Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.692 questões
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Leopoldina - MG
Prova:
IDECAN - 2016 - Prefeitura de Leopoldina - MG - Professor de Educação Básica III - Inglês |
Q1117454
Inglês
Learning strategies are the particular approaches or techniques that learners employ to try to learn an L 2. There have been various attempts to discover which strategies are important for L 2 acquisition.
One example of a mental learning strategy employed in L 2 learning is
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Leopoldina - MG
Prova:
IDECAN - 2016 - Prefeitura de Leopoldina - MG - Professor de Educação Básica III - Inglês |
Q1117447
Inglês
Analyse the sentence.
The item that contains an inconsistency and its corresponding correction is:
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Cariacica - ES
Prova:
IDECAN - 2016 - Prefeitura de Cariacica - ES - Professor - Inglês |
Q1117021
Inglês
Read and analyse the sentence to answer.
Mark the item which contains an inconsistency and its corresponding correction:
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Cariacica - ES
Prova:
IDECAN - 2016 - Prefeitura de Cariacica - ES - Professor - Inglês |
Q1117020
Inglês
Read and analyse the list of words to answer.
Alderperson.
Assemblyperson.
Aurally challenged.
Hearing-impaired.
Homemaker.
Ironperson.
Letter carrier.
Little person.
Waitron.
Thought shower.
It is true that the words on list:
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Cariacica - ES
Prova:
IDECAN - 2016 - Prefeitura de Cariacica - ES - Professor - Inglês |
Q1117019
Inglês
Read the text to answer.
The reading passage as dependent exemplification
The presentation of language through reading passages, with appended comprehension questions, is a well-established and very familiar pedagogic practice. But what is the purpose of such passages? When they appear in structurally based courses they seem to be used as a vehicle for usage, to consolidate a knowledge of structure and vocabulary that has already been introduced and to extend this knowledge by incorporating into the passages examples of whatever elements of usage come next in the course. In this case, the passage is intended as a manifestation of selected parts of the language system and in consequence they frequently exhibit an abnormally high occurence of particular structures. It has something of the character of a display case and its value as discourse is decreased accordingly.
(Widdowson, H. G. Teaching Language as Communication. Oxford University Press.)
All sentences are true about the reading passage described, EXCEPT:
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Cariacica - ES
Prova:
IDECAN - 2016 - Prefeitura de Cariacica - ES - Professor - Inglês |
Q1117018
Inglês
Read the text to answer.
Over a ten-month period studying English, Alberto still used reduced and simplified forms of expression. For example, he did not progress beyond the first stage in development of negatives, he continued to use declarative word order rather than inversion in questions, he acquired virtually no auxiliary verbs, and failed to mark regular verbs for past tense or nouns for possession. The gramatical features that he did seem to have acquired could be accounted for his positive transfer from his native language – Spanish – and he was at a very early stage of development.
According to Schumann’s acculturation model, the scenario describes:
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Cariacica - ES
Prova:
IDECAN - 2016 - Prefeitura de Cariacica - ES - Professor - Inglês |
Q1117017
Inglês
Read the text to answer.
Eva is an adult immigrant learner of English in Canada and she is talking to a co-worker. M: Do you see him? And pointed at the man on TV. E: Yes, why? M: Don’t you know him? E: No, I don’t know him. M: How come you don’t know him? Don’t you watch TV? That’s Bart Simpson.
The notion that is central to the scenario presented is:
Eva is an adult immigrant learner of English in Canada and she is talking to a co-worker. M: Do you see him? And pointed at the man on TV. E: Yes, why? M: Don’t you know him? E: No, I don’t know him. M: How come you don’t know him? Don’t you watch TV? That’s Bart Simpson.
The notion that is central to the scenario presented is:
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Cariacica - ES
Prova:
IDECAN - 2016 - Prefeitura de Cariacica - ES - Professor - Inglês |
Q1117016
Inglês
Mark the item which contains an inconsistency and its corresponding correction:
Ano: 2016
Banca:
IDECAN
Órgão:
Prefeitura de Cariacica - ES
Prova:
IDECAN - 2016 - Prefeitura de Cariacica - ES - Professor - Inglês |
Q1117012
Inglês
Texto associado
From interactivity to passivity
Observers have noted that the Internet is moving away from its original model of cooperative communication based on exchange, and tending towards the logic of a mass broadcasting media, resulting in a concentration of producers and the progressive disappearance of interactivity. This tendency towards passivity in the use of the new media can, we believe, be counterbalanced effectively in an approach to FLT which encourages cooperative, collaborative procedures, where teachers abandon traditional roles and act more as guides and mentors, exploring the new media themselves as learners and thus acting as role models for their learners. Case studies show that there is closer interaction between teacher and students when the new media are employed. Language learners who have experienced this kind of approach are most likely to transfer the skills acquired to their daily practice in the use of the new media in the mother tongue. And, above all, this experience should lead to the development of a “user culture”, implying appropriate behaviour, which respects other people as well as the diversity of their opinions.
(Available: http://iite.unesco.org/pics/publications/en/file.)
Mark the item which does NOT match the text.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112254
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
What are the origins of the English Language?
The history of English is conventionally, if perhaps too
neatly, divided into three periods usually called Old
English (or Anglo-Saxon), Middle English, and Modern
English. The earliest period begins with the migration of
certain Germanic tribes from the continent to Britain in
the fifth century A.D., though no records of their language survive from before the seventh century, and it continues
until the end of the eleventh century or a bit later. By
that time Latin, Old Norse (the language of the Viking
invaders), and especially the Anglo-Norman French of
the dominant class after the Norman Conquest in 1066
had begun to have a substantial impact on the lexicon,
and the well-developed inflectional system that typifies
the grammar of Old English had begun to break down.
The period of Middle English extends roughly from the
twelfth century through the fifteenth. The influence of
French (and Latin, often by way of French) upon the
lexicon continued throughout this period, the loss of
some inflections and the reduction of others (often to
a final unstressed vowel spelled -e) accelerated, and
many changes took place within the phonological and
grammatical systems of the language.
The period of Modern English extends from the sixteenth
century to our own day. The early part of this period saw
the completion of a revolution in the phonology of English
that had begun in late Middle English and that effectively
redistributed the occurrence of the vowel phonemes to
something approximating their present pattern.
Other important early developments include the stabilizing
effect on spelling of the printing press and the beginning
of the direct influence of Latin and, to a lesser extent,
Greek on the lexicon. Later, as English came into contact
with other cultures around the world and distinctive
dialects of English developed in the many areas which
Britain had colonized, numerous other languages made
small but interesting contributions to our word-stock.
The historical aspect of English really encompasses
more than the three stages of development just under
consideration. English has what might be called a
prehistory as well. As we have seen, our language did
not simply spring into existence; it was brought from
the Continent by Germanic tribes who had no form of
writing and hence left no records. Philologists know that
they must have spoken a dialect of a language that can
be called West Germanic and that other dialects of this
unknown language must have included the ancestors of
such languages as German, Dutch, Low German, and
Frisian. They know this because of certain systematic
similarities which these languages share with each other
but do not share with, say, Danish. However, they have
had somehow to reconstruct what that language was like
in its lexicon, phonology, grammar, and semantics as best
they can through sophisticated techniques of comparison
developed chiefly during the last century.
Similarly, because ancient and modern languages
like Old Norse and Gothic or Icelandic and Norwegian
have points in common with Old English and Old High
German or Dutch and English that they do not share with
French or Russian, it is clear that there was an earlier
unrecorded language that can be called simply Germanic
and that must be reconstructed in the same way.
Still earlier, Germanic was just a dialect (the ancestors of
Greek, Latin, and Sanskrit were three other such dialects)
of a language conventionally designated Indo-European,
and thus English is just one relatively young member of
an ancient family of languages whose descendants cover
a fair portion of the globe.
Available on: <http://www.merriam-webster.com/help/faq/ history.htm> (Edited).
According to the text, there was an earlier unrecorded
language called simply Germanic.
Which fact from the text supports this claim?
Which fact from the text supports this claim?
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112253
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
What are the origins of the English Language?
The history of English is conventionally, if perhaps too
neatly, divided into three periods usually called Old
English (or Anglo-Saxon), Middle English, and Modern
English. The earliest period begins with the migration of
certain Germanic tribes from the continent to Britain in
the fifth century A.D., though no records of their language survive from before the seventh century, and it continues
until the end of the eleventh century or a bit later. By
that time Latin, Old Norse (the language of the Viking
invaders), and especially the Anglo-Norman French of
the dominant class after the Norman Conquest in 1066
had begun to have a substantial impact on the lexicon,
and the well-developed inflectional system that typifies
the grammar of Old English had begun to break down.
The period of Middle English extends roughly from the
twelfth century through the fifteenth. The influence of
French (and Latin, often by way of French) upon the
lexicon continued throughout this period, the loss of
some inflections and the reduction of others (often to
a final unstressed vowel spelled -e) accelerated, and
many changes took place within the phonological and
grammatical systems of the language.
The period of Modern English extends from the sixteenth
century to our own day. The early part of this period saw
the completion of a revolution in the phonology of English
that had begun in late Middle English and that effectively
redistributed the occurrence of the vowel phonemes to
something approximating their present pattern.
Other important early developments include the stabilizing
effect on spelling of the printing press and the beginning
of the direct influence of Latin and, to a lesser extent,
Greek on the lexicon. Later, as English came into contact
with other cultures around the world and distinctive
dialects of English developed in the many areas which
Britain had colonized, numerous other languages made
small but interesting contributions to our word-stock.
The historical aspect of English really encompasses
more than the three stages of development just under
consideration. English has what might be called a
prehistory as well. As we have seen, our language did
not simply spring into existence; it was brought from
the Continent by Germanic tribes who had no form of
writing and hence left no records. Philologists know that
they must have spoken a dialect of a language that can
be called West Germanic and that other dialects of this
unknown language must have included the ancestors of
such languages as German, Dutch, Low German, and
Frisian. They know this because of certain systematic
similarities which these languages share with each other
but do not share with, say, Danish. However, they have
had somehow to reconstruct what that language was like
in its lexicon, phonology, grammar, and semantics as best
they can through sophisticated techniques of comparison
developed chiefly during the last century.
Similarly, because ancient and modern languages
like Old Norse and Gothic or Icelandic and Norwegian
have points in common with Old English and Old High
German or Dutch and English that they do not share with
French or Russian, it is clear that there was an earlier
unrecorded language that can be called simply Germanic
and that must be reconstructed in the same way.
Still earlier, Germanic was just a dialect (the ancestors of
Greek, Latin, and Sanskrit were three other such dialects)
of a language conventionally designated Indo-European,
and thus English is just one relatively young member of
an ancient family of languages whose descendants cover
a fair portion of the globe.
Available on: <http://www.merriam-webster.com/help/faq/ history.htm> (Edited).
The history of English language also includes some sort
of prehistoric period. All the following alternatives about
this period are correct, EXCEPT:
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112252
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
What are the origins of the English Language?
The history of English is conventionally, if perhaps too
neatly, divided into three periods usually called Old
English (or Anglo-Saxon), Middle English, and Modern
English. The earliest period begins with the migration of
certain Germanic tribes from the continent to Britain in
the fifth century A.D., though no records of their language survive from before the seventh century, and it continues
until the end of the eleventh century or a bit later. By
that time Latin, Old Norse (the language of the Viking
invaders), and especially the Anglo-Norman French of
the dominant class after the Norman Conquest in 1066
had begun to have a substantial impact on the lexicon,
and the well-developed inflectional system that typifies
the grammar of Old English had begun to break down.
The period of Middle English extends roughly from the
twelfth century through the fifteenth. The influence of
French (and Latin, often by way of French) upon the
lexicon continued throughout this period, the loss of
some inflections and the reduction of others (often to
a final unstressed vowel spelled -e) accelerated, and
many changes took place within the phonological and
grammatical systems of the language.
The period of Modern English extends from the sixteenth
century to our own day. The early part of this period saw
the completion of a revolution in the phonology of English
that had begun in late Middle English and that effectively
redistributed the occurrence of the vowel phonemes to
something approximating their present pattern.
Other important early developments include the stabilizing
effect on spelling of the printing press and the beginning
of the direct influence of Latin and, to a lesser extent,
Greek on the lexicon. Later, as English came into contact
with other cultures around the world and distinctive
dialects of English developed in the many areas which
Britain had colonized, numerous other languages made
small but interesting contributions to our word-stock.
The historical aspect of English really encompasses
more than the three stages of development just under
consideration. English has what might be called a
prehistory as well. As we have seen, our language did
not simply spring into existence; it was brought from
the Continent by Germanic tribes who had no form of
writing and hence left no records. Philologists know that
they must have spoken a dialect of a language that can
be called West Germanic and that other dialects of this
unknown language must have included the ancestors of
such languages as German, Dutch, Low German, and
Frisian. They know this because of certain systematic
similarities which these languages share with each other
but do not share with, say, Danish. However, they have
had somehow to reconstruct what that language was like
in its lexicon, phonology, grammar, and semantics as best
they can through sophisticated techniques of comparison
developed chiefly during the last century.
Similarly, because ancient and modern languages
like Old Norse and Gothic or Icelandic and Norwegian
have points in common with Old English and Old High
German or Dutch and English that they do not share with
French or Russian, it is clear that there was an earlier
unrecorded language that can be called simply Germanic
and that must be reconstructed in the same way.
Still earlier, Germanic was just a dialect (the ancestors of
Greek, Latin, and Sanskrit were three other such dialects)
of a language conventionally designated Indo-European,
and thus English is just one relatively young member of
an ancient family of languages whose descendants cover
a fair portion of the globe.
Available on: <http://www.merriam-webster.com/help/faq/ history.htm> (Edited).
The printing press had an important role in the history
of English. How did the printing press affect the English
language?
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112251
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
What are the origins of the English Language?
The history of English is conventionally, if perhaps too
neatly, divided into three periods usually called Old
English (or Anglo-Saxon), Middle English, and Modern
English. The earliest period begins with the migration of
certain Germanic tribes from the continent to Britain in
the fifth century A.D., though no records of their language survive from before the seventh century, and it continues
until the end of the eleventh century or a bit later. By
that time Latin, Old Norse (the language of the Viking
invaders), and especially the Anglo-Norman French of
the dominant class after the Norman Conquest in 1066
had begun to have a substantial impact on the lexicon,
and the well-developed inflectional system that typifies
the grammar of Old English had begun to break down.
The period of Middle English extends roughly from the
twelfth century through the fifteenth. The influence of
French (and Latin, often by way of French) upon the
lexicon continued throughout this period, the loss of
some inflections and the reduction of others (often to
a final unstressed vowel spelled -e) accelerated, and
many changes took place within the phonological and
grammatical systems of the language.
The period of Modern English extends from the sixteenth
century to our own day. The early part of this period saw
the completion of a revolution in the phonology of English
that had begun in late Middle English and that effectively
redistributed the occurrence of the vowel phonemes to
something approximating their present pattern.
Other important early developments include the stabilizing
effect on spelling of the printing press and the beginning
of the direct influence of Latin and, to a lesser extent,
Greek on the lexicon. Later, as English came into contact
with other cultures around the world and distinctive
dialects of English developed in the many areas which
Britain had colonized, numerous other languages made
small but interesting contributions to our word-stock.
The historical aspect of English really encompasses
more than the three stages of development just under
consideration. English has what might be called a
prehistory as well. As we have seen, our language did
not simply spring into existence; it was brought from
the Continent by Germanic tribes who had no form of
writing and hence left no records. Philologists know that
they must have spoken a dialect of a language that can
be called West Germanic and that other dialects of this
unknown language must have included the ancestors of
such languages as German, Dutch, Low German, and
Frisian. They know this because of certain systematic
similarities which these languages share with each other
but do not share with, say, Danish. However, they have
had somehow to reconstruct what that language was like
in its lexicon, phonology, grammar, and semantics as best
they can through sophisticated techniques of comparison
developed chiefly during the last century.
Similarly, because ancient and modern languages
like Old Norse and Gothic or Icelandic and Norwegian
have points in common with Old English and Old High
German or Dutch and English that they do not share with
French or Russian, it is clear that there was an earlier
unrecorded language that can be called simply Germanic
and that must be reconstructed in the same way.
Still earlier, Germanic was just a dialect (the ancestors of
Greek, Latin, and Sanskrit were three other such dialects)
of a language conventionally designated Indo-European,
and thus English is just one relatively young member of
an ancient family of languages whose descendants cover
a fair portion of the globe.
Available on: <http://www.merriam-webster.com/help/faq/ history.htm> (Edited).
Analyze what has been stated in the text about the
different periods in the history of English.
I. The history of English is usually divided into Old English, Middle English, and Modern English. II. The Anglo-Saxon period has left no records at all. III. There were great changes in phonology between the end of Middle English and the beginning of Modern English.
Then consider the following statements and choose the CORRECT alternative.
I. The history of English is usually divided into Old English, Middle English, and Modern English. II. The Anglo-Saxon period has left no records at all. III. There were great changes in phonology between the end of Middle English and the beginning of Modern English.
Then consider the following statements and choose the CORRECT alternative.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112250
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
Why learn a foreign language?
Benefits of bilingualism
Learning a foreign language is more than just a boost to
your CV or handy for travelling.
By Anne Merritt
(EFL lecturer currently based in South Korea)
Physiological studies have found that speaking two or
more languages is a great asset to the cognitive process.
The brains of bilingual people operate differently than
single language speakers, and these differences offer
several mental benefits.
You become smarter
Speaking a foreign language improves the functionality
of your brain by challenging it to recognize, negotiate
meaning, and communicate in different language systems.
This skill boosts your ability to negotiate meaning in
other problem-solving tasks as well. Students who study
foreign languages tend to score better on standardized
tests than their monolingual peers, particularly in the
categories of math, reading, and vocabulary.
You build multitasking skills
Multilingual people, especially children, are skilled at
switching between two systems of speech, writing, and
structure. According to a study from the Pennsylvania
State University, this “juggling” skill makes them good
multitaskers, because they can easily switch between
different structures. In one study, participants used a
driving simulator while doing separate, distracting tasks at
the same time. The research found that people who spoke
more than one language made fewer errors in their driving.
You stave off Alzheimer’s and dementia
For monolingual adults, the mean age for the first signs
of dementia is 71.4. For adults who speak two or more
languages, the mean age for those first signs is 75.5. Studies
considered factors such as education level, income level,
gender, and physical health, but the results were consistent.
Your memory improves
Educators often liken the brain to a muscle, because
it functions better with exercise. Learning a language
involves memorizing rules and vocabulary, which helps
strengthen that mental “muscle.” This exercise improves
overall memory, which means that multiple language
speakers are better at remembering lists or sequences.
Studies show that bilinguals are better at retaining
shopping lists, names, and directions.
Your decision-making skills improve
According to a study from the University of Chicago,
bilinguals tend to make more rational decisions. Any
language contains nuance and subtle implications in its
vocabulary, and these biases can subconsciously influence
your judgment. Bilinguals are more confident with their
choices after thinking it over in the second language and
seeing whether their initial conclusions still stand up.
Available on: <http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-languageBenefits-of-bilingualism.html> (Edited).
The present perfect is used to refer to events taking
place in a past time-frame that connects with the present.
Therefore it can, for instance, be used to refer to events
that happened in an unspecified time:
“Physiological studies have found that speaking two or more languages is a great asset to the cognitive process.”
Take into consideration the rules for employing the present perfect tense, then choose the following alternative in which this tense is CORRECTLY used.
“Physiological studies have found that speaking two or more languages is a great asset to the cognitive process.”
Take into consideration the rules for employing the present perfect tense, then choose the following alternative in which this tense is CORRECTLY used.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112247
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
Why learn a foreign language?
Benefits of bilingualism
Learning a foreign language is more than just a boost to
your CV or handy for travelling.
By Anne Merritt
(EFL lecturer currently based in South Korea)
Physiological studies have found that speaking two or
more languages is a great asset to the cognitive process.
The brains of bilingual people operate differently than
single language speakers, and these differences offer
several mental benefits.
You become smarter
Speaking a foreign language improves the functionality
of your brain by challenging it to recognize, negotiate
meaning, and communicate in different language systems.
This skill boosts your ability to negotiate meaning in
other problem-solving tasks as well. Students who study
foreign languages tend to score better on standardized
tests than their monolingual peers, particularly in the
categories of math, reading, and vocabulary.
You build multitasking skills
Multilingual people, especially children, are skilled at
switching between two systems of speech, writing, and
structure. According to a study from the Pennsylvania
State University, this “juggling” skill makes them good
multitaskers, because they can easily switch between
different structures. In one study, participants used a
driving simulator while doing separate, distracting tasks at
the same time. The research found that people who spoke
more than one language made fewer errors in their driving.
You stave off Alzheimer’s and dementia
For monolingual adults, the mean age for the first signs
of dementia is 71.4. For adults who speak two or more
languages, the mean age for those first signs is 75.5. Studies
considered factors such as education level, income level,
gender, and physical health, but the results were consistent.
Your memory improves
Educators often liken the brain to a muscle, because
it functions better with exercise. Learning a language
involves memorizing rules and vocabulary, which helps
strengthen that mental “muscle.” This exercise improves
overall memory, which means that multiple language
speakers are better at remembering lists or sequences.
Studies show that bilinguals are better at retaining
shopping lists, names, and directions.
Your decision-making skills improve
According to a study from the University of Chicago,
bilinguals tend to make more rational decisions. Any
language contains nuance and subtle implications in its
vocabulary, and these biases can subconsciously influence
your judgment. Bilinguals are more confident with their
choices after thinking it over in the second language and
seeing whether their initial conclusions still stand up.
Available on: <http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-languageBenefits-of-bilingualism.html> (Edited).
Learning a foreign language has an impact on memory.
This means that a bilingual person is usually good at
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112246
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
Why learn a foreign language?
Benefits of bilingualism
Learning a foreign language is more than just a boost to
your CV or handy for travelling.
By Anne Merritt
(EFL lecturer currently based in South Korea)
Physiological studies have found that speaking two or
more languages is a great asset to the cognitive process.
The brains of bilingual people operate differently than
single language speakers, and these differences offer
several mental benefits.
You become smarter
Speaking a foreign language improves the functionality
of your brain by challenging it to recognize, negotiate
meaning, and communicate in different language systems.
This skill boosts your ability to negotiate meaning in
other problem-solving tasks as well. Students who study
foreign languages tend to score better on standardized
tests than their monolingual peers, particularly in the
categories of math, reading, and vocabulary.
You build multitasking skills
Multilingual people, especially children, are skilled at
switching between two systems of speech, writing, and
structure. According to a study from the Pennsylvania
State University, this “juggling” skill makes them good
multitaskers, because they can easily switch between
different structures. In one study, participants used a
driving simulator while doing separate, distracting tasks at
the same time. The research found that people who spoke
more than one language made fewer errors in their driving.
You stave off Alzheimer’s and dementia
For monolingual adults, the mean age for the first signs
of dementia is 71.4. For adults who speak two or more
languages, the mean age for those first signs is 75.5. Studies
considered factors such as education level, income level,
gender, and physical health, but the results were consistent.
Your memory improves
Educators often liken the brain to a muscle, because
it functions better with exercise. Learning a language
involves memorizing rules and vocabulary, which helps
strengthen that mental “muscle.” This exercise improves
overall memory, which means that multiple language
speakers are better at remembering lists or sequences.
Studies show that bilinguals are better at retaining
shopping lists, names, and directions.
Your decision-making skills improve
According to a study from the University of Chicago,
bilinguals tend to make more rational decisions. Any
language contains nuance and subtle implications in its
vocabulary, and these biases can subconsciously influence
your judgment. Bilinguals are more confident with their
choices after thinking it over in the second language and
seeing whether their initial conclusions still stand up.
Available on: <http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-languageBenefits-of-bilingualism.html> (Edited).
According to the text, if you are a multilingual adult you
are more likely to
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112245
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
Why learn a foreign language?
Benefits of bilingualism
Learning a foreign language is more than just a boost to
your CV or handy for travelling.
By Anne Merritt
(EFL lecturer currently based in South Korea)
Physiological studies have found that speaking two or
more languages is a great asset to the cognitive process.
The brains of bilingual people operate differently than
single language speakers, and these differences offer
several mental benefits.
You become smarter
Speaking a foreign language improves the functionality
of your brain by challenging it to recognize, negotiate
meaning, and communicate in different language systems.
This skill boosts your ability to negotiate meaning in
other problem-solving tasks as well. Students who study
foreign languages tend to score better on standardized
tests than their monolingual peers, particularly in the
categories of math, reading, and vocabulary.
You build multitasking skills
Multilingual people, especially children, are skilled at
switching between two systems of speech, writing, and
structure. According to a study from the Pennsylvania
State University, this “juggling” skill makes them good
multitaskers, because they can easily switch between
different structures. In one study, participants used a
driving simulator while doing separate, distracting tasks at
the same time. The research found that people who spoke
more than one language made fewer errors in their driving.
You stave off Alzheimer’s and dementia
For monolingual adults, the mean age for the first signs
of dementia is 71.4. For adults who speak two or more
languages, the mean age for those first signs is 75.5. Studies
considered factors such as education level, income level,
gender, and physical health, but the results were consistent.
Your memory improves
Educators often liken the brain to a muscle, because
it functions better with exercise. Learning a language
involves memorizing rules and vocabulary, which helps
strengthen that mental “muscle.” This exercise improves
overall memory, which means that multiple language
speakers are better at remembering lists or sequences.
Studies show that bilinguals are better at retaining
shopping lists, names, and directions.
Your decision-making skills improve
According to a study from the University of Chicago,
bilinguals tend to make more rational decisions. Any
language contains nuance and subtle implications in its
vocabulary, and these biases can subconsciously influence
your judgment. Bilinguals are more confident with their
choices after thinking it over in the second language and
seeing whether their initial conclusions still stand up.
Available on: <http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-languageBenefits-of-bilingualism.html> (Edited).
What does the author define as a “juggling” skill?
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112244
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
Why learn a foreign language?
Benefits of bilingualism
Learning a foreign language is more than just a boost to
your CV or handy for travelling.
By Anne Merritt
(EFL lecturer currently based in South Korea)
Physiological studies have found that speaking two or
more languages is a great asset to the cognitive process.
The brains of bilingual people operate differently than
single language speakers, and these differences offer
several mental benefits.
You become smarter
Speaking a foreign language improves the functionality
of your brain by challenging it to recognize, negotiate
meaning, and communicate in different language systems.
This skill boosts your ability to negotiate meaning in
other problem-solving tasks as well. Students who study
foreign languages tend to score better on standardized
tests than their monolingual peers, particularly in the
categories of math, reading, and vocabulary.
You build multitasking skills
Multilingual people, especially children, are skilled at
switching between two systems of speech, writing, and
structure. According to a study from the Pennsylvania
State University, this “juggling” skill makes them good
multitaskers, because they can easily switch between
different structures. In one study, participants used a
driving simulator while doing separate, distracting tasks at
the same time. The research found that people who spoke
more than one language made fewer errors in their driving.
You stave off Alzheimer’s and dementia
For monolingual adults, the mean age for the first signs
of dementia is 71.4. For adults who speak two or more
languages, the mean age for those first signs is 75.5. Studies
considered factors such as education level, income level,
gender, and physical health, but the results were consistent.
Your memory improves
Educators often liken the brain to a muscle, because
it functions better with exercise. Learning a language
involves memorizing rules and vocabulary, which helps
strengthen that mental “muscle.” This exercise improves
overall memory, which means that multiple language
speakers are better at remembering lists or sequences.
Studies show that bilinguals are better at retaining
shopping lists, names, and directions.
Your decision-making skills improve
According to a study from the University of Chicago,
bilinguals tend to make more rational decisions. Any
language contains nuance and subtle implications in its
vocabulary, and these biases can subconsciously influence
your judgment. Bilinguals are more confident with their
choices after thinking it over in the second language and
seeing whether their initial conclusions still stand up.
Available on: <http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-languageBenefits-of-bilingualism.html> (Edited).
According to the text, speaking a foreign language affects
how your brain works. This happens because
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberaba - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Uberaba - MG - Professor - Inglês |
Q1112243
Inglês
Texto associado
INSTRUCTIONS: Read the following text carefully and
then answer the question.
Why learn a foreign language?
Benefits of bilingualism
Learning a foreign language is more than just a boost to
your CV or handy for travelling.
By Anne Merritt
(EFL lecturer currently based in South Korea)
Physiological studies have found that speaking two or
more languages is a great asset to the cognitive process.
The brains of bilingual people operate differently than
single language speakers, and these differences offer
several mental benefits.
You become smarter
Speaking a foreign language improves the functionality
of your brain by challenging it to recognize, negotiate
meaning, and communicate in different language systems.
This skill boosts your ability to negotiate meaning in
other problem-solving tasks as well. Students who study
foreign languages tend to score better on standardized
tests than their monolingual peers, particularly in the
categories of math, reading, and vocabulary.
You build multitasking skills
Multilingual people, especially children, are skilled at
switching between two systems of speech, writing, and
structure. According to a study from the Pennsylvania
State University, this “juggling” skill makes them good
multitaskers, because they can easily switch between
different structures. In one study, participants used a
driving simulator while doing separate, distracting tasks at
the same time. The research found that people who spoke
more than one language made fewer errors in their driving.
You stave off Alzheimer’s and dementia
For monolingual adults, the mean age for the first signs
of dementia is 71.4. For adults who speak two or more
languages, the mean age for those first signs is 75.5. Studies
considered factors such as education level, income level,
gender, and physical health, but the results were consistent.
Your memory improves
Educators often liken the brain to a muscle, because
it functions better with exercise. Learning a language
involves memorizing rules and vocabulary, which helps
strengthen that mental “muscle.” This exercise improves
overall memory, which means that multiple language
speakers are better at remembering lists or sequences.
Studies show that bilinguals are better at retaining
shopping lists, names, and directions.
Your decision-making skills improve
According to a study from the University of Chicago,
bilinguals tend to make more rational decisions. Any
language contains nuance and subtle implications in its
vocabulary, and these biases can subconsciously influence
your judgment. Bilinguals are more confident with their
choices after thinking it over in the second language and
seeing whether their initial conclusions still stand up.
Available on: <http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-languageBenefits-of-bilingualism.html> (Edited).
According to the text, learning a foreign language offers
all the following benefits, EXCEPT:
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ibirité - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Ibirité - MG - Professor - Português / inglês |
Q1109503
Inglês
Texto associado
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
According to the text, what is the possible implication of
the new discovery about brain development for language
educators?
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