Questões de Concurso sobre Língua Inglesa

The linguistic aspects of the English language refer to the main components that describe how English is structured, used, and understood.

Decide if the following affirmatives about the linguistic aspects of the English language are true ( T ) or false ( F ).

( ) Teaching vocabulary in isolation, without context, generally promotes deeper communicative competence.

( ) Phonetics is concerned with the physical production and perception of speech sounds, while phonology studies how these sounds function within a language system.

( ) Semantics and pragmatics are closely related, but pragmatics focuses more on meaning in real communicative situations.

( ) Vocabulary knowledge includes only knowing word meanings but also understanding collocations, register, and usage.

( ) English has a relatively fixed word order, which makes syntax an important aspect for meaning construction.

Choose the alternative which presents the correct sequence, from top to bottom.

Há pelo menos uma oração estruturada na passive voice em:

De acordo com o texto, pode-se afirmar que:

Text I

African schools gear up for the AI revolution

1 The emergence of cheap or free AI tools is being eagerly embraced by those with smartphones and the ability to get online. As governments and legislators struggle to get their heads around the implications of this powerful technology and work out how to bring in regulations for its safe use, millions of people are enjoying its ability to save time, helping them to transforming raw data into essays, exam answers, or, with a bit more work, even videos and podcasts.

2 Even in developing countries where electricity and internet access is limited (it’s estimated that over 570 million people in Africa lack electricity), there is enthusiasm for the potential of AI. In the Democratic Republic of the Congo (DRC), for example, a nation riven by internal conflict, poverty and vast inequality, educators are seeing the impact of AI. “It is obvious that our country is lagging behind in terms of new technologies for one reason or another,” says Benjamin Sivanzire, a teacher in Beni, North Kivu Province. “Many parts of the DRC do not even have traditional methods of communication, or even radio or television.” However, even though Mr. Sivanzire and his students are not yet able to make use of AI in their classes, they are seeing it being used in the wider culture, often in a negative way, to manipulate public opinion. The teacher underlines the importance of educating people to distinguish between verifiable information and lies. “There are videos created by artificial intelligence that show images that are not real and have been created for propaganda purposes,” he explains.

3 One concern that is frequently raised is the extent to which the development of AI tools is concentrated in the hands of a relatively small group of people. Farida Shahid, the independent Special Rapporteur on the right to education, shares these concerns. “AI algorithms are being made by individuals who often sit in a particular location, such as Silicon Valley, where the people who make and test them have their own biases,” she says. “Often the algorithms don’t do well at recognizing people with dark skin. They also have great problems with people who are autistic and don’t like looking into cameras. “Another example is the UK where, recently, an AI program was used to grade exam papers. This led to decisions that were biased against people from certain ethnic backgrounds. We really need to look at this issue more closely, starting with the human rights perspective, and I think that’s where the U.N. role comes in: if you increasingly rely on AI as the source of verification, you’re going to have problems because you are using a framework which privileges white males, and doesn’t reflect the whole gamut of people’s lives and experiences”.

4 The urgent need to expand the developer talent base has been identified by the UN as central to ensuring that a wide variety of voices are heard in the “EdTech” (educational technology) space. Shafika Isaacs, the head of technology and AI at the UN agency for science, technology and education (UNESCO), says that the number of African EdTech startups has been mushrooming in recent years, with entrepreneurs experimenting with the AIenabled digital tools which could support learning and teaching across many different contexts, including in African languages, and local dialects. “I’ve personally engaged with a startup that matches high school students to career pathways, including choosing the right university, community college or even entrepreneurship program. They have seen strong results because of their focus on children in underprivileged contexts and schools. Tech startups have also looked at developing AI-enabled mobile apps, including chat bots, that can support teachers in teaching literacy or teaching mathematics. “The challenge is that there’s often a disconnect between the public education system and tech startups. We need educators to be proactive in engaging with those developing tools, and we encourage students and teachers to learn how to create and design technologies that are relevant to their linguistic and cultural contexts.”

5 Many African governments are keen to adopt national AI strategies and integrate AI into their national policies on technologies in education. In Côte d’Ivoire, where AI is already being widely used in the private sector, Mariatou Koné, the Minister of Education, says that the country’s education system is undergoing a transformation, following a 2022 review which recommended a digitalization strategy. “We have put in place initiatives to ensure that everyone is aware of the issue of AI. It can provide individual learning programs, and help struggling students to improve,” said Ms. Koné. “However, we are worried about potential abuses. We have to be able to protect personal data and ensure that learners are aware of the potential dangers.” The Minister agrees that, in order to guard against bias, the pool of engineers building AI tools needs to be expanded. “We need the right tools, adapted to the African context, to the Ivorian context. We have our own history, our own heritage. If we create our own industry, it has to be adapted to the realities of Côte d’Ivoire.”

Available at: https://news.un.org/en/story/2025/01/1159621. Retrieved on: January 6, 2026. Adapted.

In a Brazilian high school English classroom, a teacher decides to move away from using text as a pretext for teaching grammar and instead adopts a genre-based approach to teach students how to write research abstracts or digital social media profiles.

The pedagogical strategy that adequately applies this approach is

The statement that best describes the difference between a traditional formalist/structuralist approach and a functionalist/ concept-oriented approach to ESL/ELF syllabus design and classroom exercises is:

The use of articles in English is governed by complex rules regarding the nature of the noun phrase, specifically concerning generic versus specific reference. In the sentence "___ history of ___ Middle Ages is often misunderstood, as ___ history in general is subject to revisionism," the correct sequence of articles depends on the modification of the abstract nouns. Choose the option that correctly fills the blanks according to standard grammatical rules.

O phrasal verb que coaduna com a finalidade da prática do bullying é:

According to the text, education helps people mainly by:

One challenge mentioned in the text is:

One benefit of inclusive education for the school community is:

The text suggests that learning:

A informação a respeito do bullying encontrada no texto lido é:

The underlined expression ‘due to’ (2^nd paragraph) could be replaced in the sentence correctly and without any major change in meaning by any of the expressions below, EXCEPT for:

The blanks numbered as “3” and “4” could be CORRECTLY filled with, respectively:

The underlined word ‘close’ (2 nd paragraph) has the function of:

A teacher evaluates students' work after a reading-and-writing sequence based on the text. The rubric includes: identification of main ideas, use of textual evidence, organization of information, appropriate vocabulary, clarity of explanation and revision after feedback. Based on this assessment instrument, judge the statements below as True (T) or False (F).

(__)The rubric is appropriate because it makes the assessment criteria explicit.

(__)The rubric allows the teacher to assess reading comprehension, language use, organization of information and improvement in the writing process.

(__)Rubrics should replace feedback with ranking, since they are used only for final classification.

(__)Revision after feedback should be avoided because it compromises the reliability of the assessment.

The correct sequence is:

Read the excerpt below:

"However, 10,000 years ago, Paleolithic Japan was a cooler place, and the sea level was 125 feet (38 meters) lower; therefore, some of the archaeological evidence of the earliest inhabitants is submerged."

The relation among "however," "therefore" and "some" indicates that the author:

Read the excerpt below:

"Japanese archaeologists divide the earliest part of Japanese history into four periods: the Paleolithic (preceramic) period, the Jomon (cord-marked pottery) period, the Yayoi period, and the Kofun (burial mound) period."

According to the text, the function of this sentence is to:

In the text, expressions such as "probably," "most likely," "it appears that," and "suggesting" contribute to the construction of meaning by:

A teacher designs a unit based on the text "Japan in the Ancient World." In the first class, students identify the main topic and key vocabulary. In the second class, they analyze chronological markers, connectors and cautious language. In the third class, they compare Paleolithic and Jomon Japan. In the final class, they produce a short illustrated explanatory text for a classroom exhibition. The organization of the unit shows: