Questões de Concurso
Sobre sinônimos | synonyms em inglês
Foram encontradas 1.605 questões
TEXT III
(Available at: https://br.pinterest.com/pin/56506170312404719/Accessed on March 29 , 2019).
Idem, ibidem (adapted).
A respeito dos verbos empregados no texto 7A2-II, julgue o próximo item.
The verb “hasten” (ℓ .5) is synonymous with hurry.
Idem, ibidem (adapted).
No que concerne às ideias e aos sentidos do texto 7A2-II, julgue o item que se segue.
It can be inferred that, in the text, the word “positive” (ℓ .9)
conveys the meaning of good, optimistic.
Chinua Achebe. The african writer and the english language. In: Patrick
Williams & Laura Cristman. Colonial discourse and postcolonial theory.
New York: Columbia University Press, 1994, p. 428-9 (adapted).
A respeito do vocabulário e dos aspectos linguísticos do texto 7A2-I, julgue o item seguinte.
In the text, “cram” (ℓ.8) can be correctly replaced by force,
without changing the meaning of the sentence.
Internet:<www.canteach.ca>
A respeito das informações e dos aspectos linguísticos do texto 7A1-I, julgue o seguinte item.
The phrasal verb “singled out” (ℓ.8) can be understood, in this
context, as a synonym of selected.
People with low literacy skills may not be able to read a book or newspaper, understand road signs or price labels, make sense of a bus or train timetable, fill out a form, read instructions on medicines or use the internet.
In England 16.4% of adults, or 7.1 million people, can be described as having 'very poor literacy skills.' They can understand short straightforward texts on familiar topics accurately and independently, and obtain information from everyday sources, but reading information from unfamiliar sources, or on unfamiliar topics, could cause problems.
Many adults are reluctant to admit to their literacy difficulties and ask for help. One of the most important aspects of supporting adults with low literacy levels is to increase their self-esteem and persuade them of the benefits of improving their reading and writing.
Low levels of literacy undermine the UK’s economic competitiveness, costing the taxpayer £2.5 billion every year (KPMG, 2009). A third of businesses are not satisfied with young people’s literacy skills when they enter the workforce and a similar number have organised remedial training for young recruits to improve their basic skills, including literacy and communication.
Adapted from https://literacytrust.org.uk/information/what-is-literacy/ and https://literacytrust.org.uk/parents-and-families/adult-literacy/ Accesss on February 12th, 2019 In 'Low levels of literacy undermine the UK’s economic competitiveness', the verb UNDERMINE is closest in meaning to
Characteristics of a good test
In order to judge the effectiveness of any test, it is sensible to lay down criteria against which the test can be measured, as follows:
Validity: a test is valid if it tests what it is supposed to test. Thus it is not valid, for example, to test writing ability with an essay question that demands specialist knowledge of history or biology — unless it is known that all students share this knowledge before they do the test.
A particular kind of ‘validity’ that concerns most test designers is face validity. This means that the test should look, on the ‘face’ of it, as if it is valid. A test which consisted of only three multiple choice items would not convince students of its face validity however reliable or practical teachers thought it to be.
Reliability: a good test should give consistent results. For example, if the same group of students took the same test twice within two days — without reflecting on the first test before they sat it again — they should get the same results on each occasion. If two groups who were demonstrably alike took the test, the marking range would be the same.
In practice, ‘reliability’ is enhanced by making the test instructions absolutely clear, restricting the scope for variety in the answers. Reliability also depends on the people who mark the tests. Clearly a test is unreliable if the result depends to any large extent on who is marking it. Much thought has gone into making the scoring of tests as reliable as possible.
(Jeremy Harmer. The practice of English language teaching. 2007. Adaptado)
How monks helped invent sign language
For millennia people with hearing impairments encountered marginalization because it was believed that language could only be learned by hearing the spoken word. Ancient Greek philosopher Aristotle, for example, asserted that “Men that are deaf are in all cases also dumb.” Under Roman law people who were born deaf were denied the right to sign a will as they were “presumed to understand nothing; because it is not possible that they have been able to learn to read or write.”
Pushback against such ideas began in the 16th-century, with the creation of the first formal sign language for the hearing impaired, by Pedro Ponce de León, a Spanish Benedictine monk. His idea to use sign language was not a completely new one. Native Americans used hand gestures to communicate with other tribes and to facilitate trade with Europeans. Benedictine monks had used them to convey messages during their daily periods of silence. Inspired by the latter practice, Ponce de León adapted the gestures used in his monastery to create a method for teaching the deaf to communicate, paving the way for systems now used all over the world.
Building on Ponce de León’s work, another Spanish cleric and linguist, Juan Pablo Bonet, proposed that deaf people learn to pronounce words and progressively construct meaningful phrases. Bonet’s approach combined oralism – using sounds to communicate – with sign language. The system had its challenges, especially when learning the words for abstract terms, or intangible forms such as conjunctions like “for,” “nor,” or “yet.”
In 1755 the French Catholic priest Charles-Michel de l’Épée established a more comprehensive method for educating the deaf, which culminated in the founding of the first public school for deaf children, in Paris. Students came to the institute from all over France, bringing signs they had used to communicate with at home. Insistent that sign language needed to be a complete language, his system was complex enough to express prepositions, conjunctions, and other grammatical elements.
Épée’s standardized sign language quickly spread across Europe and to the United States. In 1814 Thomas Gallaudet went to France to learn Épée’s language system. Three years later, Gallaudet established the American School for the Deaf in his hometown in Connecticut. Students from across the United States attended, and they brought signs they used to communicate with at home.American Sign Language became a combination of these signs and those from French Sign Language.
Thanks to the development of formal sign languages, people with hearing impairment can access spoken language in all its variety. The world’s many modern signing systems have different rules for pronunciation, word order, and grammar. New visual languages can even express regional accents to reflect the complexity and richness of local speech.
(Ines Anton Rayas. www.nationalgeographic.com. 28.05.2019. Adaptado)
Text for the item from.
Based on the text, judge the following item.
The word “dizziness”, in “High concentrations can lead to dizziness” (line 23), can be correctly replaced by lightheadedness.
Text for the item from.
Based on the text, judge the following item.
In the text, the words “Throughout” (line 13) and “Although” (line 22) are synonyms.
Text for the item from.
Based on the text, judge the following item.
In the text, the word “Throughout” (line 13) can be correctly replaced by In all of.
Text for the item from.
Based on the text, judge the following item.
The word “amounts”, in “Higher amounts of CO2 make the atmosphere denser” (lines 10 and 11), can be replaced, without
changing its meaning, by nodes.
Text for the item from.
Based on the text, judge the following item.
The expression “take up”, in “Plants use the sunlight and take up the CO2” (line 5), can be replaced, without changing its
meaning, by absorb.
“Has everyone arrived?”
“Yes, everyone ___________ Peter.”
“Aided by the rise of new digital communication technologies, as well as an Internet that allows messages and images to be distributed anonymously, episodes of cyberbullying have become much more common. According to a 2013 review of cyberbullying research, online harassment can take two primary forms: direct cyberbullying in which threatening or insulting messages or images are sent directly to the intended victim and indirect or relational cyberbullying, which involves the spread of rumours and/or demeaning content behind the victim's back. And there are a variety of ways for cyberbullying to happen, including texting, emails, or through posts relayed through social media sites such as Twitter, Facebook, and Instagram.”
(What Makes Cyberbullying So Popular? By Romeo Vitelli. Psychology Today. Available in https://www.psychologytoday.com/us/blog/mediaspotlight/201808/ what-makes-cyberbullying-so-popular.)
“Marianne would have thought herself very inexcusable had she been able to sleep at all the first night after parting from Willoughby. She would have been ashamed to look her family in the face the next morning, had she not risen from her bed in more need of repose than when she lay down in it. But the feelings which made such composure a disgrace, left her in no danger of incurring it. She was awake the whole night, and she wept the greatest part of it. She got up with a headache, was unable to talk, and unwilling to take any nourishment; giving pain every moment to her mother and sisters, and forbidding all attempt at consolation from either. Her sensibility was potent enough!”
(Extract from Sense and Sensibility, by Jane Austen. First published in 1811)
White, E.B. (1999) Here is New York. New York:
The Little Book Room, with adaptations.
The word “bestow” (line 2) could be correctly replaced with exchange.
Conheça nossos planos