Questões de Concurso
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Read Text I and answer question.
Text I
How to have a healthier relationship with your phone
A few years ago, a Google employee sent an email to thousands of her co-workers: What if for six weeks straight, you spent one night per week without technology? The email was from Laura Mae Martin, Google’s executive productivity adviser, a role that, among other things, was created to help staff members foster healthier relationships with their gadgets and apps. After she sent the note, Ms. Martin was flooded with responses from coworkers eager for a respite from some of the very products they helped build. Thousands of employees have since participated in the annual “No-Tech Tuesday Night Challenge,” said Ms. Martin.
The problem she was trying to solve isn’t unique to Google workers. One survey found that Americans say they spend too much time on their phones. But dramatic solutions – a digital detox, a phone downgrade or a complete exit from social media – may feel impractical.
Is it possible to have a healthy relationship with technology while still using it daily? Fortunately, according to experts, the answer is a resounding ‘yes’ and here are a few things you can try:
First, start with one simple question.
You know that urge you get to reach for your phone without realizing it? And then, before you know it, you’re an hour into a social media binge? If you want to peacefully coexist with technology, you need to get a handle on those impulses, said Richard J. Davidson, the founder and director of the Center for Healthy Minds at the University of Wisconsin-Madison. According to him, people should start by noticing when they have an urge to lift their phone or open social media on their browser window. By becoming conscious of what you’re about to do, you’re interrupting an automatic behavior and awakening the part of your brain that governs self-control, he added. As one research article suggests, awareness of your actions can help you rein in bad habits.
Secondly, take the “mobile” out of your mobile devices.
Dr. Anna Lembke, a professor of psychiatry and addiction medicine at Stanford University School of Medicine, said one of the biggest problems with smartphones is what she calls “texting while running to catch a bus.” Using our devices while we’re on the move – walking from meeting to meeting, taking a child to school or catching a bus – prevents us from being more engaged in our lives, Dr. Lembke said.
One way to create harmony with technology is to limit your phone use when you’re on the move. Headed out for a walk? Turn off your notifications. Going to grab a coffee? Leave your phone on your desk. If you’re feeling brave, try powering down your phone while in transit. It won’t buzz with notifications, text messages or phone calls, which Dr. Lembke said could help you focus on the world around you.
Last of all, make technology work for you.
One thing experts agree on: To forge a healthy relationship with technology, you need to be in control of it and not the other way around. Think about your gadgets as tools that you decide how to use.
“Make it work for you, not against you; whether it’s an email program or your dishwasher, it’s the intention behind how you’re using it that really makes the big difference”, said Ms. Martin, the productivity expert at Google.
(Adapted from:
https://www.nytimes.com/2024/03/21/well/social-media-phone-addiction.html)
A - “Is it possible to have a healthy relationship with technology while still using it daily?” B - “According to him, people should start by noticing when they have an urge to lift their phone or open social media on their browser window.” C - “If you want to peacefully coexist with technology, you need to get a handle on those impulses, said Richard J. Davidson, the founder and director of the Center for Healthy Minds at the University of Wisconsin-Madison.
Considering the order B-C-A, it is correct to affirm that the words in italics are correctly and respectively:
Read Text I and answer question.
Text I
How to have a healthier relationship with your phone
A few years ago, a Google employee sent an email to thousands of her co-workers: What if for six weeks straight, you spent one night per week without technology? The email was from Laura Mae Martin, Google’s executive productivity adviser, a role that, among other things, was created to help staff members foster healthier relationships with their gadgets and apps. After she sent the note, Ms. Martin was flooded with responses from coworkers eager for a respite from some of the very products they helped build. Thousands of employees have since participated in the annual “No-Tech Tuesday Night Challenge,” said Ms. Martin.
The problem she was trying to solve isn’t unique to Google workers. One survey found that Americans say they spend too much time on their phones. But dramatic solutions – a digital detox, a phone downgrade or a complete exit from social media – may feel impractical.
Is it possible to have a healthy relationship with technology while still using it daily? Fortunately, according to experts, the answer is a resounding ‘yes’ and here are a few things you can try:
First, start with one simple question.
You know that urge you get to reach for your phone without realizing it? And then, before you know it, you’re an hour into a social media binge? If you want to peacefully coexist with technology, you need to get a handle on those impulses, said Richard J. Davidson, the founder and director of the Center for Healthy Minds at the University of Wisconsin-Madison. According to him, people should start by noticing when they have an urge to lift their phone or open social media on their browser window. By becoming conscious of what you’re about to do, you’re interrupting an automatic behavior and awakening the part of your brain that governs self-control, he added. As one research article suggests, awareness of your actions can help you rein in bad habits.
Secondly, take the “mobile” out of your mobile devices.
Dr. Anna Lembke, a professor of psychiatry and addiction medicine at Stanford University School of Medicine, said one of the biggest problems with smartphones is what she calls “texting while running to catch a bus.” Using our devices while we’re on the move – walking from meeting to meeting, taking a child to school or catching a bus – prevents us from being more engaged in our lives, Dr. Lembke said.
One way to create harmony with technology is to limit your phone use when you’re on the move. Headed out for a walk? Turn off your notifications. Going to grab a coffee? Leave your phone on your desk. If you’re feeling brave, try powering down your phone while in transit. It won’t buzz with notifications, text messages or phone calls, which Dr. Lembke said could help you focus on the world around you.
Last of all, make technology work for you.
One thing experts agree on: To forge a healthy relationship with technology, you need to be in control of it and not the other way around. Think about your gadgets as tools that you decide how to use.
“Make it work for you, not against you; whether it’s an email program or your dishwasher, it’s the intention behind how you’re using it that really makes the big difference”, said Ms. Martin, the productivity expert at Google.
(Adapted from:
https://www.nytimes.com/2024/03/21/well/social-media-phone-addiction.html)
Poor Things – Emma Stone transfixes in Lanthimos’s thrilling carnival of oddness
(Available at: www.theguardian.com/film/2024/jan/14/poor-things-review-yorgos-lanthimos-emma-stonefrankenstein – text specially adapted for this test).
Text 1
Youth and Adult Literacy in Brazil:
learning from practice
The Concept of functional ILLITERACY
[…] A person is considered functionally literate ..................... he or she is capable ................. using reading and writing skills ........................ meet the demands of his or her social context, using them to continue learning and developing over their lifetimes. With the expansion of the access to schooling beyond literacy, the focus was shifted to the quality of the educational process offered to all. The issue here is not simply whether people know how to read or write, but what they are capable of doing with those skills. This means that, besides the issue of illiteracy, a social problem that still persists in Brazil, there is also the issue of functional illiteracy; in other words, the inability to effectively use reading and writing skills in the various areas of social life after a certain number of years of schooling. According to census criteria, individuals with less than 4 years of schooling are considered functionally illiterate. […]
Source: https://unesdoc.unesco.org
Study these sentences below and decide if they are true ( T ) or false ( F ), according to structure and use of grammar and lexical aspects of language use.
( ) The words in bold, them and their in text 1, are respectively an object pronoun and a possessive adjective.
( ) In the sentence: The issue here is not simply whether people know how to read or write… the underlined word whether can be replaced by if without changing its meaning.
( ) The noun criteria in: According to census criteria, individuals with less than 4 years of schooling are considered functionally illiterate; is the singular form of criterium.
( ) In the following sentence from text 1: … the inability to effectively use reading and writing skills in the various areas of social life after a certain number of years of schooling; the underlined words reading, writing and schooling are examples of present participle.
Choose the alternative which presents the correct sequence, from top to bottom.
IS CHOCOLATE GOOD FOR HEALTH?
Yes, but only bitter and in small doses. Chocolate is one
of those foods that, throughout history, has alternated
its position in relation to its effects on health. At
sometimes, considered beneficial, in others, as harmful
to health.
https://www.medicalnewstoday.com/articles/270272
The words “small, its and health” are classified as:
Julgue o item a seguir.
In a noun phrase, the nucleus is always a noun or a noun
pronoun. Though it may contain modifiers, determiners,
adjectives, and other elements, the nucleus of the phrase
is the noun, which provides the main meaning of the
expression. Therefore, all noun phrases will have a noun
as their central element.
TEXT I
Is English language teaching for you? A guide to a new career
Marie Therese Swabey
June 14, 2021
Whether you’re just starting out or thinking of a career change, teaching English as a foreign language is one of the most rewarding professional journeys you can embark on.
In English language teaching, there is a lot of career potential. As you develop your skills and take on more responsibilities, you can enjoy a long-term career. Many professionals become senior teachers or teacher trainers, or move into management or materials writing.
Why become an English language teacher?
There are lots of reasons you might want to become an English language teacher. For a start, you can make a real difference in people’s lives. According to a 2019 survey by Wall Street English, 18% of professionals who have learned English report that they feel happier at work; 12% say they feel happier in general; and half of English speakers earn 25% more because of their language skills.
Moreover, English language teaching is an immensely flexible profession. You can decide whether to take a public or private job, or offer lessons on your own. Your working conditions are flexible too. You might prefer to work in a local school or academy, but many English language teaching jobs also allow you to work online from home. And if you’re feeling adventurous, there are lots of opportunities to live and work abroad, in a new country and culture. If you do travel further afield, you might even learn a new language of your own.
English language teaching is a career that encourages creativity. You’ll become an expert at designing lessons and making learning materials to meet the needs of your students. Best of all ... it’s fun! You spend your day with interesting, engaging people who are keen to learn. What could be better than that?
What do English language teachers do every day?
It probably goes without saying that language educators teach students English on a day-to-day basis. But there are plenty of other aspects to the job as well.
English language teachers assess their learners through quick tests and official exams. They use this information to define learning objectives, and then plan courses and classes that meet their students’ needs.
Language teachers use a range of coursebooks and English language teaching materials, including a variety of audio, visual and digital tools. At the same time, they find and create teaching and learning materials of their own.
In the process of developing learners’ reading, listening, speaking andwriting abilities, teachers also help students develop confidence in presenting and communicating ideas. Furthermore, language teachers encourage students to develop important 21st century skills, such as creativity, collaboration, leadership, autonomous learning and adaptability. These skills are transferable and will help learners in many areas throughout their lives.
What do you need to become an English language teacher?
Being a good English teacher requires more than just being able to speak the language fluently. You’ll also need a comprehensive knowledge of English grammar, pronunciation and vocabulary, combined with excellent communication skills. Teachers of young learners will also need to have an understanding of how to teach engaging, effective classes to children.
It helps if you are comfortable speaking in front of other people, managing groups of learners, and able to plan and organise your time. And it’s important to have a friendly, sympathetic nature and a good degree of cultural sensitivity. After all, you’ll be working with people from all over the world and all walks of life.
Where can you teach?
There are opportunities to teach the English language almost everywhere. For example, you can teach English in an Englishspeaking country such as the UK, the US, Canada, Australia, New Zealand or Ireland. You’ll find many private and public programmes and classes for people who have come to work or study, and who need to improve their English.
Alternatively, you can teach English in schools and universities in countries where English is the official language – but not always how people communicate on a daily basis. Nigeria, Malta, India and Sierra Leone are examples. You might also prefer to teach in non-English-speaking countries, where you’ll have the opportunity to immerse yourself in the local culture and learn a new language too.
In terms of teaching environments, there are opportunities to teach in private academies, public schools, universities, offices, private homes and online.
Who do you teach?
There is an extensive list of people who want to learn to speak English. Many teachers start out with a variety of class types to find out which they like best. Your options include (but are not limited to):
- • adults in private groups or one-to-one classes
- • adults in language schools, colleges or universities
- • professionals such as business people, medical professionals, pilots, etc. who require English for a specific purpose
- • students who are preparing for an official exam
- • people who have moved to an English-speaking country and need to improve their English
- • young learners in one-to-one classes or groups, or online
- • young learners in private language schools, or in secondary/ primary schools.
Adapted from: https://www.cambridgeenglish.org/blog/is-english-language-teachingfor-you. Accessed on May 2, 2024
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
Internet:<www.learnenglishteens.britishcouncil.org>
According to the text and general English knowledge answer the item.
The pronoun “them” (line 18) refers to “unpleasant
situations” (line 17).
1. The verbs been (2nd paragraph), lost (1st paragraph) has its infinitive form as “to be” and “loose”.
2. The words might and may in the 4th paragraph are called nonfinite verbs.
3. The negative form of the sentence This electric charge then causes changes in the surrounding air or water(…), is This electric charge then doesn’t cause changes in the surrounding air or water(…).
4. The words we, our, and us from the text (paragraphs 2, 3 and 5) are, respectively, personal pronoun, possessive adjective and objective pronoun.
Choose the alternative which contains the correct sentences.
O texto seguinte servirá de base para responder às questões de 11 a 22.
Archaeological Areas of Pompei, Herculaneum and Torre Annunziata
(1º§) The World Heritage property includes three different archaeological areas: the ancient towns of Pompeii and Herculaneum together with the Villa of the Mysteries (to the west of Pompeii) and the Villa of the Papyri (to the west of Herculaneum), and the Villa A (Villa of Poppaea) and Villa B (Villa of Lucius Crassius Tertius) in Torre Annunziata. The vast expanse of the commercial town of Pompeii contrasts with the smaller but better-preserved remains of the smaller Herculaneum, while Villa A in Torre Annunziata gives a vivid impression of the opulent lifestyle enjoyed by the wealthier citizens of the early Roman Empire.
(2º§) When Vesuvius erupted in 79 AD, it engulfed the two flourishing Roman towns of Pompeii and Herculaneum, as well as the many wealthy countryside villas in the area. Pompeii was buried largely by a thick layer of volcanic ash and lapilli and Herculaneum disappeared under pyroclastic surges and flows. These sites have been progressively excavated and made accessible to the public since the mid-18th century. However, in the case of Herculaneum large areas of the ancient town still lie under the modern town and have only been explored and surveyed by the network of 18th-century tunnels that drew the attention of Grand Tour visitors, the basis still today for visiting the Herculaneum's underground ancient theatre. These areas are mostly not currently included in the World Heritage property.
(3º§) Pompeii, with its well-preserved buildings in an excavated area of 44 ha, is the only archaeological site in the world that provides a complete picture of an ancient Roman city. The main forum is flanked by a number of imposing public buildings, such as the Capitolium, the Basilica and temples and within the city there are also many public bath complexes, two theatres and an amphitheatre.
(4º§) In Herculaneum several impressive public buildings are well preserved, including a spacious palaestra accessed through a monumental gateway, two sets of public baths, one of which (Central Thermae) is monumental and vividly decorated, the College of the Priests of Augustus, and a theatre of standard form. The Villa of the Papyri, outside the city walls, is an opulent establishment. The town is also noteworthy for the completeness of its shops, still containing equipment such as enormous wine jars.
(5º§) Herculaneum's urban districts and seafront display a higher level of preservation with noteworthy conservation of upper floors thanks to the pyroclastic material that buried the town. Organic matter was often carbonized by the high temperatures and exceptionally preserved finds include everyday objects such as foodstuffs, architectural elements and wooden furniture.
(6º§) Both Pompeii and Herculaneum are renowned for their remarkable series of residential and commercial buildings, built along well-paved streets. The earliest is the atrium house, entirely inward-looking with a courtyard at its centre: the House of the Surgeon at Pompeii is a good example. Under Hellenistic influences, this type of house was enlarged and decorated with columns and arcades and equipped with large representative rooms. In its highest form, this type of Roman house, known from towns all over the Empire, developed into a veritable mansion, richly decorated and with many rooms, of which the House of the Faun and the House of the Chaste Lovers are outstanding examples.
(7º§) The suburban villas across the Vesuvian area are perhaps even more exceptional in terms of the scale of their buildings and grounds, as well as their lavish decorations. The Villa of the Mysteries is an enormous residence just outside Pompeii's city walls, developed from a modest house built in the 3rd century BC, named from the remarkable wall paintings in the triclinium, which depict the initiation rites ('mysteries') of the cult of Dionysus.
(8º§) The two villas in Torre Annunziata are both extraordinary examples of suburban buildings in the countryside of Pompeii. The villa A, so-called "of Poppaea", is a huge maritime residence built in the middle of the 1st century BCE, enlarged during the Imperial period and under restoration at the moment of the eruption. It is especially well known for its magnificent and well-preserved wall paintings, one of the most important examples of Roman painting with their superb illusionistic frescos of doors, colonnades and garden views. On the other hand, villa B is an excellent example of villa rustica provided with rooms and spaces designated for market activities such as storage of amphoras and trading of locally produced foodstuffs, especially wine.
(9º§) There were many changes to these buildings over time in response to changing circumstances of the owners; these include repairs and adjustments that were a response to the seismic events that led up to the AD 79 eruption and reflect a community living with changing environmental and economic conditions.
(10º§) A special feature of Pompeii is the wealth of graffiti on its walls. An election was imminent at the time of the eruption, and there are many political slogans scrawled on walls, as well as others of a more personal nature, often defamatory. At Herculaneum, the volcanic deposits preserved hundreds of wax tablets, some of which conserve legal documents, and more than 1,800 papyri scrolls containing Greek philosophical texts were found at the Villa of the Papyri.
(11º§) The diverse range of literary sources available in Pompeii and Herculaneum provides a picture of the final decades of these ancient cities and the image of socially complex and dynamic communities, representing exceptional evidence of typical ways of life in Roman society in the first century AD and the importance of texts in political and private life.
(12º§) Other important sources of archaeological evidence are the human remains of those who died in the eruption. Pompeii witnessed an early archaeological experiment when plaster was poured into voids found in the volcanic material and which allowed casts to be made of the forms of the human and animal victims and other organic material. At Herculaneum, on the other hand, about 300 skeletons were discovered along the ancient shoreline. The study of these significant samples of victims from the towns provides insight into their health, lifestyles and death and a chance to compare the two data sets. The casts themselves are important resources as they contain both skeletal remains and evidence of 19th- and 20th-century archaeological practice.
(13º§) Another important legacy of the twentieth century was the presentation of Herculaneum to the public as an 'open-air museum', perhaps Europe's first, with buildings reconstructed based on archaeological evidence and displays of original objects within the archaeological site. This concept of 'open-air museum' had already been adopted in some buildings in Pompeii, as a medium to communicate the meaning of ancient spaces, at the end of the 19th century.
(14º§) The impressive remains of the towns of Pompeii and Herculaneum and their associated villas, destroyed and yet preserved by Mount Vesuvius, provide a complete and vivid picture of society and daily life at a specific moment in the past that is unparalleled elsewhere. The rediscovery and history of these places as archaeological sites has captured the collective imagination century after century, shaping archaeological, art historical, conservation and interpretation practices in Europe and beyond.
(adapted) https://whc.unesco.org/en/list/829/
What is the morphological function of the word "vividly" in the phrase "vividly decorated" (4º§) when describing the Central Thermae in Herculaneum?
Leia o trecho a seguir:
The Hardworking Family
John is a hardworking man. He always gets up early to work and to do all the things he has to do. Mary, John's wife, helps him and she usually spends a lot of time at work with John. John works all the time.
John and Mary have three children who often complain that their parents work too much and seldom enjoy life. They say, "Dad, you and Mom should take a break from work and try to have some fun. You never relax."
John's answer is: "Sometimes I think of taking a vacation, but who will pay our bills?". Mary agrees with John and says that someday their children will understand the situation.
(Adaptado de: <https://www.englishexperts.com.br>. Acesso em: 9 jun. 2023.)
Assinale a alternativa que apresenta a classe gramatical das palavras em destaque no texto:
Leia a tirinha a seguir:
Fonte: www.tudosaladeaula.com
"Os pronomes pessoais são aqueles que substituem substantivos e representam as pessoas do discurso, ou seja, aquelas envolvidas no ato da comunicação."
(Adaptado de: < https://brasilescola.uol.com.br/gramatica/pronomes-pessoais.htm >. Acesso em: 6 jun. 2023.)
Considerando as informações do texto, o pronome “It”, utilizado na charge, refere-se:
Which of the following sentences contains a grammatically correct use of the subjunctive mood?
What is customer experience management?
(Available at: www.dynamics.microsoft.com/en-us/marketing/what-is-customer-experience-management-cxm/
– text specially adapted for this test).