Questões de Concurso Sobre inglês
Foram encontradas 25.505 questões
Ano: 2024
Banca:
IDESG
Órgão:
Prefeitura de Nova Venécia - ES
Prova:
IDESG - 2024 - Prefeitura de Nova Venécia - ES - Professor - Língua Inglesa |
Q3400247
Inglês
Texto associado
Read Text I and answer question.
Text I
Stat: Young Americans have been securing the bag since the pandemic, largely thanks to their portfolios
popping off. The combined wealth of adults under forty has shot up 80% since 2019, compared to 10%
for people 40–54 and 30% for the over-55 set, according to economists at the New York Fed. That’s in part
because they were poorer than their elders to start with, so they got more Covid stimulus cash that they
put into stocks, which have since had a good run. But money from stocks leaves young people exposed
to a volatile asset, since the market…doesn’t always go up.
(Source: https://www.morningbrew.com/daily/issues/slime-bowl)
As regards Text I, analyze the assertions below.
I. Men below forty are 80% wealthier than teenagers.
II. Money from stocks leaves young people exposed to a volatile asset.
III. Young people from all around the world have been securing the bag since the pandemic.
Choose the correct answer.
I. Men below forty are 80% wealthier than teenagers.
II. Money from stocks leaves young people exposed to a volatile asset.
III. Young people from all around the world have been securing the bag since the pandemic.
Choose the correct answer.
Ano: 2024
Banca:
JVL Concursos
Órgão:
Prefeitura de Ribeiro Gonçalves - PI
Prova:
JVL Concursos - 2024 - Prefeitura de Ribeiro Gonçalves - PI - Professor de Inglês |
Q3399851
Inglês
Texto associado
TEXT 1
Anxiety has kept 28% of UK children away from school
Many children in the UK are missing school because
they feel too anxious, according to a new survey. Research
by stem4, a mental health charity for young people, found
that 28% of children aged between 12 and 18 had missed
school in the last year because of anxiety. The charity is
asking the government, the health service and schools to do more to help pupils with their mental health.
More than 1,000 young people were surveyed, and
almost half said that they were suffering from a mental
health difficulty. Experts say that the problems have gotten
worse since the coronavirus pandemic. At the moment, 38%
of schools in England have a mental health support team.
But the government has said that it wants to increase that to
at least 50% by the end of March 2025, as well as training
teachers and giving more money to the health service.
However, the survey also found that it is not only
mental health that is keeping children away from school.
Almost a quarter of children aged between 12 and 18 have
missed school because of family problems, while 18% have
stayed away because of problems with friends or other
pupils. The stress of exams was also given as a reason for
missing school.
Nihara Krause, the founder of stem4, said that spending
a lot of time away from school can have long-lasting
negative effects on children.
Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28-
of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg
Analyze the following lists of words.
The list(s) in which all words are plural nouns is/are:
Ano: 2024
Banca:
JVL Concursos
Órgão:
Prefeitura de Ribeiro Gonçalves - PI
Prova:
JVL Concursos - 2024 - Prefeitura de Ribeiro Gonçalves - PI - Professor de Inglês |
Q3399850
Inglês
Texto associado
TEXT 1
Anxiety has kept 28% of UK children away from school
Many children in the UK are missing school because
they feel too anxious, according to a new survey. Research
by stem4, a mental health charity for young people, found
that 28% of children aged between 12 and 18 had missed
school in the last year because of anxiety. The charity is
asking the government, the health service and schools to do more to help pupils with their mental health.
More than 1,000 young people were surveyed, and
almost half said that they were suffering from a mental
health difficulty. Experts say that the problems have gotten
worse since the coronavirus pandemic. At the moment, 38%
of schools in England have a mental health support team.
But the government has said that it wants to increase that to
at least 50% by the end of March 2025, as well as training
teachers and giving more money to the health service.
However, the survey also found that it is not only
mental health that is keeping children away from school.
Almost a quarter of children aged between 12 and 18 have
missed school because of family problems, while 18% have
stayed away because of problems with friends or other
pupils. The stress of exams was also given as a reason for
missing school.
Nihara Krause, the founder of stem4, said that spending
a lot of time away from school can have long-lasting
negative effects on children.
Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28-
of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg
As regards pronouns, analyze the sentences below.
I. Mary accidentally cut herself while cooking.
II. Has Lisa ever watched “Everybody hates Chris”?
III. It’s anybody’s fault, so don’t worry.
IV. I usually talk to myself in English.
Choose the correct answer.
Ano: 2024
Banca:
JVL Concursos
Órgão:
Prefeitura de Ribeiro Gonçalves - PI
Prova:
JVL Concursos - 2024 - Prefeitura de Ribeiro Gonçalves - PI - Professor de Inglês |
Q3399849
Inglês
Texto associado
TEXT 1
Anxiety has kept 28% of UK children away from school
Many children in the UK are missing school because
they feel too anxious, according to a new survey. Research
by stem4, a mental health charity for young people, found
that 28% of children aged between 12 and 18 had missed
school in the last year because of anxiety. The charity is
asking the government, the health service and schools to do more to help pupils with their mental health.
More than 1,000 young people were surveyed, and
almost half said that they were suffering from a mental
health difficulty. Experts say that the problems have gotten
worse since the coronavirus pandemic. At the moment, 38%
of schools in England have a mental health support team.
But the government has said that it wants to increase that to
at least 50% by the end of March 2025, as well as training
teachers and giving more money to the health service.
However, the survey also found that it is not only
mental health that is keeping children away from school.
Almost a quarter of children aged between 12 and 18 have
missed school because of family problems, while 18% have
stayed away because of problems with friends or other
pupils. The stress of exams was also given as a reason for
missing school.
Nihara Krause, the founder of stem4, said that spending
a lot of time away from school can have long-lasting
negative effects on children.
Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28-
of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg
The sentence that indicates the correct use of a tag
question is:
Ano: 2024
Banca:
JVL Concursos
Órgão:
Prefeitura de Ribeiro Gonçalves - PI
Prova:
JVL Concursos - 2024 - Prefeitura de Ribeiro Gonçalves - PI - Professor de Inglês |
Q3399848
Inglês
Texto associado
TEXT 1
Anxiety has kept 28% of UK children away from school
Many children in the UK are missing school because
they feel too anxious, according to a new survey. Research
by stem4, a mental health charity for young people, found
that 28% of children aged between 12 and 18 had missed
school in the last year because of anxiety. The charity is
asking the government, the health service and schools to do more to help pupils with their mental health.
More than 1,000 young people were surveyed, and
almost half said that they were suffering from a mental
health difficulty. Experts say that the problems have gotten
worse since the coronavirus pandemic. At the moment, 38%
of schools in England have a mental health support team.
But the government has said that it wants to increase that to
at least 50% by the end of March 2025, as well as training
teachers and giving more money to the health service.
However, the survey also found that it is not only
mental health that is keeping children away from school.
Almost a quarter of children aged between 12 and 18 have
missed school because of family problems, while 18% have
stayed away because of problems with friends or other
pupils. The stress of exams was also given as a reason for
missing school.
Nihara Krause, the founder of stem4, said that spending
a lot of time away from school can have long-lasting
negative effects on children.
Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28-
of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg
The sentence that indicates the correct use a possessive
adjective is:
Ano: 2024
Banca:
JVL Concursos
Órgão:
Prefeitura de Ribeiro Gonçalves - PI
Prova:
JVL Concursos - 2024 - Prefeitura de Ribeiro Gonçalves - PI - Professor de Inglês |
Q3399847
Inglês
Texto associado
TEXT 1
Anxiety has kept 28% of UK children away from school
Many children in the UK are missing school because
they feel too anxious, according to a new survey. Research
by stem4, a mental health charity for young people, found
that 28% of children aged between 12 and 18 had missed
school in the last year because of anxiety. The charity is
asking the government, the health service and schools to do more to help pupils with their mental health.
More than 1,000 young people were surveyed, and
almost half said that they were suffering from a mental
health difficulty. Experts say that the problems have gotten
worse since the coronavirus pandemic. At the moment, 38%
of schools in England have a mental health support team.
But the government has said that it wants to increase that to
at least 50% by the end of March 2025, as well as training
teachers and giving more money to the health service.
However, the survey also found that it is not only
mental health that is keeping children away from school.
Almost a quarter of children aged between 12 and 18 have
missed school because of family problems, while 18% have
stayed away because of problems with friends or other
pupils. The stress of exams was also given as a reason for
missing school.
Nihara Krause, the founder of stem4, said that spending
a lot of time away from school can have long-lasting
negative effects on children.
Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28-
of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg
Analyze the use of articles in the sentences below.
I. Anna and I saw an movie last night.
II. It usually takes a hour by bus.
III. The moon was beautiful last night.
Choose the correct answer.
Ano: 2024
Banca:
JVL Concursos
Órgão:
Prefeitura de Ribeiro Gonçalves - PI
Prova:
JVL Concursos - 2024 - Prefeitura de Ribeiro Gonçalves - PI - Professor de Inglês |
Q3399846
Inglês
Texto associado
TEXT 1
Anxiety has kept 28% of UK children away from school
Many children in the UK are missing school because
they feel too anxious, according to a new survey. Research
by stem4, a mental health charity for young people, found
that 28% of children aged between 12 and 18 had missed
school in the last year because of anxiety. The charity is
asking the government, the health service and schools to do more to help pupils with their mental health.
More than 1,000 young people were surveyed, and
almost half said that they were suffering from a mental
health difficulty. Experts say that the problems have gotten
worse since the coronavirus pandemic. At the moment, 38%
of schools in England have a mental health support team.
But the government has said that it wants to increase that to
at least 50% by the end of March 2025, as well as training
teachers and giving more money to the health service.
However, the survey also found that it is not only
mental health that is keeping children away from school.
Almost a quarter of children aged between 12 and 18 have
missed school because of family problems, while 18% have
stayed away because of problems with friends or other
pupils. The stress of exams was also given as a reason for
missing school.
Nihara Krause, the founder of stem4, said that spending
a lot of time away from school can have long-lasting
negative effects on children.
Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28-
of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg
Which of the sentences below, from Text I, is in the
passive voice?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397958
Inglês
In accordance with the Brazilian National Curriculum
Base (BNCC), the integration of plurilingualism and the
recognition of English as a lingua franca are essential
components of language education in Brazil, reflecting
the nation's commitment to fostering communicative
competence and cultural diversity in the English
classroom. About plurilingualism and English as a lingua
franca, observe the following statements and choose the
correct one:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397957
Inglês
Read the following comics where Calvin and Hobbes
raise awareness about language characteristics in
English:
Based on that, choose the correct alternative:
Based on that, choose the correct alternative:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397956
Inglês
Associate the second column according to the first, which
relates methodological approaches to language teaching
with their definitions:
First column: Methodological approaches
(1) Situational Language Teaching (SLT)
(2) CLT - Communicative Language Teaching (The Communicative Approach)
(3) CLIL - Content and Language Integrated Learning
Second column: definitions
(__) The goal of this approach is to develop learners' communicative competence across all four skills. It has been the dominant approach in mainstream language education for many decades.
(__) This is an approach that combines the learning of a specific subject matter with learning the target language.
(__) This approach views language as a purposeful means of achieving goals in real-life situations.
Choose the alternative that presents the correct association between the columns:
First column: Methodological approaches
(1) Situational Language Teaching (SLT)
(2) CLT - Communicative Language Teaching (The Communicative Approach)
(3) CLIL - Content and Language Integrated Learning
Second column: definitions
(__) The goal of this approach is to develop learners' communicative competence across all four skills. It has been the dominant approach in mainstream language education for many decades.
(__) This is an approach that combines the learning of a specific subject matter with learning the target language.
(__) This approach views language as a purposeful means of achieving goals in real-life situations.
Choose the alternative that presents the correct association between the columns:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397955
Inglês
Texto associado
The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)
In reported speech, how is the correct form of rephrasing
the following statement from the excerpt: "Their
knowledge and the resemblance between their own
experiences and those of their pupils, particularly those
with cultural minority origins, contribute an educational
added-value?"
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397954
Inglês
Texto associado
The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)
Read the sentence taken from the previous text: "From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality",
observe the following statements, then, classify them as
True (T) or False (F):
(__) The sentence does not have any types of articles.
(__) There are a total of eleven words classified as nouns in the sentence.
(__) In the sentence, it is possible to find four different pronouns.
(__) The sentence does not have any types of articles.
(__) There are a total of eleven words classified as nouns in the sentence.
(__) In the sentence, it is possible to find four different pronouns.
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397953
Inglês
Texto associado
The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)
Complete the sentence with the appropriate phrasal verb:
"Teachers, in general, ____________ cultural diversity
within education systems, demonstrating positive
attitudes towards its contribution":
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397952
Inglês
Texto associado
The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)
Understanding the sounds of phonemes in English is
fundamental to teaching pronunciation and explore the
theme of communication in the classroom and outside of
it. About the text, choose the correct sentence about the
sounds of the words:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397951
Inglês
Texto associado
The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)
Choose the alternative that is considered correct
according to the text:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397950
Inglês
Texto associado
The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)
Consider the following statement about the use of modal
verbs in the text:
I. The modal verb 'would', in the first sentence of the text, is used to express a hypothesis.
II. The use of the modal verb 'may', in the last paragraph, expresses something that is likely to happen.
III. Modal verbs do not have any impact in the meaning of this text.
It is correct what is stated in:
I. The modal verb 'would', in the first sentence of the text, is used to express a hypothesis.
II. The use of the modal verb 'may', in the last paragraph, expresses something that is likely to happen.
III. Modal verbs do not have any impact in the meaning of this text.
It is correct what is stated in:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Bombinhas - SC
Prova:
FURB - 2024 - Prefeitura de Bombinhas - SC - Professor de Língua Inglesa |
Q3397949
Inglês
Texto associado
The Role of the Teacher in Promoting Intercultural
Approaches
Today, it would be an exaggeration to say that cultural
diversity is perceived as a problem within education
systems, since the teachers, in general, accept it and
have positive attitudes towards the contribution of
diversity. However, even if it is not a problem within the
school, one must nevertheless address its complexity.
Cultural diversity is not only an auspicious resource for
extra-curricular activities; it has a social dimension with
an impact on the life of the pupils and their parents. From
this point of view, it seems important to us that teachers
are aware of the issues concerning such themes as
integration, openness, social justice and equality.
Otherwise, it should be said that a certain number of
stereotypes persist and their effects should be thoroughly
examined within the school.
One of the theoretical foundations which seems
productive for us in promoting cultural diversity is
culturally relevant teaching. Indeed, further to exploiting
otherness as a resource, it subjects it to critical analysis
and in this way addresses inequalities connected with
cultural, social or ethnic affiliations. This form of teaching
addresses inequalities, but also takes the form of an
approach to combat them.
Finally, research has demonstrated the advantage of
opening the teaching profession to people from diverse
origins. Indeed, their knowledge and the resemblance
between their own experiences and those of their pupils,
particularly those with cultural minority origins, contribute
an educational added-value. Furthermore, we believe
that the experiences of these teachers may represent a
resource for the educational enterprise, while accepting
its limits: the need for each individual to choose their own
affiliation and not to be assigned an identity that could be
detrimental.
(Based and adapted from AKKARI, Abdeljalil;
RADHOUANE, Myriam. Intercultural approaches to
education: From theory to practice. Springer Nature,
2022.)
Read the following statements about the text "The Role
of the Teacher in Promoting Intercultural Approaches"
and then, classify them as True (T) or False (F):
(__) In the first paragraph, the word 'however' is an adjective and is used to express the idea of addition.
(__) The word 'indeed', used in the second paragraph can be used to emphasize a statement or response confirming something already suggested, and also can be used to introduce a further and stronger or more surprising point.
(__) 'Furthermore' is used in the third paragraph to introduce a subordinate clause which contains a statement which contrasts with the statement in the main clause.
(__) In the first paragraph, the word 'however' is an adjective and is used to express the idea of addition.
(__) The word 'indeed', used in the second paragraph can be used to emphasize a statement or response confirming something already suggested, and also can be used to introduce a further and stronger or more surprising point.
(__) 'Furthermore' is used in the third paragraph to introduce a subordinate clause which contains a statement which contrasts with the statement in the main clause.
Ano: 2024
Banca:
IV - UFG
Órgão:
Prefeitura de Turvânia - GO
Prova:
IV - UFG - 2024 - Prefeitura de Turvânia - GO - Professor de Inglês |
Q3396885
Inglês
Leia o texto a seguir.
LISTEN TO THE MUSTN'TS
Shel Silverstein
Listen to MUSTN'TS, child,
Listen to the DON'TS.
Listen to the SHOULDN'TS,
The IMPOSSIBLES,
the WON'TS.
Listen to the NEVER HAVES,
Then listen close to me...
Anything can happen, child,
ANYTHING can be.
Para trabalhar com o poema em sala de aula, o(a) professor(a) poderia explorar as características do gênero literário, trabalhar a interpretação de texto ou explorar o uso de capitalização no poema, além de focar nas palavras mustn'ts e shouldn'ts como introdução para uma aula sobre
Ano: 2024
Banca:
IV - UFG
Órgão:
Prefeitura de Turvânia - GO
Prova:
IV - UFG - 2024 - Prefeitura de Turvânia - GO - Professor de Inglês |
Q3396884
Inglês
Texto associado
Leia o Texto 5 para responder às questões 48 e 49.
Texto 5
This activity can be set up without the trainees opening their books
1. You need one copy of the text below for each pair of trainees. Stick the copies around the room. One person in each pair should run to the text, read a chunk, go back to their partner and dictate it. The listener should write down what they hear and the runner should go back for the next part. The winners are the first pair to finish. As pairs finish, take a copy of the text off the wall and ask them to compare what they have written with the original. Pairs who finish early can consider the question at the end of the text.
You get a text message, you read it and you text back. You read an interesting newspaper story and you tell someone about it. You go to a lecture and you take notes. And you pass on some juicy gossip that you just heard. So, outside the classroom, language skills are not always used in isolation. They tend to be combined. Think back so the last lesson you taught. Were any skills combined?
2. Allow the trainees a little time to gather their ideas before reporting back in open class.
THORNBURY, S.; WATKINS, P. The CELTA Course: Trainer's Manual, Cambridge University Press - ELT, 2007. p. 67.
No contexto do trecho, a expressão “language skills” referese às habilidades de
Ano: 2024
Banca:
IV - UFG
Órgão:
Prefeitura de Turvânia - GO
Prova:
IV - UFG - 2024 - Prefeitura de Turvânia - GO - Professor de Inglês |
Q3396883
Inglês
Texto associado
Leia o Texto 5 para responder às questões 48 e 49.
Texto 5
This activity can be set up without the trainees opening their books
1. You need one copy of the text below for each pair of trainees. Stick the copies around the room. One person in each pair should run to the text, read a chunk, go back to their partner and dictate it. The listener should write down what they hear and the runner should go back for the next part. The winners are the first pair to finish. As pairs finish, take a copy of the text off the wall and ask them to compare what they have written with the original. Pairs who finish early can consider the question at the end of the text.
You get a text message, you read it and you text back. You read an interesting newspaper story and you tell someone about it. You go to a lecture and you take notes. And you pass on some juicy gossip that you just heard. So, outside the classroom, language skills are not always used in isolation. They tend to be combined. Think back so the last lesson you taught. Were any skills combined?
2. Allow the trainees a little time to gather their ideas before reporting back in open class.
THORNBURY, S.; WATKINS, P. The CELTA Course: Trainer's Manual, Cambridge University Press - ELT, 2007. p. 67.
O objetivo da atividade descrita no texto é fazer com que os
professores em formação
Conheça nossos planos