La Niña impacts in a warmer climate, especially for land regions in North America and Australia. Changes between El Niño/La Niña in other areas, like South America, were less clear. The intensification of weather was more prevalent over land regions.
And this conclusion can be extended to many other situations around the planet. Human pollution is making our Earth’s natural weather switch more strongly from one extreme to another. It’s a weather whiplash that will continue to get worse as we add pollution to the atmosphere.
Fortunately, every other country on the planet (with the exception of the US leadership) understands that climate change is an important issue and those countries are taking action. It isn’t too late to change our trajectory toward a better future for all of us. But the time is running out. The Earth is giving us a little nudge by showing us, via today’s intense weather, what tomorrow will be like if we don’t take action quickly.
Disponível em: <https://www.theguardian.com/environment/climate-consensus-97-per-cent/2018/aug/29/global-warming-is-intensifying-el-nino-weather>. Acesso em: 19 set. 2018. (Adaptado).
A média da amplitude térmica na cidade de Cuiabá (MT) durante o mês de junho é de 15,2°C, ao passo que em Salvador (BA) é de 4,8°C. Considerando-se a localização geográfica dessas cidades, o principal fator climático responsável por essa diferença na amplitude térmica é a:
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3988Q946992 | Inglês, Língua Inglesa, UEG, UEG, 2019

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Forest fires: the good and the bad

Every year it seems like there’s another disastrous wildfire in the American West. In 2018, nearly 9 million acres were burned in the US alone. Uncontrolled fires often started accidentally by people, rampage and decimate forests. F

or most people, a forest fire is synonymous with disaster. But there are some kinds of forest fires that actually benefit the environment.

A controlled burn is a wildfire that people set intentionally for a specific purpose. Well-thought-out and wellmanaged controlled burns can be incredibly beneficial for forest management—in part because they can help stop an out-of-control wildfire. The technique is called backburning, and it involves setting a controlled fire in the path of the approaching wildfire. All the flammable material is burnt up and extinguished. When the wildfire approaches, there’s no more fuel left for it to keep going, and it dies out.

Controlled burns are also used to prevent forest fires. Even before human involvement, natural, low-intensity wildfires occurred every few years to burn up fuel, plant debris, and dead trees, making way for young, healthy trees and vegetation to thrive. That new growth in turn supports forest wildlife. Forest managers are now replicating this natural strategy when appropriate, starting manageable, slow-burning fires to make room for new life that will help keep the forest healthy in the long term.

The same method is one of WWF’s strategies for maintaining grassland habitats in the Northern Great Plains. Working with partners such as the U.S. Fish and Wildlife Service, WWF has intentionally burned hundreds of acres of prairie land to revitalize these key habitats. The fire burns off tall, aggressive vegetation that isn’t as hospitable to wildlife, and makes room for new growth that attracts bison, birds, and prairie dogs.

This doesn’t mean all intentional wildfires are good – far from it. Many of the fires intentionally set for agriculture and land clearing are at best ill-advised, and at worst devastating. Slash and burn fires are set every day to destroy large sections of forests. Of course, these forests don’t just remove trees; they kill and displace wildlife, alter water cycles and soil fertility, and endanger the lives and livelihoods of local communities. They also can rage out of control. In 1997, fires set intentionally to clear forests in Indonesia escalated into one of the largest wildfires in recorded history. Hundreds of people died; millions of acres burned; already at-risk species like orangutans perished by the hundreds; and a smoke and ash haze hung over southeast Asia for months, reducing visibility and causing acute health conditions.

That’s exactly why WWF helps governments around the world crack down on slash and burn deforestation. WWF also works with farmers and companies to stop unnecessary agricultural burns. And when our scientists think fire could be the best solution for revitalizing wild areas, we bring the right experts to the table to study the situation and come up with a plan.

All fire is risky. To minimize that risk as much as possible, controlled burns must be well-considered, wellplanned, and ignited and maintained by trained professionals. The bottom line? Fire can be a tool for conservation, but only when used the right way.

Disponível em: https://www.worldwildlife.org/stories/forest-fires-the-good-and-the-bad. Acesso em: 08 out. 2019

According to the ideas expressed in the text, we verify that
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3989Q681013 | Inglês, Primeiro Dia, FGV, FGV, 2020

Texto associado.
Read the text to answer question.

The image depicts a nearly naked man amid a vast area of rainforest, spear pointed at the helicopter hovering above him – a man defending his territory and people from outside influence. This very scene made front-page news some years ago in the UK. It instantly highlighted the loss of ancestral homelands some tribal communities round the world face.
Bad news has a way of dominating the headlines, so we're of the opinion that all indigenous communities and their culture are in decline – and that's not true. But the allure of propagating the "disappearing tribe" narrative is strong. It’s frustrating to see journalists who go on assignment with a set story in mind and then seek out quotes, experiences or interviews to fit their predetermined angle.

(Jonny Bealby. www.newsweek.com, 27.08.2019. Adapted.)
In the fragment from the second paragraph “so we’re of the opinion that”, the underlined word refers to
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3990Q939068 | Inglês, PPL, ENEM, INEP

The art of happiness

Nearly every time you see him, he’s laughing or at least smiling. And he makes everyone else around him feel like smiling. He’s the Dalai Lama, the spiritual and temporal leader of Tibet, a Nobel Prize winner, and an increasingly popular speaker and statesman. Why is he so popular? Even after spending only a few minutes in his presence you can’t help feeling happier. If you ask him if he’s happy, even though he’s suffered the loss of his country, the Dalai Lama will give you an unconditional yes. What’s more, he’ll tell you that happiness is the purpose of life, and that “the very motion of our life is towards happiness”. How to get there has always been the question. He’s tried to answer it before, but he’s never had the help of a psychiatrist to get the message across in a context we can easily understand.

LAMA, D.; CUTLER, H. The Art of Happiness: a handbook for living. Putnam Books, 1998.

Pelo título e pela sinopse do livro de Lama e Cutler, constata-se que o tema da obra é

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3991Q947774 | Inglês, Prova de Medicina20192 1° DIA, CESMAC, CEPROS, 2019

Texto associado.

New Parents Don’t Get Enough Sleep for Six Years After a Child Is Born


Those first three months with a newborn can be rough, but researchers say sleep deprivation is an issue with parents for years. New parents are sometimes shocked to discover how little sleep they get in the first six months after a baby is born. They might also be discouraged to learn that their sleep patterns might not return to normal until that newborn is ready for kindergarten.

A new study published in the journal Sleep found that both parental sleep satisfaction and sleep duration sharply declined after childbirth, hitting their lowest point when a baby is 3 months old.

Women’s sleep duration and quality were far more affected than men, whether or not they breastfed their child. Women lost an average of one hour of sleep nightly compared to what they got prior to pregnancy, while men lost about 15 minutes of sleep per night.

Even four to six years after childbirth, mothers were getting 20 minutes less sleep per night than before they became pregnant, while fathers were still getting 15 minutes less sleep.

“The short-term effects of childbirth on parental sleep is well known. Our study just confirmed these effects,” Lemola told Healthline. “However, it was largely unexpected to find decreased sleep duration and sleep satisfaction six years after birth.”

Sleep was more affected among first-time parents than among parents with more than one child.

The findings were based on interviews of 4,659 parents who had a child between 2008 and 2015.

“While having children is a major source of joy for most parents, it is possible that increased demands and responsibilities associated with the role as a parent lead to shorter sleep and decreased sleep quality even up to six years after birth of the first child,” said Lemola.

Lemola said that future research would be required to determine how parents can cope with sleep loss and regain their sleep patterns sooner.


Adaptado de: <https://www.healthline.com/health-news/newparents-dont-get-sound-sleep-for-6-years#The-bottom-line> Acessado em 04 de março de 2019

The finding that sleep deprivation six years after birth is common
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3992Q1023294 | Inglês, Orações Condicionais Conditional Clauses, TI, TCE SP, FGV, 2023

Texto associado.

READ THE TEXT AND ANSWER THE QUESTION:



Chatbots could be used to steal data, says cybersecurity agency


The UK’s cybersecurity agency has warned that there is an increasing risk that chatbots could be manipulated by hackers.


The National Cyber Security Centre (NCSC) has said that individuals could manipulate the prompts of chatbots, which run on artificial intelligence by creating a language model and give answers to questions by users, through “prompt injection” attacks that would make them behave in an unintended manner.


The point of a chatbot is to mimic human-like conversations, which it has been trained to do through scraping large amounts of data. Commonly used in online banking or online shopping, chatbots are generally designed to handle simple requests.


Large language models, such as OpenAI’s ChatGPT and Google’s AI chatbot Bard, are trained using data that generates human-like responses to user prompts. Since chatbots are used to pass data to third-party applications and services, the NCSC has said that risks from malicious “prompt injection” will grow.


For instance, if a user inputs a statement or question that a language model is not familiar with, or if they find a combination of words to override the model’s original script or prompts, the user can cause the model to perform unintended actions.


Such inputs could cause a chatbot to generate offensive content or reveal confidential information in a system that accepts unchecked input.


According to the NCSC, prompt injection attacks can also cause real world consequences, if systems are not designed with security. The vulnerability of chatbots and the ease with which prompts can be manipulated could cause attacks, scams and data theft. The large language models are increasingly used to pass data to third-party applications and services, meaning the risks from malicious prompt injection will grow.


The NCSC said: “Prompt injection and data poisoning attacks can be extremely difficult to detect and mitigate. However, no model exists in isolation, so what we can do is design the whole system with security in mind.”


The NCSC said that cyber-attacks caused by artificial intelligence and machine learning that leaves systems vulnerable can be mitigated through designing for security and understanding the attack techniques that exploit “inherent vulnerabilities” in machine learning algorithm.


Adapted from: The Guardian, Wednesday 30 August 2023, page 4.

“If” in “if they find a combination of words” (5th paragraph) signals a:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

3993Q990271 | Inglês, Verbos frasais Phrasal verbs, DT Inglês, Prefeitura de Iúna ES, IBADE, 2024

Which of the following sentences uses a phrasal verb correctly?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

3994Q947775 | Inglês, Prova de Medicina20192 1° DIA, CESMAC, CEPROS, 2019

Texto associado.

How Sleep Strengthens Your Immune System


Numerous studies have reported the benefits of a good night’s sleep, and now researchers from Germany have found that sound sleep improves immune cells known as T cells.

“T cells are a type of… immune cells that fight against intracellular pathogens, for example virus-infected cells such as flu, HIV, herpes, and cancer cells,” Stoyan Dimitrov, PhD, told Healthline.

The study found a new mechanism through which sleep can assist the immune system.

“We show that the stress hormones adrenaline and noradrenaline and pro-inflammatory molecules prostaglandins inhibit the stickiness of a class of adhesion molecules called integrins,” Dr. Dimitrov said. “Because the levels of adrenaline, noradrenaline, and prostaglandins are low during sleep time, the stickiness of the integrins is stronger. This stickiness is important because in order for T cells to kill virus-infected cells or cancer cells, they need to get in direct contact with them, and the integrin stickiness is known to promote this contact.”

When cells in the body recognize a virally infected cell, they activate integrins, a sticky type of protein, that then allows them to attach to and kill infected cells.

The researchers compared T cells from healthy volunteers who either slept or stayed awake all night.

They found that in the study participants who slept, their T cells showed higher levels of integrin activation than in the T cells of those who were awake.

The findings indicate that sleep has the potential to improve T cell functioning. For people who get poor sleep, stress hormones may inhibit the ability of T cells to function as effectively.

Less than five hours sleep per night on a regular basis is associated with higher mortality, and having less than seven hours sleep for three nights in a row has the same effect on the body as missing one full night of sleep.

Poor sleep can increase inflammation, blood pressure, insulin resistance, cortisol, weight gain, and cardiovascular disease, as well as decrease blood sugar regulation.

Despite numerous studies proving the negative health impacts of poor sleep, experts say many people still don’t prioritize getting enough sleep.


Adaptado de: <https://www.healthline.com/health-news/how-sleepbolsters-your-immune-system#The-bottom-line> Acessado em 21 de fevereiro de 2019.

A new research study has found that
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

3995Q1024319 | Inglês, Verbos Verbs, Professor de Língua Estrangeira, Prefeitura de São Luís do Quitunde AL, ADM TEC, 2024

Fill the gaps in the sentences below by choosing one of the two options in parenthesis.

A- The phrase “it _______ (go / goes) without saying” has _______ (become / became) popular on the internet.
B- Time _______ (flies / flyes) when I’m reading.
C- What a healthy _______ (environment / enviorment)!

The words that correctly and respectively fill the gaps in the sentences are:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

3996Q1022275 | Inglês, Verbos Verbs, Edital n 1, Prefeitura de Morungaba SP, Avança SP, 2025

Texto associado.

Read the following text to answer question.

Oh, the places you'll go! There is fun to be done! There are points to be scored. There are games to be won.

And the magical things you can do with that ball will make you the winning-est winner of all. Fame! You'll be as famous as famous can be, with the whole wide world watching you win on TV.



Except when they don't

Because, sometimes they won't.



I'm afraid that sometimes

you'll play lonely games too.

Games you can't win

'cause you'll play against you.



All Alone!

Whether you like it or not,

Alone will be something

you'll be quite a lot.



And when you're alone, there's a very good chance

you'll meet things that scare you right out of your pants.

There are some, down the road between hither and yon,

that can scare you so much you won't want to go on.



But on you will go

though the weather be foul.

On you will go

though your enemies prowl.

On you will go

though the Hakken-Kraks howl.

Onward up many

a frightening creek,

though your arms may get sore

and your sneakers may leak.



On and on you will hike,

And I know you'll hike far

and face up to your problems

whatever they are.


“Oh, the Places You'll Go!” by Dr. Seuss - Available at:

https://denuccio.net/ohplaces.html

In the phrase "though your arms may get sore", the modal verb "may" expresses:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

3999Q948812 | Inglês, Primeiro Semestre, Esamc, Esamc, 2018

Texto associado.

Considere o texto a seguir para responder à questão.


Facebook’s new data policy: Answers to your privacy questions

Facebook, the world’s largest social network, revamped the policies it uses when collecting data on the more than 2 billion people who use it every month. As part of the new policy, released April 19, the company is also spelling out more clearly how it collects and uses that information about you.

Where does Facebook get information about me?

It finds this information from a mixture of photos, videos and thoughts you post on your timeline. It also gleans data from your interactions with Facebook friends, as well as the pages and posts you “like.” Plus, the company collects seven different kinds of information it takes from a phone, computer or tablet you’re using. That includes data about the version of software you’re running, how low your battery is and how much storage you have left on your device. On top of that, Facebook can access information about devices that are connected to the same network you’re on.

This kind of info is often used for something industry experts call fingerprinting, which is how websites identify you based on all the data they can collect from your device.

(Adaptado de https://www.cnet.com/news/facebook-data-policy-answers-to-your-privacyquestions-cambridge-analytica/. Publicado em: 21 abr. 2018.

Acesso em: 21 ago. 2018, às 16h31.)

De acordo com as informações apresentadas no texto, os dados coletados pelo Facebook são
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

4000Q949325 | Inglês, Língua Portuguesa Inglês e Matemática, UFT, COPESE UFT, 2018

The reason why Venezuelans are seeking refuge in Brazil is visible in all the following alternatives, EXCEPT:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
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