Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.385 questões
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Guarujá do Sul - SC
Prova:
AMEOSC - 2024 - Prefeitura de Guarujá do Sul - SC - Professor(a) de Inglês |
Q3405432
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Vianden Castle History
(1º§) The rocky outcrop above the modern town of Vianden was first fortified in late antiquity. Excavations at the foot of the castle chapel in 1994 led to the discovery that parts of the crumbling masonry of the Late Antique tower must have existed in Merovingian times and that this square building, the only surviving structure from the period known as Late Antiquity, was incorporated into the first medieval castle.
(2º§) The first fortification was built at the beginning of Late Antiquity on the castle hill at an ancient crossroads, where a branch of the great Roman road Reims-Cologne through the Ardennes and the valley of Our led to the valley of the Sauer and through Echternach to Bitburg and Trier, at that time a thriving metropolis.
(3º§) After the Vianden fort was abandoned around 430/440 AD, the Roman Tower seems to have been sufficiently usable to remain a decisive element in the subsequent periods of castle building up to the High Middle Ages.
(4º§) The first medieval fortification was erected on the rocky spur overlooking Vianden around the year 1000. The main part of this fortification consisted of an oval ring wall. This defensive wall, meticulously reinforced with small slabs of slate, was exactly one meter wide. As with the ancient wall, this special construction technique allowed archaeologists to retrace it virtually its entire length. The old late antique moat also remained in use during this period. The entire inner surface of the fortification was leveled by filling the lower defensive wall with stones and earth. This complex also included a hall, used for administrative purposes, and a chapel, which was installed in the remains of the late antique tower.
(5º§) Vianden Castle was extensively rebuilt around 1170. The remains of the wooden scaffolding found in the new residential tower made it possible to determine the date of construction using the three-ring dating technique.
(6º§) Important architectural contributions were made, in Gothic style, between the 13th and 14th centuries by the Counts of Vianden. In 1417 the castle became a possession of the Orange-Nassau family who made changes in the Renaissance style. The castle was long in the possession of the grand-ducal family until it became state property in 1977. After this date, it was restored and shines in its former glory. Today, Vianden Castle is one of the most important architectural monuments in Europe being one of the largest and most beautiful feudal residences of the Romanesque and Gothic periods. In the entrance area there is a modern interactive visitor center.
https://www.histouring.com/en/historical-places/vianden-castle/
The text mentions "scaffolding" found during renovations
of Vianden Castle. What does "scaffolding" refer to?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403874
Inglês
Considering the following sentences, which
one of the alternatives presents only the adequate
choices for each sentence?
I) I wouldn’t tell where Alice lives whereas I knew.
II) Even though I’m quite old, I still miss my parents.
III) The driver stopped to let on more passengers even though the bus was already full.
I) I wouldn’t tell where Alice lives whereas I knew.
II) Even though I’m quite old, I still miss my parents.
III) The driver stopped to let on more passengers even though the bus was already full.
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403873
Inglês
Considering the following sentence: “The teacher
wrote the questions on the board ______ the students
copied them.” Which one of the following is the
correct choice?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403872
Inglês
Considering the following sentence: “The
announcement will come as a ___________
surprise.” Which one of the following is the correct
choice?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403871
Inglês
Considering the following sentence: “Every
Christmas, our aunt prepares the meal with great
care.” How can we transform it into the PASSIVE
VOICE?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403870
Inglês
Transform the direct speech into indirect speech
correctly: “Will you join me for dinner?” She asked
them.
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403869
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
In the context of the text, what does the term
“embedding” most closely mean?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403868
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
The term “spikes” in the context of brain activity
refers to what?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403867
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
How does sleep affect children’s learning,
according to the text?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403866
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
What role does slow-wave sleep (SWS) play in
memory?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403865
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
What is the main topic of this passage?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403864
Inglês
Choose the word or phrase that best completes
the sentence:
She is interested in ________ for the new project proposal.
She is interested in ________ for the new project proposal.
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403862
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Fundamental breakthroughs in the neurosciences,
combined with technical innovations for measuring
brain activity, are shedding new light on the neural
basis of second language (L2) processing, and
on its relationship to native language processing
(L1). The long-held assumption that L1 and L2 are
necessarily represented in different brain regions in
bilinguals has not been confirmed. On the contrary,
the available evidence indicates that L1 and L2 are
processed by the same neural devices. The neural
differences in L1 and L2 representations are only
related to the specific computational demands, which
vary according to the age of acquisition, the degree of
mastery and the level of exposure to each language.
Finally, the acquisition of L2 could be considered
as a dynamic process, requiring additional neural
resources in specific circumstances.”
Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395
(adapted)
In the passage, the term “neural basis” refers
to:
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403861
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Fundamental breakthroughs in the neurosciences,
combined with technical innovations for measuring
brain activity, are shedding new light on the neural
basis of second language (L2) processing, and
on its relationship to native language processing
(L1). The long-held assumption that L1 and L2 are
necessarily represented in different brain regions in
bilinguals has not been confirmed. On the contrary,
the available evidence indicates that L1 and L2 are
processed by the same neural devices. The neural
differences in L1 and L2 representations are only
related to the specific computational demands, which
vary according to the age of acquisition, the degree of
mastery and the level of exposure to each language.
Finally, the acquisition of L2 could be considered
as a dynamic process, requiring additional neural
resources in specific circumstances.”
Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395
(adapted)
What does the term “breakthroughs” most
closely mean in the context of this text?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403860
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Fundamental breakthroughs in the neurosciences,
combined with technical innovations for measuring
brain activity, are shedding new light on the neural
basis of second language (L2) processing, and
on its relationship to native language processing
(L1). The long-held assumption that L1 and L2 are
necessarily represented in different brain regions in
bilinguals has not been confirmed. On the contrary,
the available evidence indicates that L1 and L2 are
processed by the same neural devices. The neural
differences in L1 and L2 representations are only
related to the specific computational demands, which
vary according to the age of acquisition, the degree of
mastery and the level of exposure to each language.
Finally, the acquisition of L2 could be considered
as a dynamic process, requiring additional neural
resources in specific circumstances.”
Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395
(adapted)
Considering the extract: “Finally, the acquisition
of L2 could be considered as a dynamic
process, requiring additional neural resources
in specific circumstances” it is CORRECT to
infer that the acquisition of L2 in the text:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403559
Inglês
“I wish it need not have happened in my time," said Frodo. "So do I," said Gandalf, "and so do all who
live to see such times. But that is not for them to decide. All we have to decide is what to do with the
time that is given us.”
― J.R.R. Tolkien, The Fellowship of the Ring
Based on the premise in the dialogue between Frodo and Gandalf in J.R.R. Tolkien's "The Fellowship of the Ring", which of the following best describes the moral lesson conveyed?
― J.R.R. Tolkien, The Fellowship of the Ring
Based on the premise in the dialogue between Frodo and Gandalf in J.R.R. Tolkien's "The Fellowship of the Ring", which of the following best describes the moral lesson conveyed?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403558
Inglês
Select the option that completes the dialogue with appropriate vocabulary and syntax:
A: "Could you explain the difference between 'effect' and 'affect'?"
B: "Certainly. ___________ is usually a noun, meaning the result of something, while ___________is a verb meaning to influence something. For example, 'The drug has no known side __________.'
A: "Could you explain the difference between 'effect' and 'affect'?"
B: "Certainly. ___________ is usually a noun, meaning the result of something, while ___________is a verb meaning to influence something. For example, 'The drug has no known side __________.'
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403557
Inglês
In the realm of educational psychology, consider the following statements about learning theories.
I. Constructivism posits that learners construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
II. Behaviorism asserts that learning is largely invisible, focusing on internal thought processes, and emphasizes how students think and feel about the learning process.
III. Social Learning Theory suggests that people learn from one another, via observation, imitation, and modeling.
Which of the statements above is(are) correctly described?
I. Constructivism posits that learners construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
II. Behaviorism asserts that learning is largely invisible, focusing on internal thought processes, and emphasizes how students think and feel about the learning process.
III. Social Learning Theory suggests that people learn from one another, via observation, imitation, and modeling.
Which of the statements above is(are) correctly described?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403556
Inglês
Identify the sentence that correctly uses a third conditional structure, which is used to talk about
impossible past situations and their hypothetical results.
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2024 - Prefeitura de Caçapava - SP - Professor II Substituto - Inglês |
Q3403551
Inglês
Identify the sentence that correctly employs the present perfect continuous tense:
Conheça nossos planos