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Questões de Concurso sobre Língua Inglesa - Compreensão e Interpretação de Texto
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What role should schools play in response to increasing algorithmic personalization?
A
Reduce in‑person activities and rely mainly on chatbot tutors.
B
Encourage students to stay within their personal interests to increase engagement.
C
Replace teachers with AI to ensure equal access.
D
Focus exclusively on teaching technical content about programming and algorithms.
E
Become centers of discovery, exposing students to people and ideas outside their algorithmic bubbles.
Why does the text argue that relationships with chatbots may harm social development?
A
Because chatbots teach aggressive and competitive behavior.
B
Because chatbots require children to follow strict social rules.
C
Because chatbots never disagree, never express their own feelings, and require no reciprocity.
D
Because chatbots replace all interaction with teachers.
E
Because chatbots prevent children from developing basic cognitive skills.
Choose the incorrect alternative.
A
Mary will be surprised when she sees you.
B
You should write the number down in case you forget it.
C
Lisa has whether an MA or a PhD. What an amazing achievement!
D
Since it was raining so hard, the game was cancelled.
E
Although she was sad, she smiled at the guests.
According to text 11A2-II, the key contradiction Szundy finds in the BNCC’s English language component, particularly in 6th grade skills, is
A
the existence of an autonomous view of reading, that can be attested by the use of verbs like identify and locate, which clashes with the document’s formative nature.
B
the use of critical verbs like debate in the component’s introduction that are missing in the actual skill descriptors.
C
the existence of a strong emphasis on the learner that antagonizes democratic views of education.
D
the focus of digital literacy over traditional print-based reading skills.
E
the failure to incorporate an intercultural axis into the curriculum.
According to the first paragraph of text 11A2-II, educators and researchers’ concern about the BNCC is that it reflects a
A
disregard for the importance of the English language as a global lingua franca.
B
commitment to prioritizing the needs of socioeconomically deprived students.
C
bias in how literature is evaluated in schools.
D
viewpoint that treats Brazilian students as a cohesive group, thereby failing to acknowledge the wide array of social and cultural groups within the nation.
E
focus on humanities subjects rather than on technical and scientific knowledge.
Using reading strategies to obtain a global understanding of text 11A1-I, choose the option that best synthesizes the central idea conveyed by the text.
A
Citizens of Oceania used Newspeak to study scientific concepts.
B
Newspeak was created to limit thought by replacing vocabulary.
C
The Party encouraged citizens to think in many different ways.
D
Citizens of Oceania changed the Party by creating new vocabulary.
E
Newspeak expanded the citizens’ ability to think freely.
Analyze the modal verb in: "You don't immediately understand what the teachers are saying, and you have to ask several times." The modal construction expresses a specific type of modality.
Which alternative correctly identifies the modal meaning conveyed in this context?
A
Obligation or necessity imposed by external circumstances requiring repeated requests for clarification.
B
Ability or capacity to perform the action of asking questions in the classroom setting.
C
Permission granted by institutional rules allowing students to ask multiple questions.
D
Probability or likelihood that students will need to ask questions repeatedly.
E
Advice or recommendation suggesting that asking several times is the preferred strategy.
In their text, the authors condemn the use of AI within the public sector mainly because of their concerns about the ethical guidelines that are already in force to regulate this kind of technology.
C
Certo
E
Errado
Segundo o texto, a principal finalidade do Double Irish era
A
substituir definitivamente todos os outros mecanismos BEPS utilizados na Irlanda, como o Single Malt e o CAIA.
B
permitir que empresas dos EUA pagassem menos impostos sobre lucros obtidos exclusivamente dentro do território norte-americano.
C
facilitar a transferência legal de sedes empresariais dos EUA para a Irlanda, com mudança real de operações.
D
reduzir a tributação sobre lucros estrangeiros de multinacionais dos EUA, evitando a tributação global aplicada pelo sistema fiscal norte-americano.
E
isentar empresas estrangeiras que atuavam nos EUA de qualquer forma de tributação corporativa.
What is one of the conclusions that Daniel Plate states in his text?
A
The use of AI is better because universities can receive more funds for teaching.
B
Education will not be able to utilize AI because it is not technically equipped to deal with it.
C
The more computers and AI have been available, the less proficient teaching and learning will be.
D
AI has established a problem to learning and academia should not use it before more discussion has been made.
E
Students ought to be provided with the use of intelligence, with critical thinking, and with the knowledge and understanding of one’s learning process.
What does a Text-based Approach imply?
A
The Approach implies that the cultural context is more relevant than the texts themselves.
B
It implies that texts must not be connected to the abilities of reading.
C
Texts can be used for significant communication.
D
Many types of texts should be used within equal contexts to help students” learning process.
E
Students are going to be able to create verbal texts despite the purpose of the activity.
Which pair of words below can directly replace the underlined words in the 2nd paragraph of the text, in the same order, without changing their meaning?
A
Expatriated | outcast.
B
Cast out | unreturned.
C
Accepted | welcomed.
D
Unreturned | outcast.
In the section of paragraph 3 “These four key characteristics highlight why grocery data is so insightful for credit scoring people with no credit history”, the term key can be substituted, with no change in meaning, by
A
important
B
casual
C
peripheral
D
unusual
E
minor
According to text 10A1-I, foreign language learning
A
results from intercultural competence.
B
should not be understood without its intercultural dimension.
C
eliminates intercultural problems faced by ethnic minorities.
D
is a requisite for population mobility.
E
has become especially challenging in Europe.
In its use in the last sentence of text 10A2-I, the word "rich" means
A
morally valuable.
B
financially profitable.
C
intellectually biased.
D
expensive.
E
statistically abundant and diverse.
Attitudes to classroom conversation and casual chat have varied over the years. In the heyday of audiolingualism, one writer, Louis Alexander, warned that the traditional conversation lesson is of no value at all if the student is not ready for it. The student must first be trained to use patterns in carefully graded aural-oral drills. Only in this way will he finally learn to speak.The chat stage of the lesson, if it occurred at all, was simply there as a curtain raiser to the main event – the controlled practice of sentence patterns. Until recently, one London language school was still advising its students that the teacher and the student must not chat during the lesson. They must only ask and answer the questions in the book. Chatting is a waste of time. Such a view sits uncomfortably with the finding that conversation, i.e. casual talk that is primarily interpersonal, is by far the most common and the most widespread function of speaking. Moreover, there is a school of thought that argues that, in L1 acquisition, the development of conversational skills precedes the development of language itself. As Evelyn Hatch put it, language learning evolves out oflearning how to carry on conversations, i.e. out of learning how to communicate. By extension, it has been argued that conversation in English as second or foreign language is not the result of language learning, but it is the site where learning occurs. lt is also, of course, a fact that many language learners feel that their most urgent need is to develop conversational competence, and they regularly choose conversation as their principal objective when answering needs analysis surveys. For this reason, many language schools offer conversation classes as a way of complementing more traditional, grammar-focused, classes. However, these offer a challenge to teachers and course designers since it is difficult to plan or programme something as inherently unstructured and spontaneous as casual conversation. As one writer puts it, genuine conversational interactions cannot be the outcome of planned lesson agendas, they have to emerge - and so, by definition, cannot be planned. One way that teachers get round this is to organize conversation classes around a set of themes. Ideally, these should be negotiated with the learners in advance, through the use of a questionnaire or by means of a consensus debate. Themerelated texts can be used to trigger conversation, either in open class or in groups. Or individual students take turns to make a short presentation on the pre-selected topic, which is then followed by open discussion. Pre-planned lesson content can take the form of teaching useful conversational formulas and routines, such as how to open and dose conversations, how to interrupt, change the subject, ask for clarification, and so on.
THORNBURY, Scott. How to Teach Speaking. Cambridge: Longman, 2005, pp. 110-1. (Adapted).
In this excerpt, the author states that “By extension, it has been argued that conversation in English as second or foreign language is not the result of language learning, but it is the site where learning occurs”.
After reading the passage as a whole, choose the best alternative that explains how to cope with this matter.
A
Using conversation is one of the great challenges in oral practice, because teachers do not know how to control the flow of conversation and consequently teachers avoid at all costs conversation practices in their classrooms.
B
Although it is agreed among students that conversation is an essential part of learning English as a foreign language, teaching conversation demands a good deal of preparation as it is hard to control the flow of interaction.
C
Although there is a great effort from the part of language English teachers and schools to promote the use of orality in class interactions, there is a general agreement that orality only emerges from contact with natives.
D
It is widely accepted that conversation in foreign language classes is an important part of oral practice, but this perspective is not completely regarded as important by teachers and by most language students.
E
To achieve oral fluency in English it is not enough to learn language as it was thought before; nowadays things have changed considerably and no-one else believes that language is solely structure.
Read the abstract from na article titled “Social media pedagogy: Applying an interdisciplinary approach to teach multimodal critical digital literacy”.
Abstract
Social media permeates the daily lives of millennials, as they use it constantly for a variety of reasons. A significant contributing factor is the availability of social media through smartphones and mobile apps. This kind of immersive and complex media environment calls for a literacy pedagogy that prepares students to understand, engage with, and adapt to social media that are inevitably going to remain a part of their lives. Research into digital literacy/literacies has sought to address the development of tools and methods to aid college students in becoming more situated and adept digital citizens. This article extends the conceptualization and application of digital media literacy through the inclusion of a critical, multimodal, and interdisciplinary pedagogical approach. The paper illustrates that critical digital literacy drawing upon multimodal and interdisciplinary analysis is imperative in preparing students to manage the predominance of social media in their lives.
TALIB, Saman. Social media pedagogy: Applying an interdisciplinary approach to teach multimodal critical digital literacy. In E-Learning and Digital Media. Sage, 2018. Available at: journals.sagepub.com/home/ldm. Access on: Feb 12, 2026. DOI: 10.1177/2042753018756904.
This objective of the article as stated in the abstract is to
A
present a critical approach to critical social media literacy.
B
approach literacy pedagogy in a multimodal way in media.
C
involve millennials and teachers in social media activities.
D
show millennials the importance of critical literacy in media.
E
make it easier for students to use social media environment.
The effect of teaching Structural Discourse Markers in an EFL classroom setting
[...] Recent studies in corpus linguistics have examined specific aspects of spoken grammar particularly in unplanned speech. According to McCarthy and Carter (2001), spoken grammars have uniquely special qualities that distinguish them from written ones [...]. In spoken discourse, according to Fung and Carter (2007), the amount and frequency of DM use is significant in comparison to the use of other forms because they serve important interpersonal functions.
Therefore, DMs act as influential interactional features rather than having a purely grammatical function. One of the most important features of DMs is to constitute and organize talk [...]. There is acknowledgement that DMs have a pragmatic meaning in discourse and consequently play a significant role in speakers’ pragmatic competence because they contribute to the pragmatic meaning of utterances. Thus, there is the view that DMs contribute to the interpretation of an utterance rather than to its propositional content [...].
There are a limited number of studies conducted on the instruction of DMs in EFL contexts. All studies revealed similar findings, namely explicit instruction has a positive impact on learners’ production. The main difference being that each study focused on a different genre: writing skills, oral production and listening comprehension, respectively. In all these studies the addition of a post-test would have been beneficial to measure the long-lasting effects of teaching DMs on learners’ acquisition.
Rahimi and Riasati (2012) stated that using DMs will help learners to perform better in spoken skills. In English as a Second Language context (ESL) Jones (2009) carried out a small-scale study with two groups, both of which were given the same DMs using two different teaching approaches: illustration, interaction and induction (III) and presentation, practice and production (PPP). The results demonstrated that PPP had a considerable effect on learners’ use of the taught DMs [...].
Available in: https://files.eric.ed.gov/fulltext/EJ1101735.pdf. Acess on: Feb. 2, 2026.
According to the text’s perspective,
A
the major contribution of DMs lies in their propositional content rather than in their grammar.
B
the importance of discourse markers lies in their accurate structure and grammatical functions.
C
all kinds of utterances, oral and written, must have discourse markers in order to be intelligible.
D
DM studies presented a post-test, which was important to assess their long-lasting effects in EFL.
E
the importance of discourse markers lies primarily in their pragmatic functions for oral interaction.
Available in: https://www.pressenza.com/2017/12/respecting-personal-cultural-diversity-national-talent-competition-2017/.
Acess on: Jan. 20, 2026. According to the brochure,
A
there will be prizes for all participants who sign up for the National Talent Competition.
B
in order to sign up for the National Talent Competition, one needs to enrolled in a school.
C
the selected works will be published in the websites of the schools involved in the project.
D
registrations should be done via email, in the electronic address informed at the brochure.
E
certificates will be issued to all participants who sign up for the National Talent Competition.
Read the text and answer the question:
On Monday, Ms. Rivera started a media project with her 8th graders. She asked each group to bring a short news story and highlight two sentences that sounded biased. In class, she reminded them that the goal was to understand how language can guide the reader, not to attack the author. By the end of the lesson, even the quiet students were sharing examples.
From Ms. Rivera’s reminder, it can be inferred that:
A
she wants students to spot mistakes and criticize the writer in class.
B
she wants students to notice how word choices guide the reader’s view.
C
she wants students to choose longer articles to earn higher scores.
D
she wants students to memorize the author’s opinions for a later quiz.
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