Questões de Concurso Sobre inglês
Foram encontradas 17.320 questões
Ano: 2023
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2023 - IF Farroupilha - RS - Professor EBTT - Letras - Português - Inglês |
Q2240465
Inglês
eia o texto sobre a concepção de ensino da língua inglesa apresentada pela BNCC e
analise a charge a seguir:
“(...) a língua inglesa não é mais aquela do ‘estrangeiro’, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco trata-se de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês ‘correto’ – e a ser ensinado – é aquele falado por estadunidenses ou britânicos” (Fonte: basenacionalcomum.mec.gov.br).
Analise as seguintes asserções e a relação proposta entre elas:
I. Tanto a BNCC quanto a charge apresentam a mesma concepção de erro. POIS
II. Ambas condenam o uso de repertório linguístico inadequado.
A respeito dessas asserções, assinale a alternativa correta.
“(...) a língua inglesa não é mais aquela do ‘estrangeiro’, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco trata-se de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês ‘correto’ – e a ser ensinado – é aquele falado por estadunidenses ou britânicos” (Fonte: basenacionalcomum.mec.gov.br).
Analise as seguintes asserções e a relação proposta entre elas:
I. Tanto a BNCC quanto a charge apresentam a mesma concepção de erro. POIS
II. Ambas condenam o uso de repertório linguístico inadequado.
A respeito dessas asserções, assinale a alternativa correta.
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
MPE-RO
Prova:
CESPE / CEBRASPE - 2023 - MPE-RO - Analista de Suporte Computacional |
Q2239812
Inglês
Texto associado
Text 2A7
Artificial intelligence (AI) is arguably the most rapidly advancing technology humans have ever developed. A year ago, you
wouldn’t often hear AI come up in a regular conversation, but today it seems there’s constant talk about how generative AI tools like
ChatGPT and DALL-E will affect the future of work, the spread of information, and more. A major question that has thus far been
almost entirely unexamined is how this AI-dominated future will affect people’s minds.
There’s been some research into how using AI in their jobs will affect people mentally, but there isn’t yet an understanding of
how simply living amongst so much AI-generated content and systems will affect people’s sense of the world. How is AI going to
change individuals and society in the not-too-distant future?
AI will obviously make it easier to produce disinformation. That will affect people’s sense of trust as they’re scrolling on
social media. AI can also allow someone to imitate your loved ones, which further erodes people’s general ability to trust what was
once unquestionable.
Internet: < wired,com > (adapted).
In the context of text 2A7-I, the word “ amongst ” could be correctly replaced by
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
MPE-RO
Prova:
CESPE / CEBRASPE - 2023 - MPE-RO - Analista de Suporte Computacional |
Q2239809
Inglês
Texto associado
Text 2A7
Artificial intelligence (AI) is arguably the most rapidly advancing technology humans have ever developed. A year ago, you
wouldn’t often hear AI come up in a regular conversation, but today it seems there’s constant talk about how generative AI tools like
ChatGPT and DALL-E will affect the future of work, the spread of information, and more. A major question that has thus far been
almost entirely unexamined is how this AI-dominated future will affect people’s minds.
There’s been some research into how using AI in their jobs will affect people mentally, but there isn’t yet an understanding of
how simply living amongst so much AI-generated content and systems will affect people’s sense of the world. How is AI going to
change individuals and society in the not-too-distant future?
AI will obviously make it easier to produce disinformation. That will affect people’s sense of trust as they’re scrolling on
social media. AI can also allow someone to imitate your loved ones, which further erodes people’s general ability to trust what was
once unquestionable.
Internet: < wired,com > (adapted).
Based on text 2A7, it can be inferred that
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
MPE-RO
Prova:
CESPE / CEBRASPE - 2023 - MPE-RO - Analista Programador |
Q2239463
Inglês
Texto associado
Text 2A7
Artificial intelligence (AI) is arguably the most rapidly
advancing technology humans have ever developed. A year ago,
you wouldn’t often hear AI come up in a regular conversation,
but today it seems there’s constant talk about how generative AI
tools like ChatGPT and DALL-E will affect the future of work,
the spread of information, and more. A major question that has
thus far been almost entirely unexamined is how this
AI-dominated future will affect people’s minds.
There’s been some research into how using AI in their
jobs will affect people mentally, but there isn’t yet an
understanding of how simply living amongst so much
AI-generated content and systems will affect people’s sense of
the world. How is AI going to change individuals and society in
the not-too-distant future?
AI will obviously make it easier to produce
disinformation. That will affect people’s sense of trust as they’re
scrolling on social media. AI can also allow someone to imitate
your loved ones, which further erodes people’s general ability to
trust what was once unquestionable.
Internet: <wired.com> adapted).
In the first paragraph of text 2A7, “thus far” means the same as
Q2239139
Inglês
Texto associado
Brazil becomes the eight Lead Country of the
Youth Employment Network
At the start of the new century, youth
employment problems continue to pervade both
developed and developing countries, with a
disproportionately large number of young women and
men exposed to long-term unemployment or else
limited to precarious or short-term work. To seek
solutions, the International Labor Organization has
set up the Youth Employment Network (YEN).
Against this background, at a seminar held in
Salvador in September 2003, the Brazilian Minister of
Labor, Mr. Jaques Wagner, announced Brazil’s
decision to volunteer as a Lead Country of the YEN.
Brazil now joins Senegal, Namibia, Egypt, Sri Lanka,
Indonesia, Hungary and Azerbaijan in championing
the preparation of National Action Plans on youth
unemployment. This policy was called for urgently by
the United Nations (UN) in 2002, and endorsed by
the YEN’s High Level Panel at its meeting in July
2003. Brazil’s decision was communicated through a
letter from President Lula to Juan Somovia, Director
General of the International Labor Organization.
In July 2003, the YEN
Q2239138
Inglês
Texto associado
Brazil becomes the eight Lead Country of the
Youth Employment Network
At the start of the new century, youth
employment problems continue to pervade both
developed and developing countries, with a
disproportionately large number of young women and
men exposed to long-term unemployment or else
limited to precarious or short-term work. To seek
solutions, the International Labor Organization has
set up the Youth Employment Network (YEN).
Against this background, at a seminar held in
Salvador in September 2003, the Brazilian Minister of
Labor, Mr. Jaques Wagner, announced Brazil’s
decision to volunteer as a Lead Country of the YEN.
Brazil now joins Senegal, Namibia, Egypt, Sri Lanka,
Indonesia, Hungary and Azerbaijan in championing
the preparation of National Action Plans on youth
unemployment. This policy was called for urgently by
the United Nations (UN) in 2002, and endorsed by
the YEN’s High Level Panel at its meeting in July
2003. Brazil’s decision was communicated through a
letter from President Lula to Juan Somovia, Director
General of the International Labor Organization.
The word championing in paragraph 2 means
Q2239137
Inglês
Texto associado
Brazil becomes the eight Lead Country of the
Youth Employment Network
At the start of the new century, youth
employment problems continue to pervade both
developed and developing countries, with a
disproportionately large number of young women and
men exposed to long-term unemployment or else
limited to precarious or short-term work. To seek
solutions, the International Labor Organization has
set up the Youth Employment Network (YEN).
Against this background, at a seminar held in
Salvador in September 2003, the Brazilian Minister of
Labor, Mr. Jaques Wagner, announced Brazil’s
decision to volunteer as a Lead Country of the YEN.
Brazil now joins Senegal, Namibia, Egypt, Sri Lanka,
Indonesia, Hungary and Azerbaijan in championing
the preparation of National Action Plans on youth
unemployment. This policy was called for urgently by
the United Nations (UN) in 2002, and endorsed by
the YEN’s High Level Panel at its meeting in July
2003. Brazil’s decision was communicated through a
letter from President Lula to Juan Somovia, Director
General of the International Labor Organization.
The aim of the Youth Employment Network is to
Q2239136
Inglês
Texto associado
Globalization, work and changes
Globalization is among the most hotly debated
issues on political agendas today. The discussion,
however, tends to be fragmented, with views often
polarized along political or geographic lines. Some
blame globalization for exacerbating unemployment
and poverty, others see it as a way of solving such
problems. Attention and research concentrate on
markets and perceived economic gains or losses
rather than on the impact of globalization on the life
and work of people, their families and their societies.
This lack of consensus makes it harder to
develop policies at national and international levels.
The inadequate focus on the human side of
globalization creates a gap in understanding the
forces of change and how people react to them. Such
knowledge is necessary if appropriate policy
responses are to be developed.
In relation to unemployment and poverty,
globalization
Q2239135
Inglês
Texto associado
Globalization, work and changes
Globalization is among the most hotly debated
issues on political agendas today. The discussion,
however, tends to be fragmented, with views often
polarized along political or geographic lines. Some
blame globalization for exacerbating unemployment
and poverty, others see it as a way of solving such
problems. Attention and research concentrate on
markets and perceived economic gains or losses
rather than on the impact of globalization on the life
and work of people, their families and their societies.
This lack of consensus makes it harder to
develop policies at national and international levels.
The inadequate focus on the human side of
globalization creates a gap in understanding the
forces of change and how people react to them. Such
knowledge is necessary if appropriate policy
responses are to be developed.
According to the text, the effects of globalization in its
various aspects
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
MPE-RO
Prova:
CESPE / CEBRASPE - 2023 - MPE-RO - Analista de Redes e Comunicação de Dados |
Q2238992
Inglês
Texto associado
Text 2A7
Artificial intelligence (AI) is arguably the most rapidly
advancing technology humans have ever developed. A year ago,
you wouldn’t often hear AI come up in a regular conversation,
but today it seems there’s constant talk about how generative AI
tools like ChatGPT and DALL-E will affect the future of work,
the spread of information, and more. A major question that has
thus far been almost entirely unexamined is how this
AI-dominated future will affect people’s minds.
There’s been some research into how using AI in their
jobs will affect people mentally, but there isn’t yet an
understanding of how simply living amongst so much
AI-generated content and systems will affect people’s sense of
the world. How is AI going to change individuals and society in
the not-too-distant future?
AI will obviously make it easier to produce
disinformation. That will affect people’s sense of trust as they’re
scrolling on social media. AI can also allow someone to imitate
your loved ones, which further erodes people’s general ability to
trust what was once unquestionable.
Internet: <wired.com> (adapted).
In the context of the first sentence of the second paragraph of
text 2A7, the word “understanding” is grammatically classified as
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238774
Inglês
The process of gamification refers to the use of
elements of game design in situations outside the
gaming environment. In light of this, and the
theme of ludic in English language teaching, it is
correct to state that
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238773
Inglês
Observe the morphological process of the formation of the following words:
Now analyze the following statements.
I. -context- and -tangle- are free roots, while -ident- is a bound root.
II. These three words are formed both by prefixation and suffixation.
III. In the noun, -ual- and -iz- are derivational suffixes, while in the adverb, -ifi- and -ab- are inflectional suffixes.
IV. dis- and en- both have negative meanings.
V. The head of the noun is -ation, the head of the verb is en- and the head of the adverb is -ly.
The correct statements are
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238771
Inglês
You are teaching your learners at IFMA how to
write a research project. You asked students to
write the introduction of the research project.
Learners handed in the written assignment, and
now you are writing comments for their feedback.
In this context, analyze the statements below, with
your comment and the area being focused on:
I. Comment: the introduction should briefly describe the theme of your research, its aims and explain the importance of your research. Area: communicative aim of the genre.
II. Comment: I can understand your point here, but connect the sentences in this paragraph using linkers. Also, avoid repetition of words by using pronouns and synonyms. Area: organization and coherence.
III. Comment: avoid talking to your reader, that is not typical of introduction in research projects. Area: language accuracy.
IV. Comment: your target reader is the professor and/or another researcher, so use formal language, avoiding contractions and colloquial expressions. Area: appropriate register of the genre.
V. Comment: use present perfect here, since there is no time reference for the action and this can happen again. Area: appropriate tone of the genre.
VI. Comment: you discuss a number of different points in a single block. Divide it into different paragraphs. Area: layout and organization.
The statements in which the feedback comment is completely in line with the area are
I. Comment: the introduction should briefly describe the theme of your research, its aims and explain the importance of your research. Area: communicative aim of the genre.
II. Comment: I can understand your point here, but connect the sentences in this paragraph using linkers. Also, avoid repetition of words by using pronouns and synonyms. Area: organization and coherence.
III. Comment: avoid talking to your reader, that is not typical of introduction in research projects. Area: language accuracy.
IV. Comment: your target reader is the professor and/or another researcher, so use formal language, avoiding contractions and colloquial expressions. Area: appropriate register of the genre.
V. Comment: use present perfect here, since there is no time reference for the action and this can happen again. Area: appropriate tone of the genre.
VI. Comment: you discuss a number of different points in a single block. Divide it into different paragraphs. Area: layout and organization.
The statements in which the feedback comment is completely in line with the area are
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238770
Inglês
You are an English language professor at IFMA
and you are teaching your learners the genre
“discursive essay”. Which of the rhetorical moves
below are NOT usually typical of this genre?
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238769
Inglês
You are an English language professor at IFMA
and you are teaching your learners to write
abstracts for academic papers. You asked your
learners to analyze the following model abstract:
Abstract Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpus-based research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p<0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units. Key words: Phrasal Verbs, Cognitive Linguistics, Corpus, Instruction Materials, TEFL, Second Language Acquisition.
Source: SPRING, Ryan. Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List. Advances in Language and Literary Studies: Volume: 9 Issue: 5. 2018.
Regarding the genre “abstract” and the model above, choose the correct alternative.
Abstract Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpus-based research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p<0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units. Key words: Phrasal Verbs, Cognitive Linguistics, Corpus, Instruction Materials, TEFL, Second Language Acquisition.
Source: SPRING, Ryan. Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List. Advances in Language and Literary Studies: Volume: 9 Issue: 5. 2018.
Regarding the genre “abstract” and the model above, choose the correct alternative.
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238768
Inglês
All the alternatives below accurately describe the
textual genres, EXCEPT
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238767
Inglês
An English language professor is working with the
genre “scientific article”. They have asked
students to read a number of articles and identify
the different parts that are usually part of the
genre. The professor is
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238766
Inglês
Consider the following situation: you are
discussing the topic ‘Work’ with your English
language students and now you are going to read
a magazine article about a type of job interview
called ‘extreme interviews’. The heading of the
article is: Extreme interviews: what kind of
dinosaur are you? If you answered Tyrannosaurus
rex, then the bad news is that you probably won’t
get the job you’re applying for.
The tasks below are adapted versions of the activities, from the textbook, to work with the text. Match Tasks 1 – 6 with their main aim A – I. There are three extra aims which you do not need to use.
Tasks
Task 1 Discuss the questions in small groups.
1 Have you ever been to a job interview? How was the experience? What kind of questions did they ask you? Did you get the job?
2 What kind of questions do you expect to have in a job interview?
3 How can people get better prepared for a job interview?
Task 2 Look at the photo with the article. What do you think is happening? Do you think the question is one that someone might really ask in this situation? Why (not)?
Task 3 Read the article once and find out. How would you answer the question?
Task 4 Look at the highlighted words and phrases in the text. With a partner, try to figure out what they might mean and how you think they are pronounced.
Task 5 Read the article again. Using your own words, answer the questions.
1 What are extreme interviews? 2 What kind of companies first started using them? 3 Why do some people think that they are better than normal interviews?
Task 6 Do you think extreme interviews are a good way of choosing candidates? Which of the questions below (used in real interviews) do you think would work well? Why?
Adapted from: Face2Face Intermediate. Cris Redston and Gillie Cunningham. Cambridge University Press.
Main Aim
A. Integrating skills and personalizing the topic. B. Analyzing text organization. C. Inferring meaning of lexis from context. D. Predicting. E. Teaching grammar inductively using the text. F. Skimming. G. Activating schemata. H. Reading for details. I. Scanning.
The tasks below are adapted versions of the activities, from the textbook, to work with the text. Match Tasks 1 – 6 with their main aim A – I. There are three extra aims which you do not need to use.
Tasks
Task 1 Discuss the questions in small groups.
1 Have you ever been to a job interview? How was the experience? What kind of questions did they ask you? Did you get the job?
2 What kind of questions do you expect to have in a job interview?
3 How can people get better prepared for a job interview?
Task 2 Look at the photo with the article. What do you think is happening? Do you think the question is one that someone might really ask in this situation? Why (not)?
Task 3 Read the article once and find out. How would you answer the question?
Task 4 Look at the highlighted words and phrases in the text. With a partner, try to figure out what they might mean and how you think they are pronounced.
Task 5 Read the article again. Using your own words, answer the questions.
1 What are extreme interviews? 2 What kind of companies first started using them? 3 Why do some people think that they are better than normal interviews?
Task 6 Do you think extreme interviews are a good way of choosing candidates? Which of the questions below (used in real interviews) do you think would work well? Why?
Adapted from: Face2Face Intermediate. Cris Redston and Gillie Cunningham. Cambridge University Press.
Main Aim
A. Integrating skills and personalizing the topic. B. Analyzing text organization. C. Inferring meaning of lexis from context. D. Predicting. E. Teaching grammar inductively using the text. F. Skimming. G. Activating schemata. H. Reading for details. I. Scanning.
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238765
Inglês
When it comes to reading subskills, all the
alternatives below are correct, EXCEPT
Ano: 2023
Banca:
FGV
Órgão:
Banco do Brasil
Prova:
FGV - 2023 - Banco do Brasil - Analista Tecnológico |
Q2234105
Inglês
Texto associado
Read Text I and answer the question.
Text I
Why We're Obsessed With the Mind-Blowing ChatGPT AI Chatbot
Stephen Shankland
Feb. 19, 2023 5:00 a.m. PT
This artificial intelligence bot can answer questions, write essays, summarize documents and write software. But deep down, it doesn't know what's true.
Even if you aren't into artificial intelligence, it's time to pay attention to ChatGPT, because this one is a big deal.
The tool, from a power player in artificial intelligence called OpenAI, lets you type natural-language prompts. ChatGPT then offers conversational, if somewhat stilted, responses. The bot remembers the thread of your dialogue, using previous questions and answers to inform its next responses. It derives its answers from huge volumes of information on the internet.
ChatGPT is a big deal. The tool seems pretty knowledgeable in areas where there's good training data for it to learn from. It's not omniscient or smart enough to replace all humans yet, but it can be creative, and its answers can sound downright authoritative. A few days after its launch, more than a million people were trying out ChatGPT.
But be careful, OpenAI warns. ChatGPT has all kinds of potential pitfalls, some easy to spot and some more subtle.
“It's a mistake to be relying on it for anything important right now,” OpenAI Chief Executive Sam Altman tweeted. “We have lots of work to do on robustness and truthfulness.” […]
What is ChatGPT?
ChatGPT is an AI chatbot system that OpenAI released in November to show off and test what a very large, powerful AI system can accomplish. You can ask it countless questions and often will get an answer that's useful.
For example, you can ask it encyclopedia questions like, “Explain Newton's laws of motion.” You can tell it, "Write me a poem," and when it does, say, "Now make it more exciting." You ask it to write a computer program that'll show you all the different ways you can arrange the letters of a word.
Here's the catch: ChatGPT doesn't exactly know anything. It's an AI that's trained to recognize patterns in vast swaths of text harvested from the internet, then further trained with human assistance to deliver more useful, better dialog. The answers you get may sound plausible and even authoritative, but they might well be entirely wrong, as OpenAI warns.
Adapted from: https://www.cnet.com/tech/computing/why-were-all-obsessedwith-the-mind-blowing-chatgpt-ai-chatbot/
The modal verb in might well be at the end of the text indicates
Conheça nossos planos