Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.378 questões
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235086
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Das palavras a seguir, retiradas do texto, assinale aquela
em que as vogais /ea/ em negrito possuem a mesma pronúncia encontrada na palavra feature.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235085
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Depreende-se das visões de Seidlhofer (2004) e Jenkins
(2005), no segundo e terceiro parágrafos, e das posições
da BNCC sobre a aprendizagem de inglês na escola brasileira, que uma frase como “She wear a blue uniform
for school”, se pronunciada por um aprendiz brasileiro do
ensino fundamental,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235084
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Read the two quotations by two researchers, commenting
on some lexico-grammatical features of English as a
lingua franca:
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235083
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Na frase do segundo parágrafo “These features often
involve typical errors that most English teachers would
correct and remediate”, a palavra em negrito pode ser
corretamente substituída por:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235082
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
English as a lingua franca can be differentiated from
other languages or from other varieties of English in that it
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235081
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In the context of the second paragraph, the extract
“Parents dutifully take their kids to soccer practice, and
professional athletes dutifully show up for team practice,
sometimes even with recent injuries. Parents make their
kids practice their piano skills at home, and the world’s
most famous performers of classical music often practice
for many hours a day, even if it makes their fingers hurt”
aims at
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235080
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In communicative language teaching (CLT), practice
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235079
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
“Images of repetitive drills in the factories of foreign
language learning” (paragraph 1) can be most closely
associated to
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235078
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
The first paragraph depicts the topic of “practice” in
language learning as
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225346
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
The authors agree that human action is at the root cause of changes in vegetation in drylands.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225344
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
The following expressions are examples of technical or specialized language that help to place the text in a certain area of knowledge: “climate change”, “vegetation greenness” and “key challenge”.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225342
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
The two approaches mentioned in the second paragraph diverge as to the reasons for global increase in vegetation greenness.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223442
Inglês
Which of the following sentences is grammatically
CORRECT?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223441
Inglês
Mark the CORRECT item to fill in the blank.
They ______ their house painted before they moved in.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223440
Inglês
The first conditional is used to express the consequence
of a realistic possibility now or in the future. Which item
below displays that?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223439
Inglês
F. Scott Fitzgerald’s This Side of Paradise (1920) showed
the disillusionment and moral disintegration experienced by
so many in the United States after World War I. This work
marked the start of a promising literary journey, leading to
The Great Gatsby (1925), which is:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223438
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
A compound word is two or more words linked together
to produce a word with a new meaning. Which of the words
below, from the text, are compound words?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223437
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
The word “resilience”, underlined in the second
paragraph of the text, in its context, means the ability:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223436
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
Mark “T” (true) for the words that present the same “gh”
sound as in “toughness” and “F” (false) for those who don’t.
Then, mark the correct sequence.
( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223435
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
According to the text, mark the INCORRECT item.
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