SIMULADO Língua Inglesa para Analista Legislativo (Câmara dos Deputados) 2023

Prévia do material em texto

1) 
Língua Inglesa para Analista Legislativo (Câmara dos Deputados) 2023
https://www.tecconcursos.com.br/s/Q2vryR
Ordenação: Por Matéria e Assunto (data)
www.tecconcursos.com.br/questoes/2346603
FGV - AFRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Gramática (inglês)
Text II
 
How trade can become a gateway to climate resilience
 
Most people don't think about climate change when they lift a café latte to their lips or nibble on a
square of chocolate — but this could soon change.
 
Based on current trajectories, around a quarter of Brazil’s coffee farms and 37% of Indonesia’s are likely
to be lost to climate change. Swathes of Ghana and Côte d’Ivoire — where most of the world’s chocolate
is sourced — will become too hot to grow cocoa by 2050.
 
Climate-related droughts and deadly heatwaves across the world have coincided with severe storms,
cyclones, hurricanes, and, of course, a pandemic. As a consequence of these shocks, millions of people
have been left without homes, and a growing number of people now face starvation and a total collapse
of livelihoods as growing and exporting staple crops becomes untenable.
 
We must immediately rethink the shape of our economies, agricultural systems and consumption
patterns. Our priority is to manufacture climate resilience in global economies and societies — and we
must do it quickly.
 
Trade can kickstart the emergence of climate-resilient economies, especially in the poorest countries.
Trade has a multiplier effect on economies by driving production growth and fostering the expansion of
export industries. By shifting focus to production and exports that increase climate resilience, there is
potential to exponentially increase the land surface and trade processes prepared to withstand the
climate crisis.
Adapted from: https://www.weforum.org/agenda/2022/07/trade-can-be-a-gateway-to-climate-resilience
 
The adjective in “the poorest countries” is in the same form as
a) All nations should be more attentive to the homeless.
b) Ghana will be having a fine chocolate harvest in 2050.
c) Brazil is one amongst many coffee-producing countries.
d) It is hard to point out the most comfortable places on Earth.
e) Hopefully by 2050 there will be fewer climate-related issues.
www.tecconcursos.com.br/questoes/2532982
FGV - Prof (J Guararapes)/Pref J Guararapes/Língua Inglesa/2023
Língua Inglesa (Inglês) - Gramática (inglês)
https://www.tecconcursos.com.br/s/Q2vryR
https://www.tecconcursos.com.br/questoes/2346603
https://www.tecconcursos.com.br/questoes/2532982
2) 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/
 
In the opening sentence, the verb phrase in “‘English’, as a language, has for some time been seen” is in
the 
a) past perfect, active voice.
b) past perfect, passive voice.
c) simple present, passive voice.
3) 
d) present perfect, passive voice.
e) present perfect continuous, active voice.
www.tecconcursos.com.br/questoes/2532997
FGV - Prof (J Guararapes)/Pref J Guararapes/Língua Inglesa/2023
Língua Inglesa (Inglês) - Gramática (inglês)
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 WorldEnglishes (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/
https://www.tecconcursos.com.br/questoes/2532997
4) 
 
The underlined word in “Since the empirical corpus work started” (3rd paragraph) is a
a) verb.
b) noun.
c) adverb.
d) adjective.
e) preposition.
www.tecconcursos.com.br/questoes/2049323
FGV - AJ (TJDFT)/TJDFT/Apoio Especializado/Análise de Dados/2022
Língua Inglesa (Inglês) - Gramática (inglês)
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/can-we-build-brain-computer/ Published:
https://www.tecconcursos.com.br/questoes/2049323
5) 
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):
a) cause;
b) contrast;
c) condition;
d) illustration;
e) explanation.
www.tecconcursos.com.br/questoes/2049331
FGV - AJ (TJDFT)/TJDFT/Apoio Especializado/Análise de Dados/2022
Língua Inglesa (Inglês) - Gramática (inglês)
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 herbalmedicine.
 
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.
https://www.tecconcursos.com.br/questoes/2049331
6) 
 
(Adapted from https://www.sciencefocus.com/future-technology/can-we-build-brain-computer/ Published:
24th October, 2021, retrieved on February 9th, 2022)
 
The passage in which the verb phrase indicates a necessity is:
a) “this incredible ability of the brain […] may be fundamental”;
b) “some engineers can come up with something”;
c) “computers don’t work this way”;
d) “brains don’t store information”;
e) “it must regulate a body”.
www.tecconcursos.com.br/questoes/2239950
FGV - Prof (SEAD AP)/SEAD AP/Educação Básica Profissional/Língua
Inglesa/2022
Língua Inglesa (Inglês) - Gramática (inglês)
Critical Literacy
 
Critical literacies are not new among scholars and researchers in literacy education. However, due to
different theoretical bases, there is no unique definition of “critical literacy”. In their broadest sense,
critical literacies refer to the ability to read texts going beyond their superficial meaning. That is, it
implies approaching texts in a reflective way to understand working ideologies such as power, inequality,
and injustice. In the realm of critical literacy, text is understood as a “vehicle through which individuals
communicate with one another using the codes and conventions of society” (Robinson & Robinson, 2003,
p. 3). Texts, in this sense, can be either songs, novels, poems, conversations, pictures, movies, and so
on. […]
 
Hence, the critical literacies approach is generally contrasted with functional literacy. The former views
literacy as a social practice, while the latter views literacy as the mastery of linguistic skills. In addition,
Manning (1999) developed a framework to distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology purpose, literacy curriculum, and
instruction. On the one hand, the main objective of functional literacy is to produce skilled workers for
the marketplace. Consequently, the curriculum is restrictive and the instruction is individualistic and
competitive.
 
On the other hand, for critical literacies, texts are not neutral but marked by power messages,
dominating interests, and hidden agendas. In order to deconstruct these texts and unveil their ideological
messages and power relationships, the curriculum is to employ materials from the everyday world as text
and analytic tools.
 
Critical scholars have overtly supported the idea that there is not a single procedure for incorporating
critical literacies into the classroom, given that the particularities of the context where the foreign
language is taught differ from one another. Thus, an approach to critical literacies “needs to be
continually redefined in practice” (Comber, 2001, p. 274).
 
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign Language
Students in Critical Literacy Practices: The Case of a Teacher at a Private University” available at
http://www.scielo.org.co/scielo.php?script= sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
 
The verb phrase in “where the foreign language is taught” is in the
a) present perfect, passive voice.
https://www.tecconcursos.com.br/questoes/2239950
7) 
b) present perfect, active voice.
c) simple present, passive voice.
d) simple present, active voice.
e) simple future, passive voice.
www.tecconcursos.com.br/questoes/1920879
FGV - Prof (Pref Paulínia)/Pref Paulínia/Educação Básica II/Inglês/2021
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT I AND ANSWER QUESTION
 
TEXT I
 
English Language Teaching in Brazil: A Gap in Policy, Problems in Practice
 
[…]
 
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign
language should be taught in the basic education classroom. Such ideas include a social interactionist
view of language, which aligns with contemporary research in second language teaching and means a
shift from the traditional grammar-translation method largely employed in Brazilian schools in previous
decades. The Parameters also recommend interdisciplinary work, the implementation of crosscurricular
themes, formative assessment in addition to summative, a value of students’ prior knowledge and
position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate
students for the full exercise of citizenship, which includes the notions of respect for difference and
diversity that can be promoted by the teaching and learning of foreign languages. However, the
Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur.
For example, they acknowledge that reading and writing should be focused on to the detriment of
listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large
classrooms, lack of appropriate resources including class and preparation time for the teacher and
opportunities for the students to be exposed to the language outside the classroom, and, in many
situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively
propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and
continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that
schools have English resources that students can access to familiarise themselves with the language, and
that better teacher education be implemented. When neither PCN-EF nor PCN-EM provides solutions to
the obstacles for satisfactory ELT in basic education and yet acknowledge that knowing a foreign
language is beneficial, they are implicitly promoting the privatisation of ELT because they are directing
students to private language centres (Capuani and Venera, 2016). There are several problems with this
position given that the right to free education provided by the state is guaranteed by the Brazilian
constitution. […]
 
By Fernanda Batista. Published online: July 17, 2020. Available at
https://www.researchgate.net/publication/343019740_English_Language
_Teaching_in_Brazil_A_Gap_in_Policy_Problems_in_Practice [accessed Oct 19 2021].
 
The verb in “a foreign language should be taught” is in the same voice as in
a) Schools have been demanding changes for some time.
b) Directors are reluctant to implement the regulations.
c) The law should have comprehended all citizens.
d) Teachers should be well-versed in literature.
e) Old videos and recordings may be put to use.
https://www.tecconcursos.com.br/questoes/1920879
8) 
www.tecconcursos.com.br/questoes/1920883
FGV - Prof (Pref Paulínia)/Pref Paulínia/Educação BásicaII/Inglês/2021
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT I AND ANSWER QUESTION
 
TEXT I
 
English Language Teaching in Brazil: A Gap in Policy, Problems in Practice
 
[…]
 
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign
language should be taught in the basic education classroom. Such ideas include a social interactionist
view of language, which aligns with contemporary research in second language teaching and means a
shift from the traditional grammar-translation method largely employed in Brazilian schools in previous
decades. The Parameters also recommend interdisciplinary work, the implementation of crosscurricular
themes, formative assessment in addition to summative, a value of students’ prior knowledge and
position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate
students for the full exercise of citizenship, which includes the notions of respect for difference and
diversity that can be promoted by the teaching and learning of foreign languages. However, the
Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur.
For example, they acknowledge that reading and writing should be focused on to the detriment of
listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large
classrooms, lack of appropriate resources including class and preparation time for the teacher and
opportunities for the students to be exposed to the language outside the classroom, and, in many
situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively
propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and
continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that
schools have English resources that students can access to familiarise themselves with the language, and
that better teacher education be implemented. When neither PCN-EF nor PCN-EM provides solutions to
the obstacles for satisfactory ELT in basic education and yet acknowledge that knowing a foreign
language is beneficial, they are implicitly promoting the privatisation of ELT because they are directing
students to private language centres (Capuani and Venera, 2016). There are several problems with this
position given that the right to free education provided by the state is guaranteed by the Brazilian
constitution. […]
 
By Fernanda Batista. Published online: July 17, 2020. Available at
https://www.researchgate.net/publication/343019740_English_Language
_Teaching_in_Brazil_A_Gap_in_Policy_Problems_in_Practice [accessed Oct 19 2021].
 
When the author writes that “what they should do”, the reader understands she will
a) give a permission.
b) exploit a possibility.
c) determine a prohibition.
d) conform to an instruction.
e) suggest some recommendations.
www.tecconcursos.com.br/questoes/1920889
FGV - Prof (Pref Paulínia)/Pref Paulínia/Educação Básica II/Inglês/2021
Língua Inglesa (Inglês) - Gramática (inglês)
https://www.tecconcursos.com.br/questoes/1920883
https://www.tecconcursos.com.br/questoes/1920889
9) 
10) 
READ TEXT II AND ANSWER QUESTION.
 
TEXT II
 
“If you don’t like school, just remember what it was like when you had me as a teacher.”
Source:https://www.newyorker.com/cartoons/dailycartoon/page/10
 
“If” in “If you don’t like” indicates a
a) contrast.
b) certainty.
c) condition.
d) conclusion.
e) comparison.
www.tecconcursos.com.br/questoes/970498
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role
in the process. If we agree that language is discourse, and that it is in discourse that we construct our
meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for
discussing the procedures for ascribing meanings to the world. In a foreign language we learn different
interpretive procedures, different ways to understand the world. If our foreign language teaching
happens in a critical literacy perspective, then we also learn that such different ways to interpret reality
are legitimized and valued according to socially and historically constructed criteria that can be
collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom,
at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a
critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a
transitory force which, although being always present, is also in permanent change, in a movement that
constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of
their role in the transformation of society, once it might provide them with a space where they are able
to challenge their own views, to question where different perspectives (including those allegedly present
in the texts) come from and where they lead to. By questioning their assumptions and those perceived in
the texts, and in doing so also broadening their views, we claim students will be able to see themselves
as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom,
since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was
therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When
using critical literacy in the teaching of foreign languages we assume that a great part of the discussions
proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the
classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson
https://www.tecconcursos.com.br/questoes/970498
11) 
because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since
the stress involved in trying to understand a foreign language is eased, students will be able to bring
their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help
students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in The English Language Classroom. DELTA,
vol. 28, no 1, São Paulo, p. 69-84, 2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
 
When the authors choose the modal verb “can” to state that “the EFL classrooms can adopt a critical
discursive view of reality”, they mean that schools have this
a) need.
b) prediction.
c) obligation.
d) possibility.
e) improbability.
www.tecconcursos.com.br/questoes/970500
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role
in the process. If we agree that language is discourse, and that it is in discourse that we construct our
meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for
discussing the procedures for ascribing meanings to the world. In a foreign language we learn different
interpretive procedures, different ways to understand the world. If our foreign language teaching
happens in a critical literacy perspective, then we also learn that such different ways to interpret reality
are legitimized and valued according to socially and historically constructed criteria that can be
collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom,
at least in Brazil, as an ideal spacefor the development of citizenship: the EFL classrooms can adopt a
critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a
transitory force which, although being always present, is also in permanent change, in a movement that
constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of
their role in the transformation of society, once it might provide them with a space where they are able
to challenge their own views, to question where different perspectives (including those allegedly present
in the texts) come from and where they lead to. By questioning their assumptions and those perceived in
the texts, and in doing so also broadening their views, we claim students will be able to see themselves
as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom,
since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was
therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When
using critical literacy in the teaching of foreign languages we assume that a great part of the discussions
proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the
classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson
because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since
the stress involved in trying to understand a foreign language is eased, students will be able to bring
their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help
students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in The English Language Classroom. DELTA,
https://www.tecconcursos.com.br/questoes/970500
12) 
vol. 28, no 1, São Paulo, p. 69-84, 2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
 
The pronoun in “those perceived in the texts” refers to
a) assumptions.
b) perspectives.
c) subjects.
d) students.
e) views.
www.tecconcursos.com.br/questoes/970501
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role
in the process. If we agree that language is discourse, and that it is in discourse that we construct our
meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for
discussing the procedures for ascribing meanings to the world. In a foreign language we learn different
interpretive procedures, different ways to understand the world. If our foreign language teaching
happens in a critical literacy perspective, then we also learn that such different ways to interpret reality
are legitimized and valued according to socially and historically constructed criteria that can be
collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom,
at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a
critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a
transitory force which, although being always present, is also in permanent change, in a movement that
constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of
their role in the transformation of society, once it might provide them with a space where they are able
to challenge their own views, to question where different perspectives (including those allegedly present
in the texts) come from and where they lead to. By questioning their assumptions and those perceived in
the texts, and in doing so also broadening their views, we claim students will be able to see themselves
as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom,
since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was
therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When
using critical literacy in the teaching of foreign languages we assume that a great part of the discussions
proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the
classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson
because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since
the stress involved in trying to understand a foreign language is eased, students will be able to bring
their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help
students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in The English Language Classroom. DELTA,
vol. 28, no 1, São Paulo, p. 69-84, 2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
 
Another way of wording “there is nothing wrong” is:
a) there is no one wrong.
b) there is something wrong.
c) there isn’t anything wrong.
d) there isn’t anybody wrong.
https://www.tecconcursos.com.br/questoes/970501
13) 
e) there are some things wrong.
www.tecconcursos.com.br/questoes/970502
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role
in the process. If we agree that language is discourse, and that it is in discourse that we construct our
meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for
discussing the procedures for ascribing meanings to the world. In a foreign language we learn different
interpretive procedures, different ways to understand the world. If our foreign language teaching
happens in a critical literacy perspective, then we also learn that such different ways to interpret reality
are legitimized and valued according to socially and historically constructed criteria that can be
collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom,
at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a
critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a
transitory force which, although being always present, is also in permanent change, in a movement that
constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of
their role in the transformation of society, once it might provide them with a space where they are able
to challenge their own views, to question where different perspectives (including those allegedly present
in the texts) come from and where they lead to. By questioning their assumptions and those perceived in
the texts, and in doing so also broadening their views, we claim students will be able to see themselves
as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom,
since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was
therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When
using critical literacy in the teaching of foreign languages we assume that a great part of the discussions
proposed in the FL class may happen in the mother tongue. Such discussionswill bring meaning to the
classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson
because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since
the stress involved in trying to understand a foreign language is eased, students will be able to bring
their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help
students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in The English Language Classroom. DELTA,
vol. 28, no 1, São Paulo, p. 69-84, 2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
 
In the sentence, “it’s not ‘mine’, but ‘my mother’s’”, “my mother’s” can be replaced by
a) she.
b) her.
c) hers.
d) yours.
e) theirs.
www.tecconcursos.com.br/questoes/970510
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
https://www.tecconcursos.com.br/questoes/970502
https://www.tecconcursos.com.br/questoes/970510
14) 
15) 
What to Know About the Controversy Surrounding the Movie Green Book
Depending on who you ask, Green Book is either the pinnacle of movie magic or a whitewashing sham.
The film, which took home the prize for Best Picture at the 91st Academy Awards, as well as honors for
Mahershala Ali as Best Supporting Actor and Nick Vallelonga, Brian Currie and Peter Farrelly for Best
Original Screenplay, depicts the burgeoning friendship between a black classical pianist and his Italian-
American driver as they travel the 1960s segregated South on a concert tour. But while Green Book was
an awards frontrunner all season, its road to Oscar night was riddled with missteps and controversies
over its authenticity and racial politics.
Green Book is about the relationship between two real-life people: Donald Shirley and Tony “Lip”
Vallelonga. Shirley was born in 1927 and grew up in a well-off black family in Florida, where he emerged
as a classical piano prodigy: he possessed virtuosic technique and a firm grasp of both classical and pop
repertoire. He went on to perform regularly at Carnegie Hall— right below his regal apartment—and work
with many prestigious orchestras, like the Chicago Symphony and the New York Philharmonic. But at a
time when prominent black classical musicians were few and far between due to racist power structures,
he never secured a spot in the upper echelons of the classical world. (African Americans still only make
up 1.8 percent of musicians playing in orchestras nationwide, according to a recent study.)
Vallelonga was born in 1930 to working-class Italian parents and grew up in the Bronx. As an adult he
worked as a bouncer, a maître d’ and a chauffeur, and he was hired in 1962 to drive Shirley on a concert
tour through the Jim Crow South. The mismatched pair spent one and a half years together on the road
— though it’s condensed to just a couple of months in the film — wriggling out of perilous situations and
learning about each other’s worlds. Vallelonga would later become an actor and land a recurring role on
The Sopranos.
In the 1980s, Vallelonga’s son, Nick, approached his father and Shirley about making a movie about their
friendship. For reasons that are now contested, Shirley rebuffed these requests at the time. […]
(Source: from http://time.com/5527806/green-book-movie-controversy/)
 
The expression “as well as” in “as well as honors for Mahershala Ali as Best Supporting Actor and Nick
Vallelonga” indicates
a) comparison.
b) opposition.
c) condition.
d) emphasis.
e) addition.
www.tecconcursos.com.br/questoes/970511
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
What to Know About the Controversy Surrounding the Movie Green Book
Depending on who you ask, Green Book is either the pinnacle of movie magic or a whitewashing sham.
The film, which took home the prize for Best Picture at the 91st Academy Awards, as well as honors for
Mahershala Ali as Best Supporting Actor and Nick Vallelonga, Brian Currie and Peter Farrelly for Best
Original Screenplay, depicts the burgeoning friendship between a black classical pianist and his Italian-
American driver as they travel the 1960s segregated South on a concert tour. But while Green Book was
an awards frontrunner all season, its road to Oscar night was riddled with missteps and controversies
over its authenticity and racial politics.
https://www.tecconcursos.com.br/questoes/970511
16) 
Green Book is about the relationship between two real-life people: Donald Shirley and Tony “Lip”
Vallelonga. Shirley was born in 1927 and grew up in a well-off black family in Florida, where he emerged
as a classical piano prodigy: he possessed virtuosic technique and a firm grasp of both classical and pop
repertoire. He went on to perform regularly at Carnegie Hall— right below his regal apartment—and work
with many prestigious orchestras, like the Chicago Symphony and the New York Philharmonic. But at a
time when prominent black classical musicians were few and far between due to racist power structures,
he never secured a spot in the upper echelons of the classical world. (African Americans still only make
up 1.8 percent of musicians playing in orchestras nationwide, according to a recent study.)
Vallelonga was born in 1930 to working-class Italian parents and grew up in the Bronx. As an adult he
worked as a bouncer, a maître d’ and a chauffeur, and he was hired in 1962 to drive Shirley on a concert
tour through the Jim Crow South. The mismatched pair spent one and a half years together on the road
— though it’s condensed to just a couple of months in the film — wriggling out of perilous situations and
learning about each other’s worlds. Vallelonga would later become an actor and land a recurring role on
The Sopranos.
In the 1980s, Vallelonga’s son, Nick, approached his father and Shirley about making a movie about their
friendship. For reasons that are now contested, Shirley rebuffed these requests at the time. […]
(Source: from http://time.com/5527806/green-book-movie-controversy/)
 
The pronoun in “its road” refers to
a) Oscar night.
b) concert tour.
c) Green Book.
d) racial politics.
e) burgeoning friendship.
www.tecconcursos.com.br/questoes/970513
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
What to Know About the Controversy Surrounding the Movie Green Book
Depending on who you ask, Green Book is either the pinnacle of movie magic or a whitewashing sham.
The film, which took home the prize for Best Picture at the 91st Academy Awards, as well as honors for
Mahershala Ali as Best Supporting Actor and Nick Vallelonga, Brian Currie and Peter Farrelly for Best
Original Screenplay, depicts the burgeoning friendship between a black classical pianist and his Italian-
American driver as they travel the 1960s segregated South on a concert tour. But while Green Book was
an awards frontrunner all season, its road to Oscar night was riddled with missteps and controversies
over its authenticity and racial politics.
Green Book is about the relationship between two real-life people: Donald Shirley and Tony “Lip”
Vallelonga. Shirley was born in 1927 and grew up in a well-off black family in Florida, where he emerged
as a classical piano prodigy: he possessed virtuosic technique and a firm grasp of both classical and pop
repertoire. He went on to perform regularly at Carnegie Hall— right below his regal apartment—and work
with many prestigious orchestras, like the Chicago Symphony and the New York Philharmonic. But at a
time when prominent black classical musicians were few and far between due to racist power structures,
he never secured a spot in the upper echelons of the classical world. (African Americans still only make
up 1.8 percent of musicians playing in orchestras nationwide, according to a recentstudy.)
Vallelonga was born in 1930 to working-class Italian parents and grew up in the Bronx. As an adult he
https://www.tecconcursos.com.br/questoes/970513
17) 
worked as a bouncer, a maître d’ and a chauffeur, and he was hired in 1962 to drive Shirley on a concert
tour through the Jim Crow South. The mismatched pair spent one and a half years together on the road
— though it’s condensed to just a couple of months in the film — wriggling out of perilous situations and
learning about each other’s worlds. Vallelonga would later become an actor and land a recurring role on
The Sopranos.
In the 1980s, Vallelonga’s son, Nick, approached his father and Shirley about making a movie about their
friendship. For reasons that are now contested, Shirley rebuffed these requests at the time. […]
(Source: from http://time.com/5527806/green-book-movie-controversy/)
 
The verb phrase in “was riddled with missteps” is in the
a) simple past, active voice.
b) simple past, passive voice.
c) present perfect, active voice.
d) past continuous, active voice.
e) past continuous, passive voice.
www.tecconcursos.com.br/questoes/970521
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
(Source: https://pt.wikipedia.org/wiki/Green_Book)
 
Here are six reviews on Green Book:
1. The screenplay essentially turns Shirley into a black man who thematically shapeshifts into whoever
will make the story appealing to white audiences - and that’s inexcusable.
Lawrence Ware New York Times
2. Green Book is effective and affecting while being careful to avoid overdosing its audience on material
that some might deem too shocking or upsetting.
James Berardinelli ReelViews
3. In a world that seems to get uglier every day, this movie’s gentle heart and mere humanity feel like a
salve.
Leah Greenblatt Entertainment Weekly
https://www.tecconcursos.com.br/questoes/970521
18) 
4. A bizarre fish-out-of-water comedy masquerading as a serious awards-season contender by pretending
to address the deep wound of racial inequality while demonstrating its profound inability, intellectually
and dramatically, to do that.
Kevin Maher Times (UK)
5. Sometimes life is stranger than art, sometimes art imitates life, and sometimes life imitates art. If life
starts imitating hopeful art - that’s uplifting. That’s the goal of art, as I see it. “Green Book” uplifts.
Mark Jackson Epoch Times
6. There’s not much here you haven’t seen before, and very little that can’t be described as crude,
obvious and borderline offensive, even as it tries to be uplifting and affirmative.
A.O. Scott New York Times
(Source: https://www.rottentomatoes.com/m/green_book/reviews/)
 
In the sentence “to get uglier every day” (#3), “uglier” is to “more beautiful” as
a) faster is to quicker.
b) lighter is to darker.
c) tougher is to harder.
d) sadder is to more unhappy.
e) freer is to more independent.
www.tecconcursos.com.br/questoes/970523
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
(Source: https://pt.wikipedia.org/wiki/Green_Book)
 
Here are six reviews on Green Book:
1. The screenplay essentially turns Shirley into a black man who thematically shapeshifts into whoever
will make the story appealing to white audiences - and that’s inexcusable.
Lawrence Ware New York Times
2. Green Book is effective and affecting while being careful to avoid overdosing its audience on material
https://www.tecconcursos.com.br/questoes/970523
19) 
that some might deem too shocking or upsetting.
James Berardinelli ReelViews
3. In a world that seems to get uglier every day, this movie’s gentle heart and mere humanity feel like a
salve.
Leah Greenblatt Entertainment Weekly
4. A bizarre fish-out-of-water comedy masquerading as a serious awards-season contender by pretending
to address the deep wound of racial inequality while demonstrating its profound inability, intellectually
and dramatically, to do that.
Kevin Maher Times (UK)
5. Sometimes life is stranger than art, sometimes art imitates life, and sometimes life imitates art. If life
starts imitating hopeful art - that’s uplifting. That’s the goal of art, as I see it. “Green Book” uplifts.
Mark Jackson Epoch Times
6. There’s not much here you haven’t seen before, and very little that can’t be described as crude,
obvious and borderline offensive, even as it tries to be uplifting and affirmative.
A.O. Scott New York Times
(Source: https://www.rottentomatoes.com/m/green_book/reviews/)
 
In Kevin Maher’s review (#4), the expression “fish-out-ofwater” is a(n)
a) noun.
b) article.
c) adverb.
d) adjective.
e) preposition.
www.tecconcursos.com.br/questoes/970525
FGV - Prof (Salvador)/Pref Salvador/Língua Estrangeira Inglês/2019
Língua Inglesa (Inglês) - Gramática (inglês)
(Source: https://pt.wikipedia.org/wiki/Green_Book)
 
https://www.tecconcursos.com.br/questoes/970525
20) 
Here are six reviews on Green Book:
1. The screenplay essentially turns Shirley into a black man who thematically shapeshifts into whoever
will make the story appealing to white audiences - and that’s inexcusable.
Lawrence Ware New York Times
2. Green Book is effective and affecting while being careful to avoid overdosing its audience on material
that some might deem too shocking or upsetting.
James Berardinelli ReelViews
3. In a world that seems to get uglier every day, this movie’s gentle heart and mere humanity feel like a
salve.
Leah Greenblatt Entertainment Weekly
4. A bizarre fish-out-of-water comedy masquerading as a serious awards-season contender by pretending
to address the deep wound of racial inequality while demonstrating its profound inability, intellectually
and dramatically, to do that.
Kevin Maher Times (UK)
5. Sometimes life is stranger than art, sometimes art imitates life, and sometimes life imitates art. If life
starts imitating hopeful art - that’s uplifting. That’s the goal of art, as I see it. “Green Book” uplifts.
Mark Jackson Epoch Times
6. There’s not much here you haven’t seen before, and very little that can’t be described as crude,
obvious and borderline offensive, even as it tries to be uplifting and affirmative.
A.O. Scott New York Times
(Source: https://www.rottentomatoes.com/m/green_book/reviews/)
 
The word “while” in “to address the deep wound of racial inequality while demonstrating its profound
inability” (#4) is the same as
a) whilst.
b) which.
c) whence.
d) whether.
e) whatever.
www.tecconcursos.com.br/questoes/322971
FGV - OF CHAN (MRE)/MRE/2016
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT I AND ANSWER QUESTION:
TEXT I
How music is the real language of political diplomacy
Forget guns and bombs, it is the power of melody that has changed the world
https://www.tecconcursos.com.br/questoes/322971
Marie Zawisza
Saturday 31 October 2015 10.00 GMT
Last modified on Tuesday 10 November 201513.19 GMT
 
Celebrated cellist Mstislav Rostropovich plays in front of the Berlin wall on 11 November 1989.
Photograph: AP
An old man plays his cello at the foot of a crumbling wall. The notes of the sarabande of Bach’s Suite No
2 rise in the cold air, praising God for the “miracle” of the fall of the Berlin Wall, as Mstislav Rostropovich
later put it. The photograph is seen around the world. The date is 11 November 1989, and the Russian
virtuoso is marching to the beat of history.
 
Publicity stunt or political act? No doubt a bit of both – and proof, in any case, that music can have a
political dimension. Yo-Yo Ma showed as much in September when the cellist opened the new season of
the Philharmonie de Paris with the Boston Symphony Orchestra. As a “messenger of peace” for the
United Nations, the Chinese American is the founder of Silk Road Project, which trains young musicians
from a variety of cultures to listen to and improvise with each other and develop a common repertoire.
“In this way, musicians create a dialogue and arriveat common policies,” says analyst Frédéric Ramel, a
professor at the Institut d’Études Politiques in Paris. By having music take the place of speeches and
peace talks, the hope is that it will succeed where diplomacy has failed.[…]
 
Curiously, the study of the role of music in international relations is still in its infancy. “Historians must
have long seen it as something fanciful, because history has long been dominated by interpretations that
stress economic, social and political factors,” says Anaïs Fléchet, a lecturer in contemporary history at the
Université de Versailles-St-Quentin and co-editor of a book about music and globalisation.
 
“As for musicologists,” she adds, “until quite recently they were more interested in analysing musical
scores than the actual context in which these were produced and how they were received.” In the 1990s
came a cultural shift. Scholars were no longer interested solely in “hard power” – that is, in the balance
of powers and in geopolitics – but also in “soft power”, where political issues are resolved by mutual
support rather than force. […]
 
Gilberto Gil sings while then UN secretary general Kofi Annan plays percussion at a September 2003
concert at the UN headquarters honouring those killed by a bomb at a UN office in Baghdad a month
earlier. Photograph: Zuma/Alamy
 
21) 
Since then, every embassy has a cultural attaché. The US engages in “audio diplomacy” by financing hip-
hop festivals in the Middle East. China promotes opera in neighbouring states to project an image of
harmony. Brazil has invested in culture to assert itself as a leader in Latin America, notably by
establishing close collaboration between its ministries of foreign affairs and culture; musician Gilberto Gil
was culture minister during Luiz Inácio Lula da Silva᾽s presidency from 2003 to 2008. He was involved in
France’s Year of Brazil. As Fléchet recalls, “the free concert he gave on 13 July, 2005 at the Place de la
Bastille was the pinnacle. That day, he sang La Marseillaise in the presence of presidents Lula and
Jacques Chirac.” Two years earlier, in September 2003, Gil sang at the UN in honour of the victims of the
19 August bombing of the UN headquartes in Baghdad. He was delivering a message of peace, criticising
the war on Iraq by the US: “There is no point in preaching security without giving a thought to respecting
others,” he told his audience. Closing the concert, he invited then UN secretary general Kofi Annan on
stage for a surprise appearance as a percussionist. “This highly symbolic image, which highlighted the
conviction that culture can play a role in bringing people together, shows how music can become a
political language,” Fléchet says.
 
(adapted from http://www.theguardian.com/music/2015/oct/31/music-language-human-rights-political-diplomacy)
 
“All words belong to categories called word classes (or parts of speech) according to the part they play in
a sentence” (http://www.oxforddictionaries.com/words/word-classes-or-parts-of-speech). The underlined
word in the sentence “history has long been dominated by interpretations that stress economic, social
and political factors” belongs to the same class as the underlined word in:
a) “at the foot of a crumbling wall”;
b) “In the 1990s came a cultural shift”;
c) “There is no point in preaching security”;
d) “China promotes opera in neighbouring states”;
e) “political issues are resolved by mutual support”.
www.tecconcursos.com.br/questoes/322974
FGV - OF CHAN (MRE)/MRE/2016
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT I AND ANSWER QUESTION:
TEXT I
How music is the real language of political diplomacy
Forget guns and bombs, it is the power of melody that has changed the world
Marie Zawisza
Saturday 31 October 2015 10.00 GMT
Last modified on Tuesday 10 November 201513.19 GMT
 
https://www.tecconcursos.com.br/questoes/322974
Celebrated cellist Mstislav Rostropovich plays in front of the Berlin wall on 11 November 1989.
Photograph: AP
An old man plays his cello at the foot of a crumbling wall. The notes of the sarabande of Bach’s Suite No
2 rise in the cold air, praising God for the “miracle” of the fall of the Berlin Wall, as Mstislav Rostropovich
later put it. The photograph is seen around the world. The date is 11 November 1989, and the Russian
virtuoso is marching to the beat of history.
 
Publicity stunt or political act? No doubt a bit of both – and proof, in any case, that music can have a
political dimension. Yo-Yo Ma showed as much in September when the cellist opened the new season of
the Philharmonie de Paris with the Boston Symphony Orchestra. As a “messenger of peace” for the
United Nations, the Chinese American is the founder of Silk Road Project, which trains young musicians
from a variety of cultures to listen to and improvise with each other and develop a common repertoire.
“In this way, musicians create a dialogue and arrive at common policies,” says analyst Frédéric Ramel, a
professor at the Institut d’Études Politiques in Paris. By having music take the place of speeches and
peace talks, the hope is that it will succeed where diplomacy has failed.[…]
 
Curiously, the study of the role of music in international relations is still in its infancy. “Historians must
have long seen it as something fanciful, because history has long been dominated by interpretations that
stress economic, social and political factors,” says Anaïs Fléchet, a lecturer in contemporary history at the
Université de Versailles-St-Quentin and co-editor of a book about music and globalisation.
 
“As for musicologists,” she adds, “until quite recently they were more interested in analysing musical
scores than the actual context in which these were produced and how they were received.” In the 1990s
came a cultural shift. Scholars were no longer interested solely in “hard power” – that is, in the balance
of powers and in geopolitics – but also in “soft power”, where political issues are resolved by mutual
support rather than force. […]
 
Gilberto Gil sings while then UN secretary general Kofi Annan plays percussion at a September 2003
concert at the UN headquarters honouring those killed by a bomb at a UN office in Baghdad a month
earlier. Photograph: Zuma/Alamy
 
Since then, every embassy has a cultural attaché. The US engages in “audio diplomacy” by financing hip-
hop festivals in the Middle East. China promotes opera in neighbouring states to project an image of
harmony. Brazil has invested in culture to assert itself as a leader in Latin America, notably by
establishing close collaboration between its ministries of foreign affairs and culture; musician Gilberto Gil
was culture minister during Luiz Inácio Lula da Silva᾽s presidency from 2003 to 2008. He was involved in
France’s Year of Brazil. As Fléchet recalls, “the free concert he gave on 13 July, 2005 at the Place de la
22) 
Bastille was the pinnacle. That day, he sang La Marseillaise in the presence of presidents Lula and
Jacques Chirac.” Two years earlier, in September 2003, Gil sang at the UN in honour of the victims of the
19 August bombing of the UN headquartes in Baghdad. He was delivering a message of peace, criticising
the war on Iraq by the US: “There is no point in preaching security without giving a thought to respecting
others,” he told his audience. Closing the concert, he invited then UN secretary general Kofi Annan on
stage for a surprise appearance as a percussionist. “This highly symbolic image, which highlighted the
conviction that culture can play a role in bringing people together, shows how music can become a
political language,” Fléchet says.
 
(adapted from http://www.theguardian.com/music/2015/oct/31/music-language-human-rights-political-diplomacy)
 
The correct form of reporting the sentence “‘…musicians create a dialogue and arrive at common
policies,’ says analyst Frédéric Ramel” is:
a) Analyst Frédéric Ramel said that musicians created a dialogue and arrived at common policies;
b) Analyst Frédéric Ramel says thatmusicians created a dialogue and would arrive at common
policies;
c) Analyst Frédéric Ramel would say that musicians created a dialogue and would arrive at common
policies;
d) Analyst Frédéric Ramel had said that musicians had created a dialogue and arrived at common
policies;
e) Analyst Frédéric Ramel has said that musicians are creating a dialogue and arriving at common
policies.
www.tecconcursos.com.br/questoes/322977
FGV - OF CHAN (MRE)/MRE/2016
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT II AND ANSWER QUESTION:
TEXT II
World Work Worker Workplace
Does your workplace offer affordances for #wellbeing? Natural light, movement, a view, informal areas to
socialize or collaborate? 40% say no.
 
https://www.tecconcursos.com.br/questoes/322977
23) 
 
(https://www.pinterest.com/jeremytodddavis/world-work worker-workplace/)
 
In “pleasing views” the word “pleasing” is to “pleasure” as:
a) “breaking” is to “broken”;
b) “grieve” is to “grievance”;
c) “friendly” is to “friendship”;
d) “outstanding” is to “outstand”;
e) “understand” is to “understandable”.
www.tecconcursos.com.br/questoes/322982
FGV - OF CHAN (MRE)/MRE/2016
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT III AND ANSWER QUESTION:
https://www.tecconcursos.com.br/questoes/322982
TEXT III
Use of language in diplomacy
What language should one use when speaking to diplomats, or what language should diplomats use? Or,
to be more precise, what language/languages should a (young) diplomat try to learn to be more
successful in his profession?
The term "language in diplomacy" obviously can be interpreted in several ways. First, as tongue
("mother" tongue or an acquired one), the speech "used by one nation, tribe, or other similar large group
of people"; in this sense we can say, for example, that French used to be the predominant diplomatic
language in the first half of the 20th century. Second, as a special way of expressing the subtle needs of
the diplomatic profession; in this way it can be said, for example, that the delegate of such-and-such a
country spoke of the given subject in totally non-diplomatic language. Also, the term can refer to the
particular form, style, manner or tone of expression; such as the minister formulated his conditions in
unusually strong language. It may mean as well the verbal or non-verbal expression of thoughts or
feelings: sending the gunships is a language that everybody understands.
All of these meanings - and probably several others - can be utilised in both oral and written practice. In
any of these senses, the use of language in diplomacy is of major importance, since language is not a
simple tool, vehicle for transmission of thoughts, or instrument of communication, but very often the very
essence of the diplomatic vocation, and that has been so from the early beginnings of our profession.
That is why from early times the first envoys of the Egyptian pharaohs, Roman legates, mediaeval
Dubrovnik consuls, etc., had to be educated and trained people, well-spoken and polyglots.
Let us first look into different aspects of diplomatic language in its basic meaning - that of a tongue.
Obviously, the first problem to solve is finding a common tongue. Diplomats only exceptionally find
themselves in the situation to be able to communicate in one language, common to all participants. This
may be done between, for example, Germans and Austrians, or Portuguese and Brazilians, or
representatives of different Arab countries, or British and Americans, etc. Not only are such occasions
rare, but very often there is a serious difference between the same language used in one country and
another.
 
There are several ways to overcome the problem of communication between people who speak different
mother tongues. None of these ways is ideal. One solution, obviously, is that one of the interlocutors
speaks the language of the other. Problems may arise: the knowledge of the language may not be
adequate, one side is making a concession and the other has an immediate and significant advantage,
there are possible political implications, it may be difficult to apply in multilateral diplomacy, etc. A second
possibility is that both sides use a third, neutral, language. A potential problem may be that neither side
possesses full linguistic knowledge and control, leading to possible bad misunderstandings. Nevertheless,
this method is frequently applied in international practice because of its political advantages. A third
formula, using interpreters, is also very widely used, particularly in multilateral diplomacy or for
negotiations at a very high political level - not only for reasons of equity, but because politicians and
statesmen often do not speak foreign languages. This method also has disadvantages: it is time
consuming, costly, and sometimes inadequate or straightforwardly incorrect. […] Finally, there is the
possibility of using one international synthetic, artificial language, such as Esperanto; this solution would
have many advantages, but unfortunately is not likely to be implemented soon, mostly because of the
opposition of factors that dominate in the international political - and therefore also cultural and linguistic
- scene.
 
So, which language is the diplomatic one? The answer is not simple at all […].
Words are bricks from which sentences are made. Each sentence should be a wound-up thought. If one
wants to be clear, and particularly when using a language which he does not master perfectly, it is better
to use short, simple sentences. On the contrary, if one wishes to camouflage his thoughts or even not
say anything specific, it can be well achieved by using a more complicated style, complex sentences,
24) 
digressions, interrupting one's own flow of thought and introducing new topics. One may leave the
impression of being a little confused, but the basic purpose of withholding the real answer can be
accomplished.
 
(adapted from http://www.diplomacy.edu/books/language_and_diplomacy/texts/pdf/nick.PDF)
 
The word that forms the plural in the same way as “fora” in “The United States and Brazil are also
advancing human rights issues in bilateral and multilateral fora” is:
a) agenda;
b) nucleus;
c) formula;
d) criterion;
e) paralysis.
www.tecconcursos.com.br/questoes/322983
FGV - OF CHAN (MRE)/MRE/2016
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT III AND ANSWER QUESTION:
TEXT III
Use of language in diplomacy
What language should one use when speaking to diplomats, or what language should diplomats use? Or,
to be more precise, what language/languages should a (young) diplomat try to learn to be more
successful in his profession?
The term "language in diplomacy" obviously can be interpreted in several ways. First, as tongue
("mother" tongue or an acquired one), the speech "used by one nation, tribe, or other similar large group
of people"; in this sense we can say, for example, that French used to be the predominant diplomatic
language in the first half of the 20th century. Second, as a special way of expressing the subtle needs of
the diplomatic profession; in this way it can be said, for example, that the delegate of such-and-such a
country spoke of the given subject in totally non-diplomatic language. Also, the term can refer to the
particular form, style, manner or tone of expression; such as the minister formulated his conditions in
unusually strong language. It may mean as well the verbal or non-verbal expression of thoughts or
feelings: sending the gunships is a language that everybody understands.
All of these meanings - and probably several others - can be utilised in both oral and written practice. In
any of these senses, the use of language in diplomacy is of major importance, since language is not a
simple tool, vehicle for transmission of thoughts, or instrument of communication, but very often the very
essence of the diplomatic vocation, and that has been so from the early beginnings of our profession.
That is why from early times thefirst envoys of the Egyptian pharaohs, Roman legates, mediaeval
Dubrovnik consuls, etc., had to be educated and trained people, well-spoken and polyglots.
Let us first look into different aspects of diplomatic language in its basic meaning - that of a tongue.
Obviously, the first problem to solve is finding a common tongue. Diplomats only exceptionally find
themselves in the situation to be able to communicate in one language, common to all participants. This
may be done between, for example, Germans and Austrians, or Portuguese and Brazilians, or
representatives of different Arab countries, or British and Americans, etc. Not only are such occasions
https://www.tecconcursos.com.br/questoes/322983
25) 
rare, but very often there is a serious difference between the same language used in one country and
another.
 
There are several ways to overcome the problem of communication between people who speak different
mother tongues. None of these ways is ideal. One solution, obviously, is that one of the interlocutors
speaks the language of the other. Problems may arise: the knowledge of the language may not be
adequate, one side is making a concession and the other has an immediate and significant advantage,
there are possible political implications, it may be difficult to apply in multilateral diplomacy, etc. A second
possibility is that both sides use a third, neutral, language. A potential problem may be that neither side
possesses full linguistic knowledge and control, leading to possible bad misunderstandings. Nevertheless,
this method is frequently applied in international practice because of its political advantages. A third
formula, using interpreters, is also very widely used, particularly in multilateral diplomacy or for
negotiations at a very high political level - not only for reasons of equity, but because politicians and
statesmen often do not speak foreign languages. This method also has disadvantages: it is time
consuming, costly, and sometimes inadequate or straightforwardly incorrect. […] Finally, there is the
possibility of using one international synthetic, artificial language, such as Esperanto; this solution would
have many advantages, but unfortunately is not likely to be implemented soon, mostly because of the
opposition of factors that dominate in the international political - and therefore also cultural and linguistic
- scene.
 
So, which language is the diplomatic one? The answer is not simple at all […].
Words are bricks from which sentences are made. Each sentence should be a wound-up thought. If one
wants to be clear, and particularly when using a language which he does not master perfectly, it is better
to use short, simple sentences. On the contrary, if one wishes to camouflage his thoughts or even not
say anything specific, it can be well achieved by using a more complicated style, complex sentences,
digressions, interrupting one's own flow of thought and introducing new topics. One may leave the
impression of being a little confused, but the basic purpose of withholding the real answer can be
accomplished.
 
(adapted from http://www.diplomacy.edu/books/language_and_diplomacy/texts/pdf/nick.PDF)
 
In the passage “Second, as a special way of expressing the subtle needs of the diplomatic profession; in
this way it can be said, for example, that the delegate of such-and-such a country spoke…” the
expression “in this way” can be replaced, without change in meaning by:
a) hence;
b) though;
c) hereby;
d) hereafter;
e) thereabouts.
www.tecconcursos.com.br/questoes/322985
FGV - OF CHAN (MRE)/MRE/2016
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT III AND ANSWER QUESTION:
TEXT III
Use of language in diplomacy
https://www.tecconcursos.com.br/questoes/322985
What language should one use when speaking to diplomats, or what language should diplomats use? Or,
to be more precise, what language/languages should a (young) diplomat try to learn to be more
successful in his profession?
The term "language in diplomacy" obviously can be interpreted in several ways. First, as tongue
("mother" tongue or an acquired one), the speech "used by one nation, tribe, or other similar large group
of people"; in this sense we can say, for example, that French used to be the predominant diplomatic
language in the first half of the 20th century. Second, as a special way of expressing the subtle needs of
the diplomatic profession; in this way it can be said, for example, that the delegate of such-and-such a
country spoke of the given subject in totally non-diplomatic language. Also, the term can refer to the
particular form, style, manner or tone of expression; such as the minister formulated his conditions in
unusually strong language. It may mean as well the verbal or non-verbal expression of thoughts or
feelings: sending the gunships is a language that everybody understands.
All of these meanings - and probably several others - can be utilised in both oral and written practice. In
any of these senses, the use of language in diplomacy is of major importance, since language is not a
simple tool, vehicle for transmission of thoughts, or instrument of communication, but very often the very
essence of the diplomatic vocation, and that has been so from the early beginnings of our profession.
That is why from early times the first envoys of the Egyptian pharaohs, Roman legates, mediaeval
Dubrovnik consuls, etc., had to be educated and trained people, well-spoken and polyglots.
Let us first look into different aspects of diplomatic language in its basic meaning - that of a tongue.
Obviously, the first problem to solve is finding a common tongue. Diplomats only exceptionally find
themselves in the situation to be able to communicate in one language, common to all participants. This
may be done between, for example, Germans and Austrians, or Portuguese and Brazilians, or
representatives of different Arab countries, or British and Americans, etc. Not only are such occasions
rare, but very often there is a serious difference between the same language used in one country and
another.
 
There are several ways to overcome the problem of communication between people who speak different
mother tongues. None of these ways is ideal. One solution, obviously, is that one of the interlocutors
speaks the language of the other. Problems may arise: the knowledge of the language may not be
adequate, one side is making a concession and the other has an immediate and significant advantage,
there are possible political implications, it may be difficult to apply in multilateral diplomacy, etc. A second
possibility is that both sides use a third, neutral, language. A potential problem may be that neither side
possesses full linguistic knowledge and control, leading to possible bad misunderstandings. Nevertheless,
this method is frequently applied in international practice because of its political advantages. A third
formula, using interpreters, is also very widely used, particularly in multilateral diplomacy or for
negotiations at a very high political level - not only for reasons of equity, but because politicians and
statesmen often do not speak foreign languages. This method also has disadvantages: it is time
consuming, costly, and sometimes inadequate or straightforwardly incorrect. […] Finally, there is the
possibility of using one international synthetic, artificial language, such as Esperanto; this solution would
have many advantages, but unfortunately is not likely to be implemented soon, mostly because of the
opposition of factors that dominate in the international political - and therefore also cultural and linguistic
- scene.
 
So, which language is the diplomatic one? The answer is not simple at all […].
Words are bricks from which sentences are made. Each sentence should be a wound-up thought. If one
wants to be clear, and particularly when using a language which he does not master perfectly, it is better
to use short, simple sentences. On the contrary, if one wishes to camouflage his thoughtsor even not
say anything specific, it can be well achieved by using a more complicated style, complex sentences,
digressions, interrupting one's own flow of thought and introducing new topics. One may leave the
impression of being a little confused, but the basic purpose of withholding the real answer can be
accomplished.
 
26) 
(adapted from http://www.diplomacy.edu/books/language_and_diplomacy/texts/pdf/nick.PDF)
 
Pronouns are words that take the place of a noun or a noun group. In the passage “The term ‘language
in diplomacy’ obviously can be interpreted in several ways. First, as tongue (‘mother’ tongue or an
acquired one), the speech ‘used by one nation, tribe, or other similar large group of people’,” the pronoun
“one” is replacing:
a) nation;
b) mother;
c) speech;
d) tongue;
e) diplomacy.
www.tecconcursos.com.br/questoes/353865
FGV - Tecno (IBGE)/IBGE/Programação Visual/Webdesign/2016
Língua Inglesa (Inglês) - Gramática (inglês)
READ TEXT AND ANSWER QUESTIONS:
 
The backlash against big data
 
[…]
 
Big data refers to the idea that society can do things with a large body of data that weren’t possible
when working with smaller amounts. The term was originally applied a decade ago to massive datasets
from astrophysics, genomics and internet search engines, and to machine-learning systems (for voice-
recognition and translation, for example) that work well only when given lots of data to chew on. Now it
refers to the application of data-analysis and statistics in new areas, from retailing to human resources.
The backlash began in mid-March, prompted by an article in Science by David Lazer and others at
Harvard and Northeastern University. It showed that a big-data poster-child—Google Flu Trends, a 2009
project which identified flu outbreaks from search queries alone—had overestimated the number of cases
for four years running, compared with reported data from the Centres for Disease Control (CDC). This led
to a wider attack on the idea of big data.
 
The criticisms fall into three areas that are not intrinsic to big data per se, but endemic to data analysis,
and have some merit. First, there are biases inherent to data that must not be ignored. That is
undeniably the case. Second, some proponents of big data have claimed that theory (ie, generalisable
models about how the world works) is obsolete. In fact, subject-area knowledge remains necessary even
when dealing with large data sets. Third, the risk of spurious correlations—associations that are
statistically robust but happen only by chance—increases with more data. Although there are new
statistical techniques to identify and banish spurious correlations, such as running many tests against
subsets of the data, this will always be a problem.
 
There is some merit to the naysayers' case, in other words. But these criticisms do not mean that big-
data analysis has no merit whatsoever. Even the Harvard researchers who decried big data "hubris"
admitted in Science that melding Google Flu Trends analysis with CDC’s data improved the overall
forecast—showing that big data can in fact be a useful tool. And research published in PLOS
Computational Biology on April 17th shows it is possible to estimate the prevalence of the flu based on
visits to Wikipedia articles related to the illness. Behind the big data backlash is the classic hype cycle, in
which a technology’s early proponents make overly grandiose claims, people sling arrows when those
promises fall flat, but the technology eventually transforms the world, though not necessarily in ways the
https://www.tecconcursos.com.br/questoes/353865
27) 
pundits expected. It happened with the web, and television, radio, motion pictures and the telegraph
before it. Now it is simply big data’s turn to face the grumblers.
 
(From http://www.economist.com/blogs/economist explains/2014/04/economist-explains-10)
 
The base form, past tense and past participle of the verb “fall” in “The criticisms fall into three areas”
are, respectively:
a) fall-fell-fell;
b) fall-fall-fallen;
c) fall-fell-fallen;
d) fall-falled-fell;
e) fall-felled-falling.
www.tecconcursos.com.br/questoes/840582
FGV - Prof (SEE PE)/SEE PE/Hospitalidade e Lazer/Hospedagem/2016
Língua Inglesa (Inglês) - Gramática (inglês)
Benefits of Effective Communication in the Hotel Industry
 
 
 
 
What do you think should be the most important quality of a hotel manager? If someone were to ask me,
I’d say it would be the capability to communicate effectively with the staff, colleagues and guests. In this
new age of electronic communication, one should not forget that effective verbal and non-verbal
communication skills should be emphasized and wellexecuted in the hospitality industry.
 
Compelling communication skills are important in a hotel regardless of some staff members not being
guest-facing. A few hotels spend considerable amount of money on training their staff to interact with the
guests. Good communication skills are a learned art and not a natural skill so one should consider
training to enhance staff skills. Excellent communication skills enhance guest experience as this conveys
that you are listening to your guests, valuing their feedback and conveying clear messages. Apart from
communicating with the guests, your staff ought to know how to write emails. Good communication skills
will impress your guests which will further prove beneficial to your hotel business.
 
Not only does the staff need to communicate successfully with the guests but also with other department
employees. Few of the staff members might be able to speak in manageable English but those who don’t
have English as their first language suffer due to their inability and fail to understand simple instructions
and information […] Hotels should emphasize on providing communication skills training courses which
cover everything from basic communication techniques to advanced empathy skills program.
 
(adapted from http://www.hotelogix.com/blog/2014/10/17/benefits-of-effectivecommunication- in-the-hotel-
industry/)
 
https://www.tecconcursos.com.br/questoes/840582
28) 
 
The underlined link in “Excellent communication skills enhance guest experience as this conveys that you
are listening to your guests” can be replaced without change in meaning by
a) but.
b) yet.
c) since.
d) despite.
e) although.
www.tecconcursos.com.br/questoes/1318227
FGV - Prof (SEDUC AM)/SEDUC AM/Língua Inglesa 20h e 40h/2014
Língua Inglesa (Inglês) - Gramática (inglês)
Read text I and answer the question.
 
Text I
 
English language teaching and the challenges for
citizenship and identity in the current century
 
The teaching of a foreign language in schools in Brazil has been subject to changes in the last decades,
following changes in the society as a whole. From the point of view of legislation, a foreign language
must be taught at high school level (5th to 9th grades) and at secondary school (Ensino Médio), with the
possibility of adding another language to this latter level. The choices must take into account the
community the school belongs to and the conditions for language teaching. In practice, English is the
language chosen by the majority of the schools. This option is, of course, linked to the “value” it is given
by the whole society. As we are about to start a new millenium, communication among different peoples
of the world is facilitated by global networks such as CNN and the Internet. These channels, using mainly
English to convey news to the world, reinforce the status of this language as a lingua franca. This status,
however, faces resistance (see Pennycook, 1991 and Canagarajah, 1999). The teaching of foreign
languages, from the government standpoint, however, has remained untouched by such considerations.
 
(Adapted from http://periodicos.uem.br/ojs/index.php/
ActaSciHumanSocSci/article/viewFile/2759/1891)
 
In “a foreign language must be taught”, the modal auxiliary verb indicates
a) capacity.
b) necessity.
c) prediction.d) obligation.
e) permission.
www.tecconcursos.com.br/questoes/1318235
FGV - Prof (SEDUC AM)/SEDUC AM/Língua Inglesa 20h e 40h/2014
Língua Inglesa (Inglês) - Gramática (inglês)
https://www.tecconcursos.com.br/questoes/1318227
https://www.tecconcursos.com.br/questoes/1318235
29) 
30) 
Read text I and answer the question.
 
Text I
 
English language teaching and the challenges for
citizenship and identity in the current century
 
The teaching of a foreign language in schools in Brazil has been subject to changes in the last decades,
following changes in the society as a whole. From the point of view of legislation, a foreign language
must be taught at high school level (5th to 9th grades) and at secondary school (Ensino Médio), with the
possibility of adding another language to this latter level. The choices must take into account the
community the school belongs to and the conditions for language teaching. In practice, English is the
language chosen by the majority of the schools. This option is, of course, linked to the “value” it is given
by the whole society. As we are about to start a new millenium, communication among different peoples
of the world is facilitated by global networks such as CNN and the Internet. These channels, using mainly
English to convey news to the world, reinforce the status of this language as a lingua franca. This status,
however, faces resistance (see Pennycook, 1991 and Canagarajah, 1999). The teaching of foreign
languages, from the government standpoint, however, has remained untouched by such considerations.
 
(Adapted from http://periodicos.uem.br/ojs/index.php/
ActaSciHumanSocSci/article/viewFile/2759/1891)
 
The verb phrase in “is facilitated by global networks” is in the
a) present continuous tense, active voice.
b) simple present tense, passive voice.
c) present perfect tense, active voice.
d) simple present tense, active voice.
e) simple past tense, passive voice.is facilitated by global networks
www.tecconcursos.com.br/questoes/1318237
FGV - Prof (SEDUC AM)/SEDUC AM/Língua Inglesa 20h e 40h/2014
Língua Inglesa (Inglês) - Gramática (inglês)
Read text I and answer the question.
 
Text I
 
English language teaching and the challenges for
citizenship and identity in the current century
 
The teaching of a foreign language in schools in Brazil has been subject to changes in the last decades,
following changes in the society as a whole. From the point of view of legislation, a foreign language
must be taught at high school level (5th to 9th grades) and at secondary school (Ensino Médio), with the
possibility of adding another language to this latter level. The choices must take into account the
community the school belongs to and the conditions for language teaching. In practice, English is the
language chosen by the majority of the schools. This option is, of course, linked to the “value” it is given
by the whole society. As we are about to start a new millenium, communication among different peoples
of the world is facilitated by global networks such as CNN and the Internet. These channels, using mainly
English to convey news to the world, reinforce the status of this language as a lingua franca. This status,
however, faces resistance (see Pennycook, 1991 and Canagarajah, 1999). The teaching of foreign
languages, from the government standpoint, however, has remained untouched by such considerations.
https://www.tecconcursos.com.br/questoes/1318237
31) 
 
(Adapted from http://periodicos.uem.br/ojs/index.php/
ActaSciHumanSocSci/article/viewFile/2759/1891)
 
The _ed ending of “linked” has the same sound as in
a) added.
b) changed.
c) belonged.
d) remained.
e) discussed.
www.tecconcursos.com.br/questoes/1318243
FGV - Prof (SEDUC AM)/SEDUC AM/Língua Inglesa 20h e 40h/2014
Língua Inglesa (Inglês) - Gramática (inglês)
Read text II and answer the question.
 
Text II
 
Beyond chalk and talk
 
Technology offers so many opportunities to change education for the better. The Internet, new software
applications, and mobile devices such as smartphones, tablets, and digital cameras – all these can be
integrated into daily classroom practice so we can go beyond ‘chalk and talk’ and make teaching and
learning more interactive, collaborative, personalised, meaningful, and fun. But how can we make the
best use of this technology, and avoid the many possible pitfalls?
 
One of the most important aspects of new technology is its sheer diversity! It offers teachers a wide
range of approaches to engaging students, enabling them to reach students with very different learning
styles. Video, audio, and interactivities can all be used with students who might be unengaged by the
traditional ‘chalk and talk’ approach, or who are self-conscious when speaking in class. I find that using
very visual activities with young learners works well, as they’re very appealing and so engage the
students – using an interactive whiteboard to create class books fosters high class participation, and thus
yields effective learning.
 
[…]
 
Many new technologies enable teachers to design activities that let students express themselves
independently. I practise ‘Digital storming’, where students acquire digital skills and over time not only
master those skills but also apply them to new research to produce new outcomes. One of my favourite
activities is for students to create their own projects online, doing their own research and presenting the
results in English. They become ‘Internet pioneers’, developing their analysis and problem-solving skills,
as well as learning how to find, process, and synthesise information. Meanwhile, the teacher becomes
an adviser, content expert and coach too.
 
Of course, technology brings with it a number of issues and possible pitfalls. Cost and reliability can both
be problems, and confidence is vital. It can be time-consuming trying out technology before using it in
the classroom, but it’s vital to do so to ensure a smooth lesson.
 
When you’re trying out new tools and applications for use in the classroom, it can help to create a
checklist covering the questions you’ll need to answer to decide whether it fits your needs.
https://www.tecconcursos.com.br/questoes/1318243
32) 
 
(Adapted from http://www.cambridge.org/elt/blog/2014/03/beyond-chalk-talk/)
 
The only word that can be used before “chalk” is
a) few.
b) some.
c) many.
d) a few.
e) various.
www.tecconcursos.com.br/questoes/1318249
FGV - Prof (SEDUC AM)/SEDUC AM/Língua Inglesa 20h e 40h/2014
Língua Inglesa (Inglês) - Gramática (inglês)
Read text II and answer the question.
 
Text II
 
Beyond chalk and talk
 
Technology offers so many opportunities to change education for the better. The Internet, new software
applications, and mobile devices such as smartphones, tablets, and digital cameras – all these can be
integrated into daily classroom practice so we can go beyond ‘chalk and talk’ and make teaching and
learning more interactive, collaborative, personalised, meaningful, and fun. But how can we make the
best use of this technology, and avoid the many possible pitfalls?
 
One of the most important aspects of new technology is its sheer diversity! It offers teachers a wide
range of approaches to engaging students, enabling them to reach students with very different learning
styles. Video, audio, and interactivities can all be used with students who might be unengaged by the
traditional ‘chalk and talk’ approach, or who are self-conscious when speaking in class. I find that using
very visual activities with young learners works well, as they’re very appealing and so engage the
students – using an interactive whiteboard to create class books fosters high class participation, and thus
yields effective learning.
 
[…]
 
Many new technologies enable teachers to design activities that let students express themselves
independently. I practise ‘Digital storming’, where students acquire digital skills and over time not only
master those skills but also applythem to new research to produce new outcomes. One of my favourite
activities is for students to create their own projects online, doing their own research and presenting the
results in English. They become ‘Internet pioneers’, developing their analysis and problem-solving skills,
as well as learning how to find, process, and synthesise information. Meanwhile, the teacher becomes
an adviser, content expert and coach too.
 
Of course, technology brings with it a number of issues and possible pitfalls. Cost and reliability can both
be problems, and confidence is vital. It can be time-consuming trying out technology before using it in
the classroom, but it’s vital to do so to ensure a smooth lesson.
 
When you’re trying out new tools and applications for use in the classroom, it can help to create a
checklist covering the questions you’ll need to answer to decide whether it fits your needs.
 
https://www.tecconcursos.com.br/questoes/1318249
33) 
(Adapted from http://www.cambridge.org/elt/blog/2014/03/beyond-chalk-talk/)
 
The underlined word in “new software applications” is a(n)
a) adjective.
b) pronoun.
c) adverb.
d) noun.
e) verb.
www.tecconcursos.com.br/questoes/1474203
FGV - PEB II (João Pessoa)/Pref João Pessoa/Inglês/2014
Língua Inglesa (Inglês) - Gramática (inglês)
Read text 3 and answer question:
 
Text 3
 
In the following extract, the authors discuss some of the tenets of the Brazilian National Curricular
Parameters:
 
Changes in Brazilian Education
 
[…] the publication of the National Curricular Parameters issued by the Brazilian Ministry of Education
and Culture in 1998 (Secretaria de Educação Fundamental, 1998) have replaced previous educational
guidelines that emphasized skills development and focused on standardized content. The current policies
comprise an interventionist agenda, and propose the development of critical thinking through a
curriculum that:
 
• Helps students understand that knowledge is socially constructed, reflecting knowledge makers'
experiences, beliefs and values;
 
• Shows how assumptions about hegemonic identities are the effect of situated practices, varying
according to socio‐cultural specifics of diverse historical contexts;
 
• Questions stereotyping that construct dichotomous views of identities; and,
 
• Highlights the diversity and plurality of life that constitutes social experience.
 
The Brazilian Curricular Parameters suggest that the learning of foreign languages should provide
students with opportunities for acting in the world through discourses besides the ones offered by their
mother tongue. From this perspective, TEFL should approach the way people act in society through
language, constructing the social world, themselves, and others around them. The quote below
summarizes the document's approach to language in society:
 
“Language use (both verbal and visual) is essentially determined by its sociointeractional nature because
whoever uses language considers either an audience or an addressee. This approach implies that
meaning is dialogic, i.e., it is constructed by all participants in discourse. Besides that, interactional
encounters do not occur in a social vacuum. They involve institutional, cultural and historical contexts”.
(Secretaria de Educação Fundamental, 1998, p. 27, our translation)
 
https://www.tecconcursos.com.br/questoes/1474203
34) 
According to this view texts are purposefully constructed by identifiable participants (e.g., author and
audience) in response to exigencies of time, place, and subject matter. Therefore, in the foreign language
classroom, students should be encouraged to recognize and reconstruct these contexts which influence
the way texts are organized as well as the lexical‐grammatical components they contain ‐‐ procedures
involved in the notion of critical thinking. This is to be underpinned by the discussion of socially relevant
topics, such as gender‐related issues, cultural pluralism, ethics, and citizenship. The idea is that students
can compare how these topics are constructed in their mother tongue and in the foreign language.
 
(adapted from Santos, D. & Fabricio, B.F Teaching English as a Second or Foreign Language, in http://www.tesl‐
ej.org/ej38/a1.html)
 
The pronoun in “besides the ones offered” is replacing
a) students.
b) languages.
c) discourses.
d) parameters.
e) opportunities.
www.tecconcursos.com.br/questoes/1474204
FGV - PEB II (João Pessoa)/Pref João Pessoa/Inglês/2014
Língua Inglesa (Inglês) - Gramática (inglês)
Read text 3 and answer question:
 
Text 3
 
In the following extract, the authors discuss some of the tenets of the Brazilian National Curricular
Parameters:
 
Changes in Brazilian Education
 
[…] the publication of the National Curricular Parameters issued by the Brazilian Ministry of Education
and Culture in 1998 (Secretaria de Educação Fundamental, 1998) have replaced previous educational
guidelines that emphasized skills development and focused on standardized content. The current policies
comprise an interventionist agenda, and propose the development of critical thinking through a
curriculum that:
 
• Helps students understand that knowledge is socially constructed, reflecting knowledge makers'
experiences, beliefs and values;
 
• Shows how assumptions about hegemonic identities are the effect of situated practices, varying
according to socio‐cultural specifics of diverse historical contexts;
 
• Questions stereotyping that construct dichotomous views of identities; and,
 
• Highlights the diversity and plurality of life that constitutes social experience.
 
The Brazilian Curricular Parameters suggest that the learning of foreign languages should provide
students with opportunities for acting in the world through discourses besides the ones offered by their
mother tongue. From this perspective, TEFL should approach the way people act in society through
language, constructing the social world, themselves, and others around them. The quote below
summarizes the document's approach to language in society:
 
https://www.tecconcursos.com.br/questoes/1474204
35) 
“Language use (both verbal and visual) is essentially determined by its sociointeractional nature because
whoever uses language considers either an audience or an addressee. This approach implies that
meaning is dialogic, i.e., it is constructed by all participants in discourse. Besides that, interactional
encounters do not occur in a social vacuum. They involve institutional, cultural and historical contexts”.
(Secretaria de Educação Fundamental, 1998, p. 27, our translation)
 
According to this view texts are purposefully constructed by identifiable participants (e.g., author and
audience) in response to exigencies of time, place, and subject matter. Therefore, in the foreign language
classroom, students should be encouraged to recognize and reconstruct these contexts which influence
the way texts are organized as well as the lexical‐grammatical components they contain ‐‐ procedures
involved in the notion of critical thinking. This is to be underpinned by the discussion of socially relevant
topics, such as gender‐related issues, cultural pluralism, ethics, and citizenship. The idea is that students
can compare how these topics are constructed in their mother tongue and in the foreign language.
 
(adapted from Santos, D. & Fabricio, B.F Teaching English as a Second or Foreign Language, in http://www.tesl‐
ej.org/ej38/a1.html)
 
In the fragment “because whoever uses language” refers to
a) subject‐matter.
b) person.
c) object.
d) place.
e) time
www.tecconcursos.com.br/questoes/1474215
FGV - PEB II (João Pessoa)/Pref João Pessoa/Inglês/2014
Língua Inglesa (Inglês) - Gramática (inglês)
Read text 4 and answer question
 
Text 4
 
The paragraph below offers strategies that may meet some of the requirements of the Brazilian National
Curricular Parameters:
 
Classroom Applications of Constructivism
 
Hands‐on activities are the best for the classroom applications of constructivism,critical thinking and
learning. Having observations take place with a daily journal helps the students to better understand how
their own experiences contribute to the formation of their theories and observational notes, and then
comparing them to other students' reiterates that different backgrounds and cultures create different
outlooks; while neither is wrong, both should be respected.
 
(adapted from http://www.teachnology. com/currenttrends/constructivism/classroom_applications/)
 
The opposite of the underlined adjective in “the best for the classroom applications” is
a) bad.
b) good.
c) better.
d) worst.
e) worse.
https://www.tecconcursos.com.br/questoes/1474215
36) 
37) 
www.tecconcursos.com.br/questoes/176110
FGV - Ana Amb (INEA)/INEA/Secretário Executivo/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Read Text I and answer question
Executive Secretary Job Description
Executive secretaries are not just a pleasant voice answering the phone, making coffee or typing memos.
The main responsibility of an executive secretary is to provide administrative support to high‐level
officials in an organization. Executive secretaries are responsible for handling highly confidential
documents, protecting an organization's confidential information, communication and information
management, managing office supplies, making travel arrangements, scheduling meetings and events
and negotiating with vendors.
The executive secretary should have great familiarity with office software and machines. She or he may
even train new lower‐level secretaries. In some professions, like law and medicine, the executive
secretary is expected to be familiar with the technical vocabulary of the industry.
Changing Job Duties
The evolution of technology makes individuals more productive, and tough economic factors force
companies to downsize. As a result, executive secretaries today don't just do traditional staff support
work. They also take on increasingly more responsibilities, which individuals in higher management
positions previously were responsible. These tasks may include project research and management,
PowerPoint presentations and report generation.
(http://education‐portal.com/executive_secretary.html, retrieved on March 30th, 2013)
 
The modal auxiliary in the sentence “She or he may even train new lower‐level secretaries” (line 05)
indicates a(n):
a) prohibition.
b) possibility.
c) suggestion.
d) obligation.
e) necessity.
www.tecconcursos.com.br/questoes/176111
FGV - Ana Amb (INEA)/INEA/Secretário Executivo/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Read Text I and answer question
Executive Secretary Job Description
Executive secretaries are not just a pleasant voice answering the phone, making coffee or typing memos.
The main responsibility of an executive secretary is to provide administrative support to high‐level
officials in an organization. Executive secretaries are responsible for handling highly confidential
documents, protecting an organization's confidential information, communication and information
management, managing office supplies, making travel arrangements, scheduling meetings and events
and negotiating with vendors.
The executive secretary should have great familiarity with office software and machines. She or he may
https://www.tecconcursos.com.br/questoes/176110
https://www.tecconcursos.com.br/questoes/176111
38) 
even train new lower‐level secretaries. In some professions, like law and medicine, the executive
secretary is expected to be familiar with the technical vocabulary of the industry.
Changing Job Duties
The evolution of technology makes individuals more productive, and tough economic factors force
companies to downsize. As a result, executive secretaries today don't just do traditional staff support
work. They also take on increasingly more responsibilities, which individuals in higher management
positions previously were responsible. These tasks may include project research and management,
PowerPoint presentations and report generation.
(http://education‐portal.com/executive_secretary.html, retrieved on March 30th, 2013)
 
The adverb in “previously were responsible” (line 10) can be replaced, without change in meaning, by:
a) formerly.
b) normally.
c) precisely.
d) hastily.
e) lately.
www.tecconcursos.com.br/questoes/176115
FGV - Ana Amb (INEA)/INEA/Secretário Executivo/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Read Text II and answer question
Water Resources Management
Water is essential for socio‐economic development and for maintaining healthy ecosystems. Properly
managed water resources are a critical component of growth, poverty reduction and equity. The
livelihoods of the poorest are critically associated with access to water services.
With higher rates of urbanization, increasing demand for drinking water will put stress on existing water
sources. Feeding a planet of 8 billion by 2030 will require producing more food with less water and
through improved water efficiency in agriculture. Energy demand will more than double in poor and
emerging economies in the next 25 years and hydropower will need to be a key contributor to clean
energy production. Floods and droughts will continue to threaten farmer livelihoods and lowland
economies. Besides the needs for these human activities we have to ensure that the environmental water
flows required to maintain ecosystems are also maintained.
Water Resources Management aims at optimizing the available natural water flows, including surface
water and groundwater, to satisfy these competing needs. Adding uncertainty, climate change will
increase the complexity of managing water resources. In some parts of the world, there will be more
available water but in other parts, including the developing world, there will be less.
The mounting challenges posed by the changing demand for and supply of the resource highlight the
importance of water in any development and growth agenda. The ability of developing countries to make
more water available for domestic, agricultural, industrial and environmental uses will depend on better
management of water resources and more cross‐sectoral planning and integration. With water security
declining in many parts of the world, strengthening the resiliency of the poorest countries and
populations to climate change impacts becomes crucial, not only to ensure future water supply but also
to combat food and energy price volatility.
(http://water.worldbank.org/topics/water‐resources‐management, retrieved on March 29th, 2013)
https://www.tecconcursos.com.br/questoes/176115
39) 
The underlined word in “the available natural water flows” (line 08) is a(n):
a) preposition.
b) adjective.
c) adverb.
d) noun.
e) verb.
www.tecconcursos.com.br/questoes/176120
FGV - Ana Amb (INEA)/INEA/Secretário Executivo/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Read Text III and answer question
 
Text III
 
Advantages & Disadvantages of the Use of Email as a Business Communications Tool
 
by Arnold Anderson, Demand Media
One of the instant forms of business communication is email. But email has several downfalls to go along
with its benefits that make it a challenging way to send information. Before you get involved in an email
conversation with a business associate, you should spend some time understanding the advantages and
disadvantages of using email as a business communications tool.
Speed
When you need to get an important message to a client or business associate who is located thousands
of miles away, one of the fastest ways to do it is by email. The advantage email has over the telephone
in communication speed is that you can send attachments with an email that contain important
documents or even a presentation to clarify your message.
Availability
Thousands of email messages can be archived into folders on your computer or handheld communication
device such as a cell phone to be retrieved when you need them. The convenience of email prevents youfrom having to keep file folders filled with papers and it makes your important correspondence portable.
Cost‐Effective
Aside from the cost of your Internet connection, email is free. You can send as many messages, files,
videos, documents and presentations as you want without having to pay anything. It significantly reduces
your company's shipping and postage costs.
Vulnerability
It would take a manual effort on the part of someone to access all of your important printed documents
and destroy them. But all of your emails and important information can be lost with a simple hard‐drive
crash. If you store your email information on another server, then you could lose your data if that site
goes down or out of business.
Accessibility
https://www.tecconcursos.com.br/questoes/176120
40) 
When someone hands you a business letter, you are the only person that receives that letter. An email
can be intercepted by a hacker or go to an incorrect email address and wind up in someone else's inbox.
Your sensitive information and messages are very accessible to hackers and even unsuspecting recipients
when you use email.
Emotionless
A disadvantage of email is that people tend to treat it like a conversation because email can happen so
quickly and they begin to use slang terms and try to carry on conversations via email. Because email
recipients cannot see each other, the emails do not have any voice inflection or emotion that can help
with proper interpretation
(http://smallbusiness.chron.com/advantages‐disadvantages‐use‐email‐businesscommunications‐ tool‐21193.html, retrieved
on March 30th, 2013)
 
People in “people tend to treat it” (line 20) is in the plural. All the words below are also in the plural,
except for:
a) criteria.
b) news.
c) teeth.
d) mice.
e) men.
www.tecconcursos.com.br/questoes/650744
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Read text below and answer questions NSCE22‐000‐01 to NSCE22‐000‐15:
Will technology make teachers obsolete?
by Wade Deacon High School Senior Debating Society
June 3, 2013
 
 
Education, education, education. We are a nation obsessed with our academia, our schools, libraries and
universities. Yet all that is changing. A new type of schooling is taking over, and that is online learning.
We are bombarded with technology everywhere we turn, and sure enough the 21st‐century has trickled
down into our educational institutions.
 
More and more establishments are signing up for Internet enlightenment, and its effects are felt beyond
just the UK. All across the world, students from all walks of life are closing their exercise books and
opening their laptops.
The ease of access that humans have nowadays to virtual outlets is astonishing — online learning
platforms, free Internet services in public buildings and even the revolutionary educational ‘pods’
becoming popular in Asia and Central America — and so many different pupils will find it quicker and
indeed simpler to access these online resources when they want. For some, it may even seem easier to
log onto the nearest Wi‐Fi than attend school day in and day out.
https://www.tecconcursos.com.br/questoes/650744
41) 
 
Opening up the amount of learning resources and research facilities students can access over the
Internet has created new possibilities for those pursuing studies all over the globe. Granting students the
freedom and flexibility to learn about the subjects that interest them is an inspiring way to get students
to really follow in‐depth studies on areas important to them, either to satisfy an academic interest or to
give them the building blocks they need for the careers they want in the future.
 
Particularly in countries with easy access to technology, the use of computers, podcasts and webcams
really allows these young adults to gain a passion for learning.
Of course, there are sceptics who raise common problems concerning behaviour and self‐discipline to
learn. Many worry that, left to their own devices, teenagers in particular will not have the desire to spend
their own time following up their education.
 
Lots of schools that have embraced the transition to a more media‐based programme still keep
timetables, school days and the school building. They appoint a member of staff to watch the children to
make sure they are still getting their work done. This is where we find the crux of the whole matter:
what is the ‘teaching profession’?
 
If a person’s job is to simply stand in a room and mind rowdy teens, are they really a member of said
profession? Teaching is more than child‐minding students; teaching is about giving your pupils a love for
your subject, getting them enthused about their education and mentoring them through the course of
their school years. Do we seriously think, even with the new advances in virtual learning, that all this will
just crumble into obsolescence?
 
As long as there is education, there will have to be teachers. Students cannot be given full responsibility
for their own learning, or else we’ll end up with half the population practically illiterate by age twenty.
Education needs routine and order and discipline, yes, but more importantly education needs to be
twinned with motivation.
Although some might say that virtual learning provides an easier way of teaching young people what
they need to know to scrape the grades they need on their exams, the true heart and soul of the
teaching profession will stay alive, at least for now, at least in this country.
(adapted from http://blog.britishcouncil.org/2013/06/03/teaching‐and‐technology/)
 
The word “ease” in “The ease of access" is pronounced in the same way as in:
a) deep – meat – grief.
b) been – learn – tear.
c) win – tip – greet.
d) gift –wear – see.
e) great – tea – did.
www.tecconcursos.com.br/questoes/650763
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Read text below and answer questions NSCE22‐000‐01 to NSCE22‐000‐15:
Will technology make teachers obsolete?
by Wade Deacon High School Senior Debating Society
June 3, 2013
 
https://www.tecconcursos.com.br/questoes/650763
 
Education, education, education. We are a nation obsessed with our academia, our schools, libraries and
universities. Yet all that is changing. A new type of schooling is taking over, and that is online learning.
We are bombarded with technology everywhere we turn, and sure enough the 21st‐century has trickled
down into our educational institutions.
 
More and more establishments are signing up for Internet enlightenment, and its effects are felt beyond
just the UK. All across the world, students from all walks of life are closing their exercise books and
opening their laptops.
The ease of access that humans have nowadays to virtual outlets is astonishing — online learning
platforms, free Internet services in public buildings and even the revolutionary educational ‘pods’
becoming popular in Asia and Central America — and so many different pupils will find it quicker and
indeed simpler to access these online resources when they want. For some, it may even seem easier to
log onto the nearest Wi‐Fi than attend school day in and day out.
 
Opening up the amount of learning resources and research facilities students can access over the
Internet has created new possibilities for those pursuing studies all over the globe. Granting students the
freedom and flexibility to learn about the subjects that interest them is an inspiring way to get students
to really follow in‐depth studies on areas important to them, either to satisfy an academic interest or to
give them the building blocks they need for the careers they want in the future.
 
Particularly in countries with easy access to technology, the use of computers, podcasts and webcams
really allows these young adults to gain a passion for learning.
Of course, there are sceptics who raise common problems concerning behaviour and self‐discipline to
learn. Many worry that, left to their own devices,teenagers in particular will not have the desire to spend
their own time following up their education.
 
Lots of schools that have embraced the transition to a more media‐based programme still keep
timetables, school days and the school building. They appoint a member of staff to watch the children to
make sure they are still getting their work done. This is where we find the crux of the whole matter:
what is the ‘teaching profession’?
 
If a person’s job is to simply stand in a room and mind rowdy teens, are they really a member of said
profession? Teaching is more than child‐minding students; teaching is about giving your pupils a love for
your subject, getting them enthused about their education and mentoring them through the course of
their school years. Do we seriously think, even with the new advances in virtual learning, that all this will
just crumble into obsolescence?
 
As long as there is education, there will have to be teachers. Students cannot be given full responsibility
for their own learning, or else we’ll end up with half the population practically illiterate by age twenty.
Education needs routine and order and discipline, yes, but more importantly education needs to be
twinned with motivation.
Although some might say that virtual learning provides an easier way of teaching young people what
they need to know to scrape the grades they need on their exams, the true heart and soul of the
teaching profession will stay alive, at least for now, at least in this country.
(adapted from http://blog.britishcouncil.org/2013/06/03/teaching‐and‐technology/)
 
The verb phrase in "Lots of schools that have embraced the trasition is in the:
42) 
a) simple past
b) past perfect
c) simple present
d) present perfect
e) present continuos
www.tecconcursos.com.br/questoes/650778
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Read text below and answer questions NSCE22‐000‐01 to NSCE22‐000‐15:
Will technology make teachers obsolete?
by Wade Deacon High School Senior Debating Society
June 3, 2013
 
 
Education, education, education. We are a nation obsessed with our academia, our schools, libraries and
universities. Yet all that is changing. A new type of schooling is taking over, and that is online learning.
We are bombarded with technology everywhere we turn, and sure enough the 21st‐century has trickled
down into our educational institutions.
 
More and more establishments are signing up for Internet enlightenment, and its effects are felt beyond
just the UK. All across the world, students from all walks of life are closing their exercise books and
opening their laptops.
The ease of access that humans have nowadays to virtual outlets is astonishing — online learning
platforms, free Internet services in public buildings and even the revolutionary educational ‘pods’
becoming popular in Asia and Central America — and so many different pupils will find it quicker and
indeed simpler to access these online resources when they want. For some, it may even seem easier to
log onto the nearest Wi‐Fi than attend school day in and day out.
 
Opening up the amount of learning resources and research facilities students can access over the
Internet has created new possibilities for those pursuing studies all over the globe. Granting students the
freedom and flexibility to learn about the subjects that interest them is an inspiring way to get students
to really follow in‐depth studies on areas important to them, either to satisfy an academic interest or to
give them the building blocks they need for the careers they want in the future.
 
Particularly in countries with easy access to technology, the use of computers, podcasts and webcams
really allows these young adults to gain a passion for learning.
Of course, there are sceptics who raise common problems concerning behaviour and self‐discipline to
learn. Many worry that, left to their own devices, teenagers in particular will not have the desire to spend
their own time following up their education.
 
https://www.tecconcursos.com.br/questoes/650778
43) 
Lots of schools that have embraced the transition to a more media‐based programme still keep
timetables, school days and the school building. They appoint a member of staff to watch the children to
make sure they are still getting their work done. This is where we find the crux of the whole matter:
what is the ‘teaching profession’?
 
If a person’s job is to simply stand in a room and mind rowdy teens, are they really a member of said
profession? Teaching is more than child‐minding students; teaching is about giving your pupils a love for
your subject, getting them enthused about their education and mentoring them through the course of
their school years. Do we seriously think, even with the new advances in virtual learning, that all this will
just crumble into obsolescence?
 
As long as there is education, there will have to be teachers. Students cannot be given full responsibility
for their own learning, or else we’ll end up with half the population practically illiterate by age twenty.
Education needs routine and order and discipline, yes, but more importantly education needs to be
twinned with motivation.
Although some might say that virtual learning provides an easier way of teaching young people what
they need to know to scrape the grades they need on their exams, the true heart and soul of the
teaching profession will stay alive, at least for now, at least in this country.
(adapted from http://blog.britishcouncil.org/2013/06/03/teaching‐and‐technology/)
 
The word "children" is to "child" as
a) wild is to widly
b) dark is to darken
c) dampen is to damp
d) closed is to closure
e) analyses to analysis
www.tecconcursos.com.br/questoes/650791
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Read text below and answer questions NSCE22‐000‐01 to NSCE22‐000‐15:
Will technology make teachers obsolete?
by Wade Deacon High School Senior Debating Society
June 3, 2013
 
 
Education, education, education. We are a nation obsessed with our academia, our schools, libraries and
universities. Yet all that is changing. A new type of schooling is taking over, and that is online learning.
We are bombarded with technology everywhere we turn, and sure enough the 21st‐century has trickled
down into our educational institutions.
 
https://www.tecconcursos.com.br/questoes/650791
More and more establishments are signing up for Internet enlightenment, and its effects are felt beyond
just the UK. All across the world, students from all walks of life are closing their exercise books and
opening their laptops.
The ease of access that humans have nowadays to virtual outlets is astonishing — online learning
platforms, free Internet services in public buildings and even the revolutionary educational ‘pods’
becoming popular in Asia and Central America — and so many different pupils will find it quicker and
indeed simpler to access these online resources when they want. For some, it may even seem easier to
log onto the nearest Wi‐Fi than attend school day in and day out.
 
Opening up the amount of learning resources and research facilities students can access over the
Internet has created new possibilities for those pursuing studies all over the globe. Granting students the
freedom and flexibility to learn about the subjects that interest them is an inspiring way to get students
to really follow in‐depth studies on areas important to them, either to satisfy an academic interest or to
give them the building blocks they need for the careers they want in the future.
 
Particularly in countries with easy access to technology, the use of computers, podcasts and webcams
really allows these young adults to gain a passion for learning.
Of course, there are sceptics who raise common problems concerning behaviour and self‐discipline to
learn. Many worry that, left to their own devices, teenagers in particular will not have the desire to spend
theirown time following up their education.
 
Lots of schools that have embraced the transition to a more media‐based programme still keep
timetables, school days and the school building. They appoint a member of staff to watch the children to
make sure they are still getting their work done. This is where we find the crux of the whole matter:
what is the ‘teaching profession’?
 
If a person’s job is to simply stand in a room and mind rowdy teens, are they really a member of said
profession? Teaching is more than child‐minding students; teaching is about giving your pupils a love for
your subject, getting them enthused about their education and mentoring them through the course of
their school years. Do we seriously think, even with the new advances in virtual learning, that all this will
just crumble into obsolescence?
 
As long as there is education, there will have to be teachers. Students cannot be given full responsibility
for their own learning, or else we’ll end up with half the population practically illiterate by age twenty.
Education needs routine and order and discipline, yes, but more importantly education needs to be
twinned with motivation.
Although some might say that virtual learning provides an easier way of teaching young people what
they need to know to scrape the grades they need on their exams, the true heart and soul of the
teaching profession will stay alive, at least for now, at least in this country.
(adapted from http://blog.britishcouncil.org/2013/06/03/teaching‐and‐technology/)
 
As regras the pronunciation of the -ed ending in "obsessed", "bombarded", and " enthused", analyse the
assertions below:
 
I. bombarded has the same- ed eding pronunciation as absorbed.
 
II. obessed and enthused have the same -ed ending pronunciantion as twinned.
 
III. obsessed and embraced have the same -ed ending pronunciantion.
 
Choose the correct answer:
a) Only I is correct
44) 
b) Only III is correct
c) Both I and II are correct
d) Both I and III are correct
e) All thee assertions are correct
www.tecconcursos.com.br/questoes/650828
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Post‐Method Pedagogy: Teacher Growth behind Walls
There have always been attempts in the field of English Language Teaching to find solutions to language
teaching problems. The field has been in constant movement and change. This change is mostly due to
the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s
needs in different periods. In other words, the solution to problems in ELT throughout the history was
seen in the new methods which resulted in the search for the best method that is generalizable and
applicable across various contexts. Effective English teaching is thought to be about using a method
correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that
they can perfectly practice the Communicative Language Teaching Method are considered to be
successful teachers, those who are more on the Grammar Translation Method are considered as old‐
fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching
on these methods, especially the communicative ones face an overwhelming experience when they start
teaching in the actual classroom. They come to realize that what has been theorized does not usually
reflect the reality. Therefore, one needs to question how successful the use of the methods and the
search for the best method has been.
Classroom‐oriented studies carried out in the last two decades show that teachers could not be
successful in putting the methods into practice in real classroom situations though this does not mean
that they could not be successful in achieving learning outcomes. More specifically, the research results
indicate that teachers who claim to follow a particular method do not practice its principles and
procedures, those who claim to follow different methods often follow the same classroom procedures and
vice versa. Lastly, teachers are found to be developing and following their own activities that are not
related to any method. This kind of situation brings us to the post‐method era requiring us to reconsider
the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post‐method pedagogy
which is not a method. I believe post‐method pedagogy does not mean the end of methods but rather it
involves an understanding of the limitations of the concept of method and a desire to go beyond those
limitations. Therefore, post‐method pedagogy brings new insights into teacher growth by discussing the
place of the conventional teaching methods and the post‐method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)
 
The noun “growth” in the title is related, respectively, to the base form, the simple past, and the past
participle in
a) grow – growed – growed.
b) grow – grown – grew.
c) grow – grew – grown.
d) grew – grow – grown.
e) grow – grow – grew.
https://www.tecconcursos.com.br/questoes/650828
45) 
46) 
www.tecconcursos.com.br/questoes/650830
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Post‐Method Pedagogy: Teacher Growth behind Walls
There have always been attempts in the field of English Language Teaching to find solutions to language
teaching problems. The field has been in constant movement and change. This change is mostly due to
the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s
needs in different periods. In other words, the solution to problems in ELT throughout the history was
seen in the new methods which resulted in the search for the best method that is generalizable and
applicable across various contexts. Effective English teaching is thought to be about using a method
correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that
they can perfectly practice the Communicative Language Teaching Method are considered to be
successful teachers, those who are more on the Grammar Translation Method are considered as old‐
fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching
on these methods, especially the communicative ones face an overwhelming experience when they start
teaching in the actual classroom. They come to realize that what has been theorized does not usually
reflect the reality. Therefore, one needs to question how successful the use of the methods and the
search for the best method has been.
Classroom‐oriented studies carried out in the last two decades show that teachers could not be
successful in putting the methods into practice in real classroom situations though this does not mean
that they could not be successful in achieving learning outcomes. More specifically, the research results
indicate that teachers who claim to follow a particular method do not practice its principles and
procedures, those who claim to follow different methods often follow the same classroom procedures and
vice versa. Lastly, teachers are found to be developing and following their own activities that are not
related to any method. This kind of situation brings us to the post‐method era requiring us to reconsider
the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post‐method pedagogy
which is not a method. I believe post‐method pedagogy does not mean the end of methods but rather it
involves an understanding of the limitations of the concept of method and a desire to go beyond those
limitations. Therefore, post‐method pedagogy brings new insights into teacher growth by discussing the
place of the conventional teaching methods and the post‐method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)The word “teaching” in the phrase “language teaching problems" is used in the same way as in
a) I understand the teachings in that book.
b) Teaching in that school is quite difficult.
c) The leader’s teachings should be followed.
d) Teaching skills are available to pre‐service courses.
e) He is teaching verbs and articles to his students now.
www.tecconcursos.com.br/questoes/650836
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Post‐Method Pedagogy: Teacher Growth behind Walls
https://www.tecconcursos.com.br/questoes/650830
https://www.tecconcursos.com.br/questoes/650836
47) 
There have always been attempts in the field of English Language Teaching to find solutions to language
teaching problems. The field has been in constant movement and change. This change is mostly due to
the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s
needs in different periods. In other words, the solution to problems in ELT throughout the history was
seen in the new methods which resulted in the search for the best method that is generalizable and
applicable across various contexts. Effective English teaching is thought to be about using a method
correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that
they can perfectly practice the Communicative Language Teaching Method are considered to be
successful teachers, those who are more on the Grammar Translation Method are considered as old‐
fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching
on these methods, especially the communicative ones face an overwhelming experience when they start
teaching in the actual classroom. They come to realize that what has been theorized does not usually
reflect the reality. Therefore, one needs to question how successful the use of the methods and the
search for the best method has been.
Classroom‐oriented studies carried out in the last two decades show that teachers could not be
successful in putting the methods into practice in real classroom situations though this does not mean
that they could not be successful in achieving learning outcomes. More specifically, the research results
indicate that teachers who claim to follow a particular method do not practice its principles and
procedures, those who claim to follow different methods often follow the same classroom procedures and
vice versa. Lastly, teachers are found to be developing and following their own activities that are not
related to any method. This kind of situation brings us to the post‐method era requiring us to reconsider
the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post‐method pedagogy
which is not a method. I believe post‐method pedagogy does not mean the end of methods but rather it
involves an understanding of the limitations of the concept of method and a desire to go beyond those
limitations. Therefore, post‐method pedagogy brings new insights into teacher growth by discussing the
place of the conventional teaching methods and the post‐method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)
 
The underlined verb phrase in “Effective English teaching is thought to be about” is in the same form and
tense as in:
a) According to the report, the teacher has met the deadline.
b) Writing reports will be a mandatory requirement soon.
c) Most teachers have been writing quite reliable reports.
d) All the teachers’ reports are handed in every Friday.
e) Teachers’ reports tend to be quite short nowadays.
www.tecconcursos.com.br/questoes/650842
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Post‐Method Pedagogy: Teacher Growth behind Walls
There have always been attempts in the field of English Language Teaching to find solutions to language
teaching problems. The field has been in constant movement and change. This change is mostly due to
the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s
needs in different periods. In other words, the solution to problems in ELT throughout the history was
seen in the new methods which resulted in the search for the best method that is generalizable and
https://www.tecconcursos.com.br/questoes/650842
48) 
applicable across various contexts. Effective English teaching is thought to be about using a method
correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that
they can perfectly practice the Communicative Language Teaching Method are considered to be
successful teachers, those who are more on the Grammar Translation Method are considered as old‐
fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching
on these methods, especially the communicative ones face an overwhelming experience when they start
teaching in the actual classroom. They come to realize that what has been theorized does not usually
reflect the reality. Therefore, one needs to question how successful the use of the methods and the
search for the best method has been.
Classroom‐oriented studies carried out in the last two decades show that teachers could not be
successful in putting the methods into practice in real classroom situations though this does not mean
that they could not be successful in achieving learning outcomes. More specifically, the research results
indicate that teachers who claim to follow a particular method do not practice its principles and
procedures, those who claim to follow different methods often follow the same classroom procedures and
vice versa. Lastly, teachers are found to be developing and following their own activities that are not
related to any method. This kind of situation brings us to the post‐method era requiring us to reconsider
the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post‐method pedagogy
which is not a method. I believe post‐method pedagogy does not mean the end of methods but rather it
involves an understanding of the limitations of the concept of method and a desire to go beyond those
limitations. Therefore, post‐method pedagogy brings new insights into teacher growth by discussing the
place of the conventional teaching methods and the post‐method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)
 
The word “one” in “one needs to question" is a(n)
a) noun.
b) article.
c) adverb.
d) numeral.
e) pronoun.
www.tecconcursos.com.br/questoes/650845
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Post‐Method Pedagogy: Teacher Growth behind Walls
There have always been attempts in the field of English Language Teaching to find solutions to language
teaching problems. The field has been in constant movement and change. This change is mostly due to
the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s
needs in different periods. In other words, the solution to problems in ELT throughout the history was
seen in the new methods which resulted in the search for the best method that is generalizable and
applicable across various contexts. Effective English teaching is thought to be about using a method
correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that
they can perfectly practice the Communicative Language Teaching Method are considered to be
successful teachers, those who are more on the Grammar Translation Method are considered as old‐
fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching
on these methods, especially the communicative ones face an overwhelming experience when they startteaching in the actual classroom. They come to realize that what has been theorized does not usually
https://www.tecconcursos.com.br/questoes/650845
49) 
reflect the reality. Therefore, one needs to question how successful the use of the methods and the
search for the best method has been.
Classroom‐oriented studies carried out in the last two decades show that teachers could not be
successful in putting the methods into practice in real classroom situations though this does not mean
that they could not be successful in achieving learning outcomes. More specifically, the research results
indicate that teachers who claim to follow a particular method do not practice its principles and
procedures, those who claim to follow different methods often follow the same classroom procedures and
vice versa. Lastly, teachers are found to be developing and following their own activities that are not
related to any method. This kind of situation brings us to the post‐method era requiring us to reconsider
the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post‐method pedagogy
which is not a method. I believe post‐method pedagogy does not mean the end of methods but rather it
involves an understanding of the limitations of the concept of method and a desire to go beyond those
limitations. Therefore, post‐method pedagogy brings new insights into teacher growth by discussing the
place of the conventional teaching methods and the post‐method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)
 
The words “movement”, “change”, “throughout”, and “considered” have, respectively, the following
number of syllables:
a) 2, 1, 2, 4.
b) 3, 2, 2, 4.
c) 3, 1, 2, 3.
d) 3, 1, 2, 4.
e) 2, 1, 2, 3.
www.tecconcursos.com.br/questoes/650846
FGV - Prof (AL MT)/AL MT/Inglês/2013
Língua Inglesa (Inglês) - Gramática (inglês)
Post‐Method Pedagogy: Teacher Growth behind Walls
There have always been attempts in the field of English Language Teaching to find solutions to language
teaching problems. The field has been in constant movement and change. This change is mostly due to
the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s
needs in different periods. In other words, the solution to problems in ELT throughout the history was
seen in the new methods which resulted in the search for the best method that is generalizable and
applicable across various contexts. Effective English teaching is thought to be about using a method
correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that
they can perfectly practice the Communicative Language Teaching Method are considered to be
successful teachers, those who are more on the Grammar Translation Method are considered as old‐
fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching
on these methods, especially the communicative ones face an overwhelming experience when they start
teaching in the actual classroom. They come to realize that what has been theorized does not usually
reflect the reality. Therefore, one needs to question how successful the use of the methods and the
search for the best method has been.
Classroom‐oriented studies carried out in the last two decades show that teachers could not be
successful in putting the methods into practice in real classroom situations though this does not mean
that they could not be successful in achieving learning outcomes. More specifically, the research results
https://www.tecconcursos.com.br/questoes/650846
50) 
indicate that teachers who claim to follow a particular method do not practice its principles and
procedures, those who claim to follow different methods often follow the same classroom procedures and
vice versa. Lastly, teachers are found to be developing and following their own activities that are not
related to any method. This kind of situation brings us to the post‐method era requiring us to reconsider
the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post‐method pedagogy
which is not a method. I believe post‐method pedagogy does not mean the end of methods but rather it
involves an understanding of the limitations of the concept of method and a desire to go beyond those
limitations. Therefore, post‐method pedagogy brings new insights into teacher growth by discussing the
place of the conventional teaching methods and the post‐method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)
 
Indicate the alternative in which all words have the same pronunciation as “though”:
a) bought – owl – go.
b) dough – row – soul.
c) enough – coal – pole.
d) caught – bowl – goal.
e) fought – through – role.
www.tecconcursos.com.br/questoes/272340
FGV - Pil Pol (PC RJ)/PC RJ/2011
Língua Inglesa (Inglês) - Gramática (inglês)
Read text 2 and and answer question:
Text 2
Here is a passage from a manual for helicopter pilots:
The Lifting Force of the Rotor
Helicopters and other related rotary wing aircraft are widely varied in their concept and configuration.
These notes relate primarily to the single rotor helicopter of the type that employs a compensating tail
rotor.
Although the aerodynamics of the helicopter are based on the same laws that govern the flight of a fixed
wing aeroplane, the significance of some considerations is somewhat changed.
Both rely on lift produced from air flowing around an aerofoil, but whereas the aeroplane must move
bodily through the air, the helicopter’s “wings” move independently of the fuselage and can produce lift
with the aircraft remaining stationary.
(http://www.amazon.com/Helicopter-Pilots-Manual-Vol-1/dp/185310759X#reader_185310759X)
 
must in “must move bodily” indicates:
a) necessity.
b) condition.
c) probability.
d) advice.
e) permission.
https://www.tecconcursos.com.br/questoes/272340
51) 
52) 
www.tecconcursos.com.br/questoes/24911
FGV - Adv (SEN)/SEN/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
Text
 When we think about people who have law degrees, we envision lawyers arguing cases in
courtrooms full of drama and publicity, grilling witnesses and arguing with the judge. In reality, most
lawyers, or attorneys, rarely see the inside of a courtroom, and those that do are typically involved in
more common court proceedings such as DWI (driving while intoxicated and theft cases. For every hour
spent in the courtroom, many more are spent doing research, conducting interviews, or writing
documents in preparation for litigation. Being an attorney requires excellent communication skills, but it
also involves a great deal of paperwork and red tape. Some people with a law degree don't practice law
at all. A law degree opens many doors in the legal field.
 What Do Lawyers Do?
 Most often people with a law degree pursue careers as lawyers. A lawyer, also called an attorney,
has extensive training to help them understand and interpret the laws of countries, states, and
municipalities. Their primary role is to provide guidance to others in regards to what is lawful and what
the punishment should be if someone breaks the law.
 A criminal lawyer works with the court system, either as a prosecutor who pursues charges
against people and organizations accused of breaking the law, or as a defense attorney who helps those
accused represent themselves in the legal process. But there are many other areas in which lawyers can
specialize.
(http://www.unixl.com/dir/law_and_legal_studies/law_degree/)
In "driving while intoxicated" while has the same function as the underlined word in
a) She waited for a while before she pronounced the sentence.
b) He is used to pronouncing lenient sentences once ina while.
c) They while away their time before entering the courtroom.
d) While one drives on the left here, one does not in England.
e) He pronounced the sentence while the prisoner waited.
www.tecconcursos.com.br/questoes/24912
FGV - Adv (SEN)/SEN/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
Text
 When we think about people who have law degrees, we envision lawyers arguing cases in
courtrooms full of drama and publicity, grilling witnesses and arguing with the judge. In reality, most
lawyers, or attorneys, rarely see the inside of a courtroom, and those that do are typically involved in
more common court proceedings such as DWI (driving while intoxicated and theft cases. For every hour
https://www.tecconcursos.com.br/questoes/24911
https://www.tecconcursos.com.br/questoes/24912
53) 
spent in the courtroom, many more are spent doing research, conducting interviews, or writing
documents in preparation for litigation. Being an attorney requires excellent communication skills, but it
also involves a great deal of paperwork and red tape. Some people with a law degree don't practice law
at all. A law degree opens many doors in the legal field.
 What Do Lawyers Do?
 Most often people with a law degree pursue careers as lawyers. A lawyer, also called an attorney,
has extensive training to help them understand and interpret the laws of countries, states, and
municipalities. Their primary role is to provide guidance to others in regards to what is lawful and what
the punishment should be if someone breaks the law.
 A criminal lawyer works with the court system, either as a prosecutor who pursues charges
against people and organizations accused of breaking the law, or as a defense attorney who helps those
accused represent themselves in the legal process. But there are many other areas in which lawyers can
specialize.
(http://www.unixl.com/dir/law_and_legal_studies/law_degree/)
The word either in "either as a prosecutor" makes the reader anticipate the occurrence of a(n)
a) addition.
b) contrast.
c) alternative.
d) consequence.
e) conclusion.
www.tecconcursos.com.br/questoes/25127
FGV - AL (SEN)/SEN/Processo Legislativo/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
Judicial reasoning
 Judicial reasoning refers both to the process of thought by which a judge reaches a conclusion
as to the appropriate result in a case, and to the written explanation of that process in a published
judgment. The latter is the principal mechanism of judicial accountability: an explanation of the reasons
for decision is owed not only to the unsuccessful litigant, but to everyone with an interest in the judicial
process, including other institutions of government and ultimately the public. No other public decision
makers are under such a heavy obligation to explain the reasons for their decisions. Yet the specialised
nature of legal discourse means that the function of public justification is often imperfectly realised: the
explanations are designed to be understood primarily by other judges and by the legal profession in
general.
 While the published reasons for decision lend themselves to objective analysis, the underlying
processes of thought involved in exploring and resolving a legal problem are so complex and variable that
neither judges nor writers on jurisprudence have been able to reduce them to an adequate explanatory
or prescriptive model. Ideally, the written reasons for judgment not only provide an accurate mirror of
the underlying reasoning process, but may actually help to shape it: the task of reducing one's thinking
to writing is itself an aid to thinking, and sometimes a decisive aid.
(http://www.win-more-cases.com/judicial-reasoning.htm)
https://www.tecconcursos.com.br/questoes/25127
54) 
The underlined word in "The latter is the principal mechanism" refers to
a) conclusion.
b) explanation.
c) process.
d) result.
e) judgment.
www.tecconcursos.com.br/questoes/25217
FGV - AL (SEN)/SEN/Tradução e Interpretação/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
Here is a text from a guide to buying translations:
Translation: getting it right
For non-linguists, buying in translation is often a source of frustration. The suggestions in
this brochure are aimed at reducing stress.
 Think international from the start. Avoid culture-bound clichés. References to your national sport
may well fall flat. Ditto literary/cultural metaphors. Tread carefully with references to parts of the human
body, viewed differently by different cultures.
 For written documents, don't box yourself in by linking your pitch to visuals that may not carry
the same meaning outside your native country - forcing translators to resort to cumbersome wordplay
and workarounds. In January 1998 PM Tony Blair told a group of Japanese businessmen that his
government intended to go "the full monty" in putting the UK economy on a sound footing. Blank faces:
the film had not yet been released in Japan.
 Keep some local flavour if you like, but check with your foreign-text team to make sure that
adaptation is possible. For written documents, be sure to include international calling codes for telephone
and fax...
 How important is style? Some translations are no-hopers from the start. Often these are raw
machine translation, or the work of non-native speakers struggling away with a grammar book in one
hand and a dictionary in the other. They are good for a laugh. Other translations are technically accurate,
yet the sentences do not flow as smoothly as they might; word order or choice of vocabulary may be
unduly influenced by the original language. They are not particularly effective for selling, but may be
good enough for readers who know the subject and can - or have time to - read between the lines.
(adapted from http://www.fit-ift.org/download/getright2-en.pdf)
The modal verb in "that may not carry...." indicates a
a) probability.
b) warning.
c) consequence.
d) condition.
e) prohibition.
https://www.tecconcursos.com.br/questoes/25217
55) 
56) 
www.tecconcursos.com.br/questoes/25221
FGV - AL (SEN)/SEN/Tradução e Interpretação/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
Here is a text from a guide to buying translations:
Translation: getting it right
For non-linguists, buying in translation is often a source of frustration. The suggestions in
this brochure are aimed at reducing stress.
 Think international from the start. Avoid culture-bound clichés. References to your national sport
may well fall flat. Ditto literary/cultural metaphors. Tread carefully with references to parts of the human
body, viewed differently by different cultures.
 For written documents, don't box yourself in by linking your pitch to visuals that may not carry
the same meaning outside your native country - forcing translators to resort to cumbersome wordplay
and workarounds. In January 1998 PM Tony Blair told a group of Japanese businessmen that his
government intended to go "the full monty" in putting the UK economy on a sound footing. Blank faces:
the film had not yet been released in Japan.
 Keep some local flavour if you like, but check with your foreign-text team to make sure that
adaptation is possible. For written documents, be sure to include international calling codes for telephone
and fax...
 How important is style? Some translations are no-hopers from the start. Often these are raw
machine translation, or the work of non-native speakers struggling away with a grammar book in one
hand and a dictionary in the other. They are good for a laugh. Other translations are technically accurate,
yet the sentences do not flow as smoothly as they might; word order or choice of vocabulary may be
unduly influenced by the originallanguage. They are not particularly effective for selling, but may be
good enough for readers who know the subject and can - or have time to - read between the lines.
(adapted from http://www.fit-ift.org/download/getright2-en.pdf)
The adverb in "may be unduly influenced" implies:
a) time.
b) space.
c) intensity;
d) absence;
e) limitation.
www.tecconcursos.com.br/questoes/25222
FGV - AL (SEN)/SEN/Tradução e Interpretação/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
https://www.tecconcursos.com.br/questoes/25221
https://www.tecconcursos.com.br/questoes/25222
57) 
TEXT
Here is a text from a guide to buying translations:
Translation: getting it right
For non-linguists, buying in translation is often a source of frustration. The suggestions in
this brochure are aimed at reducing stress.
 Think international from the start. Avoid culture-bound clichés. References to your national sport
may well fall flat. Ditto literary/cultural metaphors. Tread carefully with references to parts of the human
body, viewed differently by different cultures.
 For written documents, don't box yourself in by linking your pitch to visuals that may not carry
the same meaning outside your native country - forcing translators to resort to cumbersome wordplay
and workarounds. In January 1998 PM Tony Blair told a group of Japanese businessmen that his
government intended to go "the full monty" in putting the UK economy on a sound footing. Blank faces:
the film had not yet been released in Japan.
 Keep some local flavour if you like, but check with your foreign-text team to make sure that
adaptation is possible. For written documents, be sure to include international calling codes for telephone
and fax...
 How important is style? Some translations are no-hopers from the start. Often these are raw
machine translation, or the work of non-native speakers struggling away with a grammar book in one
hand and a dictionary in the other. They are good for a laugh. Other translations are technically accurate,
yet the sentences do not flow as smoothly as they might; word order or choice of vocabulary may be
unduly influenced by the original language. They are not particularly effective for selling, but may be
good enough for readers who know the subject and can - or have time to - read between the lines.
(adapted from http://www.fit-ift.org/download/getright2-en.pdf)
The underlined word in "They are not particularly effective" can be replaced by
a) methodically.
b) privately.
c) overly.
d) specifically.
e) precisely.
www.tecconcursos.com.br/questoes/25229
FGV - AL (SEN)/SEN/Tradução e Interpretação/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
Language services - the bedrock of knowledge services in today's knowledge economy
By Anil Gidwani | Published 08/11/2008
German to English translator
https://www.tecconcursos.com.br/questoes/25229
 A term very much in vogue today is "the knowledge economy". This is a term that is justifiably
considered vague and nebulous. Questions abound. What exactly is a knowledge economy? There seems
to be no clear definition. What are the sectors a knowledge economy is composed of? Why the
overwhelming allure of the knowledge economy? Why are sweeping statements made today that the
economy of the world today is moving towards a knowledge-based economy?
 And a question closer to our hearts as language service providers: Are language services part of
the knowledge economy? Does it matter if they are considered part of it or outside it?
 One definition of the knowledge economy, taken from today's overwhelmingly popular web
knowledge resource, wikipedia, defines the knowledge economy as the use of knowledge technologies
(such as knowledge engineering and knowledge management) to produce economic benefits.
 Clearly, it is important for language services to be classified and advertised as a part, nay a
critical and indispensable part, of the knowledge economy for three reasons:
a) Language services ARE an integral part of today's knowledge economy. The wheels of globalization,
itself predicated on a knowledge economy, would grind to a halt without language services.
b) Language services are not accorded the recognition they deserve in today's comprehensive march
towards globalization. Being classified as a component of the knowledge economy will confer on them
the status they truly deserve.
c) Payment for language services is not commensurate with the benefits they bring to the world
economy. Once they get due recognition, pay scales will be revised accordingly by market forces.
 No one can argue that language services such as translation or interpretation do not produce
economic benefits. What has to be driven home is the magnitude of economic benefits produced.
i) While language services produce no tangible products or sales (apart from the language services sold
themselves), the intangible effects of localization on product sales are substantial.
ii) Language services also enhance global collaboration, nay, are the very factor that make it possible .
Ask any two multinational companies what underpins their process of collaboration. The answer: a
Memorandum of Understanding or some sort of Legal Agreement drawn up in the languages of the
countries of the participating companies. So language services are required for global collaboration to
even be initiated. And that global collaboration produces economic benefits is a fact.
 It is therefore, indisputable that language services are a knowledge technology and that they
produce considerable intangible economic benefits that are critical to the production of a host of tangible
economic benefits.
 That being established, we as language service providers, can go a step further, and claim that
language services are the very bedrock of the knowledge economy. However, what is it that makes
language services stand out as a special knowledge-based service? There exist today many
knowledgebased technologies, such as information technology, software engineering, artificial intelligence
technologies, cognitive sciences, etc. Why are language services unique?
 An analogy with a natural phenomenon can drive home the point. Just as the light of the sun is
the very essence of the sun's ability to illumine, language is the very essence of all knowledge. Just as
the light of the sun illumines all objects in the solar system, language is used to describe all known
phenomena in our known universe, and therefore forms the very backbone of all human knowledge.
While knowledge is domain-specific, language is meta-knowledge. Language services are hence very
special, since no knowledge is possible without language.
 Language services will thus form the very bedrock of the global knowledge economy going
58) 
forward. It is time language services are accorded their rightful place in the global economy. In terms of
recognition. In terms of stature. And yes, in terms of remuneration.
(http://www.proz.com/translation-articles/articles/1964/1/Language-services-%E2%80%93-the-bedrock-of-
knowledge-services in-today%E2%80%99sknowledge-economy)
In "Once they get due recognition" Once has the same meaning as in
a) On seeing the other translators, they greeted them at once.
b) Translators meet at conferences once in a while.
c) Once there, the translators will greet the conference organizer.
d) Just once did the translators meet at that building.
e) Once upon a time, translation services were well-paid.
www.tecconcursos.com.br/questoes/25230
FGV - AL (SEN)/SEN/Tradução e Interpretação/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
Language services - the bedrock of knowledge services in today's knowledge economy
By Anil Gidwani | Published 08/11/2008
German to English translator
 Aterm very much in vogue today is "the knowledge economy". This is a term that is justifiably
considered vague and nebulous. Questions abound. What exactly is a knowledge economy? There seems
to be no clear definition. What are the sectors a knowledge economy is composed of? Why the
overwhelming allure of the knowledge economy? Why are sweeping statements made today that the
economy of the world today is moving towards a knowledge-based economy?
 And a question closer to our hearts as language service providers: Are language services part of
the knowledge economy? Does it matter if they are considered part of it or outside it?
 One definition of the knowledge economy, taken from today's overwhelmingly popular web
knowledge resource, wikipedia, defines the knowledge economy as the use of knowledge technologies
(such as knowledge engineering and knowledge management) to produce economic benefits.
 Clearly, it is important for language services to be classified and advertised as a part, nay a
critical and indispensable part, of the knowledge economy for three reasons:
a) Language services ARE an integral part of today's knowledge economy. The wheels of globalization,
itself predicated on a knowledge economy, would grind to a halt without language services.
b) Language services are not accorded the recognition they deserve in today's comprehensive march
towards globalization. Being classified as a component of the knowledge economy will confer on them
the status they truly deserve.
c) Payment for language services is not commensurate with the benefits they bring to the world
economy. Once they get due recognition, pay scales will be revised accordingly by market forces.
https://www.tecconcursos.com.br/questoes/25230
59) 
 No one can argue that language services such as translation or interpretation do not produce
economic benefits. What has to be driven home is the magnitude of economic benefits produced.
i) While language services produce no tangible products or sales (apart from the language services sold
themselves), the intangible effects of localization on product sales are substantial.
ii) Language services also enhance global collaboration, nay, are the very factor that make it possible .
Ask any two multinational companies what underpins their process of collaboration. The answer: a
Memorandum of Understanding or some sort of Legal Agreement drawn up in the languages of the
countries of the participating companies. So language services are required for global collaboration to
even be initiated. And that global collaboration produces economic benefits is a fact.
 It is therefore, indisputable that language services are a knowledge technology and that they
produce considerable intangible economic benefits that are critical to the production of a host of tangible
economic benefits.
 That being established, we as language service providers, can go a step further, and claim that
language services are the very bedrock of the knowledge economy. However, what is it that makes
language services stand out as a special knowledge-based service? There exist today many
knowledgebased technologies, such as information technology, software engineering, artificial intelligence
technologies, cognitive sciences, etc. Why are language services unique?
 An analogy with a natural phenomenon can drive home the point. Just as the light of the sun is
the very essence of the sun's ability to illumine, language is the very essence of all knowledge. Just as
the light of the sun illumines all objects in the solar system, language is used to describe all known
phenomena in our known universe, and therefore forms the very backbone of all human knowledge.
While knowledge is domain-specific, language is meta-knowledge. Language services are hence very
special, since no knowledge is possible without language.
 Language services will thus form the very bedrock of the global knowledge economy going
forward. It is time language services are accorded their rightful place in the global economy. In terms of
recognition. In terms of stature. And yes, in terms of remuneration.
(http://www.proz.com/translation-articles/articles/1964/1/Language-services-%E2%80%93-the-bedrock-of-
knowledge-services in-today%E2%80%99sknowledge-economy)
The underlined word in "It is therefore undisputable" signals a
a) contrast.
b) comparison.
c) condition.
d) constraint.
e) conclusion.
www.tecconcursos.com.br/questoes/25278
FGV - AL (SEN)/SEN/Medicina/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question
The web makes waves in Brazil
 There is no doubt that the web has caught on in Brazil as its web-using population has doubled
in just three years
https://www.tecconcursos.com.br/questoes/25278
60) 
 In July 2008 more than 23.7 million Brazilians went online according to figures gathered by web
statistics firm IBOPE/NetRatings. The figure is up 28% on the same time in 2007 and continues the trend
of booming net use.
 Proof that it has caught on can be seen in statistics which suggest Brazilians spend the longest
time surfing from home than any other nationality.
 By contrast, North Americans spend 20 hours 30 minutes and Germans 21 hours browsing the
web every month.
 While net access is popular in the homes of Brazilians, with 35.4 million homes connected to the
web in July 2008, internet cafes, or Lan houses as they are known in Brazil, are becoming hugely
popular.
 So popular that they are springing up in underground stations and fast food restaurants...
The dark side
 The internet has a reputation for harbouring some dark areas and for that reason, a rigorous
check is done before anyone can use a computer in a Lan house.
(adapted from http://news.bbc.co.uk/2/hi/technology/7642224.stm)
The underlined word in "While net access is popular" can be replaced by
a) Whereas.
b) Wherefore.
c) Whenever.
d) Whence.
e) Whereby.
www.tecconcursos.com.br/questoes/25286
FGV - AL (SEN)/SEN/Medicina/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question
Meet the new neighbours
 The empty house, in a middle-class corner of southern California, is two storeys high and boasts
a three-car garage. Roses bloom around a kidney-shaped swimming pool, which is green with algae. Bill
Bobbitt, a county inspector, dips a ladle into the water and brings up half a dozen wriggling larvae.
Mosquitoes, and the West Nile virus that some of them carry, are thriving in California's plunging property
market.
 West Nile virus arrived in America in 1999 and made it to California three years later. Since then
it is known to have infected 2,300 people in the state, of whom 76 have died... In theory, owners are
supposed to keep their properties in decent shape whether they live there or not. California has even
passed a bill fining banks and mortgage companies that seize properties and then allow pools to fester.
But Mr. Bobbitt isn't waiting for the lawyers. He has treated the pool in Santa Ana with oil and synthetic
growth hormones, which will keep the mosquitoes adolescent, preventing breeding. Then he tips in a few
dozen mosquito fish (Gambusia affinis), which begin happily munching larvae. You can buy a lot of the
https://www.tecconcursos.com.br/questoes/25286
61) 
62) 
fish for what a lawyer charges per hour, and some authorities, with commendable creativity, even provide
them free to help control the pests.
(from The Economist, August 2d, 2008, p. 34)
In "provide them free" them refers to
a) lawyers.
b) larvae.
c) authorities.
d) pests.
e) fish.
www.tecconcursos.com.br/questoes/25685
FGV - AL (SEN)/SEN/Informática Legislativa/Análise de Suporte de Sistemas/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
 "The Tech Product Network is an information andknowledge portal that showcases products and
information geared specifically toward making the jobs of law enforcement and corrections officers easier,
safer, and more efficient," says Steve Morrison, vice president of the WVHTC Foundation's Public Safety
and Homeland Security Group and interim director of OLETC. "For vendors and technologists, it offers an
opportunity for significant exposure."
 Through the site, Morrison says, law enforcement and corrections officers have ready access to
information in a variety of formats on numerous technologies and products geared specifically toward
their jobs. The site offers in-depth, validated assessments of various technologies performed by officers
in the field. A calendar of events lists important industry happenings and technology-specific events
posted by vendors. Registered users also receive e-mail notifications of new products and events that
match their specified interests. In addition, the site offers discussion forums on products and industry-
related technology issues and needs that give users a chance to ask questions regarding products and
receive feedback.2
(from http://www.justnet.org/TechBeat%20Files/tpn.pdf retrieved on September 23rd, 2008)
In "Through the site" Through can be replaced by
a) According to.
b) As regards.
c) In relation to.
d) By means of.
e) In spite of.
www.tecconcursos.com.br/questoes/25687
FGV - AL (SEN)/SEN/Informática Legislativa/Análise de Suporte de Sistemas/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
https://www.tecconcursos.com.br/questoes/25685
https://www.tecconcursos.com.br/questoes/25687
63) 
TEXT
 "The Tech Product Network is an information and knowledge portal that showcases products and
information geared specifically toward making the jobs of law enforcement and corrections officers easier,
safer, and more efficient," says Steve Morrison, vice president of the WVHTC Foundation's Public Safety
and Homeland Security Group and interim director of OLETC. "For vendors and technologists, it offers an
opportunity for significant exposure."
 Through the site, Morrison says, law enforcement and corrections officers have ready access to
information in a variety of formats on numerous technologies and products geared specifically toward
their jobs. The site offers in-depth, validated assessments of various technologies performed by officers
in the field. A calendar of events lists important industry happenings and technology-specific events
posted by vendors. Registered users also receive e-mail notifications of new products and events that
match their specified interests. In addition, the site offers discussion forums on products and industry-
related technology issues and needs that give users a chance to ask questions regarding products and
receive feedback.2
(from http://www.justnet.org/TechBeat%20Files/tpn.pdf retrieved on September 23rd, 2008)
Instead of In addition in "In addition, the site offers discussion forums", the author could have kept the
same meaning by using
a) Thus.
b) Conversely.
c) Fittingly.
d) Therefore.
e) Moreover.
www.tecconcursos.com.br/questoes/25806
FGV - TL (SEN)/SEN/Policial Legislativo Federal/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read the following text and answer question.
Politics of the Police, Third Edition
 The threefold structure of this book describes the history of the police, the sociology of policing,
and the law and politics of the police. The introduction of this book distinguishes between who the police
are and what policing is in the United Kingdom. The term "police" refers to a particular kind of social
institution, while "policing" implies a set of processes with specific social functions. The idea of policing is
an aspect of the more general concept of social control. Part 1 provides interpretations of police history,
the orthodox story of policing, the revisionist account, and a critique and synthesis. The establishment of
the police was a painful process, which produced resistance and hostility. In the late 18th and early 19th
centuries the police idea was fiercely contested. Part 1 details the rise and fall of police legitimacy from
1856 to 1991. This includes the depoliticization of the police from 1856 to 1959, and the politicization of
the police since 1959. Part 2 considers the knowledge gained by studies of police culture and work. An
understanding of how police officers see the social world and their role in it is important to an analysis of
what they do. The core characteristics of cop culture, social research and police practice, and the media
presentation of policing are described. Part 3 describes police powers and accountability. The last two
decades have seen profound changes in the legal and constitutional status of the police. Their powers
and accountability have been transformed by a set of overt changes in statute and case law, and by
covert changes in policy and practice. The new millennium of policing, the cycles of reform, the British
New Labour Government and policing, and the limits of police reform and policing are discussed.
https://www.tecconcursos.com.br/questoes/25806
64) 
65) 
(from http://www.ncjrs.gov/App/Publications/abstract.aspx?ID=201840, retrieved on September 23rd, 2008)
In "Their powers", Their refers to
a) police.
b) culture.
c) status.
d) characteristics.
e) changes.
www.tecconcursos.com.br/questoes/25871
FGV - TL (SEN)/SEN/Comunicação Social/Técnico em Videografismo/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
Beware the power of the blog
Companies may not like blogs, but if they ignore them they may be inviting some PR
disasters
 The number of blogs on the internet is doubling every five months, according to blog-tracking
site Technorati. The total is now around 20 million, with around 1.3 million posts made each day. Most
are no more interesting than overhearing another person's telephone call, but there are exceptions that
can have a remarkable impact.
(from http://www.computing.co.uk/itweek/comment/ 2145491/beware-power-blog, retrieved on September 24th,
2008)
The underlined verb in "Companies may not like blogs" indicates
a) prohibition.
b) permission.
c) prediction.
d) possibility.
e) persistence.
www.tecconcursos.com.br/questoes/25872
FGV - TL (SEN)/SEN/Comunicação Social/Técnico em Videografismo/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
Beware the power of the blog
Companies may not like blogs, but if they ignore them they may be inviting some PR
disasters
https://www.tecconcursos.com.br/questoes/25871
https://www.tecconcursos.com.br/questoes/25872
66) 
67) 
 The number of blogs on the internet is doubling every five months, according to blog-tracking
site Technorati. The total is now around 20 million, with around 1.3 million posts made each day. Most
are no more interesting than overhearing another person's telephone call, but there are exceptions that
can have a remarkable impact.
(from http://www.computing.co.uk/itweek/comment/ 2145491/beware-power-blog, retrieved on September 24th,
2008)
In "Most are no more interesting" most refers to
a) blogs.
b) months.
c) exceptions.
d) disasters.
e) posts
www.tecconcursos.com.br/questoes/25873
FGV - TL (SEN)/SEN/Comunicação Social/Técnico em Videografismo/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
TEXT
Beware the power of the blog
Companies may not like blogs, but if they ignore them they may be inviting some PR
disasters
 The number of blogs on the internet is doubling every five months, according to blog-tracking
site Technorati. The total is now around 20 million, with around 1.3 million posts made each day. Most
are no more interesting than overhearing another person's telephone call, but there are exceptions that
can have a remarkable impact.
(from http://www.computing.co.uk/itweek/comment/2145491/beware-power-blog, retrieved on September 24th,
2008)
The opposite of the underlined word in "more interesting than" is
a) least.
b) most.
c) many.
d) less.
e) last.
www.tecconcursos.com.br/questoes/26064
FGV - AL (SEN)/SEN/Comunicação Social/Supervisor de Programação de TV/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
Half the nation, a hundred million citizens strong
https://www.tecconcursos.com.br/questoes/25873
https://www.tecconcursos.com.br/questoes/26064
68) 
 EVER since it was first spotted amid the factory smoke of western Europe's industrialising
nations, the middle class has borne the hopes for progress of politicians, economists and shopkeepers
alike. It remains hard to define, and attempts to do so often seem arbitrary. But in Brazil, the middle
class describes those with a job in the formal economy, access to credit and ownership of a car or
motorbike. According to the Fundação Getulio Vargas (FGV), a research institute, this means households
with a monthly income ranging from 1,064 reais ($600) to 4,561 reais. Since 2002, according to FGV, the
proportion of the population that fits this description has increased from 44% to 52%. Brazil, previously
notorious for its extremes, is now a middle-class country.
 This social climbing is a feature mainly of the country's cities, reversing two decades of
stagnation that began at the start of the 1980s. Marcelo Neri of FGV suggests two factors behind the
change. The first is education. The quality of teaching in Brazil's schools may still be poor, but those aged
15-21 now spend on average just over three more years studying than their counterparts did in the early
1990s.
 The second is a migration of jobs from the informal "black" economy to the formal economy. The
rate of formal job creation is accelerating, with 40% more created in the year to this July than in the
previous 12 months, which itself set a record. Together with cash transfers to poor families, this helps to
explain why - in contrast with economic and social development in India or China - as Brazil's middle
class has grown, so the country's income inequality has lessened.
 Entering the middle class brings a predictable taste for yogurt and other luxuries. But when
shopping, middle-class Brazilians are more conscious of status than middle-class North Americans or
Europeans. "These are people who may ordinarily serve others," says Nicola Calicchio from McKinsey, a
consultancy, "so being attended to by someone is very important to them." Middle-class Brazilians may
avoid the glitzy stores that cater to the rich, but they do not want their surroundings to look cut-price
either. That may be true elsewhere, too, but a sensitivity to surroundings - not wanting to be made to
feel cheap - is particularly marked in Brazil.
(http://www.economist.com/world/americas/displaystory.cfm?story_id=12208726)
In "the middle class has borne the hopes" borne is the past participle of the verb
a) bare.
b) born.
c) bore.
d) bear.
e) board.
www.tecconcursos.com.br/questoes/26447
FGV - TL (SEN)/SEN/Processo Legislativo/2008
Língua Inglesa (Inglês) - Gramática (inglês)
Read text and answer question.
https://www.tecconcursos.com.br/questoes/26447
69) 
Department of Sociology
 Sociology is the study of the way humans influence each other through groups, organizations,
and societies. Sociologists investigate social change as well as the causes and consequences of human
behavior in a variety of contexts, from families to political movements to hospitals. Often combining
scientific and humanistic perspectives, sociologists analyze survey data, carry out in-depth interviews,
ethnographic studies and content analyses. The Sociology major at Pomona College emphasizes social
theory and research, culminating in the senior exercise, which allows each student to carry out an
original research project with the advice of one or two faculty members.
 Many sociology majors are able to study abroad for a semester during their junior year, for
example, in Spain, Brazil, Greece, South Africa, and the Dominican Republic.
(http://www.sociology.pomona.edu)
The verb form in "Many sociology majors are able to..." can be replaced by
a) must.
b) should.
c) will.
d) could.
e) can.
www.tecconcursos.com.br/questoes/45146
FGV - ATI (SEFAZ MS)/SEFAZ MS/2006
Língua Inglesa (Inglês) - Gramática (inglês)
 Google as well as Yahoo, Microsoft and AOL among others are gearing up to keep a much closer
eye on all of us, so that within five years these and other firms will routinely track our movements,
friends, interests, purchases and correspondence - then make money by helping marketers take
advantage of the information.
 These companies' brash plans are pushing us toward a thorny choice that will determine the
future of computing. Google and other Web-oriented, information-service giants are determined to build
a breathtaking array of services based on your personal information, and they're betting you'll be willing
to share it with them in order for you to reap the benefits. But if we cooperate and let them in on the
details of our lives, we'll lose much of our privacy, and possibly a lot more.
 A privacy backlash, however, would stifle these potentially revolutionary services before they get
off the ground - and leave the computer industry's biggest plans for growth in tatters. That may be just
what some people want. The U.S. Congress is considering four bills that would make it illegal to collect
and share information online or through cell phones about people without clearer warning and
permission. These sorts of restrictions are already in effect throughout much of Europe, thanks in part to
European Union directives on privacy and electronic communications passed in 2002 and 2003.
 The good news is that there's no reason to choose between technology and privacy. New
technologies are emerging that can doctor our data so that companies know just enough about us to ply
us with customized services, while preventing them from getting a clear picture of our private lives. The
question is again one of trust: in this case, whether people will come to trust the companies that are
trying to build these new technologies.
(abridged from Next Frontiers in Newsweek, April 3, 2006)
Mark the one item which contains the best passive alternative for we'll lose much of our privacy:
https://www.tecconcursos.com.br/questoes/45146
70) 
a) Much of our privacy is lost by us
b) Much of our privacy will be lost
c) Much of our privacy shall be lost
d) Much of our privacy shall be lost by us
e) Much of our privacy will have been lost by us
www.tecconcursos.com.br/questoes/45148
FGV - ATI (SEFAZ MS)/SEFAZ MS/2006
Língua Inglesa (Inglês) - Gramática (inglês)
 Google as well as Yahoo, Microsoft and AOL among others are gearing up to keep a much closer
eye on all of us, so that within five years these and other firms will routinely track our movements,
friends, interests, purchases and correspondence - then make money by helping marketers take
advantage of the information.
 These companies' brash plans are pushing us toward a thorny choice that will determine the
future of computing. Google and other Web-oriented, information-service giants are determined to build
a breathtaking array of services based on your personal information, and they're betting you'll be willing
to share it with them in order for you to reap the benefits. But if we cooperate and let them in on the
details of our lives, we'll lose much of our privacy, and possibly a lot more.
 A privacy backlash, however, would stifle these potentially revolutionary services before they get
off the ground - and leave the computer industry's biggest plans for growth in tatters. That may be just
what some people want. The U.S. Congress is considering four bills that would make it illegalto collect
and share information online or through cell phones about people without clearer warning and
permission. These sorts of restrictions are already in effect throughout much of Europe, thanks in part to
European Union directives on privacy and electronic communications passed in 2002 and 2003.
 The good news is that there's no reason to choose between technology and privacy. New
technologies are emerging that can doctor our data so that companies know just enough about us to ply
us with customized services, while preventing them from getting a clear picture of our private lives. The
question is again one of trust: in this case, whether people will come to trust the companies that are
trying to build these new technologies.
(abridged from Next Frontiers in Newsweek, April 3, 2006)
Complete the following passage with the right prepositions in the right order:
 Some 25 million surveillance cameras are already _____ place _____ stores and public spaces in
the U.S. alone, and new ones are coming online _____ the rate of 2 million a year. _____ fact it's difficult
to walk down the street without being photographed _____ several different angles.
(adapted from Next Frontiers in Newsweek, April3, 2006)
a) at - in - in - in - by
b) at - at - at - in - from
c) in - in - at - for - of
d) in - in - at - in - from
e) on - in - on - in - in
https://www.tecconcursos.com.br/questoes/45148
71) 
72) 
www.tecconcursos.com.br/questoes/45262
FGV - TTI (SEFAZ MS)/SEFAZ MS/2006
Língua Inglesa (Inglês) - Gramática (inglês)
 Almost as broad as the artwork around which they are constructed(a), a wide range of Web sites
has been created(b) to expand the public's awareness and knowledge of art.
 The National Museums Liverpool's Web site offers an interactive portrait section and a variety of
different online games. Some of these are based on the music of the Beatles
(www.liverpoolmuseums.org.uk). Fiercely aware of their unique location and cultural heritage, the
Liverpool museums are using(c) their Web site to attempt to collect 800 real-life stories that capture the
experiences, hopes and aspirations of the people of Merseyside in the last 60 years. All the stories and
objects will be added(d) to the museum social history collections as a resource to be used(e) in future
exhibitions, events and research.
 With the introduction of high-definition scans using technology developed in the museum's own
scientific and photographic departments, visitors to London's National Gallery Web site
(www.nationalgallery.org.uk) can zoom into different areas of artwork to explore details not ordinarily
visible. Currently, nearly 300 works are available to explore online, including paintings by Van Gogh,
Michelangelo, Botticelli and Rembrandt. Over time, every significant painting in the National Gallery's
permanent collection will be available.
 The Louvre offers an online program called "A Closer Look," which allows users to zoom in and
study details of famous works of art. Naturally, its most famous piece - the "Mona Lisa" - is one of the
works included in this program.
 MOMA' s "Red Studio" Web site explores issues raised by teens about modern art, today's
working artists and what goes on behind the scenes at a museum.
 And for those looking for a unique gift for the person who has everything, most museum Web
sites include an online store.
(International Herald Tribune, April 8-9, 2006)
In the text, all the following constructions are passive, except
a) are constructed.
b) has been created.
c) are using.
d) will be added.
e) to be used.
www.tecconcursos.com.br/questoes/45265
FGV - TTI (SEFAZ MS)/SEFAZ MS/2006
Língua Inglesa (Inglês) - Gramática (inglês)
 Almost as broad as the artwork around which they are constructed, a wide range of Web sites
has been created to expand the public's awareness and knowledge of art.
 The National Museums Liverpool's Web site offers an interactive portrait section and a variety of
different online games. Some of these are based on the music of the Beatles
(www.liverpoolmuseums.org.uk). Fiercely aware of their unique location and cultural heritage, the
https://www.tecconcursos.com.br/questoes/45262
https://www.tecconcursos.com.br/questoes/45265
73) 
Liverpool museums are using their Web site to attempt to collect 800 real-life stories that capture the
experiences, hopes and aspirations of the people of Merseyside in the last 60 years. All the stories and
objects will be added to the museum social history collections as a resource to be used in future
exhibitions, events and research.
 With the introduction of high-definition scans using technology developed in the museum's own
scientific and photographic departments, visitors to London's National Gallery Web site
(www.nationalgallery.org.uk) can zoom into different areas of artwork to explore details not ordinarily
visible. Currently, nearly 300 works are available to explore online, including paintings by Van Gogh,
Michelangelo, Botticelli and Rembrandt. Over time, every significant painting in the National Gallery's
permanent collection will be available.
 The Louvre offers an online program called "A Closer Look," which allows users to zoom in and
study details of famous works of art. Naturally, its most famous piece - the "Mona Lisa" - is one of the
works included in this program.
 MOMA' s "Red Studio" Web site explores issues raised by teens about modern art, today's
working artists and what goes on behind the scenes at a museum.
 And for those looking for a unique gift for the person who has everything, most museum Web
sites include an online store.
(International Herald Tribune, April 8-9, 2006)
The preposition IN occurs in in the last 60 years. It may also occur in all the following items, except
a) Getty's "Whyville" offers kids an opportunity to "travel the world" _____ search of Getty Center art
treasures.
b) The Louvre Museum offers an online program which allows users to study famous works of art
_____ detail.
c) The Getty Center, perched _____ a mountain overlooking West LA, has an online community of
teachers and learners who take part in online conversations with colleagues worldwide.
d) _____ addition to its French site, the Louvre has an extensive English-language Web site.
e) Educational Web sites give students experience _____ settings other than schools.
(adapted from International Herald Tribune, April 8-9, 2006)
www.tecconcursos.com.br/questoes/569096
FGV - Ana Leg (ALESP)/ALESP/Análise de Infraestrutura de Redes/2002
Língua Inglesa (Inglês) - Gramática (inglês)
If they _____ us beforehand, we _____ the necessary measures. Now it is too late. Choose the
verbs which best complete the passage above: 
a) have warned – will take.
b) had warned – will have taken.
c) have warned – have taken.
d) had warned – would have taken. 
https://www.tecconcursos.com.br/questoes/569096
74) 
75) 
www.tecconcursos.com.br/questoes/569099
FGV - Ana Leg (ALESP)/ALESP/Análise de Infraestrutura de Redes/2002
Língua Inglesa (Inglês) - Gramática (inglês)
“If they can’t meet _____ goals, they should blame _____, not _____.” The words which best
complete the passage are, respectively:
a) their – themselves – us.
b) their – theirselves – ours. 
c) them – themselves – ourselves.
d) them – theirselves – ourselves.
www.tecconcursos.com.br/questoes/2266830
FGV - AFRE MG/SEF MG/Tecnologia da Informação/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the following text and answer the question.
 
Is the blockchain audit trail in our near future?
https://www.leewayhertz.com/blockchain-technology-explained/
 
There are still many unknowns with respect to how blockchain will impact the audit and assurance
profession, including the speed with which it will do so. Blockchain is already impacting Certified Public
Accountant(CPA) auditors of those organizations using blockchain to record transactions and the rate of
adoption is expected to continue to increase. However, in the immediate future, blockchain technology
will not replace financial reporting and financial statement auditing. Financial statements reflect
management assertions, including estimates, many of which cannot be easily summarized or calculated
in a blockchain.
Furthermore, the process of an independent audit of financial statements enhances the trust that is
crucial for the effective functioning of the capital markets system. Any erosion of this trust may damage
an entity’s reputation, stock price and shareholder value, and can result in fines, penalties, or loss of
assets. Users of financial statements expect CPA auditors to perform an independent audit of the
financial statements using their professional skepticism. CPA auditors conclude whether they have
obtained reasonable assurance that the financial statements of an entity, taken as a whole, are free from
material misstatement, whether due to fraud or error. A blockchain is unlikely to replace these judgments
by a financial statement auditor.
That said, CPA auditors need to monitor developments in blockchain technology—it will impact clients’
information technology systems. CPA auditors will need to be conversant with the basics of blockchain
technology and work with experts to audit the complex technical risks associated with blockchain.
In addition, CPA auditors should be aware of opportunities to leverage their clients' adoption of
blockchain technology to improve data gathering during the audit. They should also consider whether
blockchain technology will allow them to create automated audit routines. The auditing profession must
https://www.tecconcursos.com.br/questoes/569099
https://www.tecconcursos.com.br/questoes/2266830
76) 
embrace and "lean in" to the opportunities and challenges from widespread blockchain adoption. CPA
auditors and assurance providers are encouraged to monitor developments in blockchain technology
because they have an opportunity to evolve, learn, and capitalize on their already proven ability to adapt
to the needs of a rapidly changing business world.
(Adapted from https://www2.deloitte.com/za/en/pages/audit/articles/impact-of-blockchain-in-accounting.html)
 
Based on the text, mark the statements below as True (T) or False (F).
( ) The effects of blockchain technology in auditing nowadays are quite clear.
( ) It will be necessary for CPA auditors to acquaint themselves with the fundamentals of blockchain
and to team up with specialists to gauge technical hazards.
( ) The interest in blockchain technology is already dwindling.
The statements are, respectively
a) F – T – F.
b) T – F – T.
c) F – F – T.
d) F – T – T.
e) T – T – F.
www.tecconcursos.com.br/questoes/2266831
FGV - AFRE MG/SEF MG/Tecnologia da Informação/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the following text and answer the question.
 
Is the blockchain audit trail in our near future?
https://www.leewayhertz.com/blockchain-technology-explained/
 
There are still many unknowns with respect to how blockchain will impact the audit and assurance
profession, including the speed with which it will do so. Blockchain is already impacting Certified Public
Accountant (CPA) auditors of those organizations using blockchain to record transactions and the rate of
adoption is expected to continue to increase. However, in the immediate future, blockchain technology
will not replace financial reporting and financial statement auditing. Financial statements reflect
management assertions, including estimates, many of which cannot be easily summarized or calculated
in a blockchain.
 
Furthermore, the process of an independent audit of financial statements enhances the trust that is
crucial for the effective functioning of the capital markets system. Any erosion of this trust may damage
an entity’s reputation, stock price and shareholder value, and can result in fines, penalties, or loss of
assets. Users of financial statements expect CPA auditors to perform an independent audit of the
https://www.tecconcursos.com.br/questoes/2266831
77) 
financial statements using their professional skepticism. CPA auditors conclude whether they have
obtained reasonable assurance that the financial statements of an entity, taken as a whole, are free from
material misstatement, whether due to fraud or error. A blockchain is unlikely to replace these judgments
by a financial statement auditor.
 
That said, CPA auditors need to monitor developments in blockchain technology—it will impact clients’
information technology systems. CPA auditors will need to be conversant with the basics of blockchain
technology and work with experts to audit the complex technical risks associated with blockchain.
 
In addition, CPA auditors should be aware of opportunities to leverage their clients' adoption of
blockchain technology to improve data gathering during the audit. They should also consider whether
blockchain technology will allow them to create automated audit routines. The auditing profession must
embrace and "lean in" to the opportunities and challenges from widespread blockchain adoption. CPA
auditors and assurance providers are encouraged to monitor developments in blockchain technology
because they have an opportunity to evolve, learn, and capitalize on their already proven ability to adapt
to the needs of a rapidly changing business world.
 
(Adapted from https://www2.deloitte.com/za/en/pages/audit/articles/impact-of-blockchain-in-accounting.html)
 
As regards the author’s opinion, analyse the assertions below.
 
I. Auditors should try to keep abreast of the latest developments in technology.
 
II. CPA auditors’ skepticism is an asset to the profession.
 
III. Those involved in auditing seems to be rather refractory to change.
a) Only I is correct.
b) Only III is correct.
c) Only both I and II are correct.
d) Only both I and III are correct.
e) All three assertions are correct.
www.tecconcursos.com.br/questoes/2266835
FGV - AFRE MG/SEF MG/Tecnologia da Informação/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the following text and answer the question.
 
Is the blockchain audit trail in our near future?
https://www.leewayhertz.com/blockchain-technology-explained/
 
There are still many unknowns with respect to how blockchain will impact the audit and assurance
profession, including the speed with which it will do so. Blockchain is already impacting Certified Public
Accountant (CPA) auditors of those organizations using blockchain to record transactions and the rate of
adoption is expected to continue to increase. However, in the immediate future, blockchain technology
will not replace financial reporting and financial statement auditing. Financial statements reflect
https://www.tecconcursos.com.br/questoes/2266835
78) 
management assertions, including estimates, many of which cannot be easily summarized or calculated
in a blockchain.
 
Furthermore, the process of an independent audit of financial statements enhances the trust that is
crucial for the effective functioning of the capital markets system. Any erosion of this trust may damage
an entity’s reputation, stock price and shareholder value, and can result in fines, penalties, or loss of
assets. Users of financial statements expect CPA auditors to perform an independent audit of the
financial statements using their professional skepticism. CPA auditors conclude whether they have
obtained reasonable assurance that the financial statements of an entity, taken as a whole, are free from
material misstatement, whether due to fraud or error. A blockchain is unlikely to replace these judgments
by a financial statement auditor.
 
That said, CPA auditors need to monitor developments in blockchain technology—it will impact clients’
information technology systems. CPA auditors will needto be conversant with the basics of blockchain
technology and work with experts to audit the complex technical risks associated with blockchain.
 
In addition, CPA auditors should be aware of opportunities to leverage their clients' adoption of
blockchain technology to improve data gathering during the audit. They should also consider whether
blockchain technology will allow them to create automated audit routines. The auditing profession must
embrace and "lean in" to the opportunities and challenges from widespread blockchain adoption. CPA
auditors and assurance providers are encouraged to monitor developments in blockchain technology
because they have an opportunity to evolve, learn, and capitalize on their already proven ability to adapt
to the needs of a rapidly changing business world.
 
(Adapted from https://www2.deloitte.com/za/en/pages/audit/articles/impact-of-blockchain-in-accounting.html)
 
When the author argues that “the process of an independent audit of financial statements enhances the
trust that is crucial for the effective functioning of the capital markets system” (2nd paragraph), he
implies this trust is
a) curtailed.
b) breached.
c) betrayed.
d) relinquished.
e) strengthened.
www.tecconcursos.com.br/questoes/2346579
FGV - AFRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Adding ethics to public finance
 
Evolutionary moral psychologists point the way to garnering broader support for fiscal policies
 
Policy decisions on taxation and public expenditures intrinsically reflect moral choices. How much of your
hard-earned money is it fair for the state to collect through taxes? Should the rich pay more? Should the
state provide basic public services such as education and health care for free to all citizens? And so on.
 
Economists and public finance practitioners have traditionally focused on economic efficiency. When
considering distributional issues, they have generally steered clear of moral considerations, perhaps
fearing these could be seen as subjective. However, recent work by evolutionary moral psychologists
suggests that policies can be better designed and muster broader support if policymakers consider the
https://www.tecconcursos.com.br/questoes/2346579
full range of moral perspectives on public finance. A few pioneering empirical applications of this
approach in the field of economics have shown promise.
 
For the most part, economists have customarily analyzed redistribution in a way that requires users to
provide their own preferences with regard to inequality: Tell economists how much you care about
inequality, and they can tell you how much redistribution is appropriate through the tax and benefit
system. People (or families or households) have usually been considered as individuals, and the only
relevant characteristics for these exercises have been their incomes, wealth, or spending potential.
 
There are two — understandable but not fully satisfactory — reasons for this approach. First, economists
often wish to be viewed as objective social scientists. Second, most public finance scholars have been
educated in a tradition steeped in values of societies that are WEIRD (Western, Educated, Industrialized,
Rich, and Democratic). In this context, individuals are at the center of the analysis, and morality is
fundamentally about the golden rule — treat other people the way that you would want them to treat
you, regardless of who those people are. These are crucial but ultimately insufficient perspectives on how
humans make moral choices.
 
Evolutionary moral psychologists during the past couple of decades have shown that, faced with a moral
dilemma, humans decide quickly what seems right or wrong based on instinct and later justify their
decision through more deliberate reasoning. Based on evidence presented by these researchers, our
instincts in the moral domain evolved as a way of fostering cooperation within a group, to help ensure
survival. This modern perspective harks back to two moral philosophers of the Scottish Enlightenment —
David Hume and Adam Smith — who noted that sentiments are integral to people’s views on right and
wrong. But most later philosophers in the Western tradition sought to base morality on reason alone.
 
Moral psychologists have recently shown that many people draw on moral perspectives that go well
beyond the golden rule. Community, authority, divinity, purity, loyalty, and sanctity are important
considerations not only in many non-Western countries, but also among politically influential segments of
the population in advanced economies, as emphasized by proponents of moral foundations theory.
 
Regardless of whether one agrees with those broader moral perspectives, familiarity with them makes it
easier to understand the underlying motivations for various groups’ positions in debates on public
policies. Such understanding may help in the design of policies that can muster support from a wide
range of groups with differing moral values.
 
Adapted from: https://www.imf.org/en/Publications/fandd/issues/2022/03/Adding-ethics-to-public-finance-Mauro
 
Based on the text, mark the statements below as TRUE (T) or FALSE (F).
 
I. The planning of fiscal strategies is impervious to moral considerations.
 
II. Traditional public finance education based on the golden rule is wanting as regards moral
choices.
 
III. Since the 18th century, philosophers have been on the same page as regards moral dilemmas.
 
The statements are, respectively,
a) T – F – T.
b) F – F – T.
c) F – T – F.
d) F – T – T.
e) T – F – F.
79) 
www.tecconcursos.com.br/questoes/2346583
FGV - ATRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
 
Trust and audit
 
Trust is what auditors sell. They review the accuracy, adequacy or propriety of other people’s work.
Financial statement audits are prepared for the owners of a company and presented publically to provide
assurance to the market and the wider public. Public service audits are presented to governing bodies
and, in some cases, directly to parliament.
 
It is the independent scepticism of the auditor that allows shareholders and the public to be confident
that they are being given a true and fair account of the organisation in question. The auditor’s signature
pledges his or her reputational capital so that the audited body’s public statements can be trusted. […]
 
Given the fundamental importance of trust, should auditors not then feel immensely valuable in the
context of declining trust? Not so. Among our interviewees, a consensus emerged that the audit
profession is under-producing trust at a critical time. One aspect of the problem is the quietness of audit:
it is a profession that literally goes about its work behind the scenes. The face and processes of the
auditor are rarely seen in the organisations they scrutinise, and relatively rarely in the outside world. Yet,
if we listen to the mounting evidence of the importance of social capital, we know that frequent and
reliable contacts between groups are important to strengthening and expanding trust.
 
So what can be done? Our research suggests that more frequent dialogue with audit committees and a
more ambitious outward facing role for the sector’s leadership would be welcome. But we think more is
needed. Audit for the 21st century should be understood and designed as primarily a confidence building
process within the audited organisation and across its stakeholders. If the audit is a way of ensuring the
client’s accountability, much more needs to be done to make the audit itself exemplary in its openness
and inclusiveness.
 
Instead of an audit report being a trust-producing product, the audit process could become a trust-
producing practice in which the auditor uses his or her position as a trusted intermediary to broker
rigorous learning across all dimensions of the organisation and its stakeholders. The views of investors,
staff, suppliers and customerscould routinely be considered, as could questions from the general public;
online technologies offer numerous opportunities to inform, involve and invite.
 
From being a service that consists almost exclusively of external investigation by a warranted
professional, auditing needs to become more co-productive, with the auditor’s role expanding to include
that of an expert convenor who is willing to share the tools of enquiry. Audit could move from ‘black box’
to ‘glass box’.
 
But the profession will still struggle to secure trust unless it can stake a stronger claim to supporting
improvement. Does it increase the economic, social or environmental value of the organisations it
reviews? It is one thing to believe in the accuracy of a financial statement audit, but it is another thing to
believe in its utility.
 
Adapted from: https://auditfutures.net/pdf/AuditFutures-RSA-EnlighteningProfessions.pdf
 
Based on Text I, mark the statements below as TRUE (T) or FALSE (F).
 
I. In auditing, taking heed of what other parties have to say needs to be downplayed.
II. Auditors are generally unobtrusive when carrying out their jobs.
III. Trust is obtained when auditors eschew straightforward statements.
https://www.tecconcursos.com.br/questoes/2346583
80) 
 
The statements are, respectively,
a) F – T – F.
b) F – F – T.
c) T – F – T.
d) F – T – T.
e) T – F – F.
www.tecconcursos.com.br/questoes/2346584
FGV - ATRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
 
Trust and audit
 
Trust is what auditors sell. They review the accuracy, adequacy or propriety of other people’s work.
Financial statement audits are prepared for the owners of a company and presented publically to provide
assurance to the market and the wider public. Public service audits are presented to governing bodies
and, in some cases, directly to parliament.
 
It is the independent scepticism of the auditor that allows shareholders and the public to be confident
that they are being given a true and fair account of the organisation in question. The auditor’s signature
pledges his or her reputational capital so that the audited body’s public statements can be trusted. […]
 
Given the fundamental importance of trust, should auditors not then feel immensely valuable in the
context of declining trust? Not so. Among our interviewees, a consensus emerged that the audit
profession is under-producing trust at a critical time. One aspect of the problem is the quietness of audit:
it is a profession that literally goes about its work behind the scenes. The face and processes of the
auditor are rarely seen in the organisations they scrutinise, and relatively rarely in the outside world. Yet,
if we listen to the mounting evidence of the importance of social capital, we know that frequent and
reliable contacts between groups are important to strengthening and expanding trust.
 
So what can be done? Our research suggests that more frequent dialogue with audit committees and a
more ambitious outward facing role for the sector’s leadership would be welcome. But we think more is
needed. Audit for the 21st century should be understood and designed as primarily a confidence building
process within the audited organisation and across its stakeholders. If the audit is a way of ensuring the
client’s accountability, much more needs to be done to make the audit itself exemplary in its openness
and inclusiveness.
 
Instead of an audit report being a trust-producing product, the audit process could become a trust-
producing practice in which the auditor uses his or her position as a trusted intermediary to broker
rigorous learning across all dimensions of the organisation and its stakeholders. The views of investors,
staff, suppliers and customers could routinely be considered, as could questions from the general public;
online technologies offer numerous opportunities to inform, involve and invite.
 
From being a service that consists almost exclusively of external investigation by a warranted
professional, auditing needs to become more co-productive, with the auditor’s role expanding to include
that of an expert convenor who is willing to share the tools of enquiry. Audit could move from ‘black box’
to ‘glass box’.
 
https://www.tecconcursos.com.br/questoes/2346584
81) 
But the profession will still struggle to secure trust unless it can stake a stronger claim to supporting
improvement. Does it increase the economic, social or environmental value of the organisations it
reviews? It is one thing to believe in the accuracy of a financial statement audit, but it is another thing to
believe in its utility.
 
Adapted from: https://auditfutures.net/pdf/AuditFutures-RSA-EnlighteningProfessions.pdf
 
Text I suggests auditors should invest in more
a) dynamic surveys.
b) unfounded records.
c) provisional auditing.
d) constant interactions.
e) user-friendly programs.
www.tecconcursos.com.br/questoes/2346595
FGV - AFRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text II
 
How trade can become a gateway to climate resilience
 
Most people don't think about climate change when they lift a café latte to their lips or nibble on a
square of chocolate — but this could soon change.
 
Based on current trajectories, around a quarter of Brazil’s coffee farms and 37% of Indonesia’s are likely
to be lost to climate change. Swathes of Ghana and Côte d’Ivoire — where most of the world’s chocolate
is sourced — will become too hot to grow cocoa by 2050.
 
Climate-related droughts and deadly heatwaves across the world have coincided with severe storms,
cyclones, hurricanes, and, of course, a pandemic. As a consequence of these shocks, millions of people
have been left without homes, and a growing number of people now face starvation and a total collapse
of livelihoods as growing and exporting staple crops becomes untenable.
 
We must immediately rethink the shape of our economies, agricultural systems and consumption
patterns. Our priority is to manufacture climate resilience in global economies and societies — and we
must do it quickly.
 
Trade can kickstart the emergence of climate-resilient economies, especially in the poorest countries.
Trade has a multiplier effect on economies by driving production growth and fostering the expansion of
export industries. By shifting focus to production and exports that increase climate resilience, there is
potential to exponentially increase the land surface and trade processes prepared to withstand the
climate crisis.
Adapted from: https://www.weforum.org/agenda/2022/07/trade-can-be-a-gateway-to-climate-resilience
 
The aim of the text is to offer both
a) an alert and a scolding.
b) a query and a dismissal.
c) a pledge and a grievance.
https://www.tecconcursos.com.br/questoes/2346595
82) 
83) 
d) a warning and a way out.
e) a disclaimer and a solution.
www.tecconcursos.com.br/questoes/2346597
FGV - ATRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text II
 
Global commerce
 
Driverless vehicles whizz across five new berths at Tuas Mega Port, which sits on a swathe of largely
reclaimed land at the western tip of Singapore. Unmanned cranes loom overhead, circled by camera-
fitted drones. The berths are the first of 21 due by 2027. When it is completed in 2040, the complex will
be the largest container port on Earth, boasts PSA International, its Singaporean owner.
 
Tuas is a vision of the future on two fronts. It illustrates how port operators the world over are deploying
clever technologies to meet the demand for their services in the face of obstacles to the development of
new facilities, from lack of space to environmental concerns. More fundamentally, the city-state’s
investment, with construction costs estimated at $15bn, is part of a wave of huge bets by the broader
logistics industry on the rising importance of Asia, and South-East Asia in particular. The IMF expects the
region’s fivelargest economies—Indonesia, Malaysia, Singapore, the Philippines and Thailand—to be the
fastest-growing bloc in the world by trade volumes between 2022 and 2027. The result is that the map of
global commerce and the blueprints for its critical nodes are being simultaneously redrawn.
 
From: The Economist, January 14, 2023, pp. 57-58
 
As regards Text II, analyse the assertions below:
 
I. The soil on which the port is being built was once parched.
II. The industry is quite diffident about the success of the investment.
III. From an international viewpoint the project described will have sweeping implications.
 
Choose the correct answer:
a) Only I is correct.
b) Only II is correct.
c) Only III is correct.
d) Only II and III are correct.
e) All three assertions are correct.
www.tecconcursos.com.br/questoes/2346599
FGV - AFRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text II
 
How trade can become a gateway to climate resilience
 
https://www.tecconcursos.com.br/questoes/2346597
https://www.tecconcursos.com.br/questoes/2346599
84) 
Most people don't think about climate change when they lift a café latte to their lips or nibble on a
square of chocolate — but this could soon change.
 
Based on current trajectories, around a quarter of Brazil’s coffee farms and 37% of Indonesia’s are likely
to be lost to climate change. Swathes of Ghana and Côte d’Ivoire — where most of the world’s chocolate
is sourced — will become too hot to grow cocoa by 2050.
 
Climate-related droughts and deadly heatwaves across the world have coincided with severe storms,
cyclones, hurricanes, and, of course, a pandemic. As a consequence of these shocks, millions of people
have been left without homes, and a growing number of people now face starvation and a total collapse
of livelihoods as growing and exporting staple crops becomes untenable.
 
We must immediately rethink the shape of our economies, agricultural systems and consumption
patterns. Our priority is to manufacture climate resilience in global economies and societies — and we
must do it quickly.
 
Trade can kickstart the emergence of climate-resilient economies, especially in the poorest countries.
Trade has a multiplier effect on economies by driving production growth and fostering the expansion of
export industries. By shifting focus to production and exports that increase climate resilience, there is
potential to exponentially increase the land surface and trade processes prepared to withstand the
climate crisis.
Adapted from: https://www.weforum.org/agenda/2022/07/trade-can-be-a-gateway-to-climate-resilience
 
The position of the writer is that the situation described
a) could be shrugged off.
b) will not offer any harm.
c) ought to shift promptly.
d) should be taken lightly.
e) needs to be overlooked.
www.tecconcursos.com.br/questoes/2346601
FGV - ATRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text II
 
Global commerce
 
Driverless vehicles whizz across five new berths at Tuas Mega Port, which sits on a swathe of largely
reclaimed land at the western tip of Singapore. Unmanned cranes loom overhead, circled by camera-
fitted drones. The berths are the first of 21 due by 2027. When it is completed in 2040, the complex will
be the largest container port on Earth, boasts PSA International, its Singaporean owner.
 
Tuas is a vision of the future on two fronts. It illustrates how port operators the world over are deploying
clever technologies to meet the demand for their services in the face of obstacles to the development of
new facilities, from lack of space to environmental concerns. More fundamentally, the city-state’s
investment, with construction costs estimated at $15bn, is part of a wave of huge bets by the broader
logistics industry on the rising importance of Asia, and South-East Asia in particular. The IMF expects the
region’s five largest economies—Indonesia, Malaysia, Singapore, the Philippines and Thailand—to be the
fastest-growing bloc in the world by trade volumes between 2022 and 2027. The result is that the map of
global commerce and the blueprints for its critical nodes are being simultaneously redrawn.
https://www.tecconcursos.com.br/questoes/2346601
85) 
86) 
 
From: The Economist, January 14, 2023, pp. 57-58
 
The overall position of the article is rather
a) flimsy.
b) gloomy.
c) scornful.
d) awkward.
e) supportive.
www.tecconcursos.com.br/questoes/2346604
FGV - ATRFB/SRFB/Geral/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text II
 
Global commerce
 
Driverless vehicles whizz across five new berths at Tuas Mega Port, which sits on a swathe of largely
reclaimed land at the western tip of Singapore. Unmanned cranes loom overhead, circled by camera-
fitted drones. The berths are the first of 21 due by 2027. When it is completed in 2040, the complex will
be the largest container port on Earth, boasts PSA International, its Singaporean owner.
 
Tuas is a vision of the future on two fronts. It illustrates how port operators the world over are deploying
clever technologies to meet the demand for their services in the face of obstacles to the development of
new facilities, from lack of space to environmental concerns. More fundamentally, the city-state’s
investment, with construction costs estimated at $15bn, is part of a wave of huge bets by the broader
logistics industry on the rising importance of Asia, and South-East Asia in particular. The IMF expects the
region’s five largest economies—Indonesia, Malaysia, Singapore, the Philippines and Thailand—to be the
fastest-growing bloc in the world by trade volumes between 2022 and 2027. The result is that the map of
global commerce and the blueprints for its critical nodes are being simultaneously redrawn.
 
From: The Economist, January 14, 2023, pp. 57-58
 
The machines described in the first paragraph
a) look somewhat rickety.
b) have recently come apart.
c) obviate physical exertion.
d) are too strenuous to be run.
e) were devised by Asian laymen.
www.tecconcursos.com.br/questoes/2361823
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read text and answer the question that follow it.
https://www.tecconcursos.com.br/questoes/2346604
https://www.tecconcursos.com.br/questoes/2361823
87) 
 
Nurturing Multimodalism
[…]
New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a
lifelong learner; this is simply more apparent in the Information Age. In instances of best practice,
collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-
house professional development. This allows teachers to share in reflective, on-going, contextualized
learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT
typically employs learner-centered activities: these can include learners sharing their knowledge of
strategic digital literacies with others in the classrooms.
The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to
children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may
find new ways of communicating digitally to be quite baffling and confronting of our communicative
expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as
natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not
fair for the teacher to treat Information and Communication Technologies as auxiliary communication
with learners for whom it is mainstream and primary.
Learning spaces are important. Although teachers seldom have much individual say in the layout of
teaching spaces, collaborative relationships may help to encourage integrated digitization, where
computersare not segregated in laboratories but are interspersed throughout the school environment. In
digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so
that access to information is driven by purpose and content rather than by the media available.
 
Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.)
International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at:
https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliteracies_in_ELT
 
Based on the text, mark the statements below as TRUE (T) or FALSE (F).
( ) In the digital era, modern literacies have been swept away by postmodern perspectives.
( ) Learners are to be stimulated to share their digital knowledge with teacher and peers.
( ) A digitally infused curriculum requires a restricted area in the school for working with
computers.
The statements are, respectively,
a) F, F, T.
b) F, T, F.
c) T, T, F.
d) T, F, T.
e) F, T, T.
www.tecconcursos.com.br/questoes/2361825
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read text and answer the question that follow it.
https://www.tecconcursos.com.br/questoes/2361825
88) 
 
Nurturing Multimodalism
[…]
New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a
lifelong learner; this is simply more apparent in the Information Age. In instances of best practice,
collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-
house professional development. This allows teachers to share in reflective, on-going, contextualized
learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT
typically employs learner-centered activities: these can include learners sharing their knowledge of
strategic digital literacies with others in the classrooms.
The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to
children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may
find new ways of communicating digitally to be quite baffling and confronting of our communicative
expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as
natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not
fair for the teacher to treat Information and Communication Technologies as auxiliary communication
with learners for whom it is mainstream and primary.
Learning spaces are important. Although teachers seldom have much individual say in the layout of
teaching spaces, collaborative relationships may help to encourage integrated digitization, where
computers are not segregated in laboratories but are interspersed throughout the school environment. In
digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so
that access to information is driven by purpose and content rather than by the media available.
 
Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.)
International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at:
https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliteracies_in_ELT
 
As regards the text, analyse the assertions below:
I. In recent collaborative teaching, learners and teachers may exchange roles.
II. The goals of digitally oriented curricula should conform to the media at hand.
III. It is quite straining for children to get a grasp of digital communication.
Choose the correct answer:
a) Only I is correct.
b) Only II is correct.
c) Only III is correct.
d) Only I and II are correct.
e) All three assertions are correct.
www.tecconcursos.com.br/questoes/2361826
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read text and answer the question that follow it.
 
https://www.tecconcursos.com.br/questoes/2361826
89) 
Nurturing Multimodalism
[…]
New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a
lifelong learner; this is simply more apparent in the Information Age. In instances of best practice,
collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-
house professional development. This allows teachers to share in reflective, on-going, contextualized
learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT
typically employs learner-centered activities: these can include learners sharing their knowledge of
strategic digital literacies with others in the classrooms.
The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to
children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may
find new ways of communicating digitally to be quite baffling and confronting of our communicative
expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as
natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not
fair for the teacher to treat Information and Communication Technologies as auxiliary communication
with learners for whom it is mainstream and primary.
Learning spaces are important. Although teachers seldom have much individual say in the layout of
teaching spaces, collaborative relationships may help to encourage integrated digitization, where
computers are not segregated in laboratories but are interspersed throughout the school environment. In
digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so
that access to information is driven by purpose and content rather than by the media available.
 
Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.)
International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at:
https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliteracies_in_ELT
 
The excerpt that informs that the professional’s education is a never-ending path is
a) “The teacher is a lifelong learner”.
b) “Information is driven by purpose and content”.
c) “ELT typically employs learner-centered activities”.
d) “Teachers seldom have much individual say in the layout of teaching spaces”.
e) “It is not fair for the teacher to treat Information and Communication Technologies as auxiliary
communication”.
www.tecconcursos.com.br/questoes/2361832
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read text and answer the question that follow it.
 
Nurturing Multimodalism
[…]
New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a
lifelong learner; this is simply more apparent in the Information Age. In instances of best practice,
collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-
house professional development. This allows teachers to share in reflective, on-going, contextualized
https://www.tecconcursos.com.br/questoes/2361832
90) 
learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT
typically employs learner-centered activities: these can include learners sharing their knowledge of
strategic digital literacies with others in the classrooms.
The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to
children, whohave been socialized into it, and for whom digital literacies are exploratory play. Adults may
find new ways of communicating digitally to be quite baffling and confronting of our communicative
expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as
natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not
fair for the teacher to treat Information and Communication Technologies as auxiliary communication
with learners for whom it is mainstream and primary.
Learning spaces are important. Although teachers seldom have much individual say in the layout of
teaching spaces, collaborative relationships may help to encourage integrated digitization, where
computers are not segregated in laboratories but are interspersed throughout the school environment. In
digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so
that access to information is driven by purpose and content rather than by the media available.
 
Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.)
International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at:
https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliteracies_in_ELT
 
In the 2nd paragraph, the pronoun in “Instant messaging systems […] provide as natural a medium for
communicating to them” refers to
a) adults.
b) teachers.
c) children.
d) professionals.
e) baby-boomers.
www.tecconcursos.com.br/questoes/2361835
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the question that follow it.
 
Hi, did two shifts tonite and am off to bed. But still fancy the film tomoz. Ur still ok for this right?
How about meet up at I dunno 6 or something outside the Chinese take away.
 
Adapted from Carter, R. & Goddard, A. How to Analyse Texts. A toolkit for students of English. London: Routledge,
2016, p. 154.
From this message taken from a million-word corpus of e-communication in the Cambridge English
Corpus we can say that the
a) communication is quite informal.
b) use of vague language is avoided.
c) spelling is not suitable to the medium.
d) information conveyed is intentionally cryptic.
https://www.tecconcursos.com.br/questoes/2361835
91) 
92) 
e) aim of the writer is to avoid meeting the interlocutor.
www.tecconcursos.com.br/questoes/2361837
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the question that follow it.
 
Hi, did two shifts tonite and am off to bed. But still fancy the film tomoz. Ur still ok for this right?
How about meet up at I dunno 6 or something outside the Chinese take away.
 
Adapted from Carter, R. & Goddard, A. How to Analyse Texts. A toolkit for students of English. London: Routledge,
2016, p. 154.
 
On writing the message the writer implies he or she is
a) frightened.
b) dismayed.
c) disgusted.
d) tired.
e) ill.
www.tecconcursos.com.br/questoes/2361840
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
The curriculum published by the Municipal Secretariat of Education, São Paulo (2019), sets new
goals and directions for learning and provides guidance to those involved in education. Such goals are
distributed into three cycles for Primary Education (Years 1 to 9), as listed below. Match these cycles to
their pertinent goals:
1. Literacy Cycle
2. Interdisciplinary Cycle
3. Authoring Cycle
( ) Recognize instructions that indicate body movements (EF01LI09; p. 75);
( ) Recognize the difference between layouts of texts from various media, according to the context
(EF07LI06, p.85);
( ) Recognize words in English looking at images in games such as bingo and tic-tac-toe (EF04LI10,
p.80);
( ) Recognize narrative elements such as characters, plot, time and space in a group work situation
(EF03LI04; p.77);
( ) Recognize language variation as a manifestation of different ways of thinking and expressing the
world (EF07LI25, p.87).
The item with the correct sequence is:
a) 2 – 1 – 3 – 3 – 2.
b) 3 – 2 – 1 – 2 – 3.
c) 1 – 2 – 3 – 3 – 1.
https://www.tecconcursos.com.br/questoes/2361837
https://www.tecconcursos.com.br/questoes/2361840
93) 
94) 
d) 2 – 3 – 2 – 3 - 1.
e) 1 – 3 – 2 – 1 – 3.
www.tecconcursos.com.br/questoes/2361843
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the following strategies for teaching English as an additional language to public school
children:
1. Explain a word to the students drawing on the blackboard. Then ask them to copy the word and
have them recite it out loud.
2. Ask students to look at pictures of two children and add to the speech bubbles what they think
the characters might be saying to each other.
3. Create a mnemonic device in the students’ native language so that they memorize the grammar
rules better.
4. Choose a video that shows how people in a specific country dress and behave and ask students to
perform a parody of these characteristics.
5. Have students stand up and start by saying "Simon says, hands on head" while placing your
hands on your head. The students who don’t imitate you correctly or are too slow should sit down
and stay out of the game.
Choose the option that indicates the strategies in line with the parameters published by the Municipal
Secretariat of Education, São Paulo (2019).
a) 1 and 2.
b) Only 2.
c) 3 and 4.
d) 4 and 5.
e) Only 5.
www.tecconcursos.com.br/questoes/2361845
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Siqueira (2011) holds that to deal with the challenges of teaching a "deterritorialized" language like
English, teachers should agree with the following suggestions, except:
a) Use textbooks and materials produced both locally and internationally.
b) Introduce students to literary/artistic productions from Africa, Asia and America.
c) Recognize intercultural competence as part of English language proficiency.
d) Avoid teaching English following the cultural models and practices of native speakers.
e) Assume that English teaching is successful when inner circle countries are given priority.
https://www.tecconcursos.com.br/questoes/2361843
https://www.tecconcursos.com.br/questoes/2361845
95) 
96) 
www.tecconcursos.com.br/questoes/2361847
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
The global spread of English has seen the development of English as a Lingua Franca (ELF), where
users are defined as:
a) Individuals whose first language is English and who like to take part in cross-cultural exchanges.
b) Citizens of English speaking countries who take part in different oral and written contexts of
language use.
c) Interlocutors from diverse first-language backgrounds for whom English is the chosen language of
communication.
d) Professionals from all walks of life who need to learn English formally in reference to native-
speaker norms.
e) EFL learners whose advanced fluency in English allows them to travel and participate in
intercultural communication.
www.tecconcursos.com.br/questoes/2361853
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the question that follow it:
 
https://www.gocomics.com/search/full_results?category=comic&page=40&terms=baldo
Note: chulo means “cute”
 
The characters’ reactions resulted from the fact that they
a) rejoiced in having ayearbook.
b) identified the girl’s background.
c) noticed some spelling problems.
https://www.tecconcursos.com.br/questoes/2361847
https://www.tecconcursos.com.br/questoes/2361853
97) 
98) 
d) realized the messages were ready-made.
e) could not understand the word in Spanish.
www.tecconcursos.com.br/questoes/2361856
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the question that follow it:
 
https://www.gocomics.com/search/full_results?category=comic&page=40&terms=baldo
Note: chulo means “cute”
 
The excerpt from Lotherington (2007) that can be applied to this comic strip is:
a) “English also continues to be the dominant language of virtual communication.”
b) “As English grows in international prominence as a lingua franca, the profile of its speech
communities is shifting.”
c) “ELT has conventionally described and taught language in four designated skill areas: reading,
writing, listening, and speaking.”
d) “The Internet provides a channel for communication not limited by social or geopolitical space, or
even time as customarily envisioned.”
e) “The revolutionary changes in English orthography in online discourse provide confusing
alternatives to conventional print usage for language learners (and teachers).”
www.tecconcursos.com.br/questoes/2361860
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the question that follow it:
 
https://www.tecconcursos.com.br/questoes/2361856
https://www.tecconcursos.com.br/questoes/2361860
99) 
Source: http://www.martybucella.com/fam37.html
The question raised by the child in the cartoon brings out a recent view of critical literacy. Choose the
option in line with such an understanding:
a) Stimulate the practice of reading to familiarize children with traditional fairy tales.
b) Find the author’s background through the reconstruction of the context of text production.
c) Invite the child to perceive similarities and differences in the meaning processes of the self and
other.
d) Criticize the superficiality of bedtime storytelling so as to reveal how ineffective they may be to
literacy.
e) Question power relations and the implications this may have for the individual in his or her life and
community.
www.tecconcursos.com.br/questoes/2361864
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the question that follow it:
 
Source: http://www.martybucella.com/fam37.html
 
It has been argued that “Fostering a critical stance in very young readers can have surprising results, for
both children and teachers” (BOURKE, Ryan T. First Graders and Fairy Tales: One Teacher's Action Research of
Critical Literacy. The Reading Teacher 62 (4), 2008, 304-312, p. 304).
https://www.tecconcursos.com.br/questoes/2361864
100) 
This quotation is in line with the following goals for the teaching of English defined by the Municipal
Secretariat of Education, São Paulo (2019), except:
a) Preparing a play based on a story told in class and performing it.
b) Rewriting the beginning and the end of a narrative as group work.
c) Learning about a narrative by following the oral reading and discussing it.
d) Working in a group, inferring information and relationships that are not explicit in the text.
e) Collecting information on the schedules, eating habits, leisure activities and daily routines of the
group.
www.tecconcursos.com.br/questoes/2361871
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Language Assessment and the new Literacy Studies
Some Final Remarks
Planning language assessment from a structuralist view of language has been a fairly easy task, since it
aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way
to evaluate students’ performance in many regular schools or language institutes due to the stability of
standardized answers. From the perspective of the new literacy studies, the comfort of teaching and
assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language
teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical
activities based on this new approach would enable students to make and negotiate meanings in a much
more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed
knowledge.
The inclusion of contents of such nature in language assessments may be, at a first glance, a very
laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find
ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact
that is much the results of our positivist educational background.
Nonetheless, since the emergent digital epistemology will require subject more capable of designing and
redesigning meaning critically towards a great deal of representational modes, we need to reconsider our
teaching approaches, go further and seek theories that take such issues into account. By redefining the
notions of language and knowledge, we, thus, assume that the new literacy studies from the last
decades may offer very good insights to the field of foreign language teaching.
The re-conceptualization of language assessment according to the new literacies project presented in this
paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible
activities, signaling certain changes regarding its characteristics and contents, as previously shared.
The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical
insight for the rethinking of pedagogical issues invite us to review our foreign language teaching
practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the
collaborative and distributed knowledge discussed by the literacies theory itself and hope to be
contributing to the new educational demands of the emerging epistemological basis.
From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p.
175-176
 
https://www.tecconcursos.com.br/questoes/2361871
101) 
Read the statements below and choose the alternative that is in line with Duboc (2016) as regards
language assessment:
1. Punishment is replaced by the understanding of the reasons of certain performances in order to
improve students' learning as well as the teacher's choices;
2. The act of evaluating is more collaborative, mediated, more public, and more horizontal;
3. Formal moments of assessment are most desirable rather than more informal ones, such as self-
evaluation.
(translated from DUBOC 2016, pp.57-80.)
a) All of them are true.
b) None of them are true.
c) 1 and 3 are false.
d) 1 and 2 are true.
e) 2 and 3 are false.
www.tecconcursos.com.br/questoes/2361877
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the question that follow it.
 
Language Assessment and the new Literacy Studies
Some Final Remarks
Planning language assessment from a structuralist view of language has been a fairly easy task, since it
aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way
to evaluate students’ performance in many regular schools or language institutes due to the stability of
standardized answers. From the perspective of the new literacy studies, the comfort of teaching and
assessing objective and homogeneous linguistic contents is replaced by a wider spectrum oflanguage
teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical
activities based on this new approach would enable students to make and negotiate meanings in a much
more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed
knowledge.
The inclusion of contents of such nature in language assessments may be, at a first glance, a very
laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find
ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact
that is much the results of our positivist educational background.
Nonetheless, since the emergent digital epistemology will require subject more capable of designing and
redesigning meaning critically towards a great deal of representational modes, we need to reconsider our
teaching approaches, go further and seek theories that take such issues into account. By redefining the
notions of language and knowledge, we, thus, assume that the new literacy studies from the last
decades may offer very good insights to the field of foreign language teaching.
The re-conceptualization of language assessment according to the new literacies project presented in this
paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible
activities, signaling certain changes regarding its characteristics and contents, as previously shared.
https://www.tecconcursos.com.br/questoes/2361877
102) 
The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical
insight for the rethinking of pedagogical issues invite us to review our foreign language teaching
practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the
collaborative and distributed knowledge discussed by the literacies theory itself and hope to be
contributing to the new educational demands of the emerging epistemological basis.
From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p.
175-176.
 
Based on the text, mark the statements below as TRUE (T) or FALSE (F).
( ) The new literacy studies have kept away from the homogeneous assessment provided by earlier
approaches.
( ) Teachers can find it hard to engage in new literacy practices as they have not been educated in
this direction.
( ) Instability and collaboration are essential to structuralist approaches to language teaching.
The statements are, respectively:
a) F, F, T.
b) F, T, F.
c) T, T, F.
d) T, F, T.
e) F, T, T.
www.tecconcursos.com.br/questoes/2361901
FGV - Prof (Pref SP)/Pref SP/Ensino Fundamental II e Médio/Inglês/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the question that follow it.
 
Language Assessment and the new Literacy Studies
Some Final Remarks
Planning language assessment from a structuralist view of language has been a fairly easy task, since it
aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way
to evaluate students’ performance in many regular schools or language institutes due to the stability of
standardized answers. From the perspective of the new literacy studies, the comfort of teaching and
assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language
teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical
activities based on this new approach would enable students to make and negotiate meanings in a much
more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed
knowledge.
The inclusion of contents of such nature in language assessments may be, at a first glance, a very
laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find
ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact
that is much the results of our positivist educational background.
Nonetheless, since the emergent digital epistemology will require subject more capable of designing and
https://www.tecconcursos.com.br/questoes/2361901
103) 
redesigning meaning critically towards a great deal of representational modes, we need to reconsider our
teaching approaches, go further and seek theories that take such issues into account. By redefining the
notions of language and knowledge, we, thus, assume that the new literacy studies from the last
decades may offer very good insights to the field of foreign language teaching.
The re-conceptualization of language assessment according to the new literacies project presented in this
paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible
activities, signaling certain changes regarding its characteristics and contents, as previously shared.
The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical
insight for the rethinking of pedagogical issues invite us to review our foreign language teaching
practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the
collaborative and distributed knowledge discussed by the literacies theory itself and hope to be
contributing to the new educational demands of the emerging epistemological basis.
From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p.
175-176.
 
In the conclusion, the author expresses some
a) fealty.
b) anxiety.
c) diffidence.
d) annoyance.
e) expectancy.
www.tecconcursos.com.br/questoes/2532974
FGV - Prof (J Guararapes)/Pref J Guararapes/Língua Inglesa/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
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
https://www.tecconcursos.com.br/questoes/2532974
104) 
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 internationalconference 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 main objective of Text I is to:
a) solve a problem. 
b) convey a request.
c) demystify a view.
d) explain a concept.
e) break a stereotype.
www.tecconcursos.com.br/questoes/2532977
FGV - Prof (J Guararapes)/Pref J Guararapes/Língua Inglesa/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
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,
https://www.tecconcursos.com.br/questoes/2532977
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/
 
Based on Text I, mark the statements below as TRUE (T) or FALSE (F)
( ) English as a Lingua Franca (ELF) and as a Foreign Language (EFL) present different perspectives.
( ) In an ELF context, learners look up to native language speakers as models.
( ) Research in the area of ELF has involved areas other than pedagogical settings.
 
The statements are, respectively:
a) T – F – T. 
b) T – T – F.
c) T – F – F.
d) F – T – T.
e) F – T – F.
105) 
www.tecconcursos.com.br/questoes/2532978
FGV - Prof (J Guararapes)/Pref J Guararapes/Língua Inglesa/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
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 transnationalcontexts, 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 3rd paragraph of Text I focuses on
a) views on English-speaking countries.
https://www.tecconcursos.com.br/questoes/2532978
106) 
b) pedagogical applications for EFL.
c) investigations in the field of ELF. 
d) tools to enhance learning.
e) norms of language use.
www.tecconcursos.com.br/questoes/2543941
FGV - Ana (BBTS)/BBTS/Perfil Tecnológico/2023
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text
 
Why We're Obsessed With the Mind-Blowing ChatGPT AI Chatbot
 
Stephen Shankland
Feb. 19, 2023 5:00 a.m. PT
This artificial intelligence bot can answer questions, write essays, summarize documents and write
software. But deep down, it doesn't know what's true.
 
Even if you aren't into artificial intelligence, it's time to pay attention to ChatGPT, because this one is a
big deal.
 
The tool, from a power player in artificial intelligence called OpenAI, lets you type natural-language
prompts. ChatGPT then offers conversational, if somewhat stilted, responses. The bot remembers the
thread of your dialogue, using previous questions and answers to inform its next responses. It derives its
answers from huge volumes of information on the internet.
 
ChatGPT is a big deal. The tool seems pretty knowledgeable in areas where there's good training data for
it to learn from. It's not omniscient or smart enough to replace all humans yet, but it can be creative, and
its answers can sound downright authoritative. A few days after its launch, more than a million people
were trying out ChatGPT.
 
But be careful, OpenAI warns. ChatGPT has all kinds of potential pitfalls, some easy to spot and some
more subtle.
 
“It's a mistake to be relying on it for anything important right now,” OpenAI Chief Executive Sam Altman
tweeted. “We have lots of work to do on robustness and truthfulness.” […]
 
What is ChatGPT?
 
ChatGPT is an AI chatbot system that OpenAI released in November to show off and test what a very
large, powerful AI system can accomplish. You can ask it countless questions and often will get an
answer that's useful.
 
For example, you can ask it encyclopedia questions like, “Explain Newton's laws of motion.” You can tell
it, "Write me a poem," and when it does, say, "Now make it more exciting." You ask it to write a
computer program that'll show you all the different ways you can arrange the letters of a word.
 
https://www.tecconcursos.com.br/questoes/2543941
107) 
Here's the catch: ChatGPT doesn't exactly know anything. It's an AI that's trained to recognize patterns
in vast swaths of text harvested from the internet, then further trained with human assistance to deliver
more useful, better dialog. The answers you get may sound plausible and even authoritative, but they
might well be entirely wrong, as OpenAI warns.
 
Adapted from: https://www.cnet.com/tech/computing/why-were-all-obsessed-with-the-mind-blowing-chatgpt-ai-
chatbot/
 
Based on the text, mark the statements below as true (T) or false (F).
 
( ) The author thinks that this artificial intelligence bot launched in November should not be
overlooked.
 
( ) ChatGPT is able to keep up with conversation sequences.
 
( ) According to OpenAI, the bot is fully trustworthy.
 
The statements are, respectively,
a) T – F – F.
b) T – T – F.
c) F – T – T.
d) F – F – T.
e) F – T – F.
www.tecconcursos.com.br/questoes/1915446
FGV - AUFC (TCU)/TCU/Controle Externo/Auditoria Governamental/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Internal audit’s role in ESG reporting
Conversations and focus on sustainability, typically grouped into environmental, social and governance
(ESG) issues, are quickly evolving — from activist investor groups and inquisitive regulators pushing for
change to governing bodies and C-suite executives struggling to understand and embrace the concept. At
the forefront of this new risk area is pressure for organizations to make public commitments to
sustainability and provide routine updates to ESG-related strategies, goals, and metrics that are accurate
and relevant. However, ESG reporting is still immature, and there is not a lot of definitive guidance for
organizations in this space. For example, there is no single standard for what should be reported.
What is clear is that strong governance over ESG — as with effective governance overall — requires
alignment among the principal players as outlined in The Internal Institute of Auditors (IIA) Three Lines
Model. As with any risk area, internal audit should be well-positioned to support the governing body and
management with objective assurance, insights, and advice on ESG matters.
Embarking on the ESG journey
 
Efforts to mitigate the accelerating effects of climate change and address perceived historical socialinequities are two powerful issues driving change globally. These movements have enhanced awareness
of how all organizations impact, influence, and interact with society and the environment.
They also have spurred organizations to better recognize and manage ESG risks (i.e., risks associated
with how organizations operate in respect to their impact on the world around them). This broad risk
category includes areas that are dynamic and often driven by factors that can be difficult to measure
objectively.
https://www.tecconcursos.com.br/questoes/1915446
108) 
Still, there is growing urgency for organizations to understand and manage ESG risks, particularly as
investors and regulators focus on organizations producing high-quality reporting on sustainability efforts.
What’s more, that pressure is being reflected increasingly in executive performance as more
organizations tie incentive compensation metrics to ESG goals.
As ESG reporting becomes increasingly common, it should be treated with the same care as financial
reporting. Organizations need to recognize that ESG reporting must be built on a strategically crafted
system of internal controls and accurately reflect how an organization’s ESG efforts relate to each other,
the organization’s finances, and value creation.
Internal audit can and should play a significant role in an organization’s ESG journey. It can add value in
an advisory capacity by helping to identify and establish a functional ESG control environment. It also can
offer critical assurance support by providing an independent and objective review of the effectiveness of
ESG risk assessments, responses, and controls.
Source: Adapted from https://na.theiia.org/about-ia/PublicDocuments/White-Paper-Internal-Audits-Role-in-
ESG-Reporting.pdf
 
Based on the information provided by the text, mark the statements below as true (T) or false (F).
 
( ) One of the hurdles of ESG issues is that they have been restricted to a single group of experts.
( ) There has been such a great demand for publicizing government efforts towards ESG that reports
have become accurate and systematized.
( ) Part of the internal auditor’s job is to be knowledgeable enough in the area of ESG so as to be able to
provide solid guidance to those in charge of the administration.
 
The statements are, respectively:
a) F – F – T;
b) T – F – F;
c) T – F – T;
d) F – T – F;
e) F – T – T.
www.tecconcursos.com.br/questoes/1915448
FGV - AUFC (TCU)/TCU/Controle Externo/Auditoria Governamental/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Internal audit’s role in ESG reporting
Conversations and focus on sustainability, typically grouped into environmental, social and governance
(ESG) issues, are quickly evolving — from activist investor groups and inquisitive regulators pushing for
change to governing bodies and C-suite executives struggling to understand and embrace the concept. At
the forefront of this new risk area is pressure for organizations to make public commitments to
sustainability and provide routine updates to ESG-related strategies, goals, and metrics that are accurate
and relevant. However, ESG reporting is still immature, and there is not a lot of definitive guidance for
organizations in this space. For example, there is no single standard for what should be reported.
What is clear is that strong governance over ESG — as with effective governance overall — requires
alignment among the principal players as outlined in The Internal Institute of Auditors (IIA) Three Lines
https://www.tecconcursos.com.br/questoes/1915448
109) 
Model. As with any risk area, internal audit should be well-positioned to support the governing body and
management with objective assurance, insights, and advice on ESG matters.
Embarking on the ESG journey
 
Efforts to mitigate the accelerating effects of climate change and address perceived historical social
inequities are two powerful issues driving change globally. These movements have enhanced awareness
of how all organizations impact, influence, and interact with society and the environment.
They also have spurred organizations to better recognize and manage ESG risks (i.e., risks associated
with how organizations operate in respect to their impact on the world around them). This broad risk
category includes areas that are dynamic and often driven by factors that can be difficult to measure
objectively.
Still, there is growing urgency for organizations to understand and manage ESG risks, particularly as
investors and regulators focus on organizations producing high-quality reporting on sustainability efforts.
What’s more, that pressure is being reflected increasingly in executive performance as more
organizations tie incentive compensation metrics to ESG goals.
As ESG reporting becomes increasingly common, it should be treated with the same care as financial
reporting. Organizations need to recognize that ESG reporting must be built on a strategically crafted
system of internal controls and accurately reflect how an organization’s ESG efforts relate to each other,
the organization’s finances, and value creation.
Internal audit can and should play a significant role in an organization’s ESG journey. It can add value in
an advisory capacity by helping to identify and establish a functional ESG control environment. It also can
offer critical assurance support by providing an independent and objective review of the effectiveness of
ESG risk assessments, responses, and controls.
Source: Adapted from https://na.theiia.org/about-ia/PublicDocuments/White-Paper-Internal-Audits-Role-in-
ESG-Reporting.pdf
 
The sentence that best expresses the idea that parties involved in the administration should follow a
similar orientation:
a) “Internal audit can and should play a significant role in an organization’s ESG journey”;
b) “[…] strong governance over ESG — as with effective governance overall — requires alignment
among the principal players”;
c) “These movements have enhanced awareness of how all organizations impact, influence, and
interact with society and the environment”;
d) “This broad risk category includes areas that are dynamic and often driven by factors that can be
difficult to measure objectively”;
e) “[…] pressure is being reflected increasingly in executive performance”.
www.tecconcursos.com.br/questoes/1915450
FGV - AUFC (TCU)/TCU/Controle Externo/Auditoria Governamental/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Internal audit’s role in ESG reporting
Conversations and focus on sustainability, typically grouped into environmental, social and governance
(ESG) issues, are quickly evolving — from activist investor groups and inquisitive regulators pushing for
https://www.tecconcursos.com.br/questoes/1915450
change to governing bodies and C-suite executives struggling to understand and embrace the concept. At
the forefront of this new risk area is pressure for organizations to make public commitments to
sustainability and provide routine updates to ESG-related strategies, goals, and metrics that are accurate
and relevant. However, ESG reporting is still immature, and there is not a lot of definitive guidance for
organizations in this space. For example, there is no single standard for what should be reported.
What is clear is that strong governance over ESG — as with effective governance overall — requires
alignment among the principal players as outlined in The Internal Institute of Auditors (IIA) Three Lines
Model. As with any risk area, internal audit should be well-positioned to support the governing body and
management with objective assurance, insights, and advice on ESG matters.
Embarking on the ESG journey
 
Efforts to mitigate the accelerating effects of climate change and address perceived historical social
inequities are two powerful issues driving change globally. These movements have enhanced awareness
of how all organizations impact, influence, and interact with society and the environment.They also have spurred organizations to better recognize and manage ESG risks (i.e., risks associated
with how organizations operate in respect to their impact on the world around them). This broad risk
category includes areas that are dynamic and often driven by factors that can be difficult to measure
objectively.
Still, there is growing urgency for organizations to understand and manage ESG risks, particularly as
investors and regulators focus on organizations producing high-quality reporting on sustainability efforts.
What’s more, that pressure is being reflected increasingly in executive performance as more
organizations tie incentive compensation metrics to ESG goals.
As ESG reporting becomes increasingly common, it should be treated with the same care as financial
reporting. Organizations need to recognize that ESG reporting must be built on a strategically crafted
system of internal controls and accurately reflect how an organization’s ESG efforts relate to each other,
the organization’s finances, and value creation.
Internal audit can and should play a significant role in an organization’s ESG journey. It can add value in
an advisory capacity by helping to identify and establish a functional ESG control environment. It also can
offer critical assurance support by providing an independent and objective review of the effectiveness of
ESG risk assessments, responses, and controls.
Source: Adapted from https://na.theiia.org/about-ia/PublicDocuments/White-Paper-Internal-Audits-Role-in-
ESG-Reporting.pdf
 
According to the text, “C-suite executives” (first paragraph), that is, those in top positions within a
company, have been:
a) endeavoring to hold back innovation;
b) looking forward to better positions;
c) supporting less critical reports;
d) resisting sustainability issues;
e) trying to grasp the novelty.
110) 
www.tecconcursos.com.br/questoes/1915452
FGV - AUFC (TCU)/TCU/Controle Externo/Auditoria Governamental/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Internal audit’s role in ESG reporting
Conversations and focus on sustainability, typically grouped into environmental, social and governance
(ESG) issues, are quickly evolving — from activist investor groups and inquisitive regulators pushing for
change to governing bodies and C-suite executives struggling to understand and embrace the concept. At
the forefront of this new risk area is pressure for organizations to make public commitments to
sustainability and provide routine updates to ESG-related strategies, goals, and metrics that are accurate
and relevant. However, ESG reporting is still immature, and there is not a lot of definitive guidance for
organizations in this space. For example, there is no single standard for what should be reported.
What is clear is that strong governance over ESG — as with effective governance overall — requires
alignment among the principal players as outlined in The Internal Institute of Auditors (IIA) Three Lines
Model. As with any risk area, internal audit should be well-positioned to support the governing body and
management with objective assurance, insights, and advice on ESG matters.
Embarking on the ESG journey
 
Efforts to mitigate the accelerating effects of climate change and address perceived historical social
inequities are two powerful issues driving change globally. These movements have enhanced awareness
of how all organizations impact, influence, and interact with society and the environment.
They also have spurred organizations to better recognize and manage ESG risks (i.e., risks associated
with how organizations operate in respect to their impact on the world around them). This broad risk
category includes areas that are dynamic and often driven by factors that can be difficult to measure
objectively.
Still, there is growing urgency for organizations to understand and manage ESG risks, particularly as
investors and regulators focus on organizations producing high-quality reporting on sustainability efforts.
What’s more, that pressure is being reflected increasingly in executive performance as more
organizations tie incentive compensation metrics to ESG goals.
As ESG reporting becomes increasingly common, it should be treated with the same care as financial
reporting. Organizations need to recognize that ESG reporting must be built on a strategically crafted
system of internal controls and accurately reflect how an organization’s ESG efforts relate to each other,
the organization’s finances, and value creation.
Internal audit can and should play a significant role in an organization’s ESG journey. It can add value in
an advisory capacity by helping to identify and establish a functional ESG control environment. It also can
offer critical assurance support by providing an independent and objective review of the effectiveness of
ESG risk assessments, responses, and controls.
Source: Adapted from https://na.theiia.org/about-ia/PublicDocuments/White-Paper-Internal-Audits-Role-in-
ESG-Reporting.pdf
 
The excerpt “Efforts to mitigate the accelerating effects of climate change” (third paragraph) indicates
that, if effective, the speed of climate change will be:
a) doubled;
b) resumed;
c) lessened;
https://www.tecconcursos.com.br/questoes/1915452
111) 
d) loosened;
e) unleashed.
www.tecconcursos.com.br/questoes/1915455
FGV - AUFC (TCU)/TCU/Controle Externo/Auditoria Governamental/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Internal audit’s role in ESG reporting
Conversations and focus on sustainability, typically grouped into environmental, social and governance
(ESG) issues, are quickly evolving — from activist investor groups and inquisitive regulators pushing for
change to governing bodies and C-suite executives struggling to understand and embrace the concept. At
the forefront of this new risk area is pressure for organizations to make public commitments to
sustainability and provide routine updates to ESG-related strategies, goals, and metrics that are accurate
and relevant. However, ESG reporting is still immature, and there is not a lot of definitive guidance for
organizations in this space. For example, there is no single standard for what should be reported.
What is clear is that strong governance over ESG — as with effective governance overall — requires
alignment among the principal players as outlined in The Internal Institute of Auditors (IIA) Three Lines
Model. As with any risk area, internal audit should be well-positioned to support the governing body and
management with objective assurance, insights, and advice on ESG matters.
Embarking on the ESG journey
 
Efforts to mitigate the accelerating effects of climate change and address perceived historical social
inequities are two powerful issues driving change globally. These movements have enhanced awareness
of how all organizations impact, influence, and interact with society and the environment.
They also have spurred organizations to better recognize and manage ESG risks (i.e., risks associated
with how organizations operate in respect to their impact on the world around them). This broad risk
category includes areas that are dynamic and often driven by factors that can be difficult to measure
objectively.
Still, there is growing urgency for organizations to understand and manage ESG risks, particularly as
investors and regulators focus on organizations producing high-quality reporting on sustainability efforts.
What’s more, that pressure is being reflected increasingly in executive performance as more
organizations tie incentive compensation metrics to ESG goals.
As ESG reporting becomes increasingly common, it should be treated with the same care as financial
reporting. Organizations need to recognize that ESG reporting must be built on a strategically crafted
system of internal controls and accurately reflect how an organization’s ESG efforts relate to each other,
the organization’s finances, and value creation.
Internal auditcan and should play a significant role in an organization’s ESG journey. It can add value in
an advisory capacity by helping to identify and establish a functional ESG control environment. It also can
offer critical assurance support by providing an independent and objective review of the effectiveness of
ESG risk assessments, responses, and controls.
Source: Adapted from https://na.theiia.org/about-ia/PublicDocuments/White-Paper-Internal-Audits-Role-in-
ESG-Reporting.pdf
 
The function of the extract “i.e., risks associated with how organizations operate in respect to their
impact on the world around them” (fourth paragraph) is to:
a) indicate expected results;
https://www.tecconcursos.com.br/questoes/1915455
112) 
b) add contrasting information;
c) anticipate possible outcomes;
d) clarify the previous statement;
e) provide an alternative argument.
www.tecconcursos.com.br/questoes/1923854
FGV - AFFC (CGU)/CGU/Auditoria e Fiscalização/Geral/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Professional skepticism and why it matters to audit stakeholders
In auditing, the concept of professional skepticism is ubiquitous. Just as a Jedi in Star Wars is constantly
trying to hone his understanding of the “force”, an auditor is constantly crafting his or her ability to apply
professional skepticism. It is professional skepticism that provides the foundation for decision-making
when conducting an attestation engagement.
A brief definition
The professional standards define professional skepticism as “an attitude that includes a questioning
mind, being alert to conditions that may indicate possible misstatement due to fraud or error, and a
critical assessment of audit evidence.” Given this definition, one quickly realizes that professional
skepticism can’t be easily measured. Nor is it something that is cultivated overnight. It is a skill
developed over time and a skill that auditors should constantly build and refine.
Recently, the extent to which professional skepticism is being employed has gained a lot of criticism.
Specifically, regulatory bodies argue that auditors are not skeptical enough in carrying out their duties.
However, as noted in the white paper titled Scepticism: The Practitioners’ Take, published by the Institute
of Chartered Accountants in England and Wales, simply asking for more skepticism is not a practical
solution to this issue, nor is it necessarily always desirable. There is an inevitable tug of war between
professional skepticism and audit efficiency. The more skeptical the auditor, typically, the more time it
takes to complete the audit.
Why does it matter? Audit quality.
First and foremost, how your auditor applies professional skepticism to your audit directly impacts the
quality of their service. Applying an appropriate level of professional skepticism enhances the likelihood
the auditor will understand your industry, lines of business, business processes, and any nuances that
make your company different from others, as it naturally causes the auditor to ask questions that may
otherwise go unasked.
Applying skepticism internally
By its definition, professional skepticism is a concept that specifically applies to auditors, and is not on
point when it comes to other audit stakeholders. This is because the definition implies that the individual
applying professional skepticism is independent from the information he or she is analyzing. Other audit
stakeholders, such as members of management or the board of directors, are naturally advocates for the
organizations they manage and direct and therefore can’t be considered independent, whereas an
auditor is required to remain independent.
 
However, rather than audit stakeholders applying professional skepticism as such, these other
stakeholders should apply an impartial and diligent mindset to their work and the information they
review. This allows the audit stakeholder to remain an advocate for his or her organization, while
applying critical skills similar to those applied in the exercise of professional skepticism. This nuanced
https://www.tecconcursos.com.br/questoes/1923854
113) 
distinction is necessary to maintain the limited scope to which the definition of professional skepticism
applies: the auditor.
It is also important to be critical of your own work, and never become complacent. This may be the most
difficult type of skepticism to apply, as most of us do not like to have our work criticized. However,
critically reviewing one’s own work, essentially as an informal first level of review, will allow you to take a
step back and consider it from a different vantage point, which may in turn help detect errors otherwise
left unnoticed. Essentially, you should both consider evidence that supports the initial conclusion and
evidence that may be contradictory to that conclusion.
The discussion in auditing circles about professional skepticism and how to appropriately apply it
continues. It is a challenging notion that’s difficult to adequately articulate.
Source: Adapted from
https://www.berrydunn.com/news-detail/professional-skepticism-and-why-it-matters-to-audit-stakeholders
 
On reading the title, the reader is led to assume that, besides defining, the author will:
a) lay out clear tools for hiring professionals;
b) inveigh against the major issues in the area;
c) provide a rationale supporting the main topic;
d) build up strategies to deny previous assumptions;
e) resume alternatives which may have been proposed.
www.tecconcursos.com.br/questoes/1923855
FGV - AFFC (CGU)/CGU/Auditoria e Fiscalização/Geral/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Professional skepticism and why it matters to audit stakeholders
In auditing, the concept of professional skepticism is ubiquitous. Just as a Jedi in Star Wars is constantly
trying to hone his understanding of the “force”, an auditor is constantly crafting his or her ability to apply
professional skepticism. It is professional skepticism that provides the foundation for decision-making
when conducting an attestation engagement.
A brief definition
The professional standards define professional skepticism as “an attitude that includes a questioning
mind, being alert to conditions that may indicate possible misstatement due to fraud or error, and a
critical assessment of audit evidence.” Given this definition, one quickly realizes that professional
skepticism can’t be easily measured. Nor is it something that is cultivated overnight. It is a skill
developed over time and a skill that auditors should constantly build and refine.
Recently, the extent to which professional skepticism is being employed has gained a lot of criticism.
Specifically, regulatory bodies argue that auditors are not skeptical enough in carrying out their duties.
However, as noted in the white paper titled Scepticism: The Practitioners’ Take, published by the Institute
of Chartered Accountants in England and Wales, simply asking for more skepticism is not a practical
solution to this issue, nor is it necessarily always desirable. There is an inevitable tug of war between
professional skepticism and audit efficiency. The more skeptical the auditor, typically, the more time it
takes to complete the audit.
Why does it matter? Audit quality.
https://www.tecconcursos.com.br/questoes/1923855
First and foremost, how your auditor applies professional skepticism to your audit directly impacts the
quality of their service. Applying an appropriate level of professional skepticism enhances the likelihood
the auditor will understand your industry, lines of business, business processes, and any nuances that
make your company different from others, as it naturally causes the auditor to ask questions that may
otherwise go unasked.
Applying skepticism internally
By its definition, professional skepticism is a concept that specifically applies to auditors, and is not on
point when it comes to other audit stakeholders. This is because the definitionimplies that the individual
applying professional skepticism is independent from the information he or she is analyzing. Other audit
stakeholders, such as members of management or the board of directors, are naturally advocates for the
organizations they manage and direct and therefore can’t be considered independent, whereas an
auditor is required to remain independent.
 
However, rather than audit stakeholders applying professional skepticism as such, these other
stakeholders should apply an impartial and diligent mindset to their work and the information they
review. This allows the audit stakeholder to remain an advocate for his or her organization, while
applying critical skills similar to those applied in the exercise of professional skepticism. This nuanced
distinction is necessary to maintain the limited scope to which the definition of professional skepticism
applies: the auditor.
It is also important to be critical of your own work, and never become complacent. This may be the most
difficult type of skepticism to apply, as most of us do not like to have our work criticized. However,
critically reviewing one’s own work, essentially as an informal first level of review, will allow you to take a
step back and consider it from a different vantage point, which may in turn help detect errors otherwise
left unnoticed. Essentially, you should both consider evidence that supports the initial conclusion and
evidence that may be contradictory to that conclusion.
The discussion in auditing circles about professional skepticism and how to appropriately apply it
continues. It is a challenging notion that’s difficult to adequately articulate.
Source: Adapted from
https://www.berrydunn.com/news-detail/professional-skepticism-and-why-it-matters-to-audit-stakeholders
 
Based on the information provided by the text, mark the statements below as true (T) or false (F).
( ) An inquisitive mind is germane to those engaged in auditing.
( ) Bringing out a verifiable estimate on skepticism can be done in no time.
( ) On no account should professional skepticism be brushed aside when focusing on audit quality.
The statements are, respectively:
a) F – T – F;
b) T – F – F;
c) F – F – T;
d) F – T – T;
e) T – F – T.
114) 
www.tecconcursos.com.br/questoes/1923856
FGV - AFFC (CGU)/CGU/Auditoria e Fiscalização/Geral/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Professional skepticism and why it matters to audit stakeholders
In auditing, the concept of professional skepticism is ubiquitous. Just as a Jedi in Star Wars is constantly
trying to hone his understanding of the “force”, an auditor is constantly crafting his or her ability to apply
professional skepticism. It is professional skepticism that provides the foundation for decision-making
when conducting an attestation engagement.
A brief definition
The professional standards define professional skepticism as “an attitude that includes a questioning
mind, being alert to conditions that may indicate possible misstatement due to fraud or error, and a
critical assessment of audit evidence.” Given this definition, one quickly realizes that professional
skepticism can’t be easily measured. Nor is it something that is cultivated overnight. It is a skill
developed over time and a skill that auditors should constantly build and refine.
Recently, the extent to which professional skepticism is being employed has gained a lot of criticism.
Specifically, regulatory bodies argue that auditors are not skeptical enough in carrying out their duties.
However, as noted in the white paper titled Scepticism: The Practitioners’ Take, published by the Institute
of Chartered Accountants in England and Wales, simply asking for more skepticism is not a practical
solution to this issue, nor is it necessarily always desirable. There is an inevitable tug of war between
professional skepticism and audit efficiency. The more skeptical the auditor, typically, the more time it
takes to complete the audit.
Why does it matter? Audit quality.
First and foremost, how your auditor applies professional skepticism to your audit directly impacts the
quality of their service. Applying an appropriate level of professional skepticism enhances the likelihood
the auditor will understand your industry, lines of business, business processes, and any nuances that
make your company different from others, as it naturally causes the auditor to ask questions that may
otherwise go unasked.
Applying skepticism internally
By its definition, professional skepticism is a concept that specifically applies to auditors, and is not on
point when it comes to other audit stakeholders. This is because the definition implies that the individual
applying professional skepticism is independent from the information he or she is analyzing. Other audit
stakeholders, such as members of management or the board of directors, are naturally advocates for the
organizations they manage and direct and therefore can’t be considered independent, whereas an
auditor is required to remain independent.
 
However, rather than audit stakeholders applying professional skepticism as such, these other
stakeholders should apply an impartial and diligent mindset to their work and the information they
review. This allows the audit stakeholder to remain an advocate for his or her organization, while
applying critical skills similar to those applied in the exercise of professional skepticism. This nuanced
distinction is necessary to maintain the limited scope to which the definition of professional skepticism
applies: the auditor.
It is also important to be critical of your own work, and never become complacent. This may be the most
difficult type of skepticism to apply, as most of us do not like to have our work criticized. However,
critically reviewing one’s own work, essentially as an informal first level of review, will allow you to take a
step back and consider it from a different vantage point, which may in turn help detect errors otherwise
https://www.tecconcursos.com.br/questoes/1923856
115) 
left unnoticed. Essentially, you should both consider evidence that supports the initial conclusion and
evidence that may be contradictory to that conclusion.
The discussion in auditing circles about professional skepticism and how to appropriately apply it
continues. It is a challenging notion that’s difficult to adequately articulate.
Source: Adapted from
https://www.berrydunn.com/news-detail/professional-skepticism-and-why-it-matters-to-audit-stakeholders
 
In the first paragraph, when the author refers to a Jedi as “trying to hone his understanding of the
‘force’”, he means that this fictional character is attempting to:
a) feign it;
b) impart it;
c) display it;
d) sharpen it;
e) treasure it.
www.tecconcursos.com.br/questoes/1923857
FGV - AFFC (CGU)/CGU/Auditoria e Fiscalização/Geral/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Professional skepticism and why it matters to audit stakeholders
In auditing, the concept of professional skepticism is ubiquitous. Just as a Jedi in Star Wars is constantly
trying to hone his understanding of the “force”, an auditor is constantly crafting his or her ability to apply
professional skepticism. It is professional skepticism that provides the foundation for decision-making
when conducting an attestation engagement.
A brief definition
The professional standards define professional skepticism as “an attitude that includes a questioning
mind, being alert to conditions that may indicate possible misstatement due to fraud or error, and a
critical assessment of audit evidence.” Given this definition, one quickly realizes that professional
skepticism can’t be easily measured. Nor is it something that is cultivated overnight. It is a skill
developed over time and a skill that auditors should constantly build and refine.
Recently, the extent to which professional skepticism is being employed has gained a lot of criticism.
Specifically,regulatory bodies argue that auditors are not skeptical enough in carrying out their duties.
However, as noted in the white paper titled Scepticism: The Practitioners’ Take, published by the Institute
of Chartered Accountants in England and Wales, simply asking for more skepticism is not a practical
solution to this issue, nor is it necessarily always desirable. There is an inevitable tug of war between
professional skepticism and audit efficiencya. The more skeptical the auditor, typically, the more time it
takes to complete the audit.
Why does it matter? Audit quality.
First and foremost, how your auditor applies professional skepticism to your audit directly impacts the
quality of their servicec. Applying an appropriate level of professional skepticism enhances the likelihood
the auditor will understand your industry, lines of business, business processes, and any nuances that
make your company different from others, as it naturally causes the auditor to ask questions that may
otherwise go unasked.
https://www.tecconcursos.com.br/questoes/1923857
116) 
Applying skepticism internally
By its definition, professional skepticism is a concept that specifically applies to auditors, and is not on
point when it comes to other audit stakeholders.b This is because the definition implies that the
individual applying professional skepticism is independent from the information he or she is analyzing.
Other audit stakeholders, such as members of management or the board of directors, are naturally
advocates for the organizations they manage and direct and therefore can’t be considered independent,
whereas an auditor is required to remain independent.
 
However, rather than audit stakeholders applying professional skepticism as such, these other
stakeholders should apply an impartial and diligent mindset to their work and the information they
review. This allows the audit stakeholder to remain an advocate for his or her organization, while
applying critical skills similar to those applied in the exercise of professional skepticism. This nuanced
distinction is necessary to maintain the limited scope to which the definition of professional skepticism
applies: the auditor.d
It is also important to be critical of your own work, and never become complacent. This may be the most
difficult type of skepticism to apply, as most of us do not like to have our work criticized. However,
critically reviewing one’s own work, essentially as an informal first level of review, will allow you to take a
step back and consider it from a different vantage point, which may in turn help detect errors otherwise
left unnoticed. Essentially, you should both consider evidence that supports the initial conclusion and
evidence that may be contradictory to that conclusion.e
The discussion in auditing circles about professional skepticism and how to appropriately apply it
continues. It is a challenging notion that’s difficult to adequately articulate.
Source: Adapted from
https://www.berrydunn.com/news-detail/professional-skepticism-and-why-it-matters-to-audit-stakeholders
 
The extract that refers specifically to a clash that cannot be avoided is:
a) “There is an inevitable tug of war between professional skepticism and audit efficiency”;
b) “By its definition, professional skepticism is a concept that specifically applies to auditors, and is
not on point when it comes to other audit stakeholders”;
c) “First and foremost, how your auditor applies professional skepticism to your audit directly impacts
the quality of their service”;
d) “This nuanced distinction is necessary to maintain the limited scope to which the definition of
professional skepticism applies: the auditor”;
e) “Essentially, you should both consider evidence that supports the initial conclusion and evidence
that may be contradictory to that conclusion”.
www.tecconcursos.com.br/questoes/1923858
FGV - AFFC (CGU)/CGU/Auditoria e Fiscalização/Geral/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Professional skepticism and why it matters to audit stakeholders
In auditing, the concept of professional skepticism is ubiquitous. Just as a Jedi in Star Wars is constantly
trying to hone his understanding of the “force”, an auditor is constantly crafting his or her ability to apply
https://www.tecconcursos.com.br/questoes/1923858
professional skepticism. It is professional skepticism that provides the foundation for decision-making
when conducting an attestation engagement.
A brief definition
The professional standards define professional skepticism as “an attitude that includes a questioning
mind, being alert to conditions that may indicate possible misstatement due to fraud or error, and a
critical assessment of audit evidence.” Given this definition, one quickly realizes that professional
skepticism can’t be easily measured. Nor is it something that is cultivated overnight. It is a skill
developed over time and a skill that auditors should constantly build and refine.
Recently, the extent to which professional skepticism is being employed has gained a lot of criticism.
Specifically, regulatory bodies argue that auditors are not skeptical enough in carrying out their duties.
However, as noted in the white paper titled Scepticism: The Practitioners’ Take, published by the Institute
of Chartered Accountants in England and Wales, simply asking for more skepticism is not a practical
solution to this issue, nor is it necessarily always desirable. There is an inevitable tug of war between
professional skepticism and audit efficiency. The more skeptical the auditor, typically, the more time it
takes to complete the audit.
Why does it matter? Audit quality.
First and foremost, how your auditor applies professional skepticism to your audit directly impacts the
quality of their service. Applying an appropriate level of professional skepticism enhances the likelihood
the auditor will understand your industry, lines of business, business processes, and any nuances that
make your company different from others, as it naturally causes the auditor to ask questions that may
otherwise go unasked.
Applying skepticism internally
By its definition, professional skepticism is a concept that specifically applies to auditors, and is not on
point when it comes to other audit stakeholders. This is because the definition implies that the individual
applying professional skepticism is independent from the information he or she is analyzing. Other audit
stakeholders, such as members of management or the board of directors, are naturally advocates for the
organizations they manage and direct and therefore can’t be considered independent, whereas an
auditor is required to remain independent.
 
However, rather than audit stakeholders applying professional skepticism as such, these other
stakeholders should apply an impartial and diligent mindset to their work and the information they
review. This allows the audit stakeholder to remain an advocate for his or her organization, while
applying critical skills similar to those applied in the exercise of professional skepticism. This nuanced
distinction is necessary to maintain the limited scope to which the definition of professional skepticism
applies: the auditor.
It is also important to be critical of your own work, and never become complacent. This may be the most
difficult type of skepticism to apply, as most of us do not like to have our work criticized. However,
critically reviewing one’s own work, essentially as an informal first level of review, will allow you to take a
step back and consider it from a different vantage point, which may in turn help detect errors otherwise
left unnoticed. Essentially, you should both consider evidence that supports the initial conclusion and
evidence that may be contradictory to that conclusion.
The discussion in auditing circles about professional skepticism and how to appropriately apply it
continues. It is a challenging notion that’s difficult to adequately articulate.Source: Adapted from
https://www.berrydunn.com/news-detail/professional-skepticism-and-why-it-matters-to-audit-stakeholders
 
117) 
The function of the extract “whereas an auditor is required to remain independent” (fifth paragraph) is to
bring out a(n):
a) gross misunderstanding;
b) contrasting situation;
c) impending matter;
d) appalling context;
e) startling episode.
www.tecconcursos.com.br/questoes/1926163
FGV - TFFC (CGU)/CGU/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
How the auditing profession is transforming to meet future challenges
The way that audit professionals work has recently undergone the biggest and fastest change that any of
us have experienced in our working lives. COVID-19 has accelerated audit firms’ transition toward new
ways of operating that will outlast the immediate effects of the pandemic.
The sudden shift to remote and flexible working by both audit firms and the companies they audit adds a
new dimension to the challenge already faced in adapting the audit to a fast-evolving corporate world.
Companies’ business models are growing more complex as they move through digital transformation, and
this is placing new demands on audit professionals. However, new ways of working will bring important
benefits as well as posing challenges that have to be addressed.
As digital technologies and data analysis become increasingly central to the audit process – as well as to
companies’ business models – audit firms will require a more diverse range of skills. They have
traditionally recruited people with business backgrounds but, in the future, all auditors will need an
increased level of technological understanding.
In addition, audit firms will require more people with significant expertise in STEM subjects (science,
technology, engineering and mathematics) to enable them to leverage technology effectively for audit
purposes. Not all these specialists will become qualified auditors, but some undoubtedly will, and their
arrival will increase the diversity of audit teams.
The personal characteristics audit firms look for in new team members will evolve as well. Traditionally,
firms have emphasized personal integrity and professional skepticism in audit professionals, and these
attributes will undoubtedly remain vital. But in the new and fast-developing environment, auditors will
also need to develop even deeper knowledge of business, a powerful curiosity about technologies and an
agile mindset that embraces disruption.
The shift in people’s working lives has been extraordinary. However, the reaction to the COVID-19
pandemic has demonstrated that, when the situation demands it, audit firms are capable of rapidly
making significant changes to the way they operate.
Increased flexibility will bring other important benefits, especially if it results in firms placing more
emphasis on performance in terms of output and productivity. More broadly, the changes brought about
by COVID-19 will help to accelerate cultural change in organizations and make them more open to
different ways of working.
[…]
Source: Adapted from https://www.ey.com/en_
https://www.tecconcursos.com.br/questoes/1926163
118) 
gl/assurance/how-the-auditing-profession-is-transforming-to-meet-future-challenges
 
Based on the information provided by the text, mark the statements below as true (T) or false (F).
( ) Changes in audit operations have been progressing at an unhurried pace.
( ) The pandemic has had an impact on the way auditors work.
( ) A few experts from different areas may become auditors.
The statements are, respectively:
a) F – T – T;
b) T – F – F;
c) T – F – T;
d) T – T – F;
e) F – T – F.
www.tecconcursos.com.br/questoes/1926164
FGV - TFFC (CGU)/CGU/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
How the auditing profession is transforming to meet future challenges
 
The way that audit professionals work has recently undergone the biggest and fastest change that any of
us have experienced in our working lives. COVID-19 has accelerated audit firms’ transition toward new
ways of operating that will outlast the immediate effects of the pandemic.
 
The sudden shift to remote and flexible working by both audit firms and the companies they audit adds a
new dimension to the challenge already faced in adapting the audit to a fast-evolving corporate world.
Companies’ business models are growing more complex as they move through digital transformation, and
this is placing new demands on audit professionals. However, new ways of working will bring important
benefits as well as posing challenges that have to be addressed.e
 
As digital technologies and data analysis become increasingly central to the audit process – as well as to
companies’ business models – audit firms will require a more diverse range of skills. They have
traditionally recruited people with business backgroundsc but, in the future, all auditors will need an
increased level of technological understandingd.
 
In addition, audit firms will require more people with significant expertise in STEM subjects (science,
technology, engineering and mathematics) to enable them to leverage technology effectively for audit
purposes. Not all these specialists will become qualified auditors, but some undoubtedly will, and their
arrival will increase the diversity of audit teams.
 
The personal characteristics audit firms look for in new team members will evolve as wellb. Traditionally,
firms have emphasized personal integrity and professional skepticism in audit professionals, and these
attributes will undoubtedly remain vital. But in the new and fast-developing environment, auditors will
also need to develop even deeper knowledge of business, a powerful curiosity about technologies and an
agile mindset that embraces disruption.
 
The shift in people’s working lives has been extraordinary. However, the reaction to the COVID-19
pandemic has demonstrated that, when the situation demands it, audit firms are capable of rapidly
making significant changes to the way they operate.a
https://www.tecconcursos.com.br/questoes/1926164
119) 
 
Increased flexibility will bring other important benefits, especially if it results in firms placing more
emphasis on performance in terms of output and productivity. More broadly, the changes brought about
by COVID-19 will help to accelerate cultural change in organizations and make them more open to
different ways of working.
[…]
Source: Adapted from https://www.ey.com/en_
gl/assurance/how-the-auditing-profession-is-transforming-to-meet-future-challenges
 
The excerpt that clearly refers to a specific requirement expected from auditing professionals from now
on is:
a) “(…) when the situation demands it, audit firms are capable of rapidly making significant changes
to the way they operate”;
b) “The personal characteristics audit firms look for in new team members will evolve as well”;
c) “They have traditionally recruited people with business backgrounds (…)”;
d) “(…) all auditors will need an increased level of technological understanding”;
e) “new ways of working will bring important benefits as well as posing challenges that have to be
addressed”.
www.tecconcursos.com.br/questoes/1926165
FGV - TFFC (CGU)/CGU/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
How the auditing profession is transforming to meet future challenges
 
The way that audit professionals work has recently undergone the biggest and fastest change that any of
us have experienced in our working lives. COVID-19 has accelerated audit firms’ transition toward new
ways of operating that will outlast the immediate effects of the pandemic.
 
The sudden shift to remote and flexible working by both audit firms and the companies they audit adds a
new dimension to the challenge already faced in adapting the audit to a fast-evolving corporate world.
Companies’ business models are growing more complex as they move through digital transformation, and
this is placingnew demands on audit professionals. However, new ways of working will bring important
benefits as well as posing challenges that have to be addressed.
 
As digital technologies and data analysis become increasingly central to the audit process – as well as to
companies’ business models – audit firms will require a more diverse range of skills. They have
traditionally recruited people with business backgrounds but, in the future, all auditors will need an
increased level of technological understanding.
 
In addition, audit firms will require more people with significant expertise in STEM subjects (science,
technology, engineering and mathematics) to enable them to leverage technology effectively for audit
purposes. Not all these specialists will become qualified auditors, but some undoubtedly will, and their
arrival will increase the diversity of audit teams.
 
The personal characteristics audit firms look for in new team members will evolve as well. Traditionally,
firms have emphasized personal integrity and professional skepticism in audit professionals, and these
attributes will undoubtedly remain vital. But in the new and fast-developing environment, auditors will
also need to develop even deeper knowledge of business, a powerful curiosity about technologies and an
agile mindset that embraces disruption.
 
The shift in people’s working lives has been extraordinary. However, the reaction to the COVID-19
pandemic has demonstrated that, when the situation demands it, audit firms are capable of rapidly
https://www.tecconcursos.com.br/questoes/1926165
120) 
making significant changes to the way they operate.
 
Increased flexibility will bring other important benefits, especially if it results in firms placing more
emphasis on performance in terms of output and productivity. More broadly, the changes brought about
by COVID-19 will help to accelerate cultural change in organizations and make them more open to
different ways of working.
[…]
Source: Adapted from https://www.ey.com/en_
gl/assurance/how-the-auditing-profession-is-transforming-to-meet-future-challenges
 
In the first paragraph, the sentence “new ways of operating that will outlast the immediate effects of the
pandemic” implies that these innovations will:
a) end as the virus disappears;
b) remain beyond the calamity;
c) fade out with the adversities;
d) be considered with much caution;
e) abate at the outbreak of the disease.
www.tecconcursos.com.br/questoes/1926166
FGV - TFFC (CGU)/CGU/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
How the auditing profession is transforming to meet future challenges
 
The way that audit professionals work has recently undergone the biggest and fastest change that any of
us have experienced in our working lives. COVID-19 has accelerated audit firms’ transition toward new
ways of operating that will outlast the immediate effects of the pandemic.
 
The sudden shift to remote and flexible working by both audit firms and the companies they audit adds a
new dimension to the challenge already faced in adapting the audit to a fast-evolving corporate world.
Companies’ business models are growing more complex as they move through digital transformation, and
this is placing new demands on audit professionals. However, new ways of working will bring important
benefits as well as posing challenges that have to be addressed.
 
As digital technologies and data analysis become increasingly central to the audit process – as well as to
companies’ business models – audit firms will require a more diverse range of skills. They have
traditionally recruited people with business backgrounds but, in the future, all auditors will need an
increased level of technological understanding.
 
In addition, audit firms will require more people with significant expertise in STEM subjects (science,
technology, engineering and mathematics) to enable them to leverage technology effectively for audit
purposes. Not all these specialists will become qualified auditors, but some undoubtedly will, and their
arrival will increase the diversity of audit teams.
 
The personal characteristics audit firms look for in new team members will evolve as well. Traditionally,
firms have emphasized personal integrity and professional skepticism in audit professionals, and these
attributes will undoubtedly remain vital. But in the new and fast-developing environment, auditors will
also need to develop even deeper knowledge of business, a powerful curiosity about technologies and an
agile mindset that embraces disruption.
 
https://www.tecconcursos.com.br/questoes/1926166
121) 
The shift in people’s working lives has been extraordinary. However, the reaction to the COVID-19
pandemic has demonstrated that, when the situation demands it, audit firms are capable of rapidly
making significant changes to the way they operate.
 
Increased flexibility will bring other important benefits, especially if it results in firms placing more
emphasis on performance in terms of output and productivity. More broadly, the changes brought about
by COVID-19 will help to accelerate cultural change in organizations and make them more open to
different ways of working.
[…]
Source: Adapted from https://www.ey.com/en_
gl/assurance/how-the-auditing-profession-is-transforming-to-meet-future-challenges
 
In the sentence “They have traditionally recruited people” (third paragraph), “they” refers to:
a) digital technologies;
b) business models;
c) range of skills;
d) all auditors;
e) audit firms.
www.tecconcursos.com.br/questoes/2049316
FGV - AJ (TJDFT)/TJDFT/Apoio Especializado/Suporte em Tecnologia da
Informação/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
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.[…]
https://www.tecconcursos.com.br/questoes/2049316
122) 
 
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’twork 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/can-we-build-brain-computer/ Published:
24th October, 2021, retrieved on February 9th, 2022)
 
The title of the text implies that the author will:
a) report an event;
b) provide some advice;
c) support an argument;
d) give a few instructions;
e) complain about a proposal.
www.tecconcursos.com.br/questoes/2049319
FGV - AJ (TJDFT)/TJDFT/Apoio Especializado/Análise de Dados/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
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
https://www.tecconcursos.com.br/questoes/2049319
123) 
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/can-we-build-brain-
computer/ Published:
24th October, 2021, retrieved on February 9th, 2022)
 
Based on the text, mark the statements below as TRUE (T) or FALSE (F).
( ) Unlike a computer, it is hard for our brain to classify objects according to a specific purpose.
( ) The author rules out the possibility that computers may emulate the human brain someday.
( ) The brain adapts as one both matures and becomes more knowledgeable.
The statements are, respectively:
a) F – T – T;
b) T – F – F;
c) F – T – F;
d) F – F – T;
e) T – T – F.
www.tecconcursos.com.br/questoes/2056810
FGV - AGC (EPE)/EPE/Recursos Humanos/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
World Energy Outlook 2021
In 2020, even while economies bent under the weight of Covid-19 lockdowns, renewable sources of
energy such as wind and solar PV continued to grow rapidly, and electric vehicles set new sales records.
The new energy economy will be more electrified, efficient, interconnected and clean. Its emergence is
the product of a virtuous circle of policy action and technology innovation, and its momentum is now
sustained by lower costs. In most markets, solar PV or wind now represents the cheapest available
source of new electricity generation. Clean energy technology is becoming a major new area for
investment and employment – and a dynamic arena for international collaboration and competition.
At the moment, however, every data point showing the speed of change in energy can be countered by
another showing the stubbornness of the status quo. The rapid but uneven economic recovery from last
year’s Covid-induced recession is putting major strains on parts of today’s energy system, sparking sharp
https://www.tecconcursos.com.br/questoes/2056810
124) 
price rises in natural gas, coal and electricity markets. For all the advances being made by renewables
and electric mobility, 2021 is seeing a large rebound in coal and oil use. Largely for this reason, it is also
seeing the second-largest annual increase in CO2 emissions in history. Public spending on sustainable
energy in economic recovery packages has only mobilised around one-third of the investment required to
jolt the energy system onto a new set of rails, with the largest shortfall in developing economies that
continue to face a pressing public health crisis. Progress towards universal energy access has stalled,
especially in sub-Saharan Africa.
The direction of travel is a long way from alignment with the IEA’s landmark Net Zero Emissions by 2050
Scenario (NZE), published in May 2021, which charts a narrow but achievable roadmap to a 1.5oC
stabilisation in rising global temperatures and the achievement of other energy-related sustainable
development goals.
Pressures on the energy system are not going to relent in the coming decades. The energy sector is
responsible for almost three-quarters of the emissions that have already pushed global average
temperatures 1.1oC higher since the pre-industrial age, with visible impacts on weather and climate
extremes. The energy sector has to be at the heart of the solution to climate change.
At the same time, modern energy is inseparable from the livelihoods and aspirations of a global
population that is set to grow by some 2 billion people to 2050, with rising incomes pushing up demand
for energy services, and many developing economies navigating what has historically been an energy --
and emissions-intensive period of urbanisation and industrialisation. Today’s energy system is not capable
of meeting these challenges; a low emissions revolution is long overdue.
(Source:
https://www.iea.org/reports/world-energy-outlook-2021/executive-summary)
 
The main aim of Text I is to present
a) the effects of lockdown on renewable sources in developing countries.
b) software that can map energy consumption in various situations.
c) a thorough review of the latest trends in renewable sources of energy.
d) a critical assessment of current energy system from a global perspective.
e) a comparison between the different sources of energy used worldwide.
www.tecconcursos.com.br/questoes/2056817
FGV - AGC (EPE)/EPE/Recursos Humanos/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
World Energy Outlook 2021
In 2020, even while economies bent under the weight of Covid-19 lockdowns, renewable sources of
energysuch as wind and solar PV continued to grow rapidly, and electric vehicles set new sales records.
The new energy economy will be more electrified, efficient, interconnected and clean. Its emergence is
the product of a virtuous circle of policy action and technology innovation, and its momentum is now
sustained by lower costs. In most markets, solar PV or wind now represents the cheapest available
source of new electricity generation. Clean energy technology is becoming a major new area for
investment and employment – and a dynamic arena for international collaboration and competition.
At the moment, however, every data point showing the speed of change in energy can be countered by
https://www.tecconcursos.com.br/questoes/2056817
125) 
another showing the stubbornness of the status quo. The rapid but uneven economic recovery from last
year’s Covid-induced recession is putting major strains on parts of today’s energy system, sparking sharp
price rises in natural gas, coal and electricity markets. For all the advances being made by renewables
and electric mobility, 2021 is seeing a large rebound in coal and oil use. Largely for this reason, it is also
seeing the second-largest annual increase in CO2 emissions in history. Public spending on sustainable
energy in economic recovery packages has only mobilised around one-third of the investment required to
jolt the energy system onto a new set of rails, with the largest shortfall in developing economies that
continue to face a pressing public health crisis. Progress towards universal energy access has stalled,
especially in sub-Saharan Africa.
The direction of travel is a long way from alignment with the IEA’s landmark Net Zero Emissions by 2050
Scenario (NZE), published in May 2021, which charts a narrow but achievable roadmap to a 1.5C
stabilisation in rising global temperatures and the achievement of other energy-related sustainable
development goals.
Pressures on the energy system are not going to relent in the coming decades. The energy sector is
responsible for almost three-quarters of the emissions that have already pushed global average
temperatures 1.1C higher since the pre-industrial age, with visible impacts on weather and climate
extremes. The energy sector has to be at the heart of the solution to climate change.
At the same time, modern energy is inseparable from the livelihoods and aspirations of a global
population that is set to grow by some 2 billion people to 2050, with rising incomes pushing up demand
for energy services, and many developing economies navigating what has historically been an energy --
and emissions-intensive period of urbanisation and industrialisation. Today’s energy system is not capable
of meeting these challenges; a low emissions revolution is long overdue.
(Source:
https://www.iea.org/reports/world-energy-outlook-2021/executive-summary)
 
Based on the information provided in the first paragraph, mark the statements below as true (T) or false
(F).
 
( ) The current pandemic has hindered the development of renewable energy.
( ) Solar PV technology will be a financial nuisance to most markets.
( ) Energy economy is an issue that goes beyond national borders.
 
The statements are, respectively,
a) T – T – F.
b) T– F – T.
c) F – F – T.
d) F – T – F.
e) F – T – T.
www.tecconcursos.com.br/questoes/2056819
FGV - AGC (EPE)/EPE/Recursos Humanos/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
World Energy Outlook 2021
https://www.tecconcursos.com.br/questoes/2056819
In 2020, even while economies bent under the weight of Covid-19 lockdowns, renewable sources of
energy such as wind and solar PV continued to grow rapidly, and electric vehicles set new sales records.
The new energy economy will be more electrified, efficient, interconnected and clean. Its emergence is
the product of a virtuous circle of policy action and technology innovation, and its momentum is now
sustained by lower costs. In most markets, solar PV or wind now represents the cheapest available
source of new electricity generation. Clean energy technology is becoming a major new area for
investment and employment – and a dynamic arena for international collaboration and competition.
At the moment, however, every data point showing the speed of change in energy can be countered by
another showing the stubbornness of the status quo. The rapid but uneven economic recovery from last
year’s Covid-induced recession is putting major strains on parts of today’s energy system, sparking sharp
price rises in natural gas, coal and electricity markets. For all the advances being made by renewables
and electric mobility, 2021 is seeing a large rebound in coal and oil use. Largely for this reason, it is also
seeing the second-largest annual increase in CO2 emissions in history. Public spending on sustainable
energy in economic recovery packages has only mobilised around one-third of the investment required to
jolt the energy system onto a new set of rails, with the largest shortfall in developing economies that
continue to face a pressing public health crisis. Progress towards universal energy access has stalled,
especially in sub-Saharan Africa.
The direction of travel is a long way from alignment with the IEA’s landmark Net Zero Emissions by 2050
Scenario (NZE), published in May 2021, which charts a narrow but achievable roadmap to a 1.5C
stabilisation in rising global temperatures and the achievement of other energy-related sustainable
development goals.
Pressures on the energy system are not going to relent in the coming decades. The energy sector is
responsible for almost three-quarters of the emissions that have already pushed global average
temperatures 1.1C higher since the pre-industrial age, with visible impacts on weather and climate
extremes. The energy sector has to be at the heart of the solution to climate change.
At the same time, modern energy is inseparable from the livelihoods and aspirations of a global
population that is set to grow by some 2 billion people to 2050, with rising incomes pushing up demand
for energy services, and many developing economies navigating what has historically been an energy --
and emissions-intensive period of urbanisation and industrialisation. Today’s energy system is not capable
of meeting these challenges; a low emissions revolution is long overdue.
(Source:
https://www.iea.org/reports/world-energy-outlook-2021/executive-summary)
 
The extract that states that the transformation discussed in the text has met some resistance is:
a) “The energy sector has to be at the heart of the solution to climate change.”
b) “The new energy economy will be more electrified, efficient, interconnected and clean.”
c) “[…] modern energy is inseparable from the livelihoods and aspirations of a global population […]”
d) “[…] every data point showing the speed of change in energy can be countered by another
showing the stubbornness of the status quo.”
e) “The energy sector is responsible for almost three-quarters of the emissions that have already
pushed global average temperatures 1.1C higher since the pre-industrial age […]”
126) 
www.tecconcursos.com.br/questoes/2056822
FGV - AGC (EPE)/EPE/Recursos Humanos/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
World Energy Outlook 2021
In 2020, even while economies bent under the weight of Covid-19 lockdowns, renewable sources of
energy such as wind and solar PV continued to grow rapidly, and electric vehicles set new sales records.
The new energy economy will be more electrified, efficient, interconnected and clean. Its emergence is
the product of a virtuous circle of policy action and technology innovation, and its momentum is now
sustained by lower costs. In most markets, solar PV or wind now represents the cheapest available
source of new electricity generation. Clean energy technology is becoming a major new area for
investment and employment – and a dynamic arena for international collaborationand competition.
At the moment, however, every data point showing the speed of change in energy can be countered by
another showing the stubbornness of the status quo. The rapid but uneven economic recovery from last
year’s Covid-induced recession is putting major strains on parts of today’s energy system, sparking sharp
price rises in natural gas, coal and electricity markets. For all the advances being made by renewables
and electric mobility, 2021 is seeing a large rebound in coal and oil use. Largely for this reason, it is also
seeing the second-largest annual increase in CO2 emissions in history. Public spending on sustainable
energy in economic recovery packages has only mobilised around one-third of the investment required to
jolt the energy system onto a new set of rails, with the largest shortfall in developing economies that
continue to face a pressing public health crisis. Progress towards universal energy access has stalled,
especially in sub-Saharan Africa.
The direction of travel is a long way from alignment with the IEA’s landmark Net Zero Emissions by 2050
Scenario (NZE), published in May 2021, which charts a narrow but achievable roadmap to a 1.5C
stabilisation in rising global temperatures and the achievement of other energy-related sustainable
development goals.
Pressures on the energy system are not going to relent in the coming decades. The energy sector is
responsible for almost three-quarters of the emissions that have already pushed global average
temperatures 1.1C higher since the pre-industrial age, with visible impacts on weather and climate
extremes. The energy sector has to be at the heart of the solution to climate change.
At the same time, modern energy is inseparable from the livelihoods and aspirations of a global
population that is set to grow by some 2 billion people to 2050, with rising incomes pushing up demand
for energy services, and many developing economies navigating what has historically been an energy --
and emissions-intensive period of urbanisation and industrialisation. Today’s energy system is not capable
of meeting these challenges; a low emissions revolution is long overdue.
(Source:
https://www.iea.org/reports/world-energy-outlook-2021/executive-summary)
 
The sentence “Covid-induced recession is putting major strains on parts of today’s energy system” (2nd
paragraph) suggests that the recession has
a) imposed further burden.
b) brought about a renewal.
c) resulted in an upgrading.
d) avoided some disruption. 
https://www.tecconcursos.com.br/questoes/2056822
127) 
e) prevented needless stress.
www.tecconcursos.com.br/questoes/2056829
FGV - AGC (EPE)/EPE/Recursos Humanos/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
World Energy Outlook 2021
In 2020, even while economies bent under the weight of Covid-19 lockdowns, renewable sources of
energy such as wind and solar PV continued to grow rapidly, and electric vehicles set new sales records.
The new energy economy will be more electrified, efficient, interconnected and clean. Its emergence is
the product of a virtuous circle of policy action and technology innovation, and its momentum is now
sustained by lower costs. In most markets, solar PV or wind now represents the cheapest available
source of new electricity generation. Clean energy technology is becoming a major new area for
investment and employment – and a dynamic arena for international collaboration and competition.
At the moment, however, every data point showing the speed of change in energy can be countered by
another showing the stubbornness of the status quo. The rapid but uneven economic recovery from last
year’s Covid-induced recession is putting major strains on parts of today’s energy system, sparking sharp
price rises in natural gas, coal and electricity markets. For all the advances being made by renewables
and electric mobility, 2021 is seeing a large rebound in coal and oil use. Largely for this reason, it is also
seeing the second-largest annual increase in CO2 emissions in history. Public spending on sustainable
energy in economic recovery packages has only mobilised around one-third of the investment required to
jolt the energy system onto a new set of rails, with the largest shortfall in developing economies that
continue to face a pressing public health crisis. Progress towards universal energy access has stalled,
especially in sub-Saharan Africa.
The direction of travel is a long way from alignment with the IEA’s landmark Net Zero Emissions by 2050
Scenario (NZE), published in May 2021, which charts a narrow but achievable roadmap to a 1.5C
stabilisation in rising global temperatures and the achievement of other energy-related sustainable
development goals.
Pressures on the energy system are not going to relent in the coming decades. The energy sector is
responsible for almost three-quarters of the emissions that have already pushed global average
temperatures 1.1C higher since the pre-industrial age, with visible impacts on weather and climate
extremes. The energy sector has to be at the heart of the solution to climate change.
At the same time, modern energy is inseparable from the livelihoods and aspirations of a global
population that is set to grow by some 2 billion people to 2050, with rising incomes pushing up demand
for energy services, and many developing economies navigating what has historically been an energy --
and emissions-intensive period of urbanisation and industrialisation. Today’s energy system is not capable
of meeting these challenges; a low emissions revolution is long overdue.
(Source:
https://www.iea.org/reports/world-energy-outlook-2021/executive-summary)
 
The underlined passage in “For all the advances being made by renewables and electric mobility, 2021 is
seeing a large rebound in coal and oil use” implies that the use of coal and oil is
a) running into trouble.
b) picking up again.
c) coming to a halt.
https://www.tecconcursos.com.br/questoes/2056829
128) 
d) being replaced.
e) slowing down.
www.tecconcursos.com.br/questoes/2056833
FGV - AGC (EPE)/EPE/Recursos Humanos/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
World Energy Outlook 2021
In 2020, even while economies bent under the weight of Covid-19 lockdowns, renewable sources of
energy such as wind and solar PV continued to grow rapidly, and electric vehicles set new sales records.
The new energy economy will be more electrified, efficient, interconnected and clean. Its emergence is
the product of a virtuous circle of policy action and technology innovation, and its momentum is now
sustained by lower costs. In most markets, solar PV or wind now represents the cheapest available
source of new electricity generation. Clean energy technology is becoming a major new area for
investment and employment – and a dynamic arena for international collaboration and competition.
At the moment, however, every data point showing the speed of change in energy can be countered by
another showing the stubbornness of the status quo. The rapid but uneven economic recovery from last
year’s Covid-induced recession is putting major strains on parts of today’s energy system, sparking sharp
price rises in natural gas, coal and electricity markets. For all the advances being made by renewables
and electric mobility, 2021 is seeing a large rebound in coal and oil use. Largely for this reason, it is also
seeing the second-largest annual increase in CO2 emissions in history. Public spending on sustainable
energy in economic recovery packages has only mobilised around one-third of the investment required to
jolt the energy system onto a new set of rails, with the largest shortfall in developing economies that
continue to face a pressing public health crisis. Progress towards universal energy access has stalled,
especially in sub-Saharan Africa.
The direction of travel is a long way from alignment with the IEA’s landmark Net Zero Emissions by 2050
Scenario (NZE),published in May 2021, which charts a narrow but achievable roadmap to a 1.5C
stabilisation in rising global temperatures and the achievement of other energy-related sustainable
development goals.
Pressures on the energy system are not going to relent in the coming decades. The energy sector is
responsible for almost three-quarters of the emissions that have already pushed global average
temperatures 1.1C higher since the pre-industrial age, with visible impacts on weather and climate
extremes. The energy sector has to be at the heart of the solution to climate change.
At the same time, modern energy is inseparable from the livelihoods and aspirations of a global
population that is set to grow by some 2 billion people to 2050, with rising incomes pushing up demand
for energy services, and many developing economies navigating what has historically been an energy --
and emissions-intensive period of urbanisation and industrialisation. Today’s energy system is not capable
of meeting these challenges; a low emissions revolution is long overdue.
(Source:
https://www.iea.org/reports/world-energy-outlook-2021/executive-summary)
 
When the text informs that “Public spending on sustainable energy in economic recovery packages has
only mobilised around one-third of the investment required to jolt the energy system onto a new set of
rails” (2nd paragraph), one may infer that the investment has been
a) scanty.
b) lavish.
https://www.tecconcursos.com.br/questoes/2056833
129) 
c) suitable.
d) massive.
e) bountiful.
www.tecconcursos.com.br/questoes/2056835
FGV - AGC (EPE)/EPE/Recursos Humanos/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Text I
World Energy Outlook 2021
In 2020, even while economies bent under the weight of Covid-19 lockdowns, renewable sources of
energy such as wind and solar PV continued to grow rapidly, and electric vehicles set new sales records.
The new energy economy will be more electrified, efficient, interconnected and clean. Its emergence is
the product of a virtuous circle of policy action and technology innovation, and its momentum is now
sustained by lower costs. In most markets, solar PV or wind now represents the cheapest available
source of new electricity generation. Clean energy technology is becoming a major new area for
investment and employment – and a dynamic arena for international collaboration and competition.
At the moment, however, every data point showing the speed of change in energy can be countered by
another showing the stubbornness of the status quo. The rapid but uneven economic recovery from last
year’s Covid-induced recession is putting major strains on parts of today’s energy system, sparking sharp
price rises in natural gas, coal and electricity markets. For all the advances being made by renewables
and electric mobility, 2021 is seeing a large rebound in coal and oil use. Largely for this reason, it is also
seeing the second-largest annual increase in CO2 emissions in history. Public spending on sustainable
energy in economic recovery packages has only mobilised around one-third of the investment required to
jolt the energy system onto a new set of rails, with the largest shortfall in developing economies that
continue to face a pressing public health crisis. Progress towards universal energy access has stalled,
especially in sub-Saharan Africa.
The direction of travel is a long way from alignment with the IEA’s landmark Net Zero Emissions by 2050
Scenario (NZE), published in May 2021, which charts a narrow but achievable roadmap to a 1.5C
stabilisation in rising global temperatures and the achievement of other energy-related sustainable
development goals.
Pressures on the energy system are not going to relent in the coming decades. The energy sector is
responsible for almost three-quarters of the emissions that have already pushed global average
temperatures 1.1C higher since the pre-industrial age, with visible impacts on weather and climate
extremes. The energy sector has to be at the heart of the solution to climate change.
At the same time, modern energy is inseparable from the livelihoods and aspirations of a global
population that is set to grow by some 2 billion people to 2050, with rising incomes pushing up demand
for energy services, and many developing economies navigating what has historically been an energy --
and emissions-intensive period of urbanisation and industrialisation. Today’s energy system is not capable
of meeting these challenges; a low emissions revolution is long overdue.
(Source:
https://www.iea.org/reports/world-energy-outlook-2021/executive-summary)
 
At the end, the author’s opinion of the current energy system is
a) quite hopeful.
b) rather disquieting.
https://www.tecconcursos.com.br/questoes/2056835
130) 
c) highly encouraging.
d) somewhat prejudiced.
e) slightly complimentary.
www.tecconcursos.com.br/questoes/2194515
FGV - APPGG (Pref S André)/Pref Santo André/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Global Perspectives of Public Administration
 
 
From a global perspective, public administration still raises passionate debates. Many of us presume to
know the virtues of a globalized world, where commerce flourishes without barriers, cultures intertwine
with each other, communication and technologies connect distant places to local villages and even to
one’s living room. We probably agree that globalization creates a sense of togetherness, a feeling that
events on one side of the world concern people living on the other side and that democracy and good
governance are globalized aspirations to which people of all nations are prime subscribers. We soon
realize however that globalization carries within it an insatiable spirit of competition and greed. The idea
that the fittest, the strongest ultimately destroys the weakest, is straight from the jungle. The notion that
globalization facilitates the overhauling of established norms and values, for better or for worse, is very
much practicable.
 
What are public administrators to do when globalization seems to threaten the very customs and values
that glue their society together? […]
 
The notion that public administration is a global phenomenon, subject to universal principles of moralities
and values is tantalizing but questionable. A particular form of governance seems to work well for
societies with common cores principles and traditional heritage, while another form of practice seems to
facilitate better the development and aspirations of citizens in other corners of the world. Public
administrators are first and foremost responsible for the management of their constituent’s affairs. They
should dedicate their time and energy to respond to the aspirations and desiderata of their people and
within the established boundaries of their societies. Public administrators seem to be more effective when
they are inspired by concrete societal goals and objectives rather than when they are driven by a
subjective sense of universal morality and goodness toward mankind. Too often, we have witnessed
senseless wars and targeted killings in the name of subjective greater goods and selfish interests. […]
 
Nevertheless, the world is interconnected and public administrators have to deal with internal as well as
external issues outside of their national borders. International laws and regulations require that countries’
citizens behave in a certain manner toward fellow neighbors that certain principles of coexistence such as
respect for diversity and basic understanding of human rights and dignity are undeniable. Public
administrators in a globalized world have to focus on these ideas and create structures that essentially
characterize these viewpoints.
 
(Adapted from https://patimes.org/global-perspectives-public-administration/ Retrieved June 28th, 2022.)
 
Based on the information provided by the text, mark the statements below as true (T) or false (F).
 
( ) Globalization has both pleasant andobjectionable consequences.
https://www.tecconcursos.com.br/questoes/2194515
131) 
 
( ) Viewed globally, forms of administration are alike.
 
( ) Public administrators must be aware of national and international laws.
 
The statements are, respectively,
a) F – F – T.
b) T – F – F.
c) T – F – T.
d) F – T – F.
e) T – T – F.
www.tecconcursos.com.br/questoes/2194521
FGV - APPGG (Pref S André)/Pref Santo André/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Global Perspectives of Public Administration
 
 
From a global perspective, public administration still raises passionate debates. Many of us presume to
know the virtues of a globalized world, where commerce flourishes without barriers, cultures intertwine
with each other, communication and technologies connect distant places to local villages and even to
one’s living room. We probably agree that globalization creates a sense of togetherness, a feeling that
events on one side of the world concern people living on the other side and that democracy and good
governance are globalized aspirations to which people of all nations are prime subscribers. We soon
realize however that globalization carries within it an insatiable spirit of competition and greed. The idea
that the fittest, the strongest ultimately destroys the weakest, is straight from the jungle. The notion that
globalization facilitates the overhauling of established norms and values, for better or for worse, is very
much practicable.
 
What are public administrators to do when globalization seems to threaten the very customs and values
that glue their society together? […]
 
The notion that public administration is a global phenomenon, subject to universal principles of moralities
and values is tantalizing but questionable. A particular form of governance seems to work well for
societies with common cores principles and traditional heritage, while another form of practice seems to
facilitate better the development and aspirations of citizens in other corners of the world. Public
administrators are first and foremost responsible for the management of their constituent’s affairs. They
should dedicate their time and energy to respond to the aspirations and desiderata of their people and
within the established boundaries of their societies. Public administrators seem to be more effective when
they are inspired by concrete societal goals and objectives rather than when they are driven by a
subjective sense of universal morality and goodness toward mankind. Too often, we have witnessed
senseless wars and targeted killings in the name of subjective greater goods and selfish interests. […]
 
https://www.tecconcursos.com.br/questoes/2194521
132) 
Nevertheless, the world is interconnected and public administrators have to deal with internal as well as
external issues outside of their national borders. International laws and regulations require that countries’
citizens behave in a certain manner toward fellow neighbors that certain principles of coexistence such as
respect for diversity and basic understanding of human rights and dignity are undeniable. Public
administrators in a globalized world have to focus on these ideas and create structures that essentially
characterize these viewpoints.
 
(Adapted from https://patimes.org/global-perspectives-public-administration/ Retrieved June 28th, 2022.)
 
In the first paragraph, the author
a) discusses an idealized concept.
b) criticizes an evolutionary perspective.
c) complains about today’s public administrations.
d) celebrates the competition of a globalized world.
e) provides steps towards becoming a global administrator.
www.tecconcursos.com.br/questoes/2194525
FGV - APPGG (Pref S André)/Pref Santo André/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Global Perspectives of Public Administration
 
 
From a global perspective, public administration still raises passionate debates. Many of us presume to
know the virtues of a globalized world, where commerce flourishes without barriers, cultures intertwine
with each other, communication and technologies connect distant places to local villages and even to
one’s living room. We probably agree that globalization creates a sense of togetherness, a feeling that
events on one side of the world concern people living on the other side and that democracy and good
governance are globalized aspirations to which people of all nations are prime subscribers. We soon
realize however that globalization carries within it an insatiable spirit of competition and greed. The idea
that the fittest, the strongest ultimately destroys the weakest, is straight from the jungle. The notion that
globalization facilitates the overhauling of established norms and values, for better or for worse, is very
much practicable.
 
What are public administrators to do when globalization seems to threaten the very customs and values
that glue their society together? […]
 
The notion that public administration is a global phenomenon, subject to universal principles of moralities
and values is tantalizing but questionable. A particular form of governance seems to work well for
societies with common cores principles and traditional heritage, while another form of practice seems to
facilitate better the development and aspirations of citizens in other corners of the world. Public
administrators are first and foremost responsible for the management of their constituent’s affairs. They
should dedicate their time and energy to respond to the aspirations and desiderata of their people and
within the established boundaries of their societies. Public administrators seem to be more effective when
they are inspired by concrete societal goals and objectives rather than when they are driven by a
https://www.tecconcursos.com.br/questoes/2194525
133) 
subjective sense of universal morality and goodness toward mankind. Too often, we have witnessed
senseless wars and targeted killings in the name of subjective greater goods and selfish interests. […]
 
Nevertheless, the world is interconnected and public administrators have to deal with internal as well as
external issues outside of their national borders. International laws and regulations require that countries’
citizens behave in a certain manner toward fellow neighbors that certain principles of coexistence such as
respect for diversity and basic understanding of human rights and dignity are undeniable. Public
administrators in a globalized world have to focus on these ideas and create structures that essentially
characterize these viewpoints.
 
(Adapted from https://patimes.org/global-perspectives-public-administration/ Retrieved June 28th, 2022.)
 
The author concludes that public administrators must
a) overlook human rights.
b) disregard domestic regulations.
c) avoid much social engagement.
d) prevent issues regarding diversity.
e) take into account internal and foreign affairs.
www.tecconcursos.com.br/questoes/2217015
FGV - AL (SEN)/SEN/Administração/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read Text I and answer the question that follows.
 
Text I
 
Empowering the workforce of tomorrow: The role of business in tackling the skills mismatch
among youth
 
The future of work is changing fast. Technology, socio-economic trends, and developments and crises like
COVID-19 are changing the world of work and the demand for skills at a pace and depth that poses
serious challenges to people, business, and society. Young people and future generations, especially
when they are from disadvantaged groups, are disproportionately affected by these disruptions.
 
A key challenge to shaping a sustainable future of work is addressing the skills mismatch among youth.
Despite young people around the world being more educated than ever before, hundreds of millions of
individuals are coming of age and finding themselves unemployed and unemployable, lacking the right
skills to take up the jobs availabletoday and, even more, the skills that will be needed in the future.
Neglecting the skills mismatch among youth can result in young people feeling disenfranchised and
disillusioned about their prospects in the labor market, fueling social unrest, stunting economic growth
and ultimately creating a more volatile operating environment for business.
 
In contrast, by equipping youth with relevant skills, businesses can empower young people, support their
access to employment opportunities and enable them to thrive personally, professionally and as active
members of society. Investing in the skills of young people has an essential role to play in helping to
realize the ambitions of the Sustainable Development Goals (SDGs) and the World Business Council for
Sustainable Development’s (WBCSD) Vision2050, which aims to create a world where over 9 billion
people live well and within planetary boundaries by mid-century.
 
From: https://www.unicef.org/media/103176/file/ Empowering%20the%20workforce%20of%20tomorrow.pdf
https://www.tecconcursos.com.br/questoes/2217015
134) 
 
Based on Text I, mark the statements below as true (T) or false (F).
 
( ) According to the text, the world of work is hardly being affected by current adversities.
( ) Young people who have the opportunity to graduate are more prepared for the jobs of the future.
( ) The problem of skills mismatch stretches beyond national borders.
 
The statements are, respectively,
a) T – F – T.
b) F – F – T.
c) F – T – T.
d) F – T – F.
e) T – F – F.
www.tecconcursos.com.br/questoes/2217020
FGV - AL (SEN)/SEN/Administração/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read Text II and answer the following question.
 
Text II
https://www.tecconcursos.com.br/questoes/2217020
135) 
https://dilbert.com/strip/2022-08-28Lawyer Burnout Is Still An Issue in 2021
 
The gist of this comic strip is the fact that
a) Dilbert set too many hurdles quite wittingly.
b) Tina believed Dilbert was too clever to be of help.
c) Dilbert thought the request was unreasonably odd.
d) Dilbert realized Tina would be asking something trivial.
e) Tina knew beforehand that the favour she asked was very complex.
www.tecconcursos.com.br/questoes/2219472
FGV - Adv (SEN)/SEN/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read text I and answer the following question.
 
Text I
 
The new data privacy rules
 
The data harvested from our personal devices, along with our trail of electronic transactions and data
from other sources, now provides the foundation for some of the world’s largest companies. […] For the
past two decades, the commercial use of personal data has grown in wild-west fashion. But now,
because of consumer mistrust, government actions, and competition for customers, those days are
quickly coming to an end.
 
For most of its existence, the data economy was structured around a “digital curtain” designed to
obscure the industry’s practices from lawmakers and the public. Data was considered company property
and a proprietary secret, even though the data originated from customers’ private behavior. That curtain
has since been lifted and a convergence of consumer, government, and market forces are now giving
users more control over the data they generate. Instead of serving as a resource that can be freely
harvested, countries in every region of the world have begun to treat personal data as an asset owned
by individuals and held in trust by firms.
 
This will be a far better organizing principle for the data economy. Giving individuals more control has the
potential to curtail the sector’s worst excesses while generating a new wave of customer-driven
innovation, as customers begin to express what sort of personalization and opportunity they want their
data to enable. And while Adtech firms in particular will be hardest hit, any firm with substantial troves of
customer data will have to make sweeping changes to its practices, particularly large firms such as
financial institutions, healthcare firms, utilities, and major manufacturers and retailers.
https://www.tecconcursos.com.br/questoes/2219472
136) 
 
Leading firms are already adapting to the new reality as it unfolds. The key to this transition — based
upon our research on data and trust, and our experience working on this issue with a wide variety of
firms— is for companies to reorganize their data operations around the new fundamental rules of
consent, insight, and flow.
 
[…]
 
Federal lawmakers are moving to curtail the power of big tech. Meanwhile, in 2021 state legislatures
proposed or passed at least 27 online privacy bills regulating data markets and protecting personal digital
rights. Lawmakers from California to China are implementing legislation that mirrors Europe’s GDPR,
while the EU itself has turned its attention to regulating the use of AI. Where once companies were
always ahead of regulators, now they struggle to keep up with compliance requirements across multiple
jurisdictions.
 
Adapted from: https://hbr.org/2022/02/the-new-rules-of-data-privacy February 25, 2022 – Retrieved September 6,
2022
 
Based on Text I, mark the statements below as true (T) or false (F).
 
( ) Advertising firms will be majorly affected by changes in data privacy rules.
( ) Formerly, control over personal data for commercial purposes followed tight guidelines.
( ) Legislators have currently been lax on users’ assent of their data.
 
The statements are, respectively,
a) T – F – F.
b) F – F – T.
c) F – T – T.
d) F – T – F.
e) T – F – T.
www.tecconcursos.com.br/questoes/2219475
FGV - Adv (SEN)/SEN/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read text I and answer the following question.
 
Text I
 
The new data privacy rules
 
The data harvested from our personal devices, along with our trail of electronic transactions and data
from other sources, now provides the foundation for some of the world’s largest companies. […] For the
past two decades, the commercial use of personal data has grown in wild-west fashion. But now,
because of consumer mistrust, government actions, and competition for customers, those days are
quickly coming to an end.
 
For most of its existence, the data economy was structured around a “digital curtain” designed to
obscure the industry’s practices from lawmakers and the public. Data was considered company property
and a proprietary secret, even though the data originated from customers’ private behavior. That curtain
has since been lifted and a convergence of consumer, government, and market forces are now giving
users more control over the data they generate. Instead of serving as a resource that can be freely
https://www.tecconcursos.com.br/questoes/2219475
137) 
harvested, countries in every region of the world have begun to treat personal data as an asset owned
by individuals and held in trust by firms.
 
This will be a far better organizing principle for the data economy. Giving individuals more control has the
potential to curtail the sector’s worst excesses while generating a new wave of customer-driven
innovation, as customers begin to express what sort of personalization and opportunity they want their
data to enable. And while Adtech firms in particular will be hardest hit, any firm with substantial troves of
customer data will have to make sweeping changes to its practices, particularly large firms such as
financial institutions, healthcare firms, utilities, and major manufacturers and retailers.
 
Leading firms are already adapting to the new reality as it unfolds. The key to this transition — based
upon our research on data and trust, and our experience working on this issue with a wide variety of
firms— is for companies to reorganize their data operations around the new fundamental rules of
consent, insight, and flow.
 
[…]
 
Federal lawmakers are moving to curtail the power of big tech. Meanwhile, in 2021 state legislatures
proposed or passed at least 27 online privacybills regulating data markets and protecting personal digital
rights. Lawmakers from California to China are implementing legislation that mirrors Europe’s GDPR,
while the EU itself has turned its attention to regulating the use of AI. Where once companies were
always ahead of regulators, now they struggle to keep up with compliance requirements across multiple
jurisdictions.
 
Adapted from: https://hbr.org/2022/02/the-new-rules-of-data-privacy February 25, 2022 – Retrieved September 6,
2022
 
According to the 2nd paragraph, in relation to the industry’s practices, the function of the “digital curtain”
was to
a) spur them.
b) forbid them.
c) endure them.
d) conceal them.
e) sponsor them.
www.tecconcursos.com.br/questoes/2219481
FGV - Adv (SEN)/SEN/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read text I and answer the following question.
 
Text I
 
The new data privacy rules
 
The data harvested from our personal devices, along with our trail of electronic transactions and data
from other sources, now provides the foundation for some of the world’s largest companies. […] For the
past two decades, the commercial use of personal data has grown in wild-west fashion. But now,
because of consumer mistrust, government actions, and competition for customers, those days are
quickly coming to an end.
 
For most of its existence, the data economy was structured around a “digital curtain” designed to
obscure the industry’s practices from lawmakers and the public. Data was considered company property
and a proprietary secret, even though the data originated from customers’ private behavior. That curtain
https://www.tecconcursos.com.br/questoes/2219481
138) 
has since been lifted and a convergence of consumer, government, and market forces are now giving
users more control over the data they generate. Instead of serving as a resource that can be freely
harvested, countries in every region of the world have begun to treat personal data as an asset owned
by individuals and held in trust by firms.
 
This will be a far better organizing principle for the data economy. Giving individuals more control has the
potential to curtail the sector’s worst excesses while generating a new wave of customer-driven
innovation, as customers begin to express what sort of personalization and opportunity they want their
data to enable. And while Adtech firms in particular will be hardest hit, any firm with substantial troves of
customer data will have to make sweeping changes to its practices, particularly large firms such as
financial institutions, healthcare firms, utilities, and major manufacturers and retailers.
 
Leading firms are already adapting to the new reality as it unfolds. The key to this transition — based
upon our research on data and trust, and our experience working on this issue with a wide variety of
firms— is for companies to reorganize their data operations around the new fundamental rules of
consent, insight, and flow.
 
[…]
 
Federal lawmakers are moving to curtail the power of big tech. Meanwhile, in 2021 state legislatures
proposed or passed at least 27 online privacy bills regulating data markets and protecting personal digital
rights. Lawmakers from California to China are implementing legislation that mirrors Europe’s GDPR,
while the EU itself has turned its attention to regulating the use of AI. Where once companies were
always ahead of regulators, now they struggle to keep up with compliance requirements across multiple
jurisdictions.
 
Adapted from: https://hbr.org/2022/02/the-new-rules-of-data-privacy February 25, 2022 – Retrieved September 6,
2022
 
In the extract “now they struggle” (5th paragraph), the pronoun refers to
a) requirements.
b) legislatures.
c) lawmakers.
d) companies.
e) regulators.
www.tecconcursos.com.br/questoes/2219484
FGV - Adv (SEN)/SEN/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read Text II and answer the following question.
 
Text II
 
https://www.tecconcursos.com.br/questoes/2219484
139) 
From: https://www.glasbergen.com/ngg_tag/legal-department/
 
The gist of this cartoon depends on the reader
a) sighting the arrow.
b) mastering the rules.
c) understanding the pun.
d) handling the hardware.
e) noticing the straight faces.
www.tecconcursos.com.br/questoes/2219485
FGV - Adv (SEN)/SEN/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read Text II and answer the following question.
 
Text II
 
From: https://www.glasbergen.com/ngg_tag/legal-department/
 
The character’s speech reveals that the legal department has
a) praised the quality of the software.
b) sent at least one memorandum before.
c) scoffed at the scope of current cursors.
d) been demanding highly skilled employees.
e) considered computers a shrewd investment.
https://www.tecconcursos.com.br/questoes/2219485
140) 
www.tecconcursos.com.br/questoes/2221079
FGV - TL (SEN)/SEN/Policial Legislativo Federal/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read Text I and answer the four questions that follow it.
Text I
Behind the rise of ransomware
The story of the ransomware surge is the story of the discovery, professionalization, and growth of the
targeted attack extortion model. Prior to 2016, most ransomware campaigns targeted a large and
effectively random pool of end users. This “spray-and-pray” business model privileged quantity over
quality, meaning ransomware actors spent less time focusing on how to apply pressure on a given victim
and more time trying to reach as many victims as possible. Until the tail end of this period, ransomware
did not generate enormous profits. Being a second-tier avenue of cybercrime, it failed to attract as much
talent or activity as it would in the years to come.
Ransomware experienced its first period of significant growth between 2013 and 2016, when refinements
to ransomware payloads, the emergence of virtual currencies, and enhanced anti-fraud measures from
banks and cybersecurity vendors increased the profitability of digital extortion relative to other common
avenues of cybercrime. What happened next remains unclear, but with more activity concentrating on
ransomware, criminals appear to have learned how easy it was to extort organizations before piecing
together how lucrative these attacks could be. Regardless, between 2016 and 2019, established
cybercriminal gangs entered the targeted ransomware business en masse.
From that point until the summer of 2021, cybercriminals invested growing time and resources to
improve the targeted extortion model. During this period, digital extortion became more profitable
because cybercriminal gangs and cybercrime markets reoriented around a near limitless demand for
targeted ransomware. Moreover, as criminals learned how to best extract revenue from victims, they
launched increasingly disruptive ransomware attacks.
[…]
Even though it is tempting to hope that we are just one diplomatic agreement, one technological leap, or
one regulation away from its elimination, targeted ransomware is here to stay. As with other forms of
crime, the government can expect better outcomes by planning how to manage the issue over time
rather than searching for quick and complete solutions.
Adapted from: https://www.atlanticcouncil.org/wp-content/uploads/2022/08/Behind_the_rise_of_ransomware.pdf
 
Based on Text I, mark the statements below as true (T) or false (F).
( ) The “spray-and-pray” business model belongs to a late period in the history of ransomware.
( ) The analysis indicates that cybercrime is far from mushrooming.
( ) The text argues that solutions to cybercrime can be reached in a jiffy.
The statements are, respectively,
a) F – F – F.
b) T – F – F.
c) F – T – F.
d) T – T – F.
e) F – F – T.
https://www.tecconcursos.com.br/questoes/2221079
141) 
www.tecconcursos.com.br/questoes/2221080
FGV - TL (SEN)/SEN/Policial Legislativo Federal/2022
Língua Inglesa (Inglês) - Interpretação de Textos(compreensão)
Read Text I and answer the four questions that follow it.
Text I
Behind the rise of ransomware
The story of the ransomware surge is the story of the discovery, professionalization, and growth of the
targeted attack extortion model. Prior to 2016, most ransomware campaigns targeted a large and
effectively random pool of end users. This “spray-and-pray” business model privileged quantity over
quality, meaning ransomware actors spent less time focusing on how to apply pressure on a given victim
and more time trying to reach as many victims as possible. Until the tail end of this period, ransomware
did not generate enormous profits. Being a second-tier avenue of cybercrime, it failed to attract as much
talent or activity as it would in the years to come.
Ransomware experienced its first period of significant growth between 2013 and 2016, when refinements
to ransomware payloads, the emergence of virtual currencies, and enhanced anti-fraud measures from
banks and cybersecurity vendors increased the profitability of digital extortion relative to other common
avenues of cybercrime. What happened next remains unclear, but with more activity concentrating on
ransomware, criminals appear to have learned how easy it was to extort organizations before piecing
together how lucrative these attacks could be. Regardless, between 2016 and 2019, established
cybercriminal gangs entered the targeted ransomware business en masse.
From that point until the summer of 2021, cybercriminals invested growing time and resources to
improve the targeted extortion model. During this period, digital extortion became more profitable
because cybercriminal gangs and cybercrime markets reoriented around a near limitless demand for
targeted ransomware. Moreover, as criminals learned how to best extract revenue from victims, they
launched increasingly disruptive ransomware attacks.
[…]
Even though it is tempting to hope that we are just one diplomatic agreement, one technological leap, or
one regulation away from its elimination, targeted ransomware is here to stay. As with other forms of
crime, the government can expect better outcomes by planning how to manage the issue over time
rather than searching for quick and complete solutions.
Adapted from: https://www.atlanticcouncil.org/wp-content/uploads/2022/08/Behind_the_rise_of_ransomware.pdf
 
When the author uses the expression “the tail end of this period”, he is referring to its
a) wildest era.
b) hindmost phase.
c) earliest moment.
d) most critical stage.
e) most fleeting instant.
https://www.tecconcursos.com.br/questoes/2221080
142) 
www.tecconcursos.com.br/questoes/2229674
FGV - Cad (CBM RJ)/CBM RJ/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the five questions that follow it.
 
The exciting technologies revolutionizing firefighting in 2022
 
One of the most important tools for a firefighter in the field is the ability to communicate with other
members of the crew, officers, and decision-makers. Communication can be the difference between
being able to ask for – and receive – help, or being alone as fires move, shift, and change.
 
Communication can be the difference between having the latest intelligence and knowledge about what
is going on, or being in the dark. Communication is also the difference between having a coordinated,
collaborative effort, or having a number of individuals operating independently – which is the least
effective way to fight a fire.
 
While cellular networks have expanded and improved tremendously – especially in the age of 5G – there
are still areas of our country where cellular connectivity and other terrestrial mobile networks aren’t
available. There are also some situations where the communications equipment that power terrestrial
networks can be damaged in fires, and leave firefighters without connectivity.
 
This is why mobile mesh networking will be a widely adopted technology for firefighters and hotshot
crews in 2022.
 
Mobile mesh networking can enable the use of communications and situational awareness tools – such as
ATAK – off the grid in places where other terrestrial networks don’t exist. This means that firefighters will
be able to share information and see each other’s locations even in isolated, remote locations. They can
also be used to spread connectivity over a wide geographic area and to each individual without a single,
centralized piece of equipment that can be compromised and fail. This means they can deliver resilient
and redundant communications that is always available to the firefighter.
 
Finally, mobile mesh networking can be a low-cost alternative to connecting IoT devices. Instead of each
individual sensor requiring its own expensive cellular connection – or incredibly pricey satellite connection
– mobile mesh can be used to connect IoT devices over a wide geographic area with no recurring cost.
This can help accelerate fire-focused IoT programs, and enable the government to extend them to more
areas at a lower cost to the taxpayer.
 
Enabling resilient, reliable communications and situational awareness alone is enough to make mobile
mesh networking a game-changer for firefighting. But its ability to inexpensively connect IoT devices and
sensors that can make firefighting more proactive and less dangerous make mobile mesh technologies
essential in 2022.
 
Adapted from https://thelastmile.gotennapro.com/the-exciting-technologies-revolutionizing-firefighting-in-2022/
 
Based on the text, mark the statements below as true (T) or false (F).
 
( ) The best way to fight fire is to do it in a single-handed way.
 
( ) Mesh networking can make firefighting a safer job.
 
( ) 5G connectivity is available all over the country.
 
The statements are, respectively,
a) F – F – T.
https://www.tecconcursos.com.br/questoes/2229674
143) 
b) T – F – T.
c) F – T – F.
d) T – F – F.
e) T – T – F.
www.tecconcursos.com.br/questoes/2229677
FGV - Cad (CBM RJ)/CBM RJ/2022
Língua Inglesa (Inglês) - Interpretação de Textos (compreensão)
Read the text and answer the five questions that follow it.
 
The exciting technologies revolutionizing firefighting in 2022
 
One of the most important tools for a firefighter in the field is the ability to communicate with other
members of the crew, officers, and decision-makers. Communication can be the difference between
being able to ask for – and receive – help, or being alone as fires move, shift, and change.
 
Communication can be the difference between having the latest intelligence and knowledge about what
is going on, or being in the dark. Communication is also the difference between having a coordinated,
collaborative effort, or having a number of individuals operating independently – which is the least
effective way to fight a fire.
 
While cellular networks have expanded and improved tremendously – especially in the age of 5G – there
are still areas of our country where cellular connectivity and other terrestrial mobile networks aren’t
available. There are also some situations where the communications equipment that power terrestrial
networks can be damaged in fires, and leave firefighters without connectivity.
 
This is why mobile mesh networking will be a widely adopted technology for firefighters and hotshot
crews in 2022.
 
Mobile mesh networking can enable the use of communications and situational awareness tools – such as
ATAK – off the grid in places where other terrestrial networks don’t exist. This means that firefighters will
be able to share information and see each other’s locations even in isolated, remote locations. They can
also be used to spread connectivity over a wide geographic area and to each individual without a single,
centralized piece of equipment that can be compromised and fail. This means they can deliver resilient
and redundant communications that is always available to the firefighter.
 
Finally, mobile mesh networking can be a low-cost alternative to connecting IoT devices.