Questões de Concurso
Comentadas sobre vocabulário | vocabulary em inglês
Foram encontradas 2.206 questões
Ano: 2025
Banca:
Prefeitura de Bombinhas - SC
Órgão:
Prefeitura de Bombinhas - SC
Prova:
Prefeitura de Bombinhas - SC - 2025 - Prefeitura de Bombinhas - SC - Professor de Ensino Fundamental II - Inglês |
Q3369483
Inglês
Select the option that presents the synonym for the word "leap":
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336629
Inglês
How does vocabulary choice influence the effectiveness of different text genres?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331752
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
In the context of the third paragraph, the expression “get
the gist of” means to
Ano: 2025
Banca:
FUVEST
Órgão:
USP
Prova:
FUVEST - 2025 - USP - Professor de Educação Infantil (PROFEI) |
Q3321446
Inglês
Texto associado
Rain Is Coming to Burning Los Angeles and Will Bring Its Own Risks
Rain is forecast to begin as soon as Saturday
afternoon and to continue as late as Monday evening, says
meteorologist Kristan Lund of the National Weather Service’s
Los Angeles office. The area desperately needs the
precipitation, but experts are warily monitoring the situation
because rain poses its own risks in recently burned areas—
most notably the potential occurrence of mudslides and similar
hazards. “Rain is good because we’ve been so dry,” Lund
says. “However, if we get heavier rain rates or we get the
thunderstorms, it’s actually a lot more dangerous because you
can get debris flows.”
Fires do a couple of different things to the landscape
that can increase the risk of burned material, soil and detritus
hurtling out of control. When fires burn hot or long enough, they
leave an invisible layer of waxy material just under the surface
of the ground. This develops from decomposing leaves and
other organic material, which contain naturally hydrophobic or
water-repellent compounds. Fire can vaporize this litter, and
the resulting gas seeps into the upper soil—where it quickly
cools and condenses, forming the slippery layer.
When rain falls on ground that has been affected by
this phenomenon, it can’t sink beyond the hydrophobic layer—
so the water flows away, often hauling debris with it. “All of the
trees, branches, everything that’s been burned—unfortunately,
if it rains, that stuff just floats,” Lund says. “It’s really
concerning.” Even a fire that isn’t severe enough to create a
hydrophobic layer can still cause debris flows, says Danielle
Touma, a climate scientist at the University of Texas at Austin.
Under normal conditions, trees and other plants usually trap
some rain above the surface, slowing the water’s downward
journey. But on freshly burned land there’s much less greenery
to interfere; all the rain immediately hits the ground. [...]
Fortunately, the rain should also help firefighters tame
the blazes that remain active. The largest, the Palisades Fire,
is currently 77 percent contained. The second largest, the
Eaton Fire, is 95 percent contained. The Hughes Fire is third
largest and only 56 percent contained. A fire can be fully
contained but still burning. The containment percentage refers
to the amount of the perimeter that has barriers that firefighters
expect will prevent further spread.
Scientific American. January 27th, 2025. Adaptado.
O termo "litter”, no parágrafo 2, refere-se
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
AEB
Provas:
CESPE / CEBRASPE - 2025 - AEB - Analista em Ciência e Tecnologia Júnior – Especialidade: Qualquer Área de Formação
|
CESPE / CEBRASPE - 2025 - AEB - Tecnologista Júnior – Especialidade: Desenvolvimento Tecnológico |
CESPE / CEBRASPE - 2025 - AEB - Tecnologista Júnior – Especialidade: Tecnologia da Informação |
Q3309389
Inglês
Texto associado
Text CB1A2
Spending time in space and having an unrivalled view of
planet Earth is an experience many of us dream of, but the
human body evolved to function in the gravity of Earth. So fully
recovering from spending time in the weightlessness of space can
take years.
“It’s a fact that space is by far the most extreme
environment that humans have ever encountered and we’ve just
not evolved to handle the extreme conditions,” Professor Damian
Bailey, who studies human physiology, says. To begin with, the
heart and blood vessels have an easier time as they no longer
have to pump blood against gravity — and they start to weaken.
And the bones become weaker and more brittle. There should be
a balance between the cells breaking down old bone and those
making new, but that balance is disrupted without the feedback
and resistance of working against gravity. “Every month, about
1% of bones and muscles are going to wither away — it’s
accelerated ageing,” Professor Bailey says.
Microgravity also distorts the vestibular system, which is
how you balance and sense which way is up. In space, there is no
up, down or sideways. It can be disorientating when you go
up — and again when you return to Earth.
James Gallagher. What nine months in space does to the human body.
Internet: <bbc.com> (adapted).
About the vocabulary used in the second paragraph of
text CB1A2, it is correct to affirm that “brittle” (third sentence)
and ‘wither away’ (last sentence)
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
AEB
Prova:
CESPE / CEBRASPE - 2025 - AEB - Analista em Ciência e Tecnologia Júnior – Especialidade: Cooperação Internacional |
Q3309006
Inglês
Texto associado
Text 1A4-I
By the middle years of the 20th century, the optimistic
story of limitless progress through scientific and technological
advance came to be rivalled and sometimes overshadowed by a
much more pessimistic, even apocalyptic vision of the trajectory
of the modern project. It began to seem increasingly possible that
technology would come to master its creators and carry humanity
toward unforeseen and possibly catastrophic outcomes.
Premonitions of technological wizardry leading to
disasters are extremely old, dating back at least to the myth of
Icarus, who is said to have fatally fallen into the sea after flying
too close to the sun on wings his father, Daedalus, constructed.
As the Industrial Revolution gathered steam, dark anticipations
became increasingly widespread, in works such as Mary
Shelley’s Frankenstein; or, the Modern Prometheus and Karel
Capek’s R.U.R. Perhaps technology, not man, was “in the
saddle,” as Henry Adams worried. And perhaps machines,
becoming ever more capable and interconnected, were the next
step in the evolution of life, destined to dominate and eventually
eliminate humanity, as Samuel Butler warned. The contours of
the future, H. G. Wells announced in one of his famous lectures,
“The Discovery of the Future,” were difficult to discern but
would surely be unlike the past or the present, and definitely
included disasters of new types and magnitudes.
In the ghastly world wars, technological advances
empowered barbarism on a new scale, destroying the credibility
of the simple modernist faith that more potent tools are a straight
path to human betterment. Rather, technological advance has
produced a cornucopia of double-edged swords, with amplified
possibilities for both progress and disaster. A growing herd of
horsemen of the anthropogenic apocalypse have ominously
appeared on the human horizon of possibility: nuclear weapons,
genetic engineering, total surveillance despotism, runaway
artificial intelligence, and rampant environmental decay.
Daniel Deudney. Dark Skies: Space Expansionism, Planetary Geopolitics,
and the Ends of Humanity. New York: Oxford University Press, 2020 (adapted).
In the last paragraph of text 1A4-I, the
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
AEB
Prova:
CESPE / CEBRASPE - 2025 - AEB - Analista em Ciência e Tecnologia Júnior – Especialidade: Cooperação Internacional |
Q3309005
Inglês
Texto associado
Text 1A4-I
By the middle years of the 20th century, the optimistic
story of limitless progress through scientific and technological
advance came to be rivalled and sometimes overshadowed by a
much more pessimistic, even apocalyptic vision of the trajectory
of the modern project. It began to seem increasingly possible that
technology would come to master its creators and carry humanity
toward unforeseen and possibly catastrophic outcomes.
Premonitions of technological wizardry leading to
disasters are extremely old, dating back at least to the myth of
Icarus, who is said to have fatally fallen into the sea after flying
too close to the sun on wings his father, Daedalus, constructed.
As the Industrial Revolution gathered steam, dark anticipations
became increasingly widespread, in works such as Mary
Shelley’s Frankenstein; or, the Modern Prometheus and Karel
Capek’s R.U.R. Perhaps technology, not man, was “in the
saddle,” as Henry Adams worried. And perhaps machines,
becoming ever more capable and interconnected, were the next
step in the evolution of life, destined to dominate and eventually
eliminate humanity, as Samuel Butler warned. The contours of
the future, H. G. Wells announced in one of his famous lectures,
“The Discovery of the Future,” were difficult to discern but
would surely be unlike the past or the present, and definitely
included disasters of new types and magnitudes.
In the ghastly world wars, technological advances
empowered barbarism on a new scale, destroying the credibility
of the simple modernist faith that more potent tools are a straight
path to human betterment. Rather, technological advance has
produced a cornucopia of double-edged swords, with amplified
possibilities for both progress and disaster. A growing herd of
horsemen of the anthropogenic apocalypse have ominously
appeared on the human horizon of possibility: nuclear weapons,
genetic engineering, total surveillance despotism, runaway
artificial intelligence, and rampant environmental decay.
Daniel Deudney. Dark Skies: Space Expansionism, Planetary Geopolitics,
and the Ends of Humanity. New York: Oxford University Press, 2020 (adapted).
Considering the meaning of the expressions used in text 1A4-I,
choose the correct option.
Ano: 2025
Banca:
FUVEST
Órgão:
USP
Prova:
FUVEST - 2025 - USP - Educador (Especialidade: Educação Física e Esporte) |
Q3299083
Inglês
Texto associado
Texto para a questão
Rain Is Coming to Burning Los Angeles and Will Bring Its Own Risks
Rain is forecast to begin as soon as Saturday
afternoon and to continue as late as Monday evening, says
meteorologist Kristan Lund of the National Weather Service’s
Los Angeles office. The area desperately needs the
precipitation, but experts are warily monitoring the situation
because rain poses its own risks in recently burned areas—
most notably the potential occurrence of mudslides and similar
hazards. “Rain is good because we’ve been so dry,” Lund
says. “However, if we get heavier rain rates or we get the
thunderstorms, it’s actually a lot more dangerous because you
can get debris flows.”
Fires do a couple of different things to the landscape
that can increase the risk of burned material, soil and detritus
hurtling out of control. When fires burn hot or long enough, they
leave an invisible layer of waxy material just under the surface
of the ground. This develops from decomposing leaves and
other organic material, which contain naturally hydrophobic or
water-repellent compounds. Fire can vaporize this litter, and
the resulting gas seeps into the upper soil—where it quickly
cools and condenses, forming the slippery layer.
When rain falls on ground that has been affected by
this phenomenon, it can’t sink beyond the hydrophobic layer—
so the water flows away, often hauling debris with it. “All of the
trees, branches, everything that’s been burned—unfortunately,
if it rains, that stuff just floats,” Lund says. “It’s really
concerning.” Even a fire that isn’t severe enough to create a
hydrophobic layer can still cause debris flows, says Danielle
Touma, a climate scientist at the University of Texas at Austin.
Under normal conditions, trees and other plants usually trap
some rain above the surface, slowing the water’s downward
journey. But on freshly burned land there’s much less greenery
to interfere; all the rain immediately hits the ground. [...]
Fortunately, the rain should also help firefighters tame
the blazes that remain active. The largest, the Palisades Fire,
is currently 77 percent contained. The second largest, the
Eaton Fire, is 95 percent contained. The Hughes Fire is third
largest and only 56 percent contained. A fire can be fully
contained but still burning. The containment percentage refers
to the amount of the perimeter that has barriers that firefighters
expect will prevent further spread.
Scientific American. January 27th, 2025. Adaptado.
O termo "litter”, no parágrafo 2, refere-se
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289557
Inglês
Identify the pairing in which the term is correctly matched with its definition in a professional
telecommunications setting.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão da Informação – Subárea: Engenharia de Dados
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão da Informação – Subárea: Engenharia de Infraestrutura e Tecnologia da Informação |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão da Informação – Subárea: Engenharia de Software |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão da Informação – Subárea: Gestão da Informação Arquivística |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão da Informação – Subárea: Gestão da Informação Bibliográfica |
Q3286938
Inglês
Texto associado
Climate change poses significant challenges to cattle farming, a sector vital to global food security. Among the most pressing concerns is the increasing frequency and intensity of droughts. Reduced rainfall diminishes pasture quality and availability, limiting feed for livestock and increasing water scarcity. This can lead to decreased animal growth rates, reduced milk production, and increased mortality rates. Moreover, prolonged droughts can contribute to desertification, shrinking available grazing land and forcing farmers to adopt costly alternative feeding strategies.
Beyond drought, other climate-related impacts include heat stress, which can significantly impact animal health and productivity. Rising temperatures can exacerbate heat stress, leading to decreased feed intake, reduced fertility, and increased mortality in livestock. Furthermore, extreme weather events, such as heavy rainfall and flooding, can cause infrastructure damage, contaminate water sources, and lead to the loss of livestock.
The cattle farming sector itself contributes to climate change through greenhouse gas emissions, primarily methane produced during animal digestion and nitrous oxide from manure management. Deforestation for pasture expansion also releases significant amounts of carbon dioxide.
To address these challenges, a multi-pronged approach is crucial.
• Genetic selection: Breeding programs focused on developing drought-resistant livestock breeds are vital. and heat-tolerant
• Sustainable feeding strategies: Implementing precision feeding techniques, improving feed efficiency, and exploring alternative drought-resistant forage livestock resilience. feed sources, varieties, such as can enhance
• Integrated farming systems: Integrating crop and livestock production, such as through agroforestry systems, can improve soil health, enhance water retention, and reduce greenhouse gas emissions.
• Technological innovations: Utilizing technologies such as precision livestock farming, remote sensing for pasture monitoring, and renewable energy sources can improve resource efficiency and redu
Furthermore, strong policy support, including incentives for sustainable farming practices, investments in research and development, and improved access to climate information services, are essential for the long-term sustainability of the cattle farming sector.
Addressing the challenges posed by climate change requires a collaborative effort involving farmers, researchers, policymakers, and consumers. By embracing innovative solutions, prioritizing sustainable practices, and fostering a collective understanding of the importance of climate-resilient livestock production, we can ensure a future when this vital sector continues to thrive while minimizing its environmental impact.
Internet:<conafer.org.br> (adapted).
Judge the following item based on the text above.
The word “Furthermore” (in the second paragraph) can be correctly replaced with the term Besides that without changing the meaning of the tex.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Arvorezinha - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Arvorezinha - RS - Professor - Inglês |
Q3279102
Inglês
Texto associado
September 7, 1991
Dear friend,
I do not like high school. The cafeteria is called the
"Nutrition Center," which is strange. There is this one girl in
my advanced English class named Susan. In middle school,
Susan was very fun to be around. She liked movies, and her
brother Frank made her tapes of this great music that she
shared with us. But over the summer she had her braces
taken off, and she got a little (1) taller and prettier and grew
breasts. Now, she acts a lot dumber in the hallways,
especially when boys are around. And I think it's sad because
Susan doesn't look as happy. To tell you the truth, she
doesn't like to admit she's in the advanced English class, and
she doesn't like to say "hi" to me in the hall anymore.
When Susan was at the guidance counselor meeting
about Michael, she said that Michael once told her that she
was the (2) prettiest girl in the whole world, braces and all.
Then, he asked her to "go with him," which was a big deal at
any school. They call it "going out" in high school. And they
kissed and talked about movies, and she missed him terribly
because he was her best friend.
It's funny, too, because boys and girls normally
weren't best friends around my school. But Michael and
Susan were. Kind of like my Aunt Helen and me. I'm sorry.
"My Aunt Helen and I." That's one thing I learned this week.
That and more consistent punctuation.
I keep quiet most of the time, and only one kid
named Sean really seemed to notice me. He waited for me
after gym class and said really immature things like how he
was going to give me a "swirlie," which is where someone
sticks your head in the toilet and flushes to make your hair
swirl around. He seemed pretty unhappy as well, and I told
him so. Then, he got mad and started hitting me, and I just
did the things my brother taught me to do. My brother is a
very good fighter.
Book: The Perks of Being a Wallflower. Stephen Chbosky.
What does the phrasal verb "brush up on" mean in the following sentence?
"Before the interview, I need to brush up on my Spanish so I
can speak fluently."
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Arvorezinha - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Arvorezinha - RS - Professor - Inglês |
Q3279099
Inglês
Texto associado
September 7, 1991
Dear friend,
I do not like high school. The cafeteria is called the
"Nutrition Center," which is strange. There is this one girl in
my advanced English class named Susan. In middle school,
Susan was very fun to be around. She liked movies, and her
brother Frank made her tapes of this great music that she
shared with us. But over the summer she had her braces
taken off, and she got a little (1) taller and prettier and grew
breasts. Now, she acts a lot dumber in the hallways,
especially when boys are around. And I think it's sad because
Susan doesn't look as happy. To tell you the truth, she
doesn't like to admit she's in the advanced English class, and
she doesn't like to say "hi" to me in the hall anymore.
When Susan was at the guidance counselor meeting
about Michael, she said that Michael once told her that she
was the (2) prettiest girl in the whole world, braces and all.
Then, he asked her to "go with him," which was a big deal at
any school. They call it "going out" in high school. And they
kissed and talked about movies, and she missed him terribly
because he was her best friend.
It's funny, too, because boys and girls normally
weren't best friends around my school. But Michael and
Susan were. Kind of like my Aunt Helen and me. I'm sorry.
"My Aunt Helen and I." That's one thing I learned this week.
That and more consistent punctuation.
I keep quiet most of the time, and only one kid
named Sean really seemed to notice me. He waited for me
after gym class and said really immature things like how he
was going to give me a "swirlie," which is where someone
sticks your head in the toilet and flushes to make your hair
swirl around. He seemed pretty unhappy as well, and I told
him so. Then, he got mad and started hitting me, and I just
did the things my brother taught me to do. My brother is a
very good fighter.
Book: The Perks of Being a Wallflower. Stephen Chbosky.
Check the item that correctly displays an antonym for
the underlined word.
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276445
Inglês
Texto associado
TEXT 2
WHAT IS THE COMMUNICATIVE APPROACH?
In the Communicative Approach, real communication and interaction is not only the objective in learning, but also the means through which it takes place. This approach started in the 70s and became prominent as it proposed an alternative to the then ubiquitous systems-oriented approaches, such as the Audiolingual method. That means that, instead of focusing on the acquisition of grammar and vocabulary (grammatical/linguistic competence), the Communicative Approach aimed at developing the learner’s competence to communicate in the target language (communicative competence), with an enhanced focus on real-life situations.
Excerpt extracted and adapted from: https://www.whatiselt.com/single-post/2018/08/23/what-is-thecommunicative-approach
In the excerpt extracted from text 2, which says that “the
Communicative Approach aimed at developing the
learner’s competence to communicate in the target
language”, the underlined word (competence) could be
INCORRECTLY replaced by:
Ano: 2025
Banca:
SECPLAN
Órgão:
Prefeitura de Presidente Kennedy - ES
Prova:
SECPLAN - 2025 - Prefeitura de Presidente Kennedy - ES - Professor MAMPB Inglês |
Q3259817
Inglês
Read the following paragraph about ESP.
“ESP is teaching with the aim of assisting learners’ study or research in the particular variety of English they may need. It has emerged from over 50 years of research and classroom practice and has become a major influence in university and workplace classrooms in many parts of the world. The basic idea behind ESP is that learners’ needs differ enormously according to future academic or occupational goals, and this is why ESP has become so influential in universities around the world in recent years.”
Adapted from: https://doi.org/10.18485/esptoday.2022.10.2.1
ESP stands for:
“ESP is teaching with the aim of assisting learners’ study or research in the particular variety of English they may need. It has emerged from over 50 years of research and classroom practice and has become a major influence in university and workplace classrooms in many parts of the world. The basic idea behind ESP is that learners’ needs differ enormously according to future academic or occupational goals, and this is why ESP has become so influential in universities around the world in recent years.”
Adapted from: https://doi.org/10.18485/esptoday.2022.10.2.1
ESP stands for:
Ano: 2025
Banca:
SECPLAN
Órgão:
Prefeitura de Presidente Kennedy - ES
Prova:
SECPLAN - 2025 - Prefeitura de Presidente Kennedy - ES - Professor MAMPB Inglês |
Q3259800
Inglês
Texto associado
Read the text below and answer the questions that follow.
Text
Should schools just say no to pupils using phones?
14th July 2024
Natalie Grice – BBC News
“I wouldn’t say it’s a good thing for a child never to have a smartphone. I think it’s part of a balanced life. You’ve got to live in your own time.”
These are not the words you might expect to hear from a teacher at a school that has never in its history allowed pupils under sixth form age to use a mobile phone on the premises.
But Sarah Owen, deputy head at Stanwell School in Penarth, Vale of Glamorgan, was simply expressing a personal opinion, rather than the school’s view about a young person’s wider life.
It is clear that she and the school have very firm opinions on what is best for children while they are on school grounds.
For Stanwell pupils in years 7 to 11, that has always meant no phones. Not in lessons, not in the corridor, not at breaktimes.
It is such a long-established rule that it presumably comes as no surprise to pupils and parents when they join the school, which is starting to seem as if it may have been ahead of a growing curve.
In the past few years, a number of schools across Wales and further afield have introduced total bans on mobiles. While Stanwell only asks pupils to keep phones switched off in their bags, others require the devices to be handed in at the start of the day.
Llanidloes High School in Powys is one which has implemented this policy in the past few years and Ysgol Penrhyn Dewi in St Davids, Pembrokeshire, followed suit at the start of this year.
Sarah Owen has been at Stanwell School since 2000 and says that there has always been a no phone policy in the school. For Sarah, it is a question not of trying to impinge on their students’ freedom, but of giving them vital time away from mobile life, for welfare as well as educational reasons.
“We genuinely believe this is in their best interests,” she said. “Phone addiction and screen addiction and scrolling, the loss of concentration, the loss of soft skills around listening and interacting with others, that’s something we need to be concerned about as a society generally.”
“We want children to be interacting with each other, having conversations, playing football, having those connections and interactions with other people.”
Sarah also believes it gives pupils relief from the possibility of being “photographed, filmed, mocked in some way – that’s not a nice way for children to live”. She said she wanted her pupils to have “some sanctuary from the anxiety of feeling so scrutinised and looked at”.
Adapted from: https://www.bbc.com/news/articles
In “While Stanwell only asks pupils to keep phones
switched off in their bags”, the phrasal verb SWITCHED
OFF could be replaced, with no change in meaning, by:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio Negro - PR
Prova:
OBJETIVA - 2025 - Prefeitura de Rio Negro - PR - Professor de Inglês (Lageado e Sede) |
Q3243924
Inglês
Check the item that correctly displays an antonym for
the underlined word.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235092
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
In reading, the ability to “make intelligent guesses” is
named
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235089
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
In the first two paragraphs, the pair of terms whose
meanings are in evident contrast is:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223437
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
The word “resilience”, underlined in the second
paragraph of the text, in its context, means the ability:
Ano: 2025
Banca:
CETREDE
Órgão:
Prefeitura de São Benedito - CE
Prova:
CETREDE - 2025 - Prefeitura de São Benedito - CE - Professor de Educação Básica - Língua Inglesa |
Q3220304
Inglês
Texto associado
Read Text II and answer question
TEXT II
Uses of AI in Education
In May 2023, the U.S. Department of Education released a
report titled Artificial Intelligence and the Future of Teaching and
Learning: Insights and Recommendations. The department had
conducted listening sessions in 2022 with more than 700 people,
including educators and parents, to gauge their views on AI. The
report noted that “constituents believe that action is required now
in order to get ahead of the expected increase of AI in education
technology – and they want to roll up their sleeves and start
working together.” People expressed anxiety about “future
potential risks” with AI but also felt that “AI may enable achieving
educational priorities in better ways, at scale, and with lower
costs.
AI could serve – or is already serving – in several teachingand-learning roles, for instance:
instructional assistants: AI’s ability to conduct human-like
conversations opens up possibilities for adaptive tutoring or
instructional assistants that can help explain difficult concepts to
students. AI-based feedback systems can offer constructive
critiques on student writing, which can help students fine-tune
their writing skills. Some research also suggests certain kinds of
prompts can help children generate more fruitful questions about
learning. AI models might also support customized learning for
students with disabilities and provide translation for English
language learners; and teaching assistants: AI might tackle some
of the administrative tasks that keep teachers from investing more
time with their peers or students. Early uses include automated
routine tasks such as drafting lesson plans, creating differentiated
materials, designing worksheets, developing quizzes, and
exploring ways of explaining complicated academic materials. AI
can also provide educators with recommendations to meet
student needs and help teachers reflect, plan, and improve their
practice.
Along with these potential benefits come some difficult
challenges and risks the education community must navigate. For
example, both teachers and students face the risk of becoming
overly reliant on AI-driven technology. For students, this could
stifle learning, especially the development of critical thinking. This
challenge extends to educators as well. While AI can expedite
lesson-plan generation, speed does not equate to quality.
Teachers may be tempted to accept the initial AI-generated
content rather than devote time to reviewing and refining it for
optimal educational value.
In light of these challenges, the Department of Education has
stressed the importance of keeping “humans in the loop” when
using AI, particularly when the output might be used to inform a
decision. As the department encouraged in its 2023 report,
teachers, learners, and others need to retain their agency. AI
cannot “replace a teacher, a guardian, or an education leader as
the custodian of their students’ learning,” the report stressed.
Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
Based on the context of text II, it is CORRECT to say that
“roll up their sleeves” is used:
Conheça nossos planos