Welcome back to another post!
➧ PROVA DE LÍNGUA INGLESA: CEPERJ-2015-PMS/RJ- PROFESSOR.
➧ BANCA/ORGANIZADOR: CEPERJ - Centro Estadual de Estatísticas, Pesquisas e Formação de Servidores Públicos do Estado do RJ - https://ceperj.selecao.net.br/
➧ VOCABULÁRIO:
- in classrooms around the world - nas salas de aula em todo o mundo.
- It seems pointless to have - Parece inútil ter.
- machine learning - aprendizado de máquina.
- the innovation charity - instituição de caridade para inovação.
- the primary source - a principal fonte.
- warned that - alertou que.
➧ GABARITO:
01-A, 02-B, 03-C, 04-E, 05-A
06-B, 07-A, 08-C, 09-D, 10-C
11-D, 12-E, 13-C, 14-B, 15-D
➧ TEXT I: Questions 1 through 15 are based on the text below. Read the text
and mark the correct alternative for each question.
ROBO-TEACHER IS COMING BUT DON’T EXPECT TO BE INSPIRED
INCREASING USE OF MACHINES IN THE CLASSROOM MEANS TEACHERS
WILL BE LESS IMPORTANT, OXFORD ACADEMIC WARNS
Robots could replace teachers as the primary source of information
in classrooms around the world, according to a leading academic.
Michael Osborne, associate professor of machine learning at the
University of Oxford, warned that the increasing use of machines in
the classroom will mean that teachers will be less important when
transmitting knowledge.
“Technology allows superior delivery of information,” said
Prof Osborne.
“It seems pointless to have a teacher or lecturer standing in
front of a classroom statically delivering content that might be better
absorbed through online videos, thereby leaving the teacher time
to engage with students in a more interactive fashion.”
He said, however, that teaching remained a long way from being
fully automated because scientists were yet to develop artifi cial
intelligence that could provide the emotional or pastoral guidance
offered in most schools.
“Simply put, teachers render themselves safe from automation in
engaging deeply with students, rather than teaching like a machine,”
said Prof Osborne.
“Machines still don’t have the same deep understanding of
human society that teachers must rely on.
“In particular, the social intelligence required to monitor a classroom,
or to inspire students struggling with a concept, is likely [to remain]
beyond the scope of algorithms for at least 20 years.”
Apart from teachers having less prominence in the classroom,
students would also have to take more control of their learning, he said.
Prof Osborne added: “Each student will have a device at their
desk which will be delivering their content tailored to their interest
and expertise, rather than everyone receiving the same material
from the teacher in front of the class.”
Prof Osborne’s warning follows earlier research that he conducted
with fellow Oxford academic Carl Benedikt Frey that concluded that
those in highly creative jobs were less likely to be replaced in the
next two decades.
The research, carried out for Nesta, the innovation charity, showed
that 24 per cent of jobs in the UK were in creative industries – a higher
percentage than in the US – and that nearly 90 per cent of workers
in these industries were at little or no risk of being made redundant
by technologies.
(Source: The Telegraph. June 1, 2015. Available at: http://www.telegraph.co.uk/
education/educationnews/11642622/Robo-teacher-is-coming-but-dont-expectto-be-inspired.html)
01 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The title
“Robo-teacher is coming but don’t expect to be inspired”
suggests the main argument of the text is:
A) technology will soon substitute teachers
B) teachers will teach in an automated way
C) technology will transmit creative information
D) technology will not replace creative teaching
E) teachers will not interact with students anymore
02 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The personal pronoun “it” (line 9) refers to:
A) an antecedent item of the text
B) a subsequent item of the text
C) a subsequent portion of the text
D) an antecedent portion of the text
E) an item in the context of situation
03 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
Considering the text, it is correct to affirm that:
A) teachers will be less important in the future
B) workers in all industries will lose their jobs
C) social intelligence will be automated in 20 years
D) teaching is about transmitting knowledge
E) machines cannot engage deeply with students
04 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The word “leading” (line 2) represents the same word class
of the word in bold in the following alternative:
A) that story is still being written
B) it is hard to capture a moving target
C) working together is very important
D) that sameness was boring us to death
E) men are doing the cooking now
05 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
“Modals and semi-modals can be grouped into three major
categories according to their main meanings: permission/possibility/
ability; volition/prediction; obligation/necessity” “(Longman Grammar
of Spoken and Written English,” 1999, p.485).
The modal in “teachers
will be less important when transmitting knowledge” (line 5) is equivalent
in category of meaning to the modal in the following alternative:
A) students may check their notes to do the test
B) teachers can solve complicated problems
C) specialists must fi nd alternatives to the educational crisis
D) authorities could have made a difference in this scenario
E) politicians might play a role in the future of education
06 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The preposition ‘beyond’ in
“beyond the scope of algorithms for
at least 20 years” (line 24)
contributes to the idea that algorithms will:
A) probably not emulate social intelligence before 20 years
B) probably emulate social intelligence before 20 years
C) emulate 50% of social intelligence before 20 years
D) emulate a great part of social intelligence before 20 years
E) emulate a small part of social intelligence before 20 years
07 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The alternative equivalent in meaning to
“nearly 90 per cent
of workers in these industries were at little or no risk of being made
redundant by technologies” (line 37)
is that technologies will:
A) make 90 per cent of workers in these industries redundant
B) not make these industries at little or no risk redundant
C) not make 90 per cent of workers in these industries redundant
D) make these industries at little or no risk redundant
E) not make workers at little or no risk in these industries redundant
08 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
According to the “Longman Grammar of Spoken and Written
English” (1999, p. 988), “collocations are associations between
lexical words, so that the words co-occur more frequently than
expected by chance”.
One example of collocation from the text is:
A) 20 years (line 24)
B) primary source (line 1)
C) Oxford academic (line 32)
D) statically delivering (line 10)
E) replace teachers (line 1)
09 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The relative pronoun in
“Carl Benedikt Frey that concluded…”
(line 32)
can be correctly substituted by:
A) who
B) which
C) whose
D) zero relativizer
E) whom
10 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The passage
“Prof Osborne added: “Each student will have
a device at their desk…” (line 27)
can be correctly replaced by Prof
Osborne added that each student:
A) had a device at their desk
B) had had a device at their desk
C) has a device at their desk
D) would have a device at their desk
E) has had a device at their desk
11 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The extract
“scientists were yet to develop artifi cial intelligence”
(line 14)
corresponds in meaning to scientists:
A) have not developed artifi cial intelligence
B) have developed artifi cial intelligence
C) are developing artifi cial intelligence
D) will not develop artifi cial intelligence
E) must develop artifi cial intelligence
12 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
According to the text, the type of teacher that is not going to be
replaced by machines has some specific characteristics, except for:
A) interactive
B) automated
C) emotional
D) understanding
E) pastoral
13 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
According to “Cohesion in English” (Halliday and Hasan, 1976,
p. 238), there are four major conjunctive relations: additive, adversative,
causal and temporal.
The alternative that unquestionably represents
the causal relation is:
A) thereby (line 11)
B) still (line 20)
C) rather (line 18)
D) in particular (line 22)
E) however (line 13)
14 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The demonstrative pronoun “those” (line 33) refers to:
A) an antecedent item of the text
B) a subsequent item of the text
C) a subsequent portion of the text
D) an antecedent portion of the text
E) an item in the context of situation
15 – (CEPERJ-2015-PMS/RJ-PROFESSOR)
The word ‘their’ in
“Each student will have a device at their
desk…” (line 27)
is used in this case as a/an:
A) substitute in exophoric reference
B) gender-neutral pronoun in anaphoric reference
C) pro-form in cataphoric reference
D) indefi nite pronoun in anaphoric reference
E) personal pronoun in cataphoric reference
