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ID 24074 Inglês Interpretação de Texto Reading Comprehension FGV 2025

An English teacher asks their group of 16-year-old students to read the internet post “ Top 10 Educational Blogs for Teens” and decide on one of the blogs to follow during the semester. After going through the material, the group chooses blog #6 Science News for Students , which is introduced as follows: #6 Science News for Students Created by the Society for Science, this blog is dedicated to promoting a love for science in teenagers by presenting complex topics in a clear and understandable manner. It covers a wide range of scientific subjects, from biology and chemistry to astronomy and environmental science. What is so special about Science News for Students is its well-written, easy-to-understand content that not only informs but also inspires. It gives young learners the opportunity to stay updated on the latest scientific advancements, encouraging their curiosity and critical thinking. https://www.nshss.org/resources/blog/blog-posts/top-10-educationalblogs-for-teens. Acesso em 22.04.2025. Adaptado. The purpose of the teacher to have the students read the whole post and then choose one particular blog to follow is that they develop a more fluent reading in English. The instruction provided – “Quickly go through the blogs in the post to have a general idea of their content and then decide which one you would like to follow” – focuses on the development of the reading ability named.

A scanning.

B skimming.

C paraphrasing.

D inferring.

E predicting.

ID 24072 Inglês Ensino da Língua Estrangeira Inglesa FGV 2025

Leia o texto. Usage and use The distinction between language use and language usage was first made by Widdowson. He coined the term usage for language which conformed to pre-established paradigms of language. Usage is independent of context, and is related to language correctness. In contrast, use has to do with the speaker’s intention in producing a particular sentence. For example, the sentence “I don’t know what you mean”, said in a particular context, may imply a request for clarification; the same sentence, said in a different way and in a different context, may be an expression of disbelief. Most sentences in textbooks and in grammar practices are well-formed sentences. However, can you think of a real-life situation in which a sentence such as “This is my hand” is pronounced? LEWIS, Michael. The lexical approach . Heinle Cengage, 2010. Adaptado. Em muitos contextos da escola brasileira permanece forte a herança da tradição estruturalista, focada em usage. Pense em um professor brasileiro formado dentro de tal tradição que, percebendo seus limites para desenvolver a capacidade de o estudante interagir no mundo por meio da língua inglesa, começa a preparar suas aulas sob a ótica de uma abordagem centrada em use . Esse professor, ao final de uma atividade em classe, perguntar-se-ia em primeiro lugar se, em sua aula,

A as formas linguísticas foram apresentadas em uma sequência que favoreceu a aprendizagem.

B os exemplos dados permitiram a compreensão dos novos itens lexico-gramaticais apresentados.

C os exercícios de pronúncia tornaram as falas dos estudantes mais próximas ao padrão de um falante nativo.

D as atividades permitiram o uso da língua inglesa na negociação de significados.

E as correções de frases erradas ou incompletas contribuíram para um maior domínio global da língua.

ID 24069 Inglês Vocabulário Vocabulary FGV 2025

Read the following exchange: A: Why was the king only able to draw straight lines? B: Because he is a ruler. Humor is caused by a linguistic property named

A synonymy.

B antonymy.

C A etapa II é uma sequência natural da etapa I. Uma vez entendido o processo de criação de um gênero de texto, o estudante estará apto a reproduzi-los na língua inglesa, desde que conte com o auxílio do professor para a realização da tarefa.

D Ao permitir aos estudantes escreverem sobre temas de seu interesse, a etapa II corresponde às propostas de ensino de gêneros encontradas na literatura sobre o tema. Tal decisão didático-pedagógica favorece a motivação, e obedece a afirmações da BNCC sobre a valorização do saber local.

E A etapa III contém as orientações de maior pertinência para o professor e estudante de inglês como língua estrangeira. Embora foque o ensino de gêneros, a proposta do professor Luís é essencialmente de aprendizagem da língua estrangeira, na qual o ensino de aspectos linguísticos ocupa posição central.

ID 24068 Inglês Palavras Conectivas Connective Words FGV 2025

Texto associado

Leia o texto a seguir para responder à próxima questão. Because the culture of any community has many facets and manifestations, it would be practically impossible to deal with all of them in the classroom and prepare students for the many situations that they might encounter in the course of their functioning in ESL/EFL environments. However, many important aspects of teaching the second culture can be brought forth and addressed via classroom instruction, and some of these are discussed here. The most important long-term benefits of teaching culture may be to provide learners with the awareness and the tools that will allow them to achieve their academic, professional, social, and personal goals and become successful in their daily functioning in L2 environments. CELCE-MURCIA, M. et alii. T e aching English as a Second or Foreign Language . 4th ed. USA, Cengage Learning (2013). Adaptado.

O conectivo em negrito no trecho retirado do texto “ Because the culture of any community has many facets and manifestations” pode ser substituído, sem alteração de significado ou estrutura da frase, por

A Although.

B As.

C homonymy.

D homography.

E homophony.

ID 24067 Inglês Pronomes Pronouns FGV 2025

Texto associado

In the excerpt “and some of these are discussed below”, the referent of the word in bold is

A the many situations.

B facets and manifestations.

C In case.

D If.

E Despite.

ID 31954 Inglês Formação de Palavras com Prefixos FGV 2024

Leia o texto a seguir: Learning Portuguese-English cognates is a great way to build vocabulary fast! It’s basically using what you already know to get a jump-start. Cognates are simply words that are very similar in both languages, usually due to a common root. Below, you can explore some of the typical spelling patterns for English → Portuguese cognates, with examples for each one. Remember that these patterns do not apply every time. But they are a convenient way to help you notice more cognates as you continue to learn English! Observe os padrões de sufixo abaixo e complete as lacunas indicadas. ph → f Ex: telephone → telefone tion → -ção Ex: nation → nação ty → Ex: society → fy → Ex: identify → (...) Practice Portuguese. Portuguese-English Cognates. Practice Portuguese, 2024. Disponível em: https://www.practiceportuguese.com/learning-notes/portugueseenglish-cognates/. Acesso em: 12 jul. 2024. Adaptado. Em sequência, os termos que completam corretamente essas lacunas são:

A -lizar; socializar; -ficar; identificar.

B -dade; sociedade; -ficar; identificar.

C -dade; sociedade; -dor; identificador.

D -mente; socialmente; -ficar; identificar.

E -mente; socialmente; -dor; identificador.

ID 31953 Inglês Verbos Verbs FGV 2024

Considere a habilidade: (EF08LI04PE) Utilizar recursos e repertório linguísticos apropriados para informar/comunicar/falar do futuro: planos, previsões, possibilidades e probabilidades. Em uma atividade de sala, a professora pediu aos alunos que marcassem em suas agendas seus planos para a semana seguinte. Em seguida, eles deveriam sentar-se com um colega e simular um diálogo. Para realizar a atividade, ela escreveu na lousa o seguinte diálogo, a partir do qual os alunos deveriam usar corretamente um repertório linguístico aprendido para preencher a lacuna. Aluno A: What (do) on Monday/Tuesday/Wednesday…? Aluno B: I __ (play soccer/go dancing/do my homework…) on Monday/Tuesday/Wednesday… Para que os alunos sejam bem-sucedidos nessa atividade, é preciso que eles saibam usar corretamente qual tempo verbal?

A Present Perfect.

B Future Perfect.

C Present Simple.

D Future with Be Going to.

E Future Perfect Progressive.

ID 31952 Inglês Interpretação de Texto Reading Comprehension FGV 2024

Texto associado

Atenção! Leia o texto a seguir para responder à questão. The research paper published in ‘Humanities & Social Sciences Communications’ — an open-access journal, distributed by Springer Nature — examines the impact of AI on “loss in decisionmaking and privacy concerns among university students in Pakistan and China”. The rise of AI has also exposed students and teachers to a number of challenges, particularly data hacking and systemic and racial biases. “Many people are now concerned with the ethical attributes of AI systems and believe that the security issue must be considered in AI system development,” the researchers claimed. In order to mitigate safety concerns, the paper said there was a need to “continuously re-evaluate and re-design” security practices. However, academia is poorly equipped to deal this issue due to a shortage of funding and technical staff. “No one can run from the threat of AI concerning cybersecurity, it behaves like a double-edged sword.” As per the research, AI has the potential to revolutionise the education sector but with certain drawbacks. In order to effectively harness this technology, the paper called for steps to ensure AI does not cause at least “severe ethical concerns”, and technology backed by secure algorithms to ensure data security and minimisation of AI’s bias. It also recommended measures to curtail overreliance on AI to address “laziness” and cognitive deficiency. ABBAS, Zaki. AI making students lazy, impairing cognition: study. Disponível em: https://www.dawn.com/news/1759121/ai-making-students-lazy-impairingcognition-study. Acesso em: 12 jul. 2024. Adaptado.

De acordo com o texto, a pesquisa publicada no ‘Humanities & Social Sciences Communications’ avalia o impacto da IA

A na estagnação do setor educacional e nas preocupações éticas.

B na manutenção regular de sistemas e em preconceitos sistêmicos e raciais.

C na deficiência cognitiva dos estudantes e na falta de investimentos em segurança.

D no processo de tomada de decisão e na preocupação com a privacidade.

E na reavaliação de medidas de segurança e na reconstrução de práticas mais seguras.

ID 28342 Inglês Pronomes Pronouns FGV 2024

Texto associado

Artificial Intelligence and the Future of Humans Experts say the rise of artificial intelligence will make most people better off over the next decade, but many have concerns about how advances in AI will affect what it means to be human, to be productive and to exercise free will By Janna Anderson and Lee Rainie Digital life is augmenting human capacities and disrupting eons-old human activities. Code-driven systems have spread to more than half of the world’s inhabitants in ambient information and connectivity, offering previously unimagined opportunities and unprecedented threats. As emerging algorithm-driven artificial intelligence (AI) continues to spread, will people be better off than they are today? The experts predicted networked artificial intelligence will amplify human effectiveness but also threaten human autonomy, agency and capabilities. They spoke of the wide-ranging possibilities; that computers might match or even exceed human intelligence and capabilities on tasks such as complex decision-making, reasoning and learning, sophisticated analytics and pattern recognition, visual acuity, speech recognition and language translation. They said “smart” systems in communities, in vehicles, in buildings and utilities, on farms and in business processes will save time, money and lives and offer opportunities for individuals to enjoy a morecustomized future. Many focused their optimistic remarks on health care and the many possible applications of AI in diagnosing and treating patients or helping senior citizens live fuller and healthier lives. They were also enthusiastic about AI’s role in contributing to broad public-health programs built around massive amounts of data that may be captured in the coming years about everything from personal genomes to nutrition. Additionally, a number of these experts predicted that AI would abet long-anticipated changes in formal and informal education systems. Yet, most experts, regardless of whether they are optimistic or not, expressed concerns about the long-term impact of these new tools on the essential elements of being human. All respondents in this non-scientific canvassing were asked to elaborate on why they felt AI would leave people better off or not. Many shared deep worries, and many also suggested pathways toward solutions. The main themes they sounded about threats and remedies are outlined in future reports. https://www.pewresearch.org/internet/2018/12/10/artificial-intelligence-and-thefuture-of-humans/

In the excerpt taken from TEXT, “As emerging algorithm-driven artificial intelligence (AI) continues to spread, will people be better off than they are today?”, the pronoun “they” refers to

A People.

B Artificial Intelligence.

C Algorithm-driven.

D Internet.

E Women.

ID 28324 Inglês Voz Ativa e Passiva Passive And Active Voice FGV 2024

Texto associado

Read

Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining what it means to be literate In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’. Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74). Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […] Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward. (Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

The verb form in “the NLG’s pedagogy of multiliteracies was conceived” (4th paragraph) is in the

A simple past, active voice.

B simple past, passive voice.

C simple present, active voice.

D present perfect, active voice.

E simple present, passive voice.