Questões de Concurso Sobre inglês
Foram encontradas 25.462 questões
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Prova de Medicina-2018.1-1° DIA- PROVA TIPO 1 |
Q1335080
Inglês
Texto associado
Read the text below and answer the following question based on it.
Indian surgeons separate twins joined at the head
Two-year-old Jaga and Kalia underwent 16 hours of surgery, and are now in the intensive care unit, doctors said.
A team of 30 doctors carried out the surgery - the first of its kind in India - at a state-run hospital.
The boys were born with shared blood vessels and brain tissues, a very rare condition that occurs once in about three million births.
The director of the All India Institute of Medical Sciences, Randeep Guleria, told the Press Trust of India that the "next 18 days would be extremely critical to ascertain the success of the surgery".
The twins, hailing from a village in eastern Orissa state, were joined at the head - a condition known as craniopagus.
Even before the operation they had defeated the odds; craniopagus occurs in one in three million births, and 50% of those affected die within 24 hours, doctors say.
"Both the children have other health issues as well. While Jaga has heart issues, Kalia has kidney problems," neurosurgeon A K Mahapatra said.
"Though initially Jaga was healthier, now his condition has deteriorated. Kalia is better," he added.
Doctors said the most challenging job after the separation was to "provide a skin cover on both sides of the brain for the children as the surgery had left large holes on their heads".
"If the twins make it, the next step will be reconstructing their skulls," plastic surgeon Maneesh Singhal said.
The first surgery was performed on 28 August when the doctors created a bypass to separate the shared veins that return blood to the heart from the brain.
A team of 30 doctors carried out the surgery - the first of its kind in India - at a state-run hospital.
The boys were born with shared blood vessels and brain tissues, a very rare condition that occurs once in about three million births.
The director of the All India Institute of Medical Sciences, Randeep Guleria, told the Press Trust of India that the "next 18 days would be extremely critical to ascertain the success of the surgery".
The twins, hailing from a village in eastern Orissa state, were joined at the head - a condition known as craniopagus.
Even before the operation they had defeated the odds; craniopagus occurs in one in three million births, and 50% of those affected die within 24 hours, doctors say.
"Both the children have other health issues as well. While Jaga has heart issues, Kalia has kidney problems," neurosurgeon A K Mahapatra said.
"Though initially Jaga was healthier, now his condition has deteriorated. Kalia is better," he added.
Doctors said the most challenging job after the separation was to "provide a skin cover on both sides of the brain for the children as the surgery had left large holes on their heads".
"If the twins make it, the next step will be reconstructing their skulls," plastic surgeon Maneesh Singhal said.
The first surgery was performed on 28 August when the doctors created a bypass to separate the shared veins that return blood to the heart from the brain.
Adaptado de: <http://www.bbc.com/news/world-asia-india-41772987>Acessado em 27 de outubro de 2017.
The surgery to separate the twin brothers
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Prova de Medicina-2018.1-1° DIA- PROVA TIPO 1 |
Q1335079
Inglês
Texto associado
Read the text below and answer the following
question based on it.
Virtual reality may help relieve phantom limb pain.
In a recent study, patients experienced reduced phantom
limb pain after playing an augmented reality car racing
game that required them to move the missing limb. Phantom
limb pain is the experience of pain in a limb after it has been
amputated.
The underlying mechanisms responsible for phantom limb pain remain unclear. However, it appears that it may arise as a consequence of abnormal neural circuitry in central areas of the brain.
Limited success has been achieved with mirror therapy in which reflections of the unaffected limb can be used to create the illusion that the amputated limb is moving.
The underlying mechanisms responsible for phantom limb pain remain unclear. However, it appears that it may arise as a consequence of abnormal neural circuitry in central areas of the brain.
Limited success has been achieved with mirror therapy in which reflections of the unaffected limb can be used to create the illusion that the amputated limb is moving.
The latest study has taken the mirror therapy concept a step
further; patients visualise and 'move' the phantom limb using
augmented reality—‘phantom motor execution’. It was
conducted in 14 patients who had been experiencing
phantom limb pain since the amputation of an arm.
Sensors that could detect muscular activity were attached to the stump of the missing arm. The signals received by these sensors were then used to produce an image of an active arm on a computer screen.
Patients were trained to use these signals to control the virtual arm, drive a virtual race car around a track and to copy the movements of an arm on screen with their phantom movements. After twelve 2-hour treatment sessions, the patients underwent follow-up interviews 1, 3 and 6 months later.
Based on the patients' ratings, the intensity, quality, and frequency of pain had reduced by 50% after the treatment.
At the start of the study, 12 patients reported feeling constant pain whereas only 6 did 6months after the treatment. However, one patient thought that there was not a considerable difference in the levels of phantom pain before and after treatment.
Sensors that could detect muscular activity were attached to the stump of the missing arm. The signals received by these sensors were then used to produce an image of an active arm on a computer screen.
Patients were trained to use these signals to control the virtual arm, drive a virtual race car around a track and to copy the movements of an arm on screen with their phantom movements. After twelve 2-hour treatment sessions, the patients underwent follow-up interviews 1, 3 and 6 months later.
Based on the patients' ratings, the intensity, quality, and frequency of pain had reduced by 50% after the treatment.
At the start of the study, 12 patients reported feeling constant pain whereas only 6 did 6months after the treatment. However, one patient thought that there was not a considerable difference in the levels of phantom pain before and after treatment.
Adaptado de: <https://www.news-medical.net/news/20161202/Virtual-reality-may-help-relieve-phantom-limb-pain.aspx?utm_source=TrendMD&utm_medium=cpc&utm_> (Acessado em 11 de
outubro de 2017).
The experiment can be said to have been
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Prova de Medicina-2018.1-1° DIA- PROVA TIPO 1 |
Q1335078
Inglês
Texto associado
Read the text below and answer the following
question based on it.
Virtual reality may help relieve phantom limb pain.
In a recent study, patients experienced reduced phantom
limb pain after playing an augmented reality car racing
game that required them to move the missing limb. Phantom
limb pain is the experience of pain in a limb after it has been
amputated.
The underlying mechanisms responsible for phantom limb pain remain unclear. However, it appears that it may arise as a consequence of abnormal neural circuitry in central areas of the brain.
Limited success has been achieved with mirror therapy in which reflections of the unaffected limb can be used to create the illusion that the amputated limb is moving.
The underlying mechanisms responsible for phantom limb pain remain unclear. However, it appears that it may arise as a consequence of abnormal neural circuitry in central areas of the brain.
Limited success has been achieved with mirror therapy in which reflections of the unaffected limb can be used to create the illusion that the amputated limb is moving.
The latest study has taken the mirror therapy concept a step
further; patients visualise and 'move' the phantom limb using
augmented reality—‘phantom motor execution’. It was
conducted in 14 patients who had been experiencing
phantom limb pain since the amputation of an arm.
Sensors that could detect muscular activity were attached to the stump of the missing arm. The signals received by these sensors were then used to produce an image of an active arm on a computer screen.
Patients were trained to use these signals to control the virtual arm, drive a virtual race car around a track and to copy the movements of an arm on screen with their phantom movements. After twelve 2-hour treatment sessions, the patients underwent follow-up interviews 1, 3 and 6 months later.
Based on the patients' ratings, the intensity, quality, and frequency of pain had reduced by 50% after the treatment.
At the start of the study, 12 patients reported feeling constant pain whereas only 6 did 6months after the treatment. However, one patient thought that there was not a considerable difference in the levels of phantom pain before and after treatment.
Sensors that could detect muscular activity were attached to the stump of the missing arm. The signals received by these sensors were then used to produce an image of an active arm on a computer screen.
Patients were trained to use these signals to control the virtual arm, drive a virtual race car around a track and to copy the movements of an arm on screen with their phantom movements. After twelve 2-hour treatment sessions, the patients underwent follow-up interviews 1, 3 and 6 months later.
Based on the patients' ratings, the intensity, quality, and frequency of pain had reduced by 50% after the treatment.
At the start of the study, 12 patients reported feeling constant pain whereas only 6 did 6months after the treatment. However, one patient thought that there was not a considerable difference in the levels of phantom pain before and after treatment.
Adaptado de: <https://www.news-medical.net/news/20161202/Virtual-reality-may-help-relieve-phantom-limb-pain.aspx?utm_source=TrendMD&utm_medium=cpc&utm_> (Acessado em 11 de
outubro de 2017).
Phantom limb pain
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Processo Seletivo Tradicional-2017.2- AGRESTE |
Q1331215
Inglês
Read the text below and answer the following question based on it.
According to the graphic, it is true to assert that
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Processo Seletivo Tradicional-2017.2- AGRESTE |
Q1331214
Inglês
Texto associado
Read the text below and answer the following question based on it.
Most Teenagers happy with their lives but
schoolwork anxiety and bullying an issue
Most teenagers happy with their lives but schoolwork
anxiety and bullying an issue
Teenagers who feel part of a school community and enjoy
good relations with their parents and teachers are more
likely to perform better academically and be happier with
their lives, according to the first OECD PISA assessment of
students’ well-being.
PISA 2015 Results analyses for the first time students’
motivation to perform well in school, their relationships with
peers and teachers, their home life, and how they spend
their time outside of school. The findings are based on a
survey of 540,000 students in 72 participating countries and
economies who also completed the main OECD PISA 2015
test on science, mathematics and reading.
Many students are very anxious about school work and
tests and the analysis reveals this is not related to the
number of school hours or the frequency of tests but with
how supportive they feel their teachers and schools to be:
on average across OECD countries, 59% of students
reported they often worry that taking a test will be difficult,
and 66% reported feeling stressed about poor grades.
Some 55% of students say they are very anxious for a test
even if they are well prepared. In all countries, girls reported
greater schoolwork-related anxiety than boys; and anxiety
about schoolwork, homework and tests is negatively related
to performance.
Teachers play a big role in creating the conditions for
students’ well-being at school and governments should not
define the role of teachers solely through the number of
instruction hours. Happier students tend to report positive
relations with their teachers. Students in schools where life
satisfaction is above the national average reported a higher
level of support from their teacher than students in schools
where life satisfaction is below average.
“These findings show how teachers, schools and parents
can make a real difference to children’s well-being,”
said OECD Chief of Staff Gabriela Ramos, launching the
report in London. “Together they can help young people
develop a sense of control over their future and the
resilience they need to be successful in life. There is no
secret, you perform better if you feel valued, if you feel well
treated, if you are given a hand to succeed!”
Adaptado de:
Acessado em 19 de abril de 2017.
The findings suggest that students’ well-being also
depend on their teachers’
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Processo Seletivo Tradicional-2017.2- AGRESTE |
Q1331213
Inglês
Texto associado
Read the text below and answer the following question based on it.
Most Teenagers happy with their lives but
schoolwork anxiety and bullying an issue
Most teenagers happy with their lives but schoolwork
anxiety and bullying an issue
Teenagers who feel part of a school community and enjoy
good relations with their parents and teachers are more
likely to perform better academically and be happier with
their lives, according to the first OECD PISA assessment of
students’ well-being.
PISA 2015 Results analyses for the first time students’
motivation to perform well in school, their relationships with
peers and teachers, their home life, and how they spend
their time outside of school. The findings are based on a
survey of 540,000 students in 72 participating countries and
economies who also completed the main OECD PISA 2015
test on science, mathematics and reading.
Many students are very anxious about school work and
tests and the analysis reveals this is not related to the
number of school hours or the frequency of tests but with
how supportive they feel their teachers and schools to be:
on average across OECD countries, 59% of students
reported they often worry that taking a test will be difficult,
and 66% reported feeling stressed about poor grades.
Some 55% of students say they are very anxious for a test
even if they are well prepared. In all countries, girls reported
greater schoolwork-related anxiety than boys; and anxiety
about schoolwork, homework and tests is negatively related
to performance.
Teachers play a big role in creating the conditions for
students’ well-being at school and governments should not
define the role of teachers solely through the number of
instruction hours. Happier students tend to report positive
relations with their teachers. Students in schools where life
satisfaction is above the national average reported a higher
level of support from their teacher than students in schools
where life satisfaction is below average.
“These findings show how teachers, schools and parents
can make a real difference to children’s well-being,”
said OECD Chief of Staff Gabriela Ramos, launching the
report in London. “Together they can help young people
develop a sense of control over their future and the
resilience they need to be successful in life. There is no
secret, you perform better if you feel valued, if you feel well
treated, if you are given a hand to succeed!”
Adaptado de:
Acessado em 19 de abril de 2017.
The survey showed girls tend to respond to
schoolwork-related anxiety
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Processo Seletivo Tradicional-2017.2- AGRESTE |
Q1331212
Inglês
Texto associado
Read the text below and answer the following question based on it.
Most Teenagers happy with their lives but
schoolwork anxiety and bullying an issue
Most teenagers happy with their lives but schoolwork
anxiety and bullying an issue
Teenagers who feel part of a school community and enjoy
good relations with their parents and teachers are more
likely to perform better academically and be happier with
their lives, according to the first OECD PISA assessment of
students’ well-being.
PISA 2015 Results analyses for the first time students’
motivation to perform well in school, their relationships with
peers and teachers, their home life, and how they spend
their time outside of school. The findings are based on a
survey of 540,000 students in 72 participating countries and
economies who also completed the main OECD PISA 2015
test on science, mathematics and reading.
Many students are very anxious about school work and
tests and the analysis reveals this is not related to the
number of school hours or the frequency of tests but with
how supportive they feel their teachers and schools to be:
on average across OECD countries, 59% of students
reported they often worry that taking a test will be difficult,
and 66% reported feeling stressed about poor grades.
Some 55% of students say they are very anxious for a test
even if they are well prepared. In all countries, girls reported
greater schoolwork-related anxiety than boys; and anxiety
about schoolwork, homework and tests is negatively related
to performance.
Teachers play a big role in creating the conditions for
students’ well-being at school and governments should not
define the role of teachers solely through the number of
instruction hours. Happier students tend to report positive
relations with their teachers. Students in schools where life
satisfaction is above the national average reported a higher
level of support from their teacher than students in schools
where life satisfaction is below average.
“These findings show how teachers, schools and parents
can make a real difference to children’s well-being,”
said OECD Chief of Staff Gabriela Ramos, launching the
report in London. “Together they can help young people
develop a sense of control over their future and the
resilience they need to be successful in life. There is no
secret, you perform better if you feel valued, if you feel well
treated, if you are given a hand to succeed!”
Adaptado de:
Acessado em 19 de abril de 2017.
The first OECD PISA assessment of students’ wellbeing
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Processo Seletivo Tradicional-2017.2- AGRESTE |
Q1331211
Inglês
Texto associado
Read the text below and answer the following question based on it.
Natural tooth repair method, using Alzheimer's drug, could revolutionise dental treatments
A new method of stimulating the renewal of living stem cells in tooth pulp using an Alzheimer’s drug has been discovered by a team of researchers at King’s College London.
Following trauma or an infection, the inner, soft pulp of a tooth can become exposed and infected. In order to protect the tooth from infection, a thin band of dentine is naturally produced and this seals the tooth pulp, but it is insufficient to effectively repair large cavities. Currently dentists use manmade cements or fillings, such as calcium and silicon-based products, to treat these larger cavities and fill holes in teeth. This cement remains in the tooth and fails to disintegrate, meaning that the normal mineral level of the tooth is never completely restored.
However, in a paper published today in Scientific Reports, scientists from the Dental Institute at King’s College London have proven a way to stimulate the stem cells contained in the pulp of the tooth and generate new dentine in large cavities, potentially reducing the need for fillings or cements.
The novel biological approach could see teeth use their natural ability to repair large cavities rather than using cements or fillings.
Significantly, one of the small molecules used by the team to stimulate the renewal of the stem cells included Tideglusib, which has previously been used in clinical trials to treat neurological disorders including Alzheimer’s disease.
Using biodegradable collagen sponges to deliver the treatment, the team applied low doses of small molecule glycogen synthase kinase (GSK-3) inhibitors to the tooth. They found that the sponge degraded over time and that new dentine replaced it, leading to complete, natural repair. Collagen sponges are commercially-available and clinicallyapproved, again adding to the potential of the treatment’s swift pick-up and use in dental clinics.
Disponível em:
In the sentence “…the inner, soft pulp of a tooth can
become exposed and infected” the modal verb can
expresses
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Processo Seletivo Tradicional-2017.2- AGRESTE |
Q1331210
Inglês
Texto associado
Read the text below and answer the following question based on it.
Natural tooth repair method, using Alzheimer's drug, could revolutionise dental treatments
A new method of stimulating the renewal of living stem cells in tooth pulp using an Alzheimer’s drug has been discovered by a team of researchers at King’s College London.
Following trauma or an infection, the inner, soft pulp of a tooth can become exposed and infected. In order to protect the tooth from infection, a thin band of dentine is naturally produced and this seals the tooth pulp, but it is insufficient to effectively repair large cavities. Currently dentists use manmade cements or fillings, such as calcium and silicon-based products, to treat these larger cavities and fill holes in teeth. This cement remains in the tooth and fails to disintegrate, meaning that the normal mineral level of the tooth is never completely restored.
However, in a paper published today in Scientific Reports, scientists from the Dental Institute at King’s College London have proven a way to stimulate the stem cells contained in the pulp of the tooth and generate new dentine in large cavities, potentially reducing the need for fillings or cements.
The novel biological approach could see teeth use their natural ability to repair large cavities rather than using cements or fillings.
Significantly, one of the small molecules used by the team to stimulate the renewal of the stem cells included Tideglusib, which has previously been used in clinical trials to treat neurological disorders including Alzheimer’s disease.
Using biodegradable collagen sponges to deliver the treatment, the team applied low doses of small molecule glycogen synthase kinase (GSK-3) inhibitors to the tooth. They found that the sponge degraded over time and that new dentine replaced it, leading to complete, natural repair. Collagen sponges are commercially-available and clinicallyapproved, again adding to the potential of the treatment’s swift pick-up and use in dental clinics.
Disponível em:
Scientists at King’s College London have
Ano: 2017
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2017 - CESMAC - Processo Seletivo Tradicional-2017.2- AGRESTE |
Q1331209
Inglês
Texto associado
Read the text below and answer the following question based on it.
Natural tooth repair method, using Alzheimer's drug, could revolutionise dental treatments
A new method of stimulating the renewal of living stem cells in tooth pulp using an Alzheimer’s drug has been discovered by a team of researchers at King’s College London.
Following trauma or an infection, the inner, soft pulp of a tooth can become exposed and infected. In order to protect the tooth from infection, a thin band of dentine is naturally produced and this seals the tooth pulp, but it is insufficient to effectively repair large cavities. Currently dentists use manmade cements or fillings, such as calcium and silicon-based products, to treat these larger cavities and fill holes in teeth. This cement remains in the tooth and fails to disintegrate, meaning that the normal mineral level of the tooth is never completely restored.
However, in a paper published today in Scientific Reports, scientists from the Dental Institute at King’s College London have proven a way to stimulate the stem cells contained in the pulp of the tooth and generate new dentine in large cavities, potentially reducing the need for fillings or cements.
The novel biological approach could see teeth use their natural ability to repair large cavities rather than using cements or fillings.
Significantly, one of the small molecules used by the team to stimulate the renewal of the stem cells included Tideglusib, which has previously been used in clinical trials to treat neurological disorders including Alzheimer’s disease.
Using biodegradable collagen sponges to deliver the treatment, the team applied low doses of small molecule glycogen synthase kinase (GSK-3) inhibitors to the tooth. They found that the sponge degraded over time and that new dentine replaced it, leading to complete, natural repair. Collagen sponges are commercially-available and clinicallyapproved, again adding to the potential of the treatment’s swift pick-up and use in dental clinics.
Disponível em:
It is true to affirm that
1) at present dentists treat large cavities artificially.
2) teeth are able to produce dentine naturally.
3) natural dentine solves any kind of cavity problem.
4) cement restores mineral levels back to normal.
5) researchers have created a new drug to treat
cavity.
The correct alternatives are:
The correct alternatives are:
Q1238783
Inglês
Text 2 — News from China
Outcry as Chinese school makes iPads compulsory
Apple products are incredibly popular in China, but not everyone can afford them
A school in northern China has been criticised for enforcing iPad learning as part of its new curriculum, it's reported.
According to China Economic Daily, the Danfeng High School in Shaanxi province recently issued a notice saying that, “as part of a teaching requirement, students are required to bring their own iPad” when they start the new school year in September.
Staff told the paper that using an iPad would “improve classroom efficiency”, and that the school would managean internet firewall, so that parents would not have to worry about students using the device for other means.
However, China Economic Daily says that after criticism from parents, who felt that it would be an “unnecessary financial burden”, eadmaster Yao Hushan said that having an iPad was no longer a mandatory requirement. Mr Yao added that children who don't have a device could still enrol, but that he recommended students bring an iPad as part of a “process of promoting the digital classroom”.
The incident led to lively discussion on the Sina Weibo social media platform. “Those parents that can't afford one will have to sell a kidney!” one user quipped.
Others expressed concerns about the health implications of long-term electronic device use. “I worry about their vision,” one user said, and another said they would all become “short-sighted and have to wear glasses.”
But others felt that it was a good move in line with new modern ways of teaching. “They are affordable for the average family, one said, “they don't necessarily need to buy the latest model.”
Reporting by Kerry Allen
Taken from: www.bbc.com/news/blogs-news-from-elsewhere
The word STAFF in “Staff told the paper that using an iPAD would improve classroom efficiency” refers in this context to:
Outcry as Chinese school makes iPads compulsory
Apple products are incredibly popular in China, but not everyone can afford them
A school in northern China has been criticised for enforcing iPad learning as part of its new curriculum, it's reported.
According to China Economic Daily, the Danfeng High School in Shaanxi province recently issued a notice saying that, “as part of a teaching requirement, students are required to bring their own iPad” when they start the new school year in September.
Staff told the paper that using an iPad would “improve classroom efficiency”, and that the school would managean internet firewall, so that parents would not have to worry about students using the device for other means.
However, China Economic Daily says that after criticism from parents, who felt that it would be an “unnecessary financial burden”, eadmaster Yao Hushan said that having an iPad was no longer a mandatory requirement. Mr Yao added that children who don't have a device could still enrol, but that he recommended students bring an iPad as part of a “process of promoting the digital classroom”.
The incident led to lively discussion on the Sina Weibo social media platform. “Those parents that can't afford one will have to sell a kidney!” one user quipped.
Others expressed concerns about the health implications of long-term electronic device use. “I worry about their vision,” one user said, and another said they would all become “short-sighted and have to wear glasses.”
But others felt that it was a good move in line with new modern ways of teaching. “They are affordable for the average family, one said, “they don't necessarily need to buy the latest model.”
Reporting by Kerry Allen
Taken from: www.bbc.com/news/blogs-news-from-elsewhere
The word STAFF in “Staff told the paper that using an iPAD would improve classroom efficiency” refers in this context to:
Q1236369
Inglês
It’s that time of the year when people are asking themselves: What shall I do with those unwanted Christmas presents, like that pullover which is the wrong size, or that terrible teapot? The answer is ‘regifting’, which means ‘re-giving’ or recycling. But is regifting rude? Is it wrong? Let’s see what the experts say. Canadian etiquette consultant Louise Fox, for example, has seven golden rules:
1. The gift must be brand new. Not last year’s brand new, this year’s brand new. It should be unopened, never played with, never worn or washed. 2. Be sure the person who gave you the gift doesn’t know the person receiving the gift! 3. Never regift something you’ve kept in your closet for a few years. 4. The regift should not be something horrible you’re regifting just to get rid of it. Remember, what you give is a reflection of you and your taste. 5. Never regift things someone has hand-made for you. Those items are heartfelt and should be always kept. 6. Rewrap the gift and attach new ribbons. Always be sure you have removed any original gift cards. 7. Only you can decide whether regift something you have received. The basis good manners is respect, care and consideration others. If doubt, don’t do it!
Choose the alternative that presents the correct words to complete the blanks in rule number 7.
1. The gift must be brand new. Not last year’s brand new, this year’s brand new. It should be unopened, never played with, never worn or washed. 2. Be sure the person who gave you the gift doesn’t know the person receiving the gift! 3. Never regift something you’ve kept in your closet for a few years. 4. The regift should not be something horrible you’re regifting just to get rid of it. Remember, what you give is a reflection of you and your taste. 5. Never regift things someone has hand-made for you. Those items are heartfelt and should be always kept. 6. Rewrap the gift and attach new ribbons. Always be sure you have removed any original gift cards. 7. Only you can decide whether regift something you have received. The basis good manners is respect, care and consideration others. If doubt, don’t do it!
Choose the alternative that presents the correct words to complete the blanks in rule number 7.
Q1232720
Inglês
Read the text below and answer the questions that follow.
When is it time to stop studying?
It's 10 p.m. and six government employees are out checking the streets of Seoul, South Korea. But these are not police officers searching for teenagers who are behaving badly. Their mission is to find children who are still studying. And stop them. Education in South Korea is very competitive. The aim of almost every schoolchild is to get into one of the country’s top universities. Only the students with the best grades get a place. The school day starts at 8 a.m. and the students finish studying somewhere between 10 p.m. and 1 a.m. at night. This is because many go to private academies called hagwon after school. Around 74 percent of all students attend a hagwon after their regular classes finish. A year’s course costs, on average, $2,600 per student. In Seoul, there are more private tutors than schoolteachers, and the most popular ones make millions of dollars a year from online and in-person classes. Most parents rely on private tutoring to get their children into a university. With so much time spent in the classroom, all that students in South Korean high schools do is study and sleep. Some of them are so exhausted that they cannot stay awake the next day at school. It is a common sight to see a teacher explaining the lesson while a third of the students are asleep on their desks. The teachers don’t seem to mind. There are even special pillows for sale that fit over the arms of the chairs to make sleeping in class more comfortable. Ironically, the students spend class time sleeping so that they can stay up late studying that night. The South Korean government has been aware of the faults in the system for some time, but now they have passed some reforms. Today, schoolteachers have to meet certain standards or take additional training courses. However, the biggest challenge for the government is the hagwons. Hagwons have been banned from having classes after 10 p.m., which is why there are street patrols searching for children who are studying after that time. If they find any in class, the owner of the hagwon is punished and the students are sent home. It's a strange world, where some children have to be told to stop studying while others are reluctant to start.
Adapted from: LATHAM-KOENIG, Christina & OXENDEN, Clive. American English File 3 - Workbook. 2"“ edition. Oxford: OUP, 2014.
According to the information provided in the fourth and fifth paragraphs, we can state that:
When is it time to stop studying?
It's 10 p.m. and six government employees are out checking the streets of Seoul, South Korea. But these are not police officers searching for teenagers who are behaving badly. Their mission is to find children who are still studying. And stop them. Education in South Korea is very competitive. The aim of almost every schoolchild is to get into one of the country’s top universities. Only the students with the best grades get a place. The school day starts at 8 a.m. and the students finish studying somewhere between 10 p.m. and 1 a.m. at night. This is because many go to private academies called hagwon after school. Around 74 percent of all students attend a hagwon after their regular classes finish. A year’s course costs, on average, $2,600 per student. In Seoul, there are more private tutors than schoolteachers, and the most popular ones make millions of dollars a year from online and in-person classes. Most parents rely on private tutoring to get their children into a university. With so much time spent in the classroom, all that students in South Korean high schools do is study and sleep. Some of them are so exhausted that they cannot stay awake the next day at school. It is a common sight to see a teacher explaining the lesson while a third of the students are asleep on their desks. The teachers don’t seem to mind. There are even special pillows for sale that fit over the arms of the chairs to make sleeping in class more comfortable. Ironically, the students spend class time sleeping so that they can stay up late studying that night. The South Korean government has been aware of the faults in the system for some time, but now they have passed some reforms. Today, schoolteachers have to meet certain standards or take additional training courses. However, the biggest challenge for the government is the hagwons. Hagwons have been banned from having classes after 10 p.m., which is why there are street patrols searching for children who are studying after that time. If they find any in class, the owner of the hagwon is punished and the students are sent home. It's a strange world, where some children have to be told to stop studying while others are reluctant to start.
Adapted from: LATHAM-KOENIG, Christina & OXENDEN, Clive. American English File 3 - Workbook. 2"“ edition. Oxford: OUP, 2014.
According to the information provided in the fourth and fifth paragraphs, we can state that:
Q1222637
Inglês
Reflexões sobre a importância da interdisciplinaridade da Língua Inglesa, trazendo definição de conceitos e suas implicações na prática do docente levantam a seguinte questão-problema: como interagir com essa interdisciplinaridade para que haja a construção de um conhecimento amplo, sem fragmentação, baseado na realidade, visando à formação de cidadãos? A respeito das reflexões do processo da interdisciplinaridade, assinale a alternativa CORRETA:
Q1222306
Inglês
Existe uma diversidade de discussões em torno do conceito de letramento. Essa diversidade engloba desde o letramento enquanto um modelo autônomo e ideológico, que o considera como um conceito que contempla os usos e as práticas sociais de linguagem, sob diferentes perspectivas de escrita, valorizadas ou não, locais ou globais, numa diversidade de ethé (familiar, religioso, profissional, midiático, escolar, etc.), sempre balizados por perspectivas sociológicas, antropológicas e socioculturais. A respeito do letramento em língua inglesa julgue os itens abaixo como corretas ou erradas:
I) Conceber o letramento em língua inglesa a partir da interação com uma língua estrangeira demanda experimentar essa língua por meio de práticas sociais que integrem as habilidades (leitura, escrita, compreensão e produção oral) de forma que o aluno se constitua como enunciador na nova língua sem perder sua inscrição discursiva na língua materna. Ao nos situarmos nesse âmbito teórico, entendemos o processo de ensino-aprendizagem como uma troca linguística em que o indivíduo social fala de si para se constituir numa língua outra, expressando percepções, sua visão de mundo e inscrições ideológicas, balizadas pelo conflito/confronto de culturas e práticas discursivas.
II) De acordo com a teoria bakhtiniana, a língua não se transmite, ela dura e perdura sob a forma de um processo evolutivo contínuo. Os indivíduos não recebem a língua pronta para ser usada, eles adentram na corrente da comunicação verbal, ou melhor, apenas quando imergem nessa corrente é que sua consciência desperta e começa a atuar. É apenas no processo de aquisição de uma língua estrangeira que a consciência já constituída (devido à língua materna) se confronta com uma língua pronta, que só lhe resta assimilar.
III) Uma interação verbal se processa enquanto um ato de linguagem em que os indivíduos sociais entrecruzam seus mundos possíveis, balizados pela ótica de um processo de ensino-aprendizagem. Nessa ótica se incluem referências linguísticas de diferentes níveis de interlíngua, referências sociais de diferentes ethé de linguagem, referências patêmicas de diferentes hierarquias culturais, referências filosóficas de diferentes campos e visões de conhecimentos, entre outros fatores. Isso nos remete a uma compreensão desse ato de linguagem não como atos responsáveis e sim voluntários.
A resposta CORRETA é:
I) Conceber o letramento em língua inglesa a partir da interação com uma língua estrangeira demanda experimentar essa língua por meio de práticas sociais que integrem as habilidades (leitura, escrita, compreensão e produção oral) de forma que o aluno se constitua como enunciador na nova língua sem perder sua inscrição discursiva na língua materna. Ao nos situarmos nesse âmbito teórico, entendemos o processo de ensino-aprendizagem como uma troca linguística em que o indivíduo social fala de si para se constituir numa língua outra, expressando percepções, sua visão de mundo e inscrições ideológicas, balizadas pelo conflito/confronto de culturas e práticas discursivas.
II) De acordo com a teoria bakhtiniana, a língua não se transmite, ela dura e perdura sob a forma de um processo evolutivo contínuo. Os indivíduos não recebem a língua pronta para ser usada, eles adentram na corrente da comunicação verbal, ou melhor, apenas quando imergem nessa corrente é que sua consciência desperta e começa a atuar. É apenas no processo de aquisição de uma língua estrangeira que a consciência já constituída (devido à língua materna) se confronta com uma língua pronta, que só lhe resta assimilar.
III) Uma interação verbal se processa enquanto um ato de linguagem em que os indivíduos sociais entrecruzam seus mundos possíveis, balizados pela ótica de um processo de ensino-aprendizagem. Nessa ótica se incluem referências linguísticas de diferentes níveis de interlíngua, referências sociais de diferentes ethé de linguagem, referências patêmicas de diferentes hierarquias culturais, referências filosóficas de diferentes campos e visões de conhecimentos, entre outros fatores. Isso nos remete a uma compreensão desse ato de linguagem não como atos responsáveis e sim voluntários.
A resposta CORRETA é:
Q1208717
Inglês
Read the phrases below and observe the phrasal verbs:
I) We called around but we weren't able to find the medicine we needed.
II) I brought you a great wine to cheer you up.
III) If everyone chips in we can get the house painted by noon.
IV) Jackson always gets away with cheating in his tests.
Now, choose the alternative with the better translation to these sentences:
I) We called around but we weren't able to find the medicine we needed.
II) I brought you a great wine to cheer you up.
III) If everyone chips in we can get the house painted by noon.
IV) Jackson always gets away with cheating in his tests.
Now, choose the alternative with the better translation to these sentences:
Q1206975
Inglês
There have been many qualitative or case studies on
reflective practices whose findings have been infused with enthusiasm on the part of trainee teachers and lecturers in favor of reflective approaches Cornford,
2002).
Zeichner and Liston (1996) differentiate between five different levels at which reflection can take place during teaching. Choose the right sequence of those levels:
Zeichner and Liston (1996) differentiate between five different levels at which reflection can take place during teaching. Choose the right sequence of those levels:
Q1206750
Inglês
AUTOMOBILES
The world has changed a lot since the last decades of the 19th century: with the invention of the automobile, place have become closer and man has traveled farther.
In the 20th century, automobiles brought deep changes to the cities. Cars crowded the streets and took the place of the old carriages.
The 50’s and the 60’s represented the greatest days of the automobile. But an oil crisis occurred during the 70’s. Gasoline became more expensive. Large automobile companies worried about it and began to work on the ‘car of the future’.
Cars in the future will be more economical, lighter, and smaller than they are today. They will use different forms of energy: electric, solar, and many others. These new forms of energy will cause less pollution than gasoline and will be cheaper.
Analyze the sentences according to grammar use.
… place have become closer and man has traveled farther. Gasoline became more expensive. Cars in the future will be more economical, lighter, and smaller than they are today.
Choose the alternative that contains the correct grammar classification for the underlined words.
The world has changed a lot since the last decades of the 19th century: with the invention of the automobile, place have become closer and man has traveled farther.
In the 20th century, automobiles brought deep changes to the cities. Cars crowded the streets and took the place of the old carriages.
The 50’s and the 60’s represented the greatest days of the automobile. But an oil crisis occurred during the 70’s. Gasoline became more expensive. Large automobile companies worried about it and began to work on the ‘car of the future’.
Cars in the future will be more economical, lighter, and smaller than they are today. They will use different forms of energy: electric, solar, and many others. These new forms of energy will cause less pollution than gasoline and will be cheaper.
Analyze the sentences according to grammar use.
… place have become closer and man has traveled farther. Gasoline became more expensive. Cars in the future will be more economical, lighter, and smaller than they are today.
Choose the alternative that contains the correct grammar classification for the underlined words.
Q1206370
Inglês
A Lion passed by a Field where four oxen lived. The lion
tried to attack them, but when he came near, the oxen turned their tails to one another for protection. So, every time the lion approached the oxen, he met the horns of one of them. The lion realized that those oxen were smart and went away.
But one day the oxen quarreled among themselves, and each one went to pasture alone in a separate corner of the field. Then the lion attacked them one by one and soon made an end to all four.
(ARSOP. The Four Oxen and the Lion. Available at: <www.australianstorytelling.org.au/txt/fables.php#52>. Access: Jun. 6,2014.)
The lion tried to attack the oxen _____.
But one day the oxen quarreled among themselves, and each one went to pasture alone in a separate corner of the field. Then the lion attacked them one by one and soon made an end to all four.
(ARSOP. The Four Oxen and the Lion. Available at: <www.australianstorytelling.org.au/txt/fables.php#52>. Access: Jun. 6,2014.)
The lion tried to attack the oxen _____.
Q1206312
Inglês
A Lion passed by a Field where four oxen lived. The lion
tried to attack them, but when he came near, the oxen turned their tails to one another for protection. So, every time the lion approached the oxen, he met the horns of one of them. The lion realized that those oxen were smart and went away.
But one day the oxen quarreled among themselves, and
each one went to pasture alone in a separate corner of the field. Then the lion attacked them one by one and soon made an end to all four.
(ARSOP. The Four Oxen and the Lion. Available at: <www.australianstorytelling.org.au/txt/fables.php#52>. Access: Jun. 6,2014.)
That fable teaches us that _____.
(ARSOP. The Four Oxen and the Lion. Available at: <www.australianstorytelling.org.au/txt/fables.php#52>. Access: Jun. 6,2014.)
That fable teaches us that _____.
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