📝QUESTÕES DE MÚLTIPLA ESCOLHA
🔹15 Multiple Choice Questions | FIVE-Option Question |
❑ Read the text 1 to answers the questions 26, 27, 28 and 29.
Teenage girls face dangers online - Internet - Brief Article
When it comes to the Internet, teenage girls are extremely computer-savvy, but also emotionally vulnerable and disturbed by
how frequently they are exposed to sexual content online, according to a study from the Girl Scout Research Institute (GSRI),
conducted with the assistance of Girl Games, Inc.
Computer-savvy girls are considered "smart," "fun," and "social" by those in the study, and most agree that girls who do not
spend time on the computer risk being regarded as unqualified for good jobs in the future.
Girls use the Internet as an outlet to express
intense emotions and build social self-confidence, and said they find their online experiences mainly positive, empowering, and safe.
However, the study found that sometimes they rely too much on their own judgment in making decisions about how to behave
online. When asked how they know what is safe or unsafe behavior on the Internet, 84% cited their own common sense; 51% stated
learning from parents; and four percent said "nothing is that bad online because it's not really real." (Multiple responses were
permitted.) Unfortunately for some teenage girls, common sense does not always protect them.
The Net Effect found that:
· Thirty percent of online respondents reported that they had been sexually harassed in a chat room.
· Only seven percent informed their mothers or fathers about the harassment, most fearing their parents would overreact and
ban them from computer usage altogether.
· Most girls try to avoid pornographic sites, calling them "disturbing," but say they are frequently spammed or end up on these
sites accidentally.
· Some fail to see online crime as serious because it is in the realm of cyberspace.
"Girls are extremely aware of Internet dangers, but feel that parents underestimate their level of awareness about online risks,"
explains Whitney Roban, lead researcher of the study.
She cites girls' desire for adults fully to understand their online lives as one of the
key findings: "Girls want to continue to enjoy the benefits of the Internet, and they want to do it safely."
Girls concede that they think they can do many inappropriate things online without their parents' knowledge.
Eighty-six percent
said they could chat in a chat room with parents' knowledge; 57% could read parents' e-mail; and 54% could carry on a cyber affair.
While girls report rarely entering into cyber romances, they often think about cyber relationships. They usually don't discuss these
feelings with parents because they sense they won't be understood. At the same time, most girls think they are "too smart" to do bad
things, but feel that they deserve more trust from their parents.
🔗 From: http://findarticles.com/p/articles/mi_m1272/is_2685_130/ai_87706330/Accessed May 18, 2011.
❑ 26th QUESTION – According to the study conducted by the Girl Scout Research Institute (GSRI), what do teenage girls primarily rely on to determine safe
behavior on the Internet?
a) Recommendations from websites.
b) Advice from friends.
c) Guidance from teachers.
d) Instructions from parental control software.
e) Their own common sense.
💡 GABARITO E
🧩Pergunta:
According to the study conducted by the Girl Scout Research Institute (GSRI), what do teenage girls primarily rely on to determine safe behavior on the Internet?
Gabarito: E) Their own common sense ✅
Alternativas e pegadinhas:
A) Recommendations from websites
Pegadinha: Pode confundir, porque muitos adolescentes visitam sites para se informar.
Por que está errada: O texto diz claramente que 84% citam o próprio “common sense”, não sites, como principal guia.
B) Advice from friends
Pegadinha: Adolescentes valorizam amigos e opiniões de colegas, então poderia parecer correto.
Por que está errada: O estudo não menciona que a principal fonte é conselho de amigos; o foco é no julgamento próprio.
C) Guidance from teachers
Pegadinha: Alguns podem pensar em orientação escolar sobre segurança online.
Por que está errada: O texto não menciona professores como fonte significativa; a pesquisa enfatiza autonomia das meninas.
D) Instructions from parental control software
Pegadinha: Alguns leitores podem lembrar do papel da tecnologia de controle parental.
Por que está errada: Embora algumas meninas mencionem os pais, não é a principal forma de determinar segurança, e software de controle nem é citado.
E) Their own common sense ✅
Correto, o texto afirma:
“84% cited their own common sense” como meio de saber o que é seguro ou não.
❑ 27th QUESTION – What is one of the main reasons why teenage girls avoid reporting incidents of online harassment to their parents, according to the
study?
a) They believe harassment is unavoidable online.
b) They don't see harassment as a serious issue.
c) They think their parents would overreact and restrict their Internet access.
d) They trust other adults more than their parents to handle these issues.
e) They think they can handle the issue by themselves.
💡 GABARITO C
🧩Pergunta:
What is one of the main reasons why teenage girls avoid reporting incidents of online harassment to their parents, according to the study?
Gabarito: C) They think their parents would overreact and restrict their Internet access ✅
Alternativas e pegadinhas:
A) They believe harassment is unavoidable online
Pegadinha: Pode parecer correta porque o texto menciona que algumas meninas acham que “nothing is that bad online.”
Por que está errada: O estudo não diz que essa é a razão principal para não contarem aos pais; é mais sobre percepção de risco do que sobre reação parental.
B) They don't see harassment as a serious issue
Pegadinha: Há um trecho dizendo que algumas meninas falham em ver crimes online como sérios.
Por que está errada: Esse é um ponto menor; o motivo central para não contar é o medo da reação dos pais.
C) They think their parents would overreact and restrict their Internet access ✅
Correto. O texto afirma:
“most fearing their parents would overreact and ban them from computer usage altogether.”
D) They trust other adults more than their parents to handle these issues
Pegadinha: Poderia confundir, pois alguns jovens procuram adultos confiáveis.
Por que está errada: O estudo não menciona outra categoria de adultos como motivo principal para não contar aos pais.
E) They think they can handle the issue by themselves
Pegadinha: O texto menciona que algumas meninas confiam em seu “common sense.”
Por que está errada: Novamente, não é o motivo principal listado pelo estudo; o foco está no medo da reação dos pais.
❑ 28th QUESTION – Which of the following sentences contains a correct word formation based on the original word found in the text?
a) Parents often underestimate the knowledgeability of their daughters about internet risks.
b) The disturbance of inappropriate content online affects many teenage girls.
c) Her sociality online has made her popular among friends.
d) Many girls are worried about the realness of online relationships.
e) The safeness of the internet is often debated by experts.
💡 GABARITO B
🧩Pergunta:
Which of the following sentences contains a correct word formation based on the original word found in the text?
Gabarito: B) The disturbance of inappropriate content online affects many teenage girls ✅
Alternativas e pegadinhas:
A) Parents often underestimate the knowledgeability of their daughters about internet risks
Pegadinha: A palavra “knowledgeability” parece correta, mas não é usada no texto. O texto diz que os pais underestimate their daughters’ knowledge, não "knowledgeability".
Por que está errada: Formação da palavra é gramaticalmente possível, mas não corresponde à forma original do texto.
B) The disturbance of inappropriate content online affects many teenage girls ✅
Correto. O texto usa “disturbing” para descrever conteúdo pornográfico. “Disturbing” → substantivo “disturbance” é uma formação válida.
Mantém o sentido e está baseada na palavra original.
C) Her sociality online has made her popular among friends
Pegadinha: O texto usa “social” para descrever garotas como “smart, fun, and social.”
Por que está errada: “Sociality” é uma palavra existente, mas não é a forma usada no texto, e muda ligeiramente o sentido.
D) Many girls are worried about the realness of online relationships
Pegadinha: O texto fala de “not really real” ou “cyber relationships,” mas “realness” não é a palavra do texto.
Por que está errada: Formação é gramatical, mas não está baseada na palavra original.
E) The safeness of the internet is often debated by experts
Pegadinha: Parece natural, mas o texto usa “safe,” não “safeness.”
Por que está errada: “Safeness” é menos usual e não corresponde à palavra original.
❑ 29th QUESTION – In the provided text, which word can be considered a synonym for "underestimate"?
a) Acknowledge.
b) Misjudge.
c) Overrate
d) Disregard
e) Comprehend
💡 GABARITO B
🧩
❑ 30th QUESTION – Which of the following alternatives shows the primary role of the English language in the Brazilian National Common Curricular Base
(BNCC)?
a) To enhance cultural awareness and global communication.
b) To promote bilingual education.
c) To replace native languages in education.
d) To serve as the sole medium of instruction.
e) To focus exclusively on grammar and vocabular.
💡 GABARITO A
🧩
❑ 31st QUESTION – Which of the following sentences is an example of the passive voice?
a) The students are studying for the exam.
b) The teacher explained the lesson clearly.
c) She reads the book every night.
d) They will finish the project on time.
e) The cake was baked by my grandmother.
💡 GABARITO E
🧩
❑ 32nd QUESTION – Which of the following sentences demonstrates a correct use of a gradual comparative structure?
a) She is taller than her brother is short.
b) This exercise is more complex than I thought it was simple.
c) The weather today is nicer than it was yesterday.
d) Running is faster than swimming is slow.
e) His explanation was clearer than it seemed confusing.
💡 GABARITO C
🧩
❑ CARTOON:
Garfield, Jim Davis 2011 Paws, Incall Rights
Reserved / Dist Universal Ucuck
❑ 33rd QUESTION – In the comic strip, what is the main point being humorously highlighted by Garfield's reaction in the last panel?
a) The story Jon reads seems to be a retelling of real-life events.
b) The story Jon reads is an original and unique tale.
c) Garfield is confused about the story Jon is reading.
d) Garfield is unaware that the story is about him.
e) The story Jon reads involves a completely different set of characters.
💡 GABARITO A
🧩Pergunta:
In the provided text, which word can be considered a synonym for "underestimate"?
Gabarito: B) Misjudge ✅
Alternativas e pegadinhas:
A) Acknowledge
Pegadinha: Parece que tem relação com “understand” ou “recognize,” mas “acknowledge” significa apenas reconhecer ou admitir.
Por que está errada: Não é um sinônimo de “underestimate” (subestimar algo).
B) Misjudge ✅
Correto. “Misjudge” significa avaliar algo de forma incorreta, geralmente subestimando ou superestimando.
Mantém o sentido de “underestimate” usado no texto: os pais subestimam o conhecimento das filhas.
C) Overrate
Pegadinha: Parece intuitivo porque envolve avaliação, mas “overrate” significa superestimar.
Por que está errada: É o oposto de “underestimate” (subestimar).
D) Disregard
Pegadinha: Pode parecer próximo, porque envolve não considerar algo, mas “disregard” é mais forte, significando ignorar totalmente.
Por que está errada: Não equivale exatamente a “subestimar,” que implica uma avaliação insuficiente, mas ainda existe algum reconhecimento.
E) Comprehend
Pegadinha: Parece relacionado a conhecimento ou avaliação, mas “comprehend” significa entender ou compreender totalmente.
Por que está errada: É quase o oposto de “underestimate,” que indica não avaliar corretamente.
❑ 34th QUESTION – In the sentence "She had studied for hours; nevertheless, she still found the test extremely difficult," what is the function of the linking
word "nevertheless"?
a) To emphasize the importance of studying for the test.
b) To introduce a reason or cause for the outcome in the second clause.
c) To add additional information to support the first clause.
d) To indicate a contrast or unexpected outcome between the two clauses.
e) To compare the difficulty of studying with the difficulty of the test.
💡 GABARITO D
🧩Frase:
"She had studied for hours; nevertheless, she still found the test extremely difficult."
Gabarito: D) To indicate a contrast or unexpected outcome between the two clauses ✅
Explicação:
O conectivo “nevertheless” é usado para mostrar contraste ou resultado inesperado. Apesar de ela ter estudado muito, o teste continuou sendo difícil — esse é exatamente o efeito de “nevertheless”.
Alternativas e pegadinhas
A) To emphasize the importance of studying for the test
Pegadinha: Parece plausível porque o estudo é mencionado, mas “nevertheless” não enfatiza a importância do estudo, apenas indica contraste.
Por que está errada: Não tem função de reforço ou ênfase.
B) To introduce a reason or cause for the outcome in the second clause
Pegadinha: Muitos conectivos indicam causa (like “because” ou “since”), mas “nevertheless” não indica causa, e sim contraste.
Por que está errada: Confunde consequência com contrariedade.
C) To add additional information to support the first clause
Pegadinha: Pode confundir porque “nevertheless” aparece após a primeira ideia, mas ele não adiciona suporte, apenas mostra algo inesperado.
Por que está errada: Não serve como adição ou reforço, apenas contraposição.
D) To indicate a contrast or unexpected outcome between the two clauses ✅
Correto. “Nevertheless” indica exatamente o contraste entre o esforço e o resultado inesperado.
E) To compare the difficulty of studying with the difficulty of the test
Pegadinha: A palavra “nevertheless” pode parecer que está comparando, mas não faz comparação direta de dificuldades, apenas destaca que o resultado não foi o esperado.
Por que está errada: Não estabelece comparação quantitativa ou relativa.
❑ 35th QUESTION – In the sentence "Each student must bring their own laptop to the seminar," which determinant is used, and what does it convey?
a) Any; it indicates an indefinite choice among students.
b) All; it emphasizes the totality of students collectively.
c) Every; it conveys a generalization that applies to all students as a group.
d) Each; it emphasizes individual students within the group.
e) Some; it refers to an unspecified subset of students
💡 GABARITO D
🧩Frase:
"Each student must bring their own laptop to the seminar."
Gabarito: D) Each; it emphasizes individual students within the group ✅
Explicação:
O determinante “each” é usado para destacar cada indivíduo dentro de um grupo, ou seja, foca em individualidade, e não na totalidade como um todo.
Alternativas e pegadinhas
A) Any; it indicates an indefinite choice among students
Pegadinha: “Any” realmente indica indefinição, mas aqui o sentido da frase não é sobre escolha, e sim sobre obrigação de cada estudante.
Por que está errada: Não transmite a ideia de responsabilidade individual.
B) All; it emphasizes the totality of students collectively
Pegadinha: “All” também se refere a todos, mas coletivamente, não individualmente.
Por que está errada: A frase quer dizer que cada aluno, individualmente, deve trazer o laptop, não o grupo como um todo.
C) Every; it conveys a generalization that applies to all students as a group
Pegadinha: “Every” é próximo de “each”, mas tende a generalizar como grupo, enquanto “each” foca na ação individual.
Por que está errada: Não enfatiza a responsabilidade de cada estudante individualmente.
D) Each; it emphasizes individual students within the group ✅
Correto. “Each” coloca a ênfase em cada membro do grupo separadamente, exatamente o sentido da frase.
E) Some; it refers to an unspecified subset of students
Pegadinha: “Some” indica apenas uma parte do grupo, mas a frase fala de todos os estudantes.
Por que está errada: Não cobre o grupo inteiro, só parte dele.
❑ 36th QUESTION – In the sentence "Had she known about the meeting, she would have attended it," which aspect of the verb structure is demonstrated?
a) Past perfect; it shows an action that was completed before another past action.
b) Present perfect; it emphasizes the relevance of the past to the presente.
c) Simple past; it indicates a completed action in the past.
d) Future perfect; it suggests an action that will be completed before a specified future time.
e) Conditional perfect; it indicates a hypothetical situation in the past.
💡 GABARITO E
🧩Frase:
"Had she known about the meeting, she would have attended it."
Gabarito: E) Conditional perfect; it indicates a hypothetical situation in the past ✅
Explicação:
A frase é um terceiro condicional (third conditional), usado para falar de situações hipotéticas no passado que não aconteceram.
Estrutura típica:
If + past perfect, would have + past participle
No caso: Had she known = If she had known
she would have attended = teria participado
Alternativas e pegadinhas
A) Past perfect; it shows an action that was completed before another past action
Pegadinha: “Had she known” está no past perfect, mas o foco da questão não é apenas o tempo verbal da oração condicional, e sim o tipo de condicional.
Por que está errada: Não considera que o efeito (she would have attended) é hipotético.
B) Present perfect; it emphasizes the relevance of the past to the present
Pegadinha: Present perfect liga passado e presente, mas aqui o evento é puramente passado e hipotético.
Por que está errada: A frase não indica consequência no presente.
C) Simple past; it indicates a completed action in the past
Pegadinha: O passado simples indica fato, mas o terceiro condicional fala de situação irreal.
Por que está errada: Não expressa hipótese, apenas fato.
D) Future perfect; it suggests an action that will be completed before a specified future time
Pegadinha: O uso de would have attended pode confundir, mas aqui é condicional passado, não futuro.
Por que está errada: Não fala sobre futuro real, mas sobre algo que não aconteceu no passado.
E) Conditional perfect; it indicates a hypothetical situation in the past ✅
Correto. O “would have + past participle” indica ação hipotética não realizada no passado, que é exatamente a estrutura da frase.
❑ 37th QUESTION – In the sentence "The quick brown fox jumped over the lazy dog," which type of noun structure is primarily used?
a) Collective noun; it refers to a group of individuals.
b) Abstract noun; it represents an idea or concept.
c) Proper noun; it names a specific individual or entity.
d) Compound noun; it consists of two or more words that function as a single noun.
e) Common noun; it refers to a general class of objects or entities.
💡 GABARITO E
🧩Frase:
"The quick brown fox jumped over the lazy dog."
Gabarito: E) Common noun; it refers to a general class of objects or entities ✅
Explicação:
Os substantivos principais na frase são fox e dog.
Ambos não são nomes próprios, nem coletivos, nem abstratos, nem compostos.
Eles se referem a categorias gerais de animais, portanto são common nouns.
Alternativas e pegadinhas
A) Collective noun; it refers to a group of individuals
Pegadinha: “fox” e “dog” poderiam confundir se você pensasse em “foxes” como grupo, mas a frase fala de um único animal.
Por que está errada: Não indica grupo.
B) Abstract noun; it represents an idea or concept
Pegadinha: Pode confundir quem pensa na frase como metáfora (“the quick brown fox” como algo conceitual).
Por que está errada: Fox e dog são concretos, tangíveis.
C) Proper noun; it names a specific individual or entity
Pegadinha: Quem já viu a frase em digitação ou tipografia pode confundir, mas nenhum animal é nome próprio (como “Beethoven” ou “Romeo”).
Por que está errada: São nomes comuns.
D) Compound noun; it consists of two or more words that function as a single noun
Pegadinha: A frase contém adjetivos compostos (“quick brown”), mas o substantivo não é composto.
Por que está errada: Fox e dog são palavras simples, não compostas.
E) Common noun; it refers to a general class of objects or entities ✅
Correto. Fox e dog representam animais em geral, não específicos, abstratos ou coletivos.
❑ 38th QUESTION – In the context of linguistic variation in English language teaching, which approach best supports the understanding and appreciation of
dialectal differences among learners?
a) Contrastive analysis; it compares learners' native language structures with English to identify diferences.
b) Traditional grammar instruction; it emphasizes standardized language forms and rules .
c) Prescriptive grammar; it dictates how language should be used according to established norms.
d) Descriptive linguistics; it examines language as it is used in various contexts and by different speakers.
e) Communicative language teaching; it focuses on fluency and real-life communication scenarios without addressing dialectal
variation.
💡 GABARITO D
🧩Pergunta:
"Which approach best supports the understanding and appreciation of dialectal differences among learners?"
Gabarito: D) Descriptive linguistics; it examines language as it is used in various contexts and by different speakers ✅
Explicação:
A questão foca em variação linguística e dialetal.
Descriptive linguistics observa como a língua é realmente usada, incluindo diferenças regionais, sociais e contextuais.
Isso permite aos alunos apreciar e compreender variedades diferentes do inglês, em vez de apenas seguir regras rígidas.
Alternativas e pegadinhas
A) Contrastive analysis; it compares learners' native language structures with English to identify differences
Pegadinha: Parece útil para diferenças, mas foca apenas no confronto entre línguas, não nas variações dentro do inglês.
Por que está errada: Não trata de dialetos ou variação interna da língua.
B) Traditional grammar instruction; it emphasizes standardized language forms and rules
Pegadinha: Muitos alunos podem achar que aprender regras “certas” ajuda na compreensão do inglês em geral.
Por que está errada: Ignora variações dialetais e contextuais.
C) Prescriptive grammar; it dictates how language should be used according to established norms
Pegadinha: Pode confundir com ensino “correto” da língua.
Por que está errada: Prescritivo não valoriza diferenças naturais da língua, apenas impõe regras.
D) Descriptive linguistics; it examines language as it is used in various contexts and by different speakers ✅
Correto. Observa dialetos, variantes sociais e regionais, ajudando alunos a compreender e respeitar diferenças.
E) Communicative language teaching; it focuses on fluency and real-life communication scenarios without addressing dialectal variation
Pegadinha: Pode parecer correto, já que CLT foca na comunicação real, mas não enfatiza a compreensão de dialetos.
Por que está errada: Ignora a análise de variações dentro do inglês.
❑ TEXTO:
Researchers say they have found the likely time in history when human beings first began to speak.
Dr Steven Mithen, an
archaeologist and expert in prehistory, suggested that basic language was formed around 1.6 million years ago.
This is eight times
earlier than many scientists thought. Experts in evolution previously believed that spoken human language began around 200,000
years ago.
Mithen said his studies show that the first human language developed either in eastern or southern Africa.
He said the ability
to speak helped evolution.
He said speech was, "without doubt, the key which made much of subsequent human physical and cultural
evolution possible".
Dr Mithen explains how he believes human speech developed so long ago in his new book called, "The Language Puzzle".
He
says our brain quickly increased in size just over 1.5 million years ago.
This increase changed the structure of our brain. An area called
the frontal lobe developed.
This is the part of the brain that produces language. Another important change was the development of our
vocal tract.
This is where we produce sound, and therefore speech.
Mithen said speech allowed humans to spread around the world.
It
meant humans could do three important things.
They could think of and plan future actions, and they could pass on knowledge.
Mithen
said language "changed the human story profoundly".
❑ 39th QUESTION – According to Dr. Steven Mithen, what was the most significant consequence of the development of human speech for early humans?
a) It allowed humans to communicate solely through gestures and body language.
b) It enabled early humans to establish large urban societies.
c) It made possible a profound change in human physical and cultural evolution.
d) It led to the development of agriculture and complex economic systems.
e) It restricted human migration to eastern and southern Africa.
💡 GABARITO C
🧩Pergunta:
"According to Dr. Steven Mithen, what was the most significant consequence of the development of human speech for early humans?"
Gabarito: C) It made possible a profound change in human physical and cultural evolution ✅
Explicação:
No texto, Mithen afirma que a fala foi "without doubt, the key which made much of subsequent human physical and cultural evolution possible".
Portanto, a consequência mais significativa foi a transformação profunda na evolução física e cultural humana.
Alternativas e pegadinhas
A) It allowed humans to communicate solely through gestures and body language
Pegadinha: Menciona comunicação, mas o texto fala sobre fala, não gestos.
Por que está errada: Fala complementou, não substituiu, os gestos.
B) It enabled early humans to establish large urban societies
Pegadinha: Pode confundir com evolução social avançada.
Por que está errada: No período de 1,6 milhão de anos atrás, sociedades urbanas ainda não existiam.
C) It made possible a profound change in human physical and cultural evolution ✅
Correto. Reflete exatamente a ideia do texto: fala como motor da evolução física e cultural.
D) It led to the development of agriculture and complex economic systems
Pegadinha: Parece lógico pensar que comunicação levou à agricultura.
Por que está errada: Agricultura só surgiu muito depois, milhares de anos mais tarde, então não é consequência imediata da fala.
E) It restricted human migration to eastern and southern Africa
Pegadinha: Baseia-se na menção geográfica do texto.
Por que está errada: O texto diz que a fala permitiu a migração pelo mundo, não a restringiu.
❑ TEXTO:
New Technologies in the English Language Classroom
The integration of new technologies in English language classrooms has revolutionized teaching and learning processes,
enabling more interactive and engaging lessons.
Digital tools such as language-learning apps, interactive whiteboards, and online
resources provide students with diverse and flexible opportunities to practice English both in and out of the classroom.
According to
Warschauer and Healey (1998), these resources help accommodate different learning styles and needs, facilitating student-centered
learning that encourages autonomy and active engagement with the language.
Furthermore, teachers can tailor their materials to be
more relevant and accessible, enhancing students' motivation and interest in language acquisition.
Another significant advancement is the use of artificial intelligence (AI) and adaptive learning platforms, which can analyze
students' progress and tailor activities accordingly.
Platforms like Duolingo and Babbel utilize algorithms to personalize lessons based
on individual performance, ensuring that students are consistently challenged at the right level (Godwin-Jones, 2019).
This targeted
approach allows students to improve at their own pace, addressing specific weaknesses and reinforcing strengths.
Moreover, virtual
and augmented reality technologies are increasingly employed to create immersive language experiences.
By simulating real-life
situations, these tools enable students to practice language skills in authentic contexts, which helps increase their confidence and
fluency.
Finally, new technologies also enable a global approach to language learning, connecting students with peers and native
speakers worldwide through video conferencing and social media.
Platforms like Zoom and Skype allow students to engage in live
conversations, enhancing their listening and speaking skills in real-time.
According to Sykes et al. (2008), such interactions promote
intercultural understanding and give students a practical application for their language skills, which can increase both their motivation
and proficiency.
As technology continues to evolve, its role in English language classrooms will undoubtedly expand, fostering an
environment where students can learn more effectively and creatively.
🔗 Godwin-Jones, R. (2019). Emerging Technologies: The Evolution and Impact of Language-Learning Apps. *Language Learning & Technology*, 23(2), 5–17.
Sykes, J. M., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, Synthetic Immersive Environments, and the Future of Language Education. *CALICO Journal*, 25(3),
528–546.
🔗 Warschauer, M., & Healey, D. (1998). Computers and Language Learning: An Overview. *Language Teaching*, 31(2), 57–71.
❑ 40th QUESTION – According to the text, how do artificial intelligence (AI) and adaptive learning platforms contribute to the learning process in English
language classrooms?
a) By analyzing student performance and customizing lessons to their specific needs.
b) By offering real-time feedback and allowing students to practice with native speakers.
c) By simulating real-life situations through immersive experiences.
d) By enabling teachers to reduce the amount of time spent on lesson planning.
e) By encouraging students to interact only with other learners in the same classroom.
💡 GABARITO A
🧩Pergunta:
"According to the text, how do artificial intelligence (AI) and adaptive learning platforms contribute to the learning process in English language classrooms?"
Gabarito: A) By analyzing student performance and customizing lessons to their specific needs ✅
Explicação:
O texto diz: “Platforms like Duolingo and Babbel utilize algorithms to personalize lessons based on individual performance, ensuring that students are consistently challenged at the right level.”
Ou seja, a função principal da IA e das plataformas adaptativas é analisar o desempenho do aluno e personalizar as atividades.
Alternativas e pegadinhas
A) By analyzing student performance and customizing lessons to their specific needs ✅
Correta. Reflete exatamente o papel descrito no texto: personalização e análise de desempenho.
B) By offering real-time feedback and allowing students to practice with native speakers
Pegadinha: Parece correto porque o texto fala de interação com falantes nativos, mas essa função não está ligada à IA/adaptive platforms; isso ocorre via Zoom, Skype, etc.
C) By simulating real-life situations through immersive experiences
Pegadinha: O texto menciona realidade virtual/realidade aumentada, mas essa função não é da IA/adaptive learning, e sim de tecnologias de imersão.
D) By enabling teachers to reduce the amount of time spent on lesson planning
Pegadinha: Pode parecer lógica, mas o texto não cita economia de tempo para professores como benefício da IA.
E) By encouraging students to interact only with other learners in the same classroom
Pegadinha: Contradiz o texto, que enfatiza conexão global, não interação limitada à mesma sala de aula.
