Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.188 questões
Ano: 2018
Banca:
FUMARC
Órgão:
SEE-MG
Prova:
FUMARC - 2018 - SEE-MG - Professor de Educação Básica - Inglês |
Q1998003
Inglês
Texto associado
Read the following text and answer question.
Introduction to Climate change
Many people make Climate Change and Global Warming a scary and difficult thing to understand, _______ it’s not.
Scientists have warned that the world's climate has changed a lot, and has affected many living and non-living things. Many places _______ were warmer are now getting colder, and many colder regions are getting much colder or even warmer nown as Global Warming).
For example, _________ 1901 and 2012, it is believed that the earth's temperature has risen by 0.89 °C. Rainfall amounts have also risen in the mid-latitudes of the northern hemisphere since the beginning of the 20th Century. It is also believed that sea levels have risen up to about 19cm globally, with lots of glaciers melting in addition.
Some people do not believe that these are caused by human activities. They think it is all political actions and falsehood intended to cause panic among humans.
Well, whatever it is, we would like to know more, and take a few good points from this confusion, and
use them to make our world a better place to live.
(Adapted from: https://goo.gl/xQnjzZ. Access: 01/22/2018)
The pronoun them in “use them to make our world a better place to live.” refers to
Ano: 2018
Banca:
EDUCA
Órgão:
Prefeitura de Patos - PB
Prova:
EDUCA - 2018 - Prefeitura de Patos - PB - Professor de Educação Básica II - Língua Inglesa |
Q1801494
Inglês
The defenders of Normandy were not the best of
Hitler's army. Those were in Russia and Italy, as well as
in France, but on the other side of the Seine, the Pas-de-Calais, which the Germans thought the more likely invasion target. (Extracted from Time– June 6, 1994) – O pronome demonstrativo "those" faz referência aos:
Ano: 2018
Banca:
EDUCA
Órgão:
Prefeitura de Patos - PB
Prova:
EDUCA - 2018 - Prefeitura de Patos - PB - Professor de Educação Básica II - Língua Inglesa |
Q1801493
Inglês
Assinale a alternativa que corresponde à sequência que
completa as lacunas a seguir:
__________ Indian the ecologist saw, started
__________ horrible fire because of __________ ordinary yellow bird __________ flew over his head.
Ano: 2018
Banca:
EDUCA
Órgão:
Prefeitura de Patos - PB
Prova:
EDUCA - 2018 - Prefeitura de Patos - PB - Professor de Educação Básica II - Língua Inglesa |
Q1801487
Inglês
Is ‘Facebook’, the social networking website, making us narcissist? A new book argues we are much more
self-absorbed nowadays, stating that technology is to
blame. I tweet, therefore I am. Or is it, I tweet, therefore
I am insufferable? As if adult celebrities that pop out on
the red carpets were not clue enough, we now have
statistical evidence that we are a lot more in love with
ourselves than we used to be. This social phenomenon
has raised fields of research to academic studies
nowadays. In the book ‘The Narcissism Epidemic:
Living in the Age of Entitlement’, Jean M. Twenge, a
professor of psychology at San Diego State University,
and W. Keith Campbell, a social psychologist at the
University of Georgia, look to the Narcissistic
Personality Inventory, which measures self-regard, materialism, and lack of empathy. They found that the
number of college students scoring high on the test has
risen by 30 percent since the early 1980’s.
What kind of human behavior is central to the study
mentioned in the text?
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798484
Inglês
Texto associado
QUESTION
Technological change – from consumers to producers
Chris Pim
Over the last 20 years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into the educational sector, but slowly teachers have realised the need to adapt their practice in order to reflect the changing nature of technological use in the wider world.
In the past, technology has predominately been used to source and consume information, whereas today‟s learners have become particularly adept at creating and collaboratively developing content for a wide variety of purposes, for example so-called Web 2.0 tools such as blogs, forums and wikis. Moreover, children and young people are now becoming increasingly interested in the concept of „content curation‟ –selecting, sifting, showcasing and sharing content with friends, family and peers.
The change from a „read Web‟ to a „read/write Web‟ has encouraged teachers to become increasingly inventive in their approach to engaging technologically savvy learners who want to publish their work within an ever expanding arena.
(…)
PIM, Chris. Emerging Technologies, emerging minds:
digital innovations within the primary sector. In
MOTTERAM, Gary (Ed.) Innovations in learning
technologies for English language teaching.
London: British Council, 2013.
(Concurso Milagres/2018) According
to Chris Pim’s words:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798482
Inglês
Texto associado
QUESTION
Source: https://www.offthemark.com/cartoon/medicalhealth/psychology/2007-12-13 Accessed on
19/06/2018
(Concurso Milagres/2018) According
to the text, one can NOT infer that:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798481
Inglês
Texto associado
QUESTION
Source: http://www.glasbergen.com/educationcartoons/education-technology/nggallery/page/2
Accessed on: 21/06/2018
(Concurso Milagres/2018) The
charge draws the attention to an important discussion in the scenario of
language teaching and teaching in
general, which is:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798479
Inglês
Texto associado
QUESTION
Source: https://br.pinterest.com/pin/523332419172769962/
Accessed on 18/06/2018
(Concurso Milagres/2018) The image
suggests that:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798477
Inglês
Texto associado
QUESTION
https://br.pinterest.com/pin/413979390740412979/?lp=
true Accessed on: 22/06/2018
(Concurso Milagres/2018) The word
them refers to:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798476
Inglês
Texto associado
QUESTION
https://www.offthemark.com/cartoon/businessfinance/lawyers-legal/2009-05-19 Accessed on
22/06/2018
(Concurso Milagres/2018) The jury
came to the conclusion that the man
was confessing something because:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798475
Inglês
Texto associado
QUESTION
https://www.offthemark.com/cartoon/businessfinance/lawyers-legal/2009-05-19 Accessed on
22/06/2018
(Concurso Milagres/2018) The form
‘nuthin’ is spelled this way in order to:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798470
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018) From the
information presented in the text, one
can NOT infer that:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798469
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018)
According to the text, authentic
materials:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798466
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) The
expression target language refers to:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798463
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) The text
suggests that:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798462
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) According
to the text, it is correct to say that:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787509
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
The underlined word in “Or, they may be caused
by missing parts.”, is being used to express:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787507
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
In the sentence “Such bottlenecks creep up on
management and demand more thorough investigation.“, the underlined words refer to the ones:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787506
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
We can conclude from the last paragraph of the
text that subtle bottlenecks are the ones that:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787504
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
Study the following sentence:
“… with production demands that should not have been placed on them.”
The underlined words are being used to express:
“… with production demands that should not have been placed on them.”
The underlined words are being used to express:
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