Questões de Concurso
Sobre sinônimos | synonyms em inglês
Foram encontradas 1.624 questões
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Maçambará - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Maçambara - RS - Professor Anos Finais do Ensino Fundamental – Inglês |
Q2209851
Inglês
Texto associado
Try these expert tips for a safer solo trip
(Available at: https://news.airbnb.com/try-these-expert-tips-for-a-safer-solo-trip/ – text especially adapted for
this text).
In line 01 the author says “Traveling alone may seem overwhelming, but it doesn’t
have to be”. Considering the context presented in the article, the underlined structure expresses a
(an):
Ano: 2023
Banca:
FGV
Órgão:
SEDUC-TO
Prova:
FGV - 2023 - SEDUC-TO - Professor da Educação Básica - Professor Regente Letras - Inglês |
Q2206474
Inglês
Texto associado
Text VIII
From: https://slideplayer.com/slide/7593575/
In “strict adherence”, the adjective that is similar to “strict” is
Ano: 2023
Banca:
FGV
Órgão:
SEDUC-TO
Prova:
FGV - 2023 - SEDUC-TO - Professor da Educação Básica - Professor Regente Letras - Inglês |
Q2206440
Inglês
Texto associado
Text I
What is “World Englishes?”
The term World Englishes refers to the differences in the
English language that emerge as it is used in various contexts
across the world. Scholars of World Englishes identify the varieties
of English used in different sociolinguistic contexts, analyzing their
history, background, function, and influence.
Languages develop to fulfill the needs of the societies that use
them. Because societies contain a diverse range of social needs,
and because these needs can differ across cultures and
geographies, multiple varieties of the English language exist. These
include American English, British English, Australian English,
Canadian English, Indian English, and so on.
While there is no single way for a new variety of English to
emerge, its development can generally be described as a process
of adaptation. A certain group of speakers take a familiar variety
of English and adapt the features of that variety to suit the needs
of their social context.
For example, a store selling alcoholic beverages is called a
“liquor store” in American English, whereas it is called an “offlicence” in British English. The latter term derives from British law,
which distinguishes between businesses licensed to sell alcoholic
beverages for consumption off the premises and those licensed for
consumption at the point of sale (i.e., bars and pubs).
Such variations do not occur in terms of word choice only. They
happen also in terms of spelling, pronunciation, sentence
structure, accent, and meaning. As new linguistic adaptations
accumulate over time, a distinct variety of English eventually
emerges.
World Englishes scholars use a range of different criteria to
recognize a new English variant as an established World English.
These include the sociolinguistic context of its use, its range of
functional domains, and the ease with which new speakers can
become acculturated to it, among other criteria.
Adapted from:
https://owl.purdue.edu/owl/multilingual/world_englishes/#:~:text=The%20term%2
0World%20Englishes%20refers,background%2C%20function%2C%20and%20influen
ce.
The phrase “The latter term” in “The latter term derives from
British law” (4th paragraph) is replacing
Ano: 2023
Banca:
FGV
Órgão:
SEDUC-TO
Prova:
FGV - 2023 - SEDUC-TO - Professor da Educação Básica - Professor Regente Letras - Inglês |
Q2206439
Inglês
Texto associado
Text I
What is “World Englishes?”
The term World Englishes refers to the differences in the
English language that emerge as it is used in various contexts
across the world. Scholars of World Englishes identify the varieties
of English used in different sociolinguistic contexts, analyzing their
history, background, function, and influence.
Languages develop to fulfill the needs of the societies that use
them. Because societies contain a diverse range of social needs,
and because these needs can differ across cultures and
geographies, multiple varieties of the English language exist. These
include American English, British English, Australian English,
Canadian English, Indian English, and so on.
While there is no single way for a new variety of English to
emerge, its development can generally be described as a process
of adaptation. A certain group of speakers take a familiar variety
of English and adapt the features of that variety to suit the needs
of their social context.
For example, a store selling alcoholic beverages is called a
“liquor store” in American English, whereas it is called an “offlicence” in British English. The latter term derives from British law,
which distinguishes between businesses licensed to sell alcoholic
beverages for consumption off the premises and those licensed for
consumption at the point of sale (i.e., bars and pubs).
Such variations do not occur in terms of word choice only. They
happen also in terms of spelling, pronunciation, sentence
structure, accent, and meaning. As new linguistic adaptations
accumulate over time, a distinct variety of English eventually
emerges.
World Englishes scholars use a range of different criteria to
recognize a new English variant as an established World English.
These include the sociolinguistic context of its use, its range of
functional domains, and the ease with which new speakers can
become acculturated to it, among other criteria.
Adapted from:
https://owl.purdue.edu/owl/multilingual/world_englishes/#:~:text=The%20term%2
0World%20Englishes%20refers,background%2C%20function%2C%20and%20influen
ce.
The phrase “to suit the needs” (3rd paragraph) means that the needs will be
Ano: 2023
Banca:
Creative Group
Órgão:
Prefeitura de Itá - SC
Prova:
Creative Group - 2023 - Prefeitura de Itá - SC - Professor de Inglês |
Q2206414
Inglês
Texto associado
The Latest Avatar 3
Adapted from the internet
The latest Avatar 3 updates have confirmed that Captain Mick Scoresby (Brendan Cowell) will return for Avatar 3. This could spell either good news or bad for the next Avatar instalment, as his storyline was similar to Quaritch’s in that it was presumed he bit the dust, only to come back for another sequel. In addition, Zoe Saldana recently gave a filming update while speaking to Entertainment Tonight. While director James Cameron had stated that filming is nearly done for Avatar 3 back in 2020, Saldana reported to ET that the crew was going back to film for the summer, and that the process was “70% done there”.
That being said, conflicting Avatar 3 updates come from a Q&A session with producer John Landau, who said that Avatar 3 and the first act of Avatar 4 were filmed simultaneously with Avatar 2. Either way, the consensus is the sequel is nearly done with the filming process. In the same Q&A, Landau revealed that Avatar 3 will introduce two new Na’vi cultures. "But we're going to meet at least two new clans in the next movie, culturally, and go on and on as we continue that," Landau said. Likely one of these new cultures will be the fire Na’vi, of which Oona Chaplin's Varang will be a part of.
In addition, other Avatar 3 updates have confirmed two major character returns. The first is that of Avatar: The Way of Water's breakout character Payakan, the gentle and intelligent Tulkun. In an interview with The Wrap, Landau confirmed that Payakan would be back for Avatar 3, saying, "I always viewed Payakan a little bit like Lassie. And I would say this is a story like a boy and his dog, and they’re both outcasts, and they need each other." In the same interview, Landau also stated that the Avatar secondary villain Parker Selfridge (Giovanni Ribisi), who was absent for the sequel, would come back in a major way for Avatar 3.
“each other”, underlined in the text (paragraph 3),
can be replaced by _____________ without any
changing of meaning.
Ano: 2023
Banca:
Creative Group
Órgão:
Prefeitura de Itá - SC
Prova:
Creative Group - 2023 - Prefeitura de Itá - SC - Professor de Inglês |
Q2206413
Inglês
Texto associado
The Latest Avatar 3
Adapted from the internet
The latest Avatar 3 updates have confirmed that Captain Mick Scoresby (Brendan Cowell) will return for Avatar 3. This could spell either good news or bad for the next Avatar instalment, as his storyline was similar to Quaritch’s in that it was presumed he bit the dust, only to come back for another sequel. In addition, Zoe Saldana recently gave a filming update while speaking to Entertainment Tonight. While director James Cameron had stated that filming is nearly done for Avatar 3 back in 2020, Saldana reported to ET that the crew was going back to film for the summer, and that the process was “70% done there”.
That being said, conflicting Avatar 3 updates come from a Q&A session with producer John Landau, who said that Avatar 3 and the first act of Avatar 4 were filmed simultaneously with Avatar 2. Either way, the consensus is the sequel is nearly done with the filming process. In the same Q&A, Landau revealed that Avatar 3 will introduce two new Na’vi cultures. "But we're going to meet at least two new clans in the next movie, culturally, and go on and on as we continue that," Landau said. Likely one of these new cultures will be the fire Na’vi, of which Oona Chaplin's Varang will be a part of.
In addition, other Avatar 3 updates have confirmed two major character returns. The first is that of Avatar: The Way of Water's breakout character Payakan, the gentle and intelligent Tulkun. In an interview with The Wrap, Landau confirmed that Payakan would be back for Avatar 3, saying, "I always viewed Payakan a little bit like Lassie. And I would say this is a story like a boy and his dog, and they’re both outcasts, and they need each other." In the same interview, Landau also stated that the Avatar secondary villain Parker Selfridge (Giovanni Ribisi), who was absent for the sequel, would come back in a major way for Avatar 3.
“In addition”, underlined in the text (paragraph 3),
can be replaced by _____________ without any
changing of meaning.
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204979
Inglês
Texto associado
From: https://www.glasbergen.com/teen-cartoons/
The verb “to return” is similar in meaning to
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204967
Inglês
Texto associado
Text II
“Discover” is to “Discovery” as
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204966
Inglês
Texto associado
Text II
The verb “assisting” can be replaced without change in meaning
by
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204961
Inglês
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
“Emulate” in “emulate native speakers” (2nd paragraph) is a
synonym of
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204960
Inglês
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
“Instead” in “In ELF, instead, speakers are considered language
users” (2nd paragraph) can be replaced without change of
meaning by
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204959
Inglês
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
In the 1st paragraph, “in order to address” indicates
Ano: 2023
Banca:
IBFC
Órgão:
SEED-PR
Prova:
IBFC - 2023 - SEED-PR - DOCÊNCIA DOS COMPONENTES CURRICULARES DA MATRIZ - LÍNGUA ESTRANGEIRA INGLÊS |
Q2201495
Inglês
Texto associado
Text 2 – Computers
(Text adapted from History of Computing. Retrieved from
https://www.cs.utexas.edu/~mitra/csFall2006/cs 303/lectures/history.html)
When you hear the term computers, it’s difficult to
imagine different devices from a laptop or a small
desktop. Believe it or not, they weren’t always like
they are today. They used to be very large and
heavy, sometimes as big as an entire room. Some
technology professors historically define computers,
as “a device that can help with computations”. The
word computation involves counting, calculating,
adding, subtracting, etc. The modern definition of a
computer is a little wider, because in our day and
age, computers store, compile, analyze and
compute an enormous amount of information.
Ancient computers were very interesting. Actually,
the first computer may have been located in Great
Britain, at Stonehenge. It is a man-made circle of
large stones. Citizens used it to measure the
weather and forecast the change of seasons. Some
specialists say that another ancient computer is the
abacus. It was used by the early Romans, Greeks,
and Egyptians to count and calculate. Even though
they are no longer in use, certainly, these early
devices are fascinating. Computers are embedded
in our history and some people say that we are
completely dependent of them. No matter the
complexity of the task, easy or difficult, some people
can’t do anything without them. Do you contest or
share this opinion?
The word “located”, highlighted in the text, has
a meaning equivalent to one of the following
alternatives, check it.
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Piratininga - SP
Prova:
OBJETIVA - 2023 - Prefeitura de Piratininga - SP - Professor - Educação Básica PEB II - Inglês |
Q2200706
Inglês
Texto associado
Why Easter is bad for ducks
On Christmas Eve, two Pekin ducks were found
frozen to a pond in Smithville, Ohio. They flapped their
wings and squawked, fruitlessly struggling to free
themselves until two locals, Maiara and Helder Bertolucci,
spotted them. The pair slid on their stomachs over razor-thin
ice and chiseled the animals free.
The rescued ducks—later named Olaf and Elsa, after
characters from Disney’s Frozen—were two of 109 domestic
ducks abandoned in a pond outside of a restaurant. A local
group ________ Good Sprout Rescue and Sanctuary rescued
the animals; two died, but the rest were rehomed to
sanctuaries or adopted. Every spring, the Barn Restaurant
would buy a hundred new babies for its patrons to enjoy—
but since this incident they’ve __________ not to do so
again.
Every year in springtime, particularly at Easter,
many people “impulse buy” ducklings as gifts, often for their
kids. But after the holiday, sometimes months later, animal
rescuers routinely see an uptick in abandoned adult ducks in
local parks and ponds, Di Leonardo says. There’s no
________ data on how often this happens, but he estimates
tens of thousands of domestic ducks are dumped each year
throughout the U.S. His organization rescues as many as 500
ducks per year in the New York City area alone.
Fonte: (National Geographic – adaptado.)
In “[…] domestic ducks are dumped each year
throughout the U.S.”, the underlined word can be
substituted, without loss of meaning, by:
Ano: 2023
Banca:
IBFC
Órgão:
SEE-AC
Prova:
IBFC - 2023 - SEE-AC - ENSINO REGULAR: PROFESSOR PNS-P2 – LÍNGUA INGLESA |
Q2184949
Inglês
In the text “Mark Moffet and his strange love”, it
can be read: “An entomologist is a person who
studies insects. By the way, do you like ants?
Tick the alternative that is not a synonymous of
the highlighted expression.
Ano: 2023
Banca:
IBFC
Órgão:
SEE-AC
Prova:
IBFC - 2023 - SEE-AC - PROFESSOR-PNS-P2 – LÍNGUA INGLESA |
Q2184934
Inglês
Texto associado
Text: The importance of the PowerPoint
as a classroom resource
(Text adapted from Teachers: 5 Tips for Creating Great
PowerPoint Presentations, retrieved
PowerPoint is a resource developed by Microsoft
and released initially in 1990. It is mainly used in
professional meeting presentations all over the
world.
One of these professions is in educational area:
teacher.
PowerPoint presentation is spread among
teachers because it is different from lecturing or
teaching with a textbook; it is also a way of sharing
content with students.
To produce a PowerPoint correctly, teachers need
to know how to put the slides together, it can be an
effective way of reinforcing content to students so
that they are better able to retain it. Otherwise,
teachers can print and distribute the PowerPoint
presentation or post it online, so students can go
back and access it as reference material. However,
if it is not put together correctly, a PowerPoint
presentation can disengage and make students
bored.
To develop PowerPoint presentation is simple and
it can also provide a fun time noticed by its
characteristics: basic, simple, and not distracting, it
can be focused on keywords; for instance, always
be sure to include a summary slide of what the
presentation is intending to accomplish as well as a
table of contents on the different topics that will be
covered in the program. The summary slide serves
as the main topic and what students should learn
after viewing the presentation. Then, at the end of
the PowerPoint presentation, teachers should
include another summary slide, going over
everything that was just covered and, again,
highlighting the main point.
Bottom line
PowerPoint presentations need to have a purpose
and the teacher must make sure that the purpose is
understood.
Add pictures
Teachers can reinforce the content with pictures,
charts, symbols, and other images. In fact,
sometimes it’s better to have more pictures than text
in a PowerPoint presentation, because images work
to reinforce a content main point.
Teachers typically will just share it with their
classes, so they can pull images straight from the
Internet. However, for teachers who are making
more public and widespread presentations,
copyright law needs to be considered (Brazil
Information Access Law nº 12.527; Art. 31;
paragraph 3; item II).
Add video
Pictures can help to reinforce a main point or
support content, as well as videos. Some research
affirm that students enjoy watching videos and
retain information from them well, especially if the
video is engaging, interesting and informative.
Teachers can embed videos right from YouTube or
from their desktops to complement a PowerPoint
presentation.
Practice
Nothing turns off a class like a poorly put together
PowerPoint presentation, so teachers should
always be sure to do a quick rehearsal before they
present it to the class. While testing it, make sure all
the images load up on the slides, videos load up
properly and audio works, too. Also, it’s important
for teachers to make sure that there’s a way to
connect their computer, or upload anything that’s
storing the PowerPoint presentation, to a larger TV
monitor or projector screen so the whole class does
not have to huddle around a computer screen to
view it. Teachers should also make sure that any
text can be read and understood. Be sure that the
color scheme is good.
Make it fun
A PowerPoint presentation can be an innovative
way of teaching. It’s a more interesting and
engaging way for students to learn than the typical
lecture. Teachers should embrace this teaching
resource and have fun with it. Throw in some jokes,
possibly some funny pictures and be sure to get
creative with presentations.
As we previously noted, the more students enjoy
a lecture, presentation, or activity, the more likely
they are to retain information.
Read the following fragment and choose the
alternative that best replaces the highlighted
words, respectively:
“However, if it is not put together correctly, a PowerPoint presentation can disengage and make students bored.”
“However, if it is not put together correctly, a PowerPoint presentation can disengage and make students bored.”
Ano: 2023
Banca:
IBFC
Órgão:
SEE-AC
Prova:
IBFC - 2023 - SEE-AC - PROFESSOR-PNS-P2 – LÍNGUA INGLESA |
Q2184929
Inglês
Texto associado
Text: The importance of the PowerPoint
as a classroom resource
(Text adapted from Teachers: 5 Tips for Creating Great
PowerPoint Presentations, retrieved
PowerPoint is a resource developed by Microsoft
and released initially in 1990. It is mainly used in
professional meeting presentations all over the
world.
One of these professions is in educational area:
teacher.
PowerPoint presentation is spread among
teachers because it is different from lecturing or
teaching with a textbook; it is also a way of sharing
content with students.
To produce a PowerPoint correctly, teachers need
to know how to put the slides together, it can be an
effective way of reinforcing content to students so
that they are better able to retain it. Otherwise,
teachers can print and distribute the PowerPoint
presentation or post it online, so students can go
back and access it as reference material. However,
if it is not put together correctly, a PowerPoint
presentation can disengage and make students
bored.
To develop PowerPoint presentation is simple and
it can also provide a fun time noticed by its
characteristics: basic, simple, and not distracting, it
can be focused on keywords; for instance, always
be sure to include a summary slide of what the
presentation is intending to accomplish as well as a
table of contents on the different topics that will be
covered in the program. The summary slide serves
as the main topic and what students should learn
after viewing the presentation. Then, at the end of
the PowerPoint presentation, teachers should
include another summary slide, going over
everything that was just covered and, again,
highlighting the main point.
Bottom line
PowerPoint presentations need to have a purpose
and the teacher must make sure that the purpose is
understood.
Add pictures
Teachers can reinforce the content with pictures,
charts, symbols, and other images. In fact,
sometimes it’s better to have more pictures than text
in a PowerPoint presentation, because images work
to reinforce a content main point.
Teachers typically will just share it with their
classes, so they can pull images straight from the
Internet. However, for teachers who are making
more public and widespread presentations,
copyright law needs to be considered (Brazil
Information Access Law nº 12.527; Art. 31;
paragraph 3; item II).
Add video
Pictures can help to reinforce a main point or
support content, as well as videos. Some research
affirm that students enjoy watching videos and
retain information from them well, especially if the
video is engaging, interesting and informative.
Teachers can embed videos right from YouTube or
from their desktops to complement a PowerPoint
presentation.
Practice
Nothing turns off a class like a poorly put together
PowerPoint presentation, so teachers should
always be sure to do a quick rehearsal before they
present it to the class. While testing it, make sure all
the images load up on the slides, videos load up
properly and audio works, too. Also, it’s important
for teachers to make sure that there’s a way to
connect their computer, or upload anything that’s
storing the PowerPoint presentation, to a larger TV
monitor or projector screen so the whole class does
not have to huddle around a computer screen to
view it. Teachers should also make sure that any
text can be read and understood. Be sure that the
color scheme is good.
Make it fun
A PowerPoint presentation can be an innovative
way of teaching. It’s a more interesting and
engaging way for students to learn than the typical
lecture. Teachers should embrace this teaching
resource and have fun with it. Throw in some jokes,
possibly some funny pictures and be sure to get
creative with presentations.
As we previously noted, the more students enjoy
a lecture, presentation, or activity, the more likely
they are to retain information.
Read this fragment: “Nothing turns off a class
like a poorly put together PowerPoint
presentation”, about the vocabulary, tick the
alternative with the synonym of the highlighted
expression.
Q2183142
Inglês
Texto associado
The following text refers to question
Disponível em: https://www.inglesnasescolas.org/en/headline/english-language-in-bncc/. Adaptado.
Consider the following words, in bold type and retrieved from the text:
rooted – however – intelligibility – fostering
These words can be respectively substituted without losing their meaning by:
rooted – however – intelligibility – fostering
These words can be respectively substituted without losing their meaning by:
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Sagrada Família - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Sagrada Família - RS - Professor - Área II - Inglês |
Q2178060
Inglês
Texto associado
Artificial General Intelligence Is Not as Imminent as You
Might Think
To the average person, it must seem as if the field
of artificial intelligence is making immense progress.
According to the press releases, and some of the more
________ media accounts, OpenAI’s DALL-E 2 can seemingly
create spectacular images from any text; another OpenAI
system called GPT-3 can talk about just about anything; and
a system called Gato that was released in May by DeepMind,
a division of Alphabet, seemingly worked well on every task
the company could throw at it. One of DeepMind’s highlevel executives even went so far as to brag that in the quest
for artificial general intelligence (AGI), AI that has the
flexibility and resourcefulness of human intelligence, “The
Game is Over!” And Elon Musk said recently that he would
be surprised if we didn’t have artificial general intelligence
by 2029.
Don’t be fooled. Machines may someday be as
smart as people, and perhaps even smarter, but the game is
far from over. There is still an immense amount of work to
be done in making machines that truly can comprehend and
reason about the world around them. What we really need
right now is less posturing and more basic research.
To be sure, there are indeed some ways in which AI
truly is making progress—synthetic images look more and
more realistic, and speech recognition can often work in
noisy environments—but we are still light-years away from
general purpose, human-level AI that can understand the
true meanings of articles and videos, or deal with
unexpected obstacles and interruptions. We are still stuck
on precisely the same challenges that academic scientists
having been pointing out for years: getting AI to be reliable
and getting it to cope with unusual circumstances.
(Fonte: Scientific American - adaptado.)
In “One of DeepMind’s high-level executives even went
so far as to brag that in the quest for artificial general
intelligence (AGI), AI that has the flexibility and
resourcefulness of human intelligence, ‘The Game is Over!’”,
the underlined word can be substituted without loss of
meaning by:
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
CGDF
Prova:
CESPE / CEBRASPE - 2023 - CGDF - Auditor De Controle Interno Do Distrito Federal – Especialidade Finanças E Controle |
Q2176573
Inglês
Texto associado
Text CB1A2-II
There’s one fact that seems to stand out for anyone who has read Rama Gheerawo’s 2022 book, Creative leadership: born from design. It likely sticks with people because it seems so absurd as to border on very bleak comedy, but also because it reveals a fundamental truth about how unnervingly simple us humans can be.
In the very first chapter of the book, we learn that a study of Fortune 500 companies showed that (in America), something as arbitrary as height can be the key to the C-suite: 4% of adult men in the general US population are 6’2” or taller, but 30% in the CEO sample reached those heights. It feels pathetically caveman-like that even now, in the 21st century, we implicitly place power in the hands of those who are taller than us — or that those taller than us have a natural propensity to get that power for themselves.
For Gheerawo, issues around leadership really came to a head around 15 years ago, he says, when he found himself “really disillusioned” with the constant and innumerable ways the world excluded certain groups of people, and how much of that could be solved if there was far more willingness from decision-makers to involve design early on as a key tool for problem-solving.
<R>Emily Gosling. Why the world needs a new type of leader.
Internet:
In the first paragraph of text CB1A2-II, the adjective “bleak” is
synonymous with
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