Questões de Concurso Sobre inglês
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Judge the following item based on the text above.
The excerpt: “It is a wise precaution to increase the proportion of roughage fed during particularly cold weather.” (in the third paragraph) can be correctly translated as: É uma precaução sensata aumentar a proporção de forragem fornecida durante climas particularmente frios.
Judge the following item based on the text above.
Wheat and barley are more dangerous grains to feed cattle than oats and sorghum due to their lower fiber content.
Judge the following item based on the text above.
The sentence: “The effects of grain poisoning may be worsened if the animal is also suffering from cold stress” can be correctly translated as: Os efeitos da intoxicação causada por grãos devem ser agravados caso o animal também esteja sofrendo puramente de estresse.
What does the phrasal verb "brush up on" mean in the following sentence?
"Before the interview, I need to brush up on my Spanish so I
can speak fluently."
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
As regards Text IV, analyse the assertions below:
I. Assessment should be dissociated from the learning process.
II. Summative evaluations tend to overlook details.
III. Achievement tests must take place at the beginning of the year.
Choose the correct answer.
READ TEXT III AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT III
From: https://br.pinterest.com/pin/46865652357417512/
READ TEXT III AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT III
From: https://br.pinterest.com/pin/46865652357417512/
READ TEXT III AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT III
From: https://br.pinterest.com/pin/46865652357417512/
READ TEXT III AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT III
From: https://br.pinterest.com/pin/46865652357417512/
READ TEXT III AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT III
From: https://br.pinterest.com/pin/46865652357417512/
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