Questões de Concurso Sobre inglês
Foram encontradas 25.776 questões
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689516
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
The word ‘“inadvertently’” (in the second sentence of the first
paragraph) conveys the idea that something is done
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689515
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
According to Jo Boaler, who is quoted in text 3A2-I, the modern
understanding of the brain’s flexibility
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689514
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In the second sentence of the third paragraph of text 3A2-I,
“Even though” can be correctly replaced with
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689513
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In the last paragraph of text 3A2-I, the verbs “to overcome” and
“to thrive” are synonymous with, respectively,
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689512
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In text 3A2-I, “misguided visions of talent” (in the fourth
paragraph) refers to the idea that
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689511
Inglês
Texto associado
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Text 3A1-III
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Many parents and teachers are understandably anxious
about remote learning, as instruction has become less traditional.
However, Krashen notes, “We do not acquire language by
study, or by speaking or writing. We acquire in only one way: by
understanding what we hear or read. What we call
‘comprehensible input.’ The ability to produce language is the
result of getting the right kind of input.”
With less focus on traditional language education, i.e.,
practicing memorized rules and grammar through speaking until
they become automatic, students are free to acquire language in a
more effective way.
According to Stephen Krashen’s theory of language
acquisition, comprehensible input is language that can be
understood by listeners even if they don’t fully comprehend all of
the vocabulary and grammar in use. Input is essential to
acquisition, as it informs learners’ subconscious understanding of
a language.
While online education may isolate students at home, it
shouldn’t negatively impact language learning. “We don’t need
massive amounts of interaction to acquire language. We need
massive amounts of input,” says Krashen.
Internet: <languagemagazine.com> (adapted)
It can be concluded from text 3A1-III that ‘comprehensible
input’ refers to
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689510
Inglês
Texto associado
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Text 3A1-III
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Many parents and teachers are understandably anxious
about remote learning, as instruction has become less traditional.
However, Krashen notes, “We do not acquire language by
study, or by speaking or writing. We acquire in only one way: by
understanding what we hear or read. What we call
‘comprehensible input.’ The ability to produce language is the
result of getting the right kind of input.”
With less focus on traditional language education, i.e.,
practicing memorized rules and grammar through speaking until
they become automatic, students are free to acquire language in a
more effective way.
According to Stephen Krashen’s theory of language
acquisition, comprehensible input is language that can be
understood by listeners even if they don’t fully comprehend all of
the vocabulary and grammar in use. Input is essential to
acquisition, as it informs learners’ subconscious understanding of
a language.
While online education may isolate students at home, it
shouldn’t negatively impact language learning. “We don’t need
massive amounts of interaction to acquire language. We need
massive amounts of input,” says Krashen.
Internet: <languagemagazine.com> (adapted)
According to text 3A1-III, language teachers
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689509
Inglês
Texto associado
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Text 3A1-III
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Many parents and teachers are understandably anxious
about remote learning, as instruction has become less traditional.
However, Krashen notes, “We do not acquire language by
study, or by speaking or writing. We acquire in only one way: by
understanding what we hear or read. What we call
‘comprehensible input.’ The ability to produce language is the
result of getting the right kind of input.”
With less focus on traditional language education, i.e.,
practicing memorized rules and grammar through speaking until
they become automatic, students are free to acquire language in a
more effective way.
According to Stephen Krashen’s theory of language
acquisition, comprehensible input is language that can be
understood by listeners even if they don’t fully comprehend all of
the vocabulary and grammar in use. Input is essential to
acquisition, as it informs learners’ subconscious understanding of
a language.
While online education may isolate students at home, it
shouldn’t negatively impact language learning. “We don’t need
massive amounts of interaction to acquire language. We need
massive amounts of input,” says Krashen.
Internet: <languagemagazine.com> (adapted)
According to text 3A1-III, remote learning
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689508
Inglês
Texto associado
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Text 3A1-II
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Apart from learning vocabulary, learners also learn new
structures, which can form a strong scaffolding both for learning
other new structures and introducing grammatical items to a
class.
In listening to each other read, discuss points in groups,
debate, or answer and their rationale, second language learners
will sharpen both listening and speaking skills.
There is no magic bullet, no single explanation for what
teachers can do to ensure that their students learn to read a
second or foreign language. Practice and plenty of it may be the
only way out.
J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).
In the second paragraph of text 3A1-II, the word “scaffolding”
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689507
Inglês
Texto associado
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Text 3A1-II
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Apart from learning vocabulary, learners also learn new
structures, which can form a strong scaffolding both for learning
other new structures and introducing grammatical items to a
class.
In listening to each other read, discuss points in groups,
debate, or answer and their rationale, second language learners
will sharpen both listening and speaking skills.
There is no magic bullet, no single explanation for what
teachers can do to ensure that their students learn to read a
second or foreign language. Practice and plenty of it may be the
only way out.
J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).
In the first sentence of the first paragraph of text 3A1-II, the
word “as” conveys an idea of
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689506
Inglês
Texto associado
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Text 3A1-II
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Apart from learning vocabulary, learners also learn new
structures, which can form a strong scaffolding both for learning
other new structures and introducing grammatical items to a
class.
In listening to each other read, discuss points in groups,
debate, or answer and their rationale, second language learners
will sharpen both listening and speaking skills.
There is no magic bullet, no single explanation for what
teachers can do to ensure that their students learn to read a
second or foreign language. Practice and plenty of it may be the
only way out.
J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).
In the very beginning of the second paragraph of text 3A1-II,
“Apart from” can be correctly replaced with
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689505
Inglês
Texto associado
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Text 3A1-II
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Apart from learning vocabulary, learners also learn new
structures, which can form a strong scaffolding both for learning
other new structures and introducing grammatical items to a
class.
In listening to each other read, discuss points in groups,
debate, or answer and their rationale, second language learners
will sharpen both listening and speaking skills.
There is no magic bullet, no single explanation for what
teachers can do to ensure that their students learn to read a
second or foreign language. Practice and plenty of it may be the
only way out.
J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).
The main idea expressed in text 3A1-II is that reading is an
important activity for those who
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689504
Inglês
Texto associado
Text 3A1-I
Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>
In the last box of the comic strip (text 3A1-I), the word
“eventually” in “Maybe we can eventually make language a
complete impediment to understanding” can be correctly
replaced with
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689503
Inglês
Texto associado
Text 3A1-I
Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>
In text 3A1-I, following the process which he himself describes,
Calvin transforms an adjective into the following verb form:
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689502
Inglês
Texto associado
Text 3A1-I
Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>
In text 3A1-I, in the sentence “It got verbed”, the pronoun “It”
refers to
Ano: 2021
Banca:
NBS
Órgão:
Prefeitura de Irati - PR
Prova:
NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685792
Inglês
Texto associado
For the question use the poem below:
Eating Poetry
(Mark Strand)
Ink runs from the corners of my mouth.
There is no happiness like mine.
I have been eating poetry.
The librarian does not believe what she sees.
Her eyes are sad
and she walks with her hands in her dress.
The poems are gone.
The light is dim.
The dogs are on the basement stairs and coming up.
Their eyeballs roll,
their blond legs burn like brush.
The poor librarian begins to stamp her feet and weep.
She does not understand.
When I get on my knees and lick her hand,
she screams.
I am a new man.
I snarl at her and bark.
I romp with joy in the bookish dark.
“I snarl at her and bark.” The best translation for the highlighted verb is:
Ano: 2021
Banca:
NBS
Órgão:
Prefeitura de Irati - PR
Prova:
NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685789
Inglês
Mark the option whose tag question is wrong:
Ano: 2021
Banca:
NBS
Órgão:
Prefeitura de Irati - PR
Prova:
NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685786
Inglês
Put the following sentence into passive voice: “Laura has built a house.”
Ano: 2021
Banca:
NBS
Órgão:
Prefeitura de Irati - PR
Provas:
NBS - 2021 - Prefeitura de Irati - PR - Professor - Inglês
|
NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685785
Inglês
All the synonyms below are correct, except one. Mark it:
Ano: 2021
Banca:
NBS
Órgão:
Prefeitura de Irati - PR
Prova:
NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685784
Inglês
The question tag is incorrect in:
Conheça nossos planos