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Questões de Concursos Inglês

Resolva questões de Inglês comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.


5362Q1024116 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Apiaí SP, ACCESS, 2024

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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/

According to the text, what can be inferred about the historical background of Bir Tawil based on its current unclaimed status?
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5363Q1022071 | Inglês, Adjetivos Adjectives, Professor de Letras Inglês, Prefeitura de Campo Novo do Parecis MT, SELECON, 2024

Texto associado.
TEXT:

Four Key Language Skills: Speaking, Listening, Reading, and Writing
Discover how these skills interconnect and contribute to language proficiency, communication, and personal development

Language is a multifaceted tool that serves as a means of communication, expression, and understanding. Within the realm of language acquisition, four primary skills play a central role: speaking, listening, reading, and writing. Each of these skills contributes uniquely to one's language proficiency and plays a vital role in different aspects of life. In this post, we will delve into the relative importance of these four key language skills and how they complement each other.
Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise, leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational settings, strong listening skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation, creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to convey their thoughts with clarity and precision.
While each of these four language skills holds significance on its own, their importance is interconnected. They complement and reinforce each other, creating a holistic language proficiency. For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.
Moreover, in the modern world, technology has blurred the lines between these skills. Communication platforms, such as social media and instant messaging, require a combination of speaking, listening, reading, and writing. Multimedia content, including videos and podcasts, encourages learners to engage in both listening and speaking activities.
In conclusion, the four key language skills - speaking, listening, reading, and writing - each hold a unique and essential place in language acquisition and proficiency. Their relative importance depends on the context, goals, and individual preferences. However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit most when they strive for balance and competence in all four skills, enabling them to navigate the complexities of language in diverse personal, educational, and professional settings.


Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp Acesso em 21/10/2024

O termo “well-rounded”, usado no último parágrafo do texto, classifica-se como:
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  4. ✂️

5364Q1024375 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de Paraty RJ, Avança SP, 2024

Observe the following examples:

● Rabbits are fast runners → Rabbits run fast

● Tigers are patient hunters → Tigers hunt patiently

I - Ants are hard workers →______________________ .

II - Bats are quiet but quick flyers →_________________________ .

Select the alternative that correctly structures the sentences I and II using adverbs:

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5365Q1022329 | Inglês, Verbos Verbs, Professor de Língua Inglesa, SEEC RN, FGV, 2025

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READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:

TEXT I

Decolonizing English Language Teaching for Brazilian Indigenous Peoples


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

The verb phrase in “the ways that English and other subjects must be taught” (2nd paragraph) indicates
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5366Q985466 | Inglês, Oposto Opposite, Inglês, Prefeitura de Arvorezinha RS, OBJETIVA, 2025

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September 7, 1991
Dear friend,



I do not like high school. The cafeteria is called the "Nutrition Center," which is strange. There is this one girl in my advanced English class named Susan. In middle school, Susan was very fun to be around. She liked movies, and her brother Frank made her tapes of this great music that she shared with us. But over the summer she had her braces taken off, and she got a little (1) taller and prettier and grew breasts. Now, she acts a lot dumber in the hallways, especially when boys are around. And I think it's sad because Susan doesn't look as happy. To tell you the truth, she doesn't like to admit she's in the advanced English class, and she doesn't like to say "hi" to me in the hall anymore.

When Susan was at the guidance counselor meeting about Michael, she said that Michael once told her that she was the (2) prettiest girl in the whole world, braces and all. Then, he asked her to "go with him," which was a big deal at any school. They call it "going out" in high school. And they kissed and talked about movies, and she missed him terribly because he was her best friend.

It's funny, too, because boys and girls normally weren't best friends around my school. But Michael and Susan were. Kind of like my Aunt Helen and me. I'm sorry. "My Aunt Helen and I." That's one thing I learned this week. That and more consistent punctuation. I keep quiet most of the time, and only one kid named Sean really seemed to notice me. He waited for me after gym class and said really immature things like how he was going to give me a "swirlie," which is where someone sticks your head in the toilet and flushes to make your hair swirl around. He seemed pretty unhappy as well, and I told him so. Then, he got mad and started hitting me, and I just did the things my brother taught me to do. My brother is a very good fighter.


Book: The Perks of Being a Wallflower. Stephen Chbosky.
Check the item that correctly displays an antonym for the underlined word.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

5367Q906367 | Inglês, Língua Inglesa, Prefeitura de Macaé RJ, FGV, 2024

Texto associado.
TEXT I


What is the definition of translanguaging?



For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


“When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
In the last paragraph, the author informs that results of translanguaging activities can be:
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5368Q1047423 | Inglês, Interpretação de Texto Reading Comprehension, Cadete do Exército, ESCOLA NAVAL, Marinha

Texto associado.
PART 1: READING COMPREHENSION

Based on the text below, answer the question.

A Shift from Nursing Homes to Managed Care at Home

Faced with soaring health care costs and shrinking Medicare and Medicaid financing, nursing home operators are closing some facilities and embracing an emerging model of care that allows many elderly patients to remain in their homes and still receive the medicai and social Services available in institutions.
In the newer model, a team of doctors, social workers, physical and occupational therapists and other specialists provide managed care for individual patients at home, at adult day-care centers and in visits to specialists. Studies suggest that it can be less expensive than traditional nursing homes while providing better medicai outcomes.
The number of such programs has expanded rapidly, growing from 42 programs in 22 States in 2007 to 84 in 29 States today. In New York City, a program run by a division of Center Light Health System, formerly known as the Be th Abraham Family of Health Services, has over 2,500 participants at 12 sites in the metropolitan area.
"It used to be that if you needed some kind of long-term care, the only way you could get that Service was in a nursing home, with 24-hour nursing care," said Jason A. Helgerson, the Medicaid director for New York State. "That meant we were institutionalizing Service for people, many of whom didn't need 24-hour nursing care. If a person can get a Service like home health care or Meais on Wheels, they can stay in an apartment and thrive in that environment, and it's a lower cost to taxpayers."

(Adapted from http: //www. nytimes.com)

Considering the text, what do the words "soaring" and "shrinking" mean in this extract?

"Faced with soaring health costs and shrinking Medicare and Medicaid f inancing [...] ."

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5369Q1022082 | Inglês, Aspectos Linguísticos Linguistic Aspects, Edital n 2, Prefeitura de Paraíso SC, AMEOSC, 2024

In English phonetics, which of the following best describes the concept of intonation in spoken language?
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5370Q1047682 | Inglês, Preposições Prepositions, Cadete do Exército, ESCOLA NAVAL, Marinha, 2018

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Switzerland’s invisible linguistic borders


There are four official Swiss languages: German, French, Italian and Romansh, an indigenous language with limited status that's similar to Latin and spoken today by only a handful of Swiss. A fifth language, English, is increasingly used to bridge the linguistic divide. In a recent survey by Pro Unguis, three quarters of those queried said they use English at least three times per week.

In polyglot Switzerland, even linguistic divisions are divided. People in the German-speaking cantons speak Swiss-German at home but learn standard German in school. The Italian spoken in the Ticino canton is peppered with words borrowed from German and French.

Language may not be destiny, but it does determine much more than the words we speak. Language drives culture, and culture drives life. In that sense, the Rõstigraben is as much a cultural border as a linguistic one. Life on either side of the divide unfolds at a different pace, Bianchi explained. “[In my opinion] French speakers are more laid-back. A glass of white wine for lunch on a workday is still rather usual. German speakers have little sense of humour, and follow rules beyond the rigidity of the Japanese."

The cultural divide between Italian-speaking Switzerland and the rest of the country - a divide marked by the so-called Polentagraben - is even sharper. Italianspeakers are a distinct minority, accounting for only 8% of the population and living mostly in the far southern canton of Ticino. “When I first moved here, people told me, Ticino is just like Italy except everything works’, and I think that's true,” said Paulo Gonçalves, a Brazilian academic who has been living in Ticino for the past decade.

Coming from a nation with one official spoken language, Gonçalves marvels at how the Swiss juggle four. “It is quite remarkable how they manage to get along,” he said, recalling going to a conference attended by people who spoke French, German, Italian and English. "You had presentations being given in four different languages in the same conference hall.’’

Living in such a multilingual environment "really reshapes how I see the world and imagine the possibilities,” Gonçalves said. “I am a significantly different person than I was 10 years ago.”

Switzerland’s languages are not evenly distributed. Of the country’s 26 cantons, most - 17 - are German speaking, while four are French and one Italian. (Three cantons are bilingual and one, Grisons, trilingual.) A majority of Swiss, 63%, speak German as their first language.

(Abridged from http ://www.bbc.com)

Which option completes the text below correctly?

School is exhausting! I’m so tired! I can’t keep up ______all the readings and assignments. It’s too much work! But l won’t drop_____. I need this degree. I don’t want to put_____my dreams any longer. I need to have the money to carry them ____ as soon as possible, but I’m really looking forward_____the spring break. I need to rest a little.

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5371Q972675 | Inglês, Vocabulário Vocabulary, Segurança da Informação, TJDFT, FGV, 2022

Texto associado.
Here’s why we’ll never be able to build a brain in a computer

It’s easy to equate brains and computers – they’re both thinking machines, after all. But the comparison doesn’t really stand up to closer inspection, as Dr. Lisa Feldman Barrett reveals.

People often describe the brain as a computer, as if neurons are like hardware and the mind is software. But this metaphor is deeply flawed.

A computer is built from static parts, whereas your brain constantly rewires itself as you age and learn. A computer stores information in files that are retrieved exactly, but brains don’t store information in any literal sense. Your memory is a constant construction of electrical pulses and swirling chemicals, and the same remembrance can be reassembled in different ways at different times.

Brains also do something critical that computers today can’t. A computer can be trained with thousands of photographs to recognise a dandelion as a plant with green leaves and yellow petals. You, however, can look at a dandelion and understand that in different situations it belongs to different categories. A dandelion in your vegetable garden is a weed, but in a bouquet from your child it’s a delightful flower. A dandelion in a salad is food, but people also consume dandelions as herbal medicine.

In other words, your brain effortlessly categorises objects by their function, not just their physical form. Some scientists believe that this incredible ability of the brain, called ad hoc category construction, may be fundamental to the way brains work.

Also, unlike a computer, your brain isn’t a bunch of parts in an empty case. Your brain inhabits a body, a complex web of systems that include over 600 muscles in motion, internal organs, a heart that pumps 7,500 litres of blood per day, and dozens of hormones and other chemicals, all of which must be coordinated, continually, to digest food, excrete waste, provide energy and fight illness.[…]

If we want a computer that thinks, feels, sees or acts like us, it must regulate a body – or something like a body – with a complex collection of systems that it must keep in balance to continue operating, and with sensations to keep that regulation in check. Today’s computers don’t work this way, but perhaps some engineers can come up with something that’s enough like a body to provide this necessary ingredient.

For now, ‘brain as computer’ remains just a metaphor. Metaphors can be wonderful for explaining complex topics in simple terms, but they fail when people treat the metaphor as an explanation. Metaphors provide the illusion of knowledge.

(Adapted from https://www.sciencefocus.com/future-technology/canwe-build-brain-computer/ Published: 24th October, 2021, retrieved on February 9th, 2022)
According to the author, explaining the brain as a computer is:
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  5. ✂️

5372Q1022340 | Inglês, Interpretação de Texto Reading Comprehension, Língua Estrangeira Inglês, Prefeitura de Araçariguama SP, Avança SP, 2024

Observe the description of the reading strategy below and choose the correct alternative.

"This practice consists of observing the text only to detect the general subject, without worrying about the details. Therefore, we must pay attention to the layout of the text, understand the introductory and concluding paragraphs, and observe the non-verbal elements such as images, graphs, tables, etc."

  1. ✂️
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  5. ✂️

5373Q972676 | Inglês, Advérbios de lugar, Segurança da Informação, TJDFT, FGV, 2022

Texto associado.
Here’s why we’ll never be able to build a brain in a computer

It’s easy to equate brains and computers – they’re both thinking machines, after all. But the comparison doesn’t really stand up to closer inspection, as Dr. Lisa Feldman Barrett reveals.

People often describe the brain as a computer, as if neurons are like hardware and the mind is software. But this metaphor is deeply flawed.

A computer is built from static parts, whereas your brain constantly rewires itself as you age and learn. A computer stores information in files that are retrieved exactly, but brains don’t store information in any literal sense. Your memory is a constant construction of electrical pulses and swirling chemicals, and the same remembrance can be reassembled in different ways at different times.

Brains also do something critical that computers today can’t. A computer can be trained with thousands of photographs to recognise a dandelion as a plant with green leaves and yellow petals. You, however, can look at a dandelion and understand that in different situations it belongs to different categories. A dandelion in your vegetable garden is a weed, but in a bouquet from your child it’s a delightful flower. A dandelion in a salad is food, but people also consume dandelions as herbal medicine.

In other words, your brain effortlessly categorises objects by their function, not just their physical form. Some scientists believe that this incredible ability of the brain, called ad hoc category construction, may be fundamental to the way brains work.

Also, unlike a computer, your brain isn’t a bunch of parts in an empty case. Your brain inhabits a body, a complex web of systems that include over 600 muscles in motion, internal organs, a heart that pumps 7,500 litres of blood per day, and dozens of hormones and other chemicals, all of which must be coordinated, continually, to digest food, excrete waste, provide energy and fight illness.[…]

If we want a computer that thinks, feels, sees or acts like us, it must regulate a body – or something like a body – with a complex collection of systems that it must keep in balance to continue operating, and with sensations to keep that regulation in check. Today’s computers don’t work this way, but perhaps some engineers can come up with something that’s enough like a body to provide this necessary ingredient.

For now, ‘brain as computer’ remains just a metaphor. Metaphors can be wonderful for explaining complex topics in simple terms, but they fail when people treat the metaphor as an explanation. Metaphors provide the illusion of knowledge.

(Adapted from https://www.sciencefocus.com/future-technology/canwe-build-brain-computer/ Published: 24th October, 2021, retrieved on February 9th, 2022)
“Whereas” in “A computer is built from static parts, whereas your brain constantly rewires itself as you age and learn” introduces a(n):
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5374Q1047428 | Inglês, Interpretação de Texto Reading Comprehension, Cadete do Exército, ESCOLA NAVAL, Marinha

Texto associado.
Genetically Modified Foods, Pros and Cons.
Genetically modified foods (GMs)are becoming increasingly coirtmon in many countries. However, before one opts for any of these foods, it is very important to know about their pros and cons.
There are a variety of reasons for developing GMs. For instance, some foods are genetically modified to prevent the occurrence of allergies after consumption, while some are developed to improve their shelf life.
Though the seeds of GMs are quite expensive, their cost of production is said to be lesser than that of the traditional crops for these foods do have natural resistance towards damaging pests and insects. This reduces the necessity of exposing crops to hazardous Chemicals. It is also said that GMs grow faster. Due to this, productivity increases, providing the population with more food. At times, GMs crops can be grown at places with unfavorable climatic conditions whereas a normal crop can grow only in specific season or under some favorable climatic conditions.
The biggest threat caused by GMs is that they can have harmful effects on the human body. It is believed that they can cause diseases which are immune to antibiotics. Moreover, according to some experts, people who consume such foods have high chances of developing câncer. Besides, not much is known about their long-term effects on human beings.
In many countries, manufacturers do not mention on the labei that foods are genetically modified because they think that this would affect their business. However, this is not a good practice as consumers do not get the chance to decide whether they should really opt for these foods, Experts are of the opinion that with the increase of genetically modified foods, developing countries would start depending more on industrial countries because it is likely that the food production would be controlled by them in the time to come.

(Adapted from http://www.buzzle.com)

Which is the best alternative considering some of the statements are TRUE (T) and others are FALSE (F)?

I- All types of GMs last longer than their traditional counterparts.

II- The cost of production of GMs is higher due to the cost of the seeds.

III- Some companies omit Information about their products to save money.

IV- GMs crops require less Chemicals than traditional ones.

V- GMs consumption can make some organisms resistant to antibiotics.

The best alternative is

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

5375Q978822 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to Text 1, choose the alternative that CORRECTLY summarizes its general idea:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

5376Q1022087 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Portuguesa, Prefeitura de Santa Helena SC, AMEOSC, 2024

A teacher is preparing her students to understand pragmatic differences in English communication across cultures. She plans to discuss how polite requests are phrased differently in British and American English. Which of the following would be the most effective example to illustrate this difference?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

5377Q1023367 | Inglês, Interpretação de Texto Reading Comprehension, Manhã, Câmara dos Deputados, FGV, 2023

Texto associado.
The Future Of Accounting:
How Will Digital Transformation Impact Accountants?


In business, as in life, change is the only true constant. From mitigating unprecedented business disruptors to adapting to new operational paradigms, professionals in all industries find themselves dealing with major changes — many of them driven by emerging technologies.

Accounting is no exception. The profession has moved far beyond mere bookkeeping and payroll, and like its partner procurement, it’s taking an increasingly strategic role for forward-thinking businesses. While some pundits say accounting has a dim future in the digital world of tomorrow, technologies such as cloud-based data management, process automation and advanced analytics are actually poised to further elevate accountants in new and empowering ways.

As far back as 2015, industry leaders were sounding the death knell for accountants, convinced emerging technologies — particularly automation — would end in death by digital for accountancy as we know it. And as recently as 2019, accountants surveyed by Robert Half on the impact of automation on their profession expressed concerns about being replaced, having fewer opportunities for creative problem-solving and an overdependence on tech in completing daily tasks.

Yet, the events between then and now, including the Covid-19 pandemic, have instead shown that accountants, like other professionals, need to worry much more about adaptation than replacement.

There's no question that digital transformation has radically changed the playing field. Big data has become a rich resource that needs to be tapped to compete effectively. But for businesses ready to leverage the potential of digital tools, this shift is an opportunity, not a threat.

[…]

Both the skill set and the job description for tomorrow's accountant will be greatly expanded, while still hewing to the core competencies of the profession. Supported by technology in a collaborative setting, accounting teams will be populated with both dedicated accounting professionals and subject matter experts from other areas of the business.

Tomorrow's accountants may play an advisory role, welcoming business intelligence and procurement professionals and working to chart a strategic sourcing plan. They could leverage data management tools, including augmented reality, to humanize and contextualize spend data for the C-suite to make better decisions based on long-term value rather than return on investment alone.

With more diverse skill sets and greater technical acumen, accountants can bring their own expertise to teams in other business units, providing crucial financial intelligence, refining budgets or ensuring compliance. […]

As a function, accounting may become less about refining one's skill set through certifications and more about core competencies that grow over time, with a focus on lifelong education and skill development required to take on a complex, ever-changing business environment.

Automation and other data-driven technologies are poised to free accountants, not constrain them. Organizations thatunderstand the potential and importance of these technologies — and invest in the tools and training required to help their accountants take full advantage — will be ahead of the curve. Tomorrow's accountants will play a more creative and strategic role in their companies. As a result, their businesses will not only enjoy more efficient workflows and reap more useful insights from their accounting processes, but help strengthen their own resiliency, agility and competitive footing.


Adapted from: https://www.forbes.com/sites/forbestechcouncil/2021/05/19/thefuture-of-accounting-how-will-digital-transformation-impactaccountants/?sh=343b437853fb
Accountants with “greater technical acumen” (7th paragraph) are considered to be
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

5378Q1052040 | Inglês, Adjetivos Adjectives, Conhecimentos Gerais, DETRAN RJ, EXATUS

Indique a melhor alternativa para completar a sentença:

The Eiffel Tower in France _____ that one of building in Dubai.


  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

5379Q911497 | Inglês, Tradução Translation, Inglês, Prefeitura de Alhandra PB, EDUCA, 2024

The history of English language teaching (ELT) is unarguably linked to the history of imperialism and colonialism, which materializes in a certain extent the explicit or implicit cultural domination. Such domination inevitably involves the insertion of the colonizer's language into the lives of the colonized peoples. In this regard, the history of English language teaching has always been experienced in terms of cycles, such as theoretical principles and techniques that appear as a trend, disappear for a time and reappear for another period time, sometimes with new principles and fundamentals, and the cycles tend to follow one another. In this regard, studies in Applied Linguistics and Methods and Approaches in English Language Teaching suggest Grammar Translation Method, Direct Method, Oral Approach and Audiolingualism Method to be the first ones in ELT history. Having that in mindmatch the second column based on the information provided in the first one. Then, check the correct answer.

( A ) GRAMMAR-TRANSLATION METHOD ( B ) DIRECT METHOD ( C ) ORAL APPROACH ( D) AUDIOLINGUALISM METHOD

( ) Grammatical rules are not presented formally and the texts used for reading and writing activities are no longer literary since this method is based on certain principles, such as: selection, gradation and presentation.

( ) Learning is associated with syntactic, morphological and phonological structures which are learned from a system of stimulus, response and reinforcement.

( ) In this method, the writing skill is also developed, but not with a communicative purpose.

( ) Adopting the monolingual principle, this method involves the use of objects, gestures and images to explain the meanings of words, since the students' native language is prohibited from being used.

( ) Language learning would be associated with the formation of readers and the intellectual development of students.

( ) This method involves automatic correction and immediate assessment of students' mistakes by teachers in order to prevent the students from forming or acquiring bad habits and behaviors during the learning process.

( ) As a theoretical systematization of foreign language teaching, its objective would be the development of students' oral skills as the vocabulary and grammatical structures they have learned would be controlled in terms of frequency of occurrence.

( ) In this method, learning must be directly connected to the target language without going through the process of translation into the students' native language.

( ) The language to be taught is the spoken language and the new elements of the language are practiced situationally as the grammatical items are proposed gradually, that is, from the simplest to the most complex forms.

( ) In this method, language is both seen and considered as a behavior, for it is a means of oral communication.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

5380Q978825 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “Native-speakerism is an ideology that upholds the idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it” (paragraph 1), the underlined word (“spring”) can be correctly classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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