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Ano: 2024Banca: Instituto FênixOrganização: Prefeitura de Agrolândia - SCDisciplina: Língua InglesaTemas: Advérbios e Conjunções | Advérbios de Grau, Finalidade e Contraste
Choose the word that best completes the sentence:
“Could you please speak a little more ____, so everyone can understand?”
Ano: 2025Banca: SECPLANOrganização: Prefeitura de Presidente Kennedy - ESDisciplina: Língua InglesaTemas: Advérbios de Grau, Finalidade e Contraste | Advérbios e Conjunções
Read the text below and answer the questions that follow.
Text
Should schools just say no to pupils using phones?
14th July 2024
Natalie Grice – BBC News
“I wouldn’t say it’s a good thing for a child never to have a smartphone. I think it’s part of a balanced life. You’ve got to live in your own time.”
These are not the words you might expect to hear from a teacher at a school that has never in its history allowed pupils under sixth form age to use a mobile phone on the premises.
But Sarah Owen, deputy head at Stanwell School in Penarth, Vale of Glamorgan, was simply expressing a personal opinion, rather than the school’s view about a young person’s wider life.
It is clear that she and the school have very firm opinions on what is best for children while they are on school grounds.
For Stanwell pupils in years 7 to 11, that has always meant no phones. Not in lessons, not in the corridor, not at breaktimes.
It is such a long-established rule that it presumably comes as no surprise to pupils and parents when they join the school, which is starting to seem as if it may have been ahead of a growing curve.
In the past few years, a number of schools across Wales and further afield have introduced total bans on mobiles. While Stanwell only asks pupils to keep phones switched off in their bags, others require the devices to be handed in at the start of the day.
Llanidloes High School in Powys is one which has implemented this policy in the past few years and Ysgol Penrhyn Dewi in St Davids, Pembrokeshire, followed suit at the start of this year.
Sarah Owen has been at Stanwell School since 2000 and says that there has always been a no phone policy in the school. For Sarah, it is a question not of trying to impinge on their students’ freedom, but of giving them vital time away from mobile life, for welfare as well as educational reasons.
“We genuinely believe this is in their best interests,” she said. “Phone addiction and screen addiction and scrolling, the loss of concentration, the loss of soft skills around listening and interacting with others, that’s something we need to be concerned about as a society generally.”
“We want children to be interacting with each other, having conversations, playing football, having those connections and interactions with other people.”
Sarah also believes it gives pupils relief from the possibility of being “photographed, filmed, mocked in some way – that’s not a nice way for children to live”. She said she wanted her pupils to have “some sanctuary from the anxiety of feeling so scrutinised and looked at”.
Adapted from: https://www.bbc.com/news/articles
“Sarah Owen has been at Stanwell School since 2000”.
Choose the only sentence in which the adverb SINCE has
been used incorrectly:
Ano: 2021Banca: SELECONOrganização: SEDUC-MTDisciplina: Língua InglesaTemas: Adjetivos | Advérbios de Grau, Finalidade e Contraste | Advérbios e Conjunções
Considering parts of speech, it is possible to say that the
underlined words in "My teacher seems very nice" are:
Ano: 2021Banca: Avança SPOrganização: Prefeitura de Rio Claro - SPDisciplina: Língua InglesaTemas: Advérbios de Grau, Finalidade e Contraste | Advérbios de Lugar, Modo, Tempo e Frequência | Advérbios e Conjunções
Leia as frases abaixo:
I. She past the test, because she study a lot.
II. After you arrive here, we'll go out with our friends.
III. Although he is handsome, he isn't a good person.
Sobre Adverb Clauses, assinale a alternativa correta:
Ano: 2022Banca: FGVOrganização: TJ-DFTDisciplina: Língua InglesaTemas: Advérbios de Grau, Finalidade e Contraste | Advérbios de Lugar, Modo, Tempo e Frequência | Advérbios e Conjunções
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):
Ano: 2024Banca: Avança SPOrganização: Prefeitura de Paraty - RJDisciplina: Língua InglesaTemas: Conjunções e Conectivos | Advérbios de Grau, Finalidade e Contraste | Advérbios e Conjunções
Complete the sentence with the appropriate words:
I - You can choose the chocolate cake or the vanilla cake.
II - The movie was long, but it was really entertaining.
III - I haven’t finished my homework, and my sister hasn’t finished hers .
IV - The restaurant was busy, so we had to wait long to get a table.
Ano: 2018Banca: FUNCERNOrganização: Consórcio do Trairí - RNDisciplina: Língua InglesaTemas: Advérbios de Grau, Finalidade e Contraste | Advérbios e Conjunções | Comparativo e Superlativo | Adjetivos
Choose the best option to complete the following dialog:
A: My car is __________ yours. Even though, it is __________ comfortable.
B: I don’t; agree. Your car is __________ mine.
Ano: 2023Banca: FGVOrganização: Prefeitura de São José dos Campos - SPDisciplina: Língua InglesaTemas: Advérbios de Grau, Finalidade e Contraste | Advérbios e Conjunções
Read Text IV and answer the question that follow it
Text IV
Teaching Reading Strategies
No matter what we are reading there are effective reading
strategies we call on in order to make meaning from the text. Many
of these strategies can be taught with comics and graphic novels.
The ones highlighted below are particularly important when
reading graphic texts.
Drawing Inferences
In comics and graphic novels, perhaps more than any other text,
readers must build understanding by filling in gaps. A whole world
of information is left in the gutter between the panels. The comic
artist expects the reader to infer the action that takes place off the
page. The more complex and sophisticated the comic, the more
important this strategy becomes. If the reader is not making
inferences, he is lost. Understanding this strategy and using it
effectively will help students read ’between the lines’ in more
traditional print narratives.
Visualization
Students who struggle with reading may not understand what
should be going on in the reader’s imagination during reading.
With comics and other visual texts, the images are there for the
reader. Through comics students can be taught how to create their
own mental images when reading more traditional texts.
It is important that students understand the visual cues that are
provided in the text. Although the words and images work
together to tell the story, comics are primarily visual narratives.
Therefore readers must draw on and integrate some important
background knowledge and understandings about visual texts,
comic elements and narrative structures in order to make
meaning. The more knowledge readers have about the way visual
texts work, the more successful they are likely to be.
Adapted from https://www.literacytoday.ca/home/reading/readingstrategies/reading-visual-texts/reading-comics
The excerpt “If the reader is not making inferences” (2nd
paragraph) presents a(n):
Ano: 2023Banca: IGEDUCOrganização: Prefeitura de Pombos - PEDisciplina: Língua InglesaTemas: Advérbios de Grau, Finalidade e Contraste | Advérbios de Lugar, Modo, Tempo e Frequência | Advérbios e Conjunções | Posição dos Advérbios
Na língua inglesa, palavras repetidas não têm importância
no texto, sendo sempre cognatas e, frequentemente, são
palavras sem conteúdo e significado, como conectivos e
advérbios.
Ano: 2023Banca: IGEDUCOrganização: Prefeitura de Pombos - PEDisciplina: Língua InglesaTemas: Advérbios de Grau, Finalidade e Contraste | Advérbios e Conjunções
Julgue o item subsequente.
Adverbs of frequency, like “always” or “rarely,” indicate
how often an action takes place. Proper use of these
adverbs contributes to accurate communication, allowing
speakers to express routines, habits, or the frequency of
specific events in American English.