Questões de Concurso
Sobre sinônimos | synonyms em inglês
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INSTRUCTIONS: Read the following text and answer question.
It has been estimated that some 60 percent of today’sworld population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries. Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984). Once basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. School learning must have been a deadening experience for children, for lapses in knowledge were often met with brutal punishment. There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught (Kelly 1969; Howatt 1984), but since Latin (and, to a lesser extent, Greek) had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long-established status of Latin.
The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
Source: RICHARDS, J.C.; RODGERS, T. S. Approaches
and Methods in Language Teaching. Cambridge: Cambridge
University Press, 1999 (1st edition 1986). pp. 1-2.
Analyze the following sentence from the text:
As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function.
The word “occasional” could be replaced without change of meaning by
Read TEXT 3 and answer question.
TEXT 3
THE PAPERLESS CLASSROOM IS COMING
Michael Scherer
Back-to-school night this year in Mr. G’s sixth-grade classroom felt a bit like an inquisition.
Teacher Matthew Gudenius, a boyish, 36-year-old computer whiz who runs his class like a preteen tech startup, had prepared 26 PowerPoint slides filled with facts and footnotes to deflect the concerns of parents. But time was short, the worries were many, and it didn’t take long for the venting to begin.
“I like a paper book. I don’t like an e-book,” one father told him, as about 30 adults squeezed into a room for 22 students. Another dad said he could no longer help his son with homework because all the assignments were online. “I’m now kind of taking out of the routine.”, he complained. Rushing to finish, Gudenius passed a slide about the debate over teaching cursive, mumbling, “We don’t care about handwriting.” In a flash a mother objected: “Yeah, we do.”
At issue was far more than penmanship. The future of K-12 education is arriving fast, and it looks a lot like Mr. G’s classroom in the northern foothills of California’s wine country. Last year, President Obama announced a federal effort to get a laptop, tablet or smartphone into the hands of every student in every school in the U.S. and to pipe in enough bandwidth to get all 49.8 million American kids online simultaneously by 2017. Bulky textbooks will be replaced by flat screens. Worksheets will be stored in the cloud, not clunky Trapper Keepers. The Dewey decimal system will give way to Google. “This one is a big, big deal,” says Secretary of Education Arne Duncan.
It’s a deal Gudenius has been working to realize for years. He doesn’t just teach a computer on every student’s desk; he also tries to do it without any paper at all, saving, by his own estimate, 46,800 sheets a year, or about four trees. The paperless learning environment, while not the goals of most fledgling programs, represents the ultimate result of technology transforming classroom.
Gudenius started teaching as a computer-lab instructor, seeing students for just a few hours each month. That much time is still the norm for most kids. American schools have about 3.6 students for every classroom computing device, according to Education Market Research, and only 1 in 5 school buildings has the wiring to get all students online at once. But Gudenius always saw computers as a tool, not a subject. “We don’t have a paper-and-pencil lab, he says. When you are learning to be a mechanic, you don’t go to a wrench lab.”
Ask his students if they prefer the digital to the tree-based technology and everyone will say yes. It is not unusual for kids to groan when the bell rings because they don’t want to leave their work, which is often done in ways that were impossible just a few years ago. Instead of telling his students to show their work when they do an algebra equation, Gudenius asks them to create and narrate a video about the process, which can then be shown in class. History lessons are enlivened by brief videos that run on individual tablets. And spelling, grammar and vocabulary exercises have the feel of a game, with each student working at his own speed, until Gudenius – who tracks the kids’ progress on a smartphone – gives commands like “Spin it” to let the kids know to flip the screens of their devices around so that he can see their work and begin the next lesson.
Source: TIME- How to Eat Now. Education: The Paperless Classroom is Coming, p. 36-37; October 20, 2014
Read TEXT 3 and answer question.
TEXT 3
THE PAPERLESS CLASSROOM IS COMING
Michael Scherer
Back-to-school night this year in Mr. G’s sixth-grade classroom felt a bit like an inquisition.
Teacher Matthew Gudenius, a boyish, 36-year-old computer whiz who runs his class like a preteen tech startup, had prepared 26 PowerPoint slides filled with facts and footnotes to deflect the concerns of parents. But time was short, the worries were many, and it didn’t take long for the venting to begin.
“I like a paper book. I don’t like an e-book,” one father told him, as about 30 adults squeezed into a room for 22 students. Another dad said he could no longer help his son with homework because all the assignments were online. “I’m now kind of taking out of the routine.”, he complained. Rushing to finish, Gudenius passed a slide about the debate over teaching cursive, mumbling, “We don’t care about handwriting.” In a flash a mother objected: “Yeah, we do.”
At issue was far more than penmanship. The future of K-12 education is arriving fast, and it looks a lot like Mr. G’s classroom in the northern foothills of California’s wine country. Last year, President Obama announced a federal effort to get a laptop, tablet or smartphone into the hands of every student in every school in the U.S. and to pipe in enough bandwidth to get all 49.8 million American kids online simultaneously by 2017. Bulky textbooks will be replaced by flat screens. Worksheets will be stored in the cloud, not clunky Trapper Keepers. The Dewey decimal system will give way to Google. “This one is a big, big deal,” says Secretary of Education Arne Duncan.
It’s a deal Gudenius has been working to realize for years. He doesn’t just teach a computer on every student’s desk; he also tries to do it without any paper at all, saving, by his own estimate, 46,800 sheets a year, or about four trees. The paperless learning environment, while not the goals of most fledgling programs, represents the ultimate result of technology transforming classroom.
Gudenius started teaching as a computer-lab instructor, seeing students for just a few hours each month. That much time is still the norm for most kids. American schools have about 3.6 students for every classroom computing device, according to Education Market Research, and only 1 in 5 school buildings has the wiring to get all students online at once. But Gudenius always saw computers as a tool, not a subject. “We don’t have a paper-and-pencil lab, he says. When you are learning to be a mechanic, you don’t go to a wrench lab.”
Ask his students if they prefer the digital to the tree-based technology and everyone will say yes. It is not unusual for kids to groan when the bell rings because they don’t want to leave their work, which is often done in ways that were impossible just a few years ago. Instead of telling his students to show their work when they do an algebra equation, Gudenius asks them to create and narrate a video about the process, which can then be shown in class. History lessons are enlivened by brief videos that run on individual tablets. And spelling, grammar and vocabulary exercises have the feel of a game, with each student working at his own speed, until Gudenius – who tracks the kids’ progress on a smartphone – gives commands like “Spin it” to let the kids know to flip the screens of their devices around so that he can see their work and begin the next lesson.
Source: TIME- How to Eat Now. Education: The Paperless Classroom is Coming, p. 36-37; October 20, 2014
Read TEXT 3 and answer question.
TEXT 3
THE PAPERLESS CLASSROOM IS COMING
Michael Scherer
Back-to-school night this year in Mr. G’s sixth-grade classroom felt a bit like an inquisition.
Teacher Matthew Gudenius, a boyish, 36-year-old computer whiz who runs his class like a preteen tech startup, had prepared 26 PowerPoint slides filled with facts and footnotes to deflect the concerns of parents. But time was short, the worries were many, and it didn’t take long for the venting to begin.
“I like a paper book. I don’t like an e-book,” one father told him, as about 30 adults squeezed into a room for 22 students. Another dad said he could no longer help his son with homework because all the assignments were online. “I’m now kind of taking out of the routine.”, he complained. Rushing to finish, Gudenius passed a slide about the debate over teaching cursive, mumbling, “We don’t care about handwriting.” In a flash a mother objected: “Yeah, we do.”
At issue was far more than penmanship. The future of K-12 education is arriving fast, and it looks a lot like Mr. G’s classroom in the northern foothills of California’s wine country. Last year, President Obama announced a federal effort to get a laptop, tablet or smartphone into the hands of every student in every school in the U.S. and to pipe in enough bandwidth to get all 49.8 million American kids online simultaneously by 2017. Bulky textbooks will be replaced by flat screens. Worksheets will be stored in the cloud, not clunky Trapper Keepers. The Dewey decimal system will give way to Google. “This one is a big, big deal,” says Secretary of Education Arne Duncan.
It’s a deal Gudenius has been working to realize for years. He doesn’t just teach a computer on every student’s desk; he also tries to do it without any paper at all, saving, by his own estimate, 46,800 sheets a year, or about four trees. The paperless learning environment, while not the goals of most fledgling programs, represents the ultimate result of technology transforming classroom.
Gudenius started teaching as a computer-lab instructor, seeing students for just a few hours each month. That much time is still the norm for most kids. American schools have about 3.6 students for every classroom computing device, according to Education Market Research, and only 1 in 5 school buildings has the wiring to get all students online at once. But Gudenius always saw computers as a tool, not a subject. “We don’t have a paper-and-pencil lab, he says. When you are learning to be a mechanic, you don’t go to a wrench lab.”
Ask his students if they prefer the digital to the tree-based technology and everyone will say yes. It is not unusual for kids to groan when the bell rings because they don’t want to leave their work, which is often done in ways that were impossible just a few years ago. Instead of telling his students to show their work when they do an algebra equation, Gudenius asks them to create and narrate a video about the process, which can then be shown in class. History lessons are enlivened by brief videos that run on individual tablets. And spelling, grammar and vocabulary exercises have the feel of a game, with each student working at his own speed, until Gudenius – who tracks the kids’ progress on a smartphone – gives commands like “Spin it” to let the kids know to flip the screens of their devices around so that he can see their work and begin the next lesson.
Source: TIME- How to Eat Now. Education: The Paperless Classroom is Coming, p. 36-37; October 20, 2014
Atenção: Para responder à questão, considere o texto abaixo.
"For many American workers, their tax rate will be zero," said Trump.
The GOP nominee continued to leave large question marks about how he would pay for his plans and avoid ballooning the federal budget deficit. He included no new details on how he would limit the cost of his tax reform plan, which analysts have estimated would reduce federal revenues by as much as $10 trillion over a decade. His child-care expense plan would presumably raise that cost even further.
Trump released a tax plan last year that would reduce the top income tax rate from 39.6 percent to 25 percent and bring down the top corporate rate from 35 percent to 15 percent. The plan would eliminate the estate tax and reduce tax rates to 10 percent for households earning $100,000 or less.
Trump also did not spell out any federal spending cuts. In his remarks, Trump said he would offer more details in the coming weeks.
from-taxation-as- hetries-to-turn-the-page-on-a-bruising week/?wpisrc=nl_evening&wpmm=1)
Atenção: Para responder à questão, considere o texto abaixo.
"For many American workers, their tax rate will be zero," said Trump.
The GOP nominee continued to leave large question marks about how he would pay for his plans and avoid ballooning the federal budget deficit. He included no new details on how he would limit the cost of his tax reform plan, which analysts have estimated would reduce federal revenues by as much as $10 trillion over a decade. His child-care expense plan would presumably raise that cost even further.
Trump released a tax plan last year that would reduce the top income tax rate from 39.6 percent to 25 percent and bring down the top corporate rate from 35 percent to 15 percent. The plan would eliminate the estate tax and reduce tax rates to 10 percent for households earning $100,000 or less.
Trump also did not spell out any federal spending cuts. In his remarks, Trump said he would offer more details in the coming weeks.
from-taxation-as- hetries-to-turn-the-page-on-a-bruising week/?wpisrc=nl_evening&wpmm=1)
In the text 5A5AAA,
“en route” (
.24) can be replaced by on the way without any
change in the meaning of the sentence.
Atenção: Para responder à questão, considere o texto abaixo.
The sole proprietor of a plumbing shop was sentenced to 13 months in prison, three years of supervised release for tax evasion and ordered to pay approximately $130,000 in restitution to the IRS. The business owner willfully attempted to evade paying his federal income taxes by skimming gross receipts of his plumbing business and paying personal expenses from his business accounts and claiming them as business expenses.
As part of his tax evasion scheme, he instructed several of his employees to solicit checks from clients payable in his name, rather than in the name of the business. He then cashed these checks and did not deposit the monies into his business’ bank account. Since this money was not recorded on the books of the business, nor deposited into the business’ account, he did not include these gross receipts on his income tax return. He also deducted personal expenses as business expenses thereby substantially reducing his tax for tax years 2003 through 2006.
(Adapted from http://www.bizfilings.com/toolkit/sbg/tax-info/fed-taxes/tax-avoidance-and-tax-evasion.aspx)
Atenção: Para responder à questão, considere o texto abaixo.
In the United States of America, an income tax audit is the examination of a business or individual tax return by the Internal Revenue Service (IRS) or state tax authority. The IRS and various state revenue departments use the terms audit, examination, review, and notice to describe various aspects of enforcement and administration of the tax laws.
The purpose of a tax audit or a return examination is to determine 
reports filed with the taxing authorities are correct. The
tax agencies identify and resolve taxpayer errors.
There are several different methods used to select individuals and businesses for examination.
Employers and financial institutions, among other organizations, are required by law to send documentation (W-2's and 1099's, for example) to the IRS. The IRS uses software to ensure that the numbers on a tax return match the numbers the IRS receives from third parties. If the documentation does not match, the return may be examined.
When a tax return is filed, the IRS uses computer software called the Discriminant Index Function System (DIF) to analyze the return for oddities and discrepancies. Once the return has been processed through DIF, it is given a score. If the DIF score is high enough (i.e. a large amount of oddities or discrepancies are found), that tax return may be selected for examination. The formulas the IRS use to create the DIF software and analysis are a closely guarded secret.
Filed tax returns are also subjected to an evaluation called the UIDIF, or the Unreported Income Discriminant Function System. This evaluation involves the analysis of tax returns based on a series of factors to determine a tax return's potential for unreported income. Returns that are found to have a high UIDIF score (i.e. the likelihood of unreported income) and a high DIF score may be selected for examination. The IRS formulas used to calculate UDIF are secret, but it is commonly thought that the IRS uses statistical comparisons between returns to determine UIDIF potential.
The IRS selects a certain amount of income tax returns to be audited each year through random selection. No errors need to be found for the Enforcement branch to examine a tax return. Random selection exams tend to be more extensive and time-consuming than other forms of review.
The practice of random selection has been a source of controversy for many years. The practice was suspended for a short time in the early 2000s amid criticism that the audits were too burdensome and intrusive. The IRS revived the practice in the fall of 2006.
(Adapted from https://en.wikipedia.org/wiki/Income_tax_audit)
In text IV the expression “deferred gratification” (l.5) could be replaced, without changing of meaning, by (decide whether the items below are right — C — or wrong — E):
put-off gratification.
The statements below are about the ideas of text III and the vocabulary used in it. Decide whether those statements are right (C) or wrong (E).
The word “myriad” (l.21) is synonymous with intricate.
Decide whether the statements below, concerning the ideas and the vocabulary of text II, are right (C) or wrong (E).
In the text, the adjective “totemic” (l.26) is the same as
emblematic.
Decide whether the statements below, concerning the ideas and the vocabulary of text II, are right (C) or wrong (E).
The phrase “obliterates the multiplicities” (l.22) can be
replaced by removes diversities, without changing the
meaning of the sentence.
Considering the ideas and the vocabulary of text II, decide whether the statements below are right (C) or wrong (E).
The adjective “coeval” (l.19) could be replaced by coetaneous
without changing the meaning of the sentence.
Considering the ideas and the vocabulary of text II, decide whether the statements below are right (C) or wrong (E).
The word “ineluctability” (l.13) is synonymous with
questionability.
In text I, without altering the meaning of the sentence, the noun “realms” (l.35) could be replaced by (mark right — C — or wrong — E):
domains.
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