Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.687 questões
Ano: 2024
Banca:
Instituto Darwin
Órgão:
Prefeitura de Santa Cruz do Capibaribe - PE
Prova:
Instituto Darwin - 2024 - Prefeitura de Santa Cruz do Capibaribe - PE - Professor Anos Finais do Ensino Fundamental - Inglês |
Q2402984
Inglês
Texto associado
Text
ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
What is the main topic of the text "ESL Teaching and PostPandemic: What Changed?", by Altiné Moumouni?
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
FINEP
Provas:
CESPE / CEBRASPE - 2024 - FINEP - Analista - Análise Estratégica em Ciência, Tecnologia e Inovação
|
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Infraestrutura |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Crédito, Finanças e Orçamento |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Jurídica |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Gestão Corporativa |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Software |
Q2394195
Inglês
Texto associado
Text CG1A2-II
The enormity of the global climate crisis is so vast that individual actions may seem meaningless: can installing LED lighting in my home or keeping my car tires inflated really help save the polar bears?
First coined by Portland, Oregon-based writer Emma Pattee, the climate shadow aims to paint a picture of the full sum of one’s choices — and the impact they have on the planet.
In an article she wrote in 2021, Pattee detailed her concept for measuring an individual’s impact: “Your climate shadow is a dark shape stretching out behind you. Everywhere you go, it goes too, tallying not just your air conditioning use and the gas mileage of your car, but also how you vote, how many children you choose to have, where you work, how you invest your money, how much you talk about climate change, and whether your words amplify urgency, apathy, or denial.” The larger the shadow — the greater an individual’s impact on doing good for the planet.
In other words, rather than incentivizing purely individual actions, your climate shadow grows when those actions inspire others, knowingly or otherwise.
Kieran Mulvaney. Climate shadow is what really matters.
National Geographic (adapted).
According to text CG1A2-II, judge the following items.
I In the fragment “when those actions inspire others”, the word “others” means other people.
II The excerpt “how you invest your money” could be correctly rewritten, in the passive voice, as how your money is invested.
III Emma Pattee has painted a picture of the full sum of one’s choices.
IV Based on the text, it is correct to affirm that Emma Pattee lives in Portland.
Choose the correct option.
I In the fragment “when those actions inspire others”, the word “others” means other people.
II The excerpt “how you invest your money” could be correctly rewritten, in the passive voice, as how your money is invested.
III Emma Pattee has painted a picture of the full sum of one’s choices.
IV Based on the text, it is correct to affirm that Emma Pattee lives in Portland.
Choose the correct option.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
FINEP
Provas:
CESPE / CEBRASPE - 2024 - FINEP - Analista - Análise Estratégica em Ciência, Tecnologia e Inovação
|
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Infraestrutura |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Crédito, Finanças e Orçamento |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Jurídica |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Gestão Corporativa |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Software |
Q2394194
Inglês
Texto associado
Text CG1A2-II
The enormity of the global climate crisis is so vast that individual actions may seem meaningless: can installing LED lighting in my home or keeping my car tires inflated really help save the polar bears?
First coined by Portland, Oregon-based writer Emma Pattee, the climate shadow aims to paint a picture of the full sum of one’s choices — and the impact they have on the planet.
In an article she wrote in 2021, Pattee detailed her concept for measuring an individual’s impact: “Your climate shadow is a dark shape stretching out behind you. Everywhere you go, it goes too, tallying not just your air conditioning use and the gas mileage of your car, but also how you vote, how many children you choose to have, where you work, how you invest your money, how much you talk about climate change, and whether your words amplify urgency, apathy, or denial.” The larger the shadow — the greater an individual’s impact on doing good for the planet.
In other words, rather than incentivizing purely individual actions, your climate shadow grows when those actions inspire others, knowingly or otherwise.
Kieran Mulvaney. Climate shadow is what really matters.
National Geographic (adapted).
Choose the correct option based on text CG1A2-II.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
FINEP
Provas:
CESPE / CEBRASPE - 2024 - FINEP - Analista - Análise Estratégica em Ciência, Tecnologia e Inovação
|
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Infraestrutura |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Crédito, Finanças e Orçamento |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Jurídica |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Gestão Corporativa |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Software |
Q2394193
Inglês
Texto associado
Text CG1A2-I
William Shakespeare (baptized April 26, 1564, Stratford-upon-Avon, Warwickshire, England — died April 23, 1616, Stratford-upon-Avon) was an English poet, dramatist, and actor often called the English national poet and considered by many to be the greatest dramatist of all time.
Stratford enjoyed a grammar school of good quality, and the education there was free, the schoolmaster’s salary being paid by the borough. No lists of the pupils who were at the school in the 16th century have survived, but it would be absurd to suppose the bailiff of the town did not send his son there. The boy’s education would consist mostly of Latin studies — learning to read, write, and speak the language fairly well and studying some of the Classical historians, moralists, and poets. Shakespeare did not go on to the university, and indeed it is unlikely that the scholarly round of logic, rhetoric, and other studies then followed there would have interested him.
Terence John Bew Spencer, John Russell Brown, and David Bevington.
William Shakespeare. Encyclopedia Britannica (adapted).
About the ideas and the linguistic aspects of text CG1A2-I, choose the correct option.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
FINEP
Provas:
CESPE / CEBRASPE - 2024 - FINEP - Analista - Análise Estratégica em Ciência, Tecnologia e Inovação
|
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Infraestrutura |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Crédito, Finanças e Orçamento |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Jurídica |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Gestão Corporativa |
CESPE / CEBRASPE - 2024 - FINEP - Analista - Tecnologia da Informação - Software |
Q2394192
Inglês
Texto associado
Text CG1A2-I
William Shakespeare (baptized April 26, 1564, Stratford-upon-Avon, Warwickshire, England — died April 23, 1616, Stratford-upon-Avon) was an English poet, dramatist, and actor often called the English national poet and considered by many to be the greatest dramatist of all time.
Stratford enjoyed a grammar school of good quality, and the education there was free, the schoolmaster’s salary being paid by the borough. No lists of the pupils who were at the school in the 16th century have survived, but it would be absurd to suppose the bailiff of the town did not send his son there. The boy’s education would consist mostly of Latin studies — learning to read, write, and speak the language fairly well and studying some of the Classical historians, moralists, and poets. Shakespeare did not go on to the university, and indeed it is unlikely that the scholarly round of logic, rhetoric, and other studies then followed there would have interested him.
Terence John Bew Spencer, John Russell Brown, and David Bevington.
William Shakespeare. Encyclopedia Britannica (adapted).
Based on text CG1A2-I, judge the following items.
I It can be inferred from the sentence “Stratford enjoyed a grammar school of good quality” that the school in Stratford that time taught only grammatical topics.
II Although there are no school records available, it is believed that Shakespeare attended the Stratford grammar school.
III It is correct to infer from the text that Shakespeare’s father was the bailiff of the town.
IV In school, Shakespeare did not like subjects about logic and rhetoric.
Choose the correct option.
I It can be inferred from the sentence “Stratford enjoyed a grammar school of good quality” that the school in Stratford that time taught only grammatical topics.
II Although there are no school records available, it is believed that Shakespeare attended the Stratford grammar school.
III It is correct to infer from the text that Shakespeare’s father was the bailiff of the town.
IV In school, Shakespeare did not like subjects about logic and rhetoric.
Choose the correct option.
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392989
Inglês
Match the types of task presented in the box to the activities listed below. Check the alternative that labels
the tasks from 1 to 5 in respective order.
Choral drill – brainstorming – role play – rank ordering – jumbled sentence
Task 1: Students are asked to put words in the right order as to form an interrogative sentence.
Task 2: Students are asked to listen to a list of words and repeat after the presentation of the audio.
Task 3: Students are asked to make a list of as many fun places to go on the weekend as they can.
Task 4: Students are asked to act as travel agents and clients in a situation of planning a trip.
Task 5: Students are asked to order a list of frequency adverbs from least frequent to most frequent.
Choral drill – brainstorming – role play – rank ordering – jumbled sentence
Task 1: Students are asked to put words in the right order as to form an interrogative sentence.
Task 2: Students are asked to listen to a list of words and repeat after the presentation of the audio.
Task 3: Students are asked to make a list of as many fun places to go on the weekend as they can.
Task 4: Students are asked to act as travel agents and clients in a situation of planning a trip.
Task 5: Students are asked to order a list of frequency adverbs from least frequent to most frequent.
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392988
Inglês
Match the teacher’s actions in the box below to their respective techniques for presenting new language.
Action 1: Teacher has students repeat pronunciation of specific words in a text. Action 2: Teacher asks students about their favorite sports after reading a text on rugby. Action 3: Teacher uses a well-known short story to present the simple past. Action 4: Teacher plays the corresponding audio to a text presented in class.
Action 1: Teacher has students repeat pronunciation of specific words in a text. Action 2: Teacher asks students about their favorite sports after reading a text on rugby. Action 3: Teacher uses a well-known short story to present the simple past. Action 4: Teacher plays the corresponding audio to a text presented in class.
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392986
Inglês
Read the teacher’s comments in the box below and check the alternative that corresponds to the sequence
of jargons that adequately represent them.
Comment 1: It is expected that beginners mistake certain prepositions such as to and for.
Comment 2: This student usually does not make such mistake. Maybe he was nervous during the presentation.
Comment 3: This mistake refers to a grammatical structure that makes perfect sense in Brazilian Portuguese.
Comment 1: It is expected that beginners mistake certain prepositions such as to and for.
Comment 2: This student usually does not make such mistake. Maybe he was nervous during the presentation.
Comment 3: This mistake refers to a grammatical structure that makes perfect sense in Brazilian Portuguese.
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392979
Inglês
Read the three idioms below and check the alternative which represents their correct usage.
Idiom 1: Better late than never Idiom 2: go back to the drawing board Idiom 3: make a long story short
Idiom 1: Better late than never Idiom 2: go back to the drawing board Idiom 3: make a long story short
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392978
Inglês
Check the alternative that corresponds to the respective meanings of the idiomatic expressions in the box
below:
A blessing in disguise – to cut corners – to get out of hand
A blessing in disguise – to cut corners – to get out of hand
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392974
Inglês
Check the alternative which presents the functions of the highlighted discourse organizers in the two
specific contexts retrieved from text 2: “It’s not easy to know what is true for you or me…” and “You are
white— yet a part of me, as I am a part of you.”
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392973
Inglês
Text 2 constitutes a resourceful tool in classes in which the lesson objectives to associate the teaching of
English with:
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392972
Inglês
In text 2 - Theme for English B by Langston Hughes, the author suggests that:
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392968
Inglês
Texto associado
Text 1
From Shakespeare to Harry Styles: Have audiences always been rowdy?
By Clare Thorp12th July 2023
From Pink being given a giant wheel of Brie to Harry Syles getting pelled in the face by a mystery
object, disruptive music and theatre shows seems to be on the rise. But is it anything new, asks
Clare Thorp.
When Harry Styles was pelted with chicken nuggets while on stage at New York's Madison Square Gardens
last summer, he took it in his stride. "Interesting approach," smiled Styles, who has also weathered kiwi
fruits, Skittles and bunches of flowers while performing. But when a mystery object hit him in the eye at a
concert in Vienna last weekend, he wasn't laughing but, rather, wincing in pain.
It was the latest in a string of incidents where audience members have hurled potentially dangerous objects
at performers. Earlier this month Drake was hit on the arm by a flying phone. That came days after country
singer Kelsea Ballerini was struck in the face with a bracelet. In May, Bebe Rexha was taken to hospital and
needed multiple stitches after a phone hit her in the eye. A man, since charged with assault, told police
he thought it "would be funny" to try and hit the singer.
It's not just live music seeing disruptive behaviour. In April, police were called to a performance of The
Bodyguard musical in Manchester when rowdy audience members reacted with "unprecedented levels of
violence" to staff. At other venues there has been everything from "heated arguments" to full-on brawls. And
in the US, one fan's disruption of a Broadway play in December 2022 followed several other incidents of
audience outbursts.
Across the cultural sphere, it feels like audiences are misbehaving. At a recent Las Vegas show, Adele
weighed in, saying: "Have you noticed how people are like, forgetting … show etiquette at the moment?
People just throwing shit on stage" – before warning fans not to try it with her.
Billie Eilish meanwhile, says this kind of thing, while "infuriating", is nothing new. "I've been getting hit on
stage with things for like, literally, six years," she told the Hollywood Reporter. Dr Kirsty Sedgman, a senior
lecturer in theatre at the University of Bristol who specialises in audience research, also cautions against
calling it a new trend. "People have always thrown things on stage," says Sedgman, whose latest book, On
Being Unreasonable, explores widening divisions in society over how we use public space. "Whether that's
fruit as a way to signify displeasure, or softer items like underwear and flowers as a signal of adoration."
Back In 1775, a performer in Sheridan's The Rivals stopped the show when he was pelted with an apple.
Adapted from: https://www.bbc.com/culture/article/20230712
It is accurate to state that question 1 objectives to assess readers’ ability of:
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Magistério Fundamental - Anos Finais e EJA - Inglês |
Q2392967
Inglês
Texto associado
Text 1
From Shakespeare to Harry Styles: Have audiences always been rowdy?
By Clare Thorp12th July 2023
From Pink being given a giant wheel of Brie to Harry Syles getting pelled in the face by a mystery
object, disruptive music and theatre shows seems to be on the rise. But is it anything new, asks
Clare Thorp.
When Harry Styles was pelted with chicken nuggets while on stage at New York's Madison Square Gardens
last summer, he took it in his stride. "Interesting approach," smiled Styles, who has also weathered kiwi
fruits, Skittles and bunches of flowers while performing. But when a mystery object hit him in the eye at a
concert in Vienna last weekend, he wasn't laughing but, rather, wincing in pain.
It was the latest in a string of incidents where audience members have hurled potentially dangerous objects
at performers. Earlier this month Drake was hit on the arm by a flying phone. That came days after country
singer Kelsea Ballerini was struck in the face with a bracelet. In May, Bebe Rexha was taken to hospital and
needed multiple stitches after a phone hit her in the eye. A man, since charged with assault, told police
he thought it "would be funny" to try and hit the singer.
It's not just live music seeing disruptive behaviour. In April, police were called to a performance of The
Bodyguard musical in Manchester when rowdy audience members reacted with "unprecedented levels of
violence" to staff. At other venues there has been everything from "heated arguments" to full-on brawls. And
in the US, one fan's disruption of a Broadway play in December 2022 followed several other incidents of
audience outbursts.
Across the cultural sphere, it feels like audiences are misbehaving. At a recent Las Vegas show, Adele
weighed in, saying: "Have you noticed how people are like, forgetting … show etiquette at the moment?
People just throwing shit on stage" – before warning fans not to try it with her.
Billie Eilish meanwhile, says this kind of thing, while "infuriating", is nothing new. "I've been getting hit on
stage with things for like, literally, six years," she told the Hollywood Reporter. Dr Kirsty Sedgman, a senior
lecturer in theatre at the University of Bristol who specialises in audience research, also cautions against
calling it a new trend. "People have always thrown things on stage," says Sedgman, whose latest book, On
Being Unreasonable, explores widening divisions in society over how we use public space. "Whether that's
fruit as a way to signify displeasure, or softer items like underwear and flowers as a signal of adoration."
Back In 1775, a performer in Sheridan's The Rivals stopped the show when he was pelted with an apple.
Adapted from: https://www.bbc.com/culture/article/20230712
About the communicative intention of the author, it can be said that:
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392605
Inglês
Texto associado
Text 06 – Levels of Language (Variation).
From: English Around the World (Cambridge Introductions to the English Language). P. 19 (topic 2.2) Kindle Book. At https://ler.amazon.com.br/?asin=B088TFZHRD&ref_=kwl_kr_iv_rec_1.
According to general beliefs people tend to have when concerning what a language is, text 06 points out
that:
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392600
Inglês
Text 04 can best be summarized by:
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392596
Inglês
Texto associado
Text 03 – Idioms and proverbs
Adapted from https://thefluentlife.com/content/difference-between-idioms-proverbs-meaning-examples/ ,
accessed on July 18th.
Still based on text 03, from idioms and proverbs we can say:
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392594
Inglês
Texto associado
Text 03 – Idioms and proverbs
Adapted from https://thefluentlife.com/content/difference-between-idioms-proverbs-meaning-examples/ ,
accessed on July 18th.
From what is briefly explained in text 03, the image below (Picture 01) represents:
(Picture 01 – Illustrastion done by students in a language classroom).
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392592
Inglês
Texto associado
“This approach is based on the active involvement of the learner in speaking and listening to the foreign
language in realistic everyday situations. No use is made of the learner’s mother tongue; learners are
encouraged to think in the foreign language, and not to translate into or out of it. A great deal of emphasis is
placed on good pronunciation, often introducing students to phonetic transcription before they see the standard
orthography. Formal grammatical rules and terminology are avoided.”
(Adapted from “Teaching Methods”, The Cambridge Encyclopedia of Language, 3rd ed. David Crystal. P.394.)
The text excerpt above briefly describes:
Conheça nossos planos