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Ano: 2012Banca: RBOOrganização: Prefeitura de Porto Ferreira - SPDisciplina: Língua InglesaTemas: Vocabulário | Advérbios e Conjunções | Determinantes e Quantificadores
Complete the question below:
“For the pick-nick we´ll need ___________CDs, _________
cheese to make sandwiches and ________ lemonade.”
Ano: 2024Banca: MS CONCURSOSOrganização: Prefeitura de Formigueiro - RSDisciplina: Língua InglesaTemas: Determinantes e Quantificadores
Em uma das frases, a palavra FEW está sendo usada, erroneamente, qual é?
Ano: 2024Banca: FGVOrganização: Prefeitura de São Lourenço da Mata - PEDisciplina: Língua InglesaTemas: Ensino de Língua Inglesa | Compreensão de Texto | Falsos Cognatos | Determinantes e Quantificadores
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Atenção! Leia o texto a seguir para responder à questão.
Abstract
Over the past few decades, South Korean culture has gained popularity worldwide. Since the 1990s, government-led cultural policies have transitioned from focusing on economic strategy to national branding and soft power and have had a positive impact on the domestic ecosystem of cultural industry and contributed to promoting South Korea abroad. There are three aspects contributing to the development of South Korean soft power—the successful history with economic development and democratization, the development of creative content that led to global competitiveness due to the compressed growth experience and the limited domestic market, and the development of digital technology, especially the change in the media environment. However, this increased soft power is still limited as a tool to handle problems facing South Korea, mainly because of the nation’s geopolitical situation. South Korea should pay more attention to active participation in specific global agendas— especially in development and cooperation, emerging technology, and human rights issues. As a beneficiary of the existing liberal international order, South Korea achieved a prosperous economy and democracy. This aspect provides a cornerstone upon which to build South Korean cultural resources and promote them beyond its borders. South Korea should contribute creating public goods through its active engagement and leadership on various global agendas. This dedication to the international community ultimately benefits South Korea in the long run.
KIM, Minsung. The Growth of South Korean Soft Power and Its Geopolitical Implications. Disponível em: https://www.airuniversity.af.edu/JIPA/Display/Article/3212634/the-growth-ofsouth-korean-soft-power-and-its-geopolitical-implications/. Acesso em: 12 ago. 2024. Adaptado.
Ao trabalharem com a leitura do resumo desse artigo, os estudantes apresentaram dificuldade para entender o trecho government-led cultural policies. Ao elicitar dos alunos possíveis interpretações gramaticais e lexicais, a professora recebeu as seguintes considerações:
I. ‘government-led’ é um exemplo de um substantivo composto.
II. Em ‘cultural policies’, ‘cultural’ qualifica o termo ‘policies’.
III. ‘policies’ pode ser considerado um falso cognato.
IV. ‘government-led’ qualifica o termo ‘cultural’.
Estão corretas as afirmações:
Ano: 2023Banca: Avança SPOrganização: Prefeitura de Americana - SPDisciplina: Língua InglesaTemas: Pronomes | Verbos | Substantivos e Compostos | Preposições | Determinantes e Quantificadores
Classifique cada palavra da frase, a seguir, de acordo com suas respectivas categorias.
He might drive down my street.
Ano: 2024Banca: CETREDEOrganização: Prefeitura de Ubajara - CEDisciplina: Língua InglesaTemas: Falsos Cognatos | Verbos Frasais | Determinantes e Quantificadores | Verbos
Analyze the sentences below.
I. Carla always pretends to care.
II. I can’t stand his comments, they’re full of all types of
prejudice.
III. It’s an important topic to discuss.
IV. How much times do we have to go over this project?
Mark these statements as True (T) or False (F).
( ) “Care” and “stand” are regular verbs in sentences I and II,
respectively.
( ) “Go over” is a phrasal verb in sentence IV.
( ) Even though “pretend”, “important” and “prejudice” are
similar in spelling to words in Portuguese, they are all false
cognates.
( ) In sentences II and IV, the use of quantifiers is correct.
The statements are, in the order presented, respectively:
Ano: 2024Banca: FUNCEPEOrganização: Prefeitura de General Sampaio - CEDisciplina: Língua InglesaTemas: Determinantes e Quantificadores
As regards quantifiers in English, choose the CORRECT alternative.
Ano: 2024Banca: SELECONOrganização: Prefeitura de São Gonçalo - RJDisciplina: Língua InglesaTemas: Sinônimos | Determinantes e Quantificadores
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Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In the excerpt “Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools…”,
the underlined word can be replaced, with no change in meaning, by:
Ano: 2024Banca: CONSULPAMOrganização: Prefeitura de Guaraciaba do Norte - CEDisciplina: Língua InglesaTemas: Advérbios e Conjunções | Determinantes e Quantificadores
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For question, choose the best option to fill in the blanks correctly and respectively.
“This company has ______ benefits than the other
one.”
Ano: 2024Banca: ExércitoOrganização: EsSADisciplina: Língua InglesaTemas: Determinantes e Quantificadores | Artigos
If necessary, fill in the blanks with definite or indefinite articles to have a coherent text.
BRAZILIAN ARMY REPLACES FN FAL WITH IMBEL IA2
The IMBEL IA2 rifle is ____ versatile firearm in service in ____ Brazilian Army. The stateowned company IMBEL (Indústria de Material Bélico do Brasil) manufactures the IA2 rifle. It has gradually replaced the outdated FN FAL rifle.
This modern assault rifle has gained ____ popularity among soldiers due to its exceptional accuracy, durability, and adaptability. The IA2 also offers quick barrel change for different mission requirements. Furthermore, the IA2 possesses tactical rails that enable the attachment of ____ additional accessories such as optics, lasers, and flashlights.
With its exceptional performance and adaptability, the IMBEL IA2 rifle has greatly improved the operational capabilities of the Brazilian Army, making it ____ useful weapon in the defence of ____ Brazil.
Ano: 2023Banca: FGVOrganização: Prefeitura de Jaboatão dos Guararapes - PEDisciplina: Língua InglesaTemas: Compreensão de Texto | Pronomes | Pronome Possessivo | Determinantes e Quantificadores
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
The possessive determiner in “changing in its international uses”
(3rd paragraph) refers to