Questões de Concurso
Comentadas sobre vocabulário | vocabulary em inglês
Foram encontradas 2.218 questões
Analise as afirmativas abaixo sobre o tema Vocabulário e Comunicação em Língua Inglesa.
1. Campo Semântico é constituído por um conjunto de palavras relacionadas entre si. Exemplo: tema food (guava, toast, beans, juice).
2. A expressão How are you? é um exemplo de uso cotidiano em língua inglesa.
3. Ao trabalhar vocabulário no Ensino Fundamental, é pedagogicamente mais adequado priorizar a tradução literal de todos os termos.
4. Thanksgiving é um elemento sociocultural de países que tem a Língua Inglesa como segunda língua.
Assinale a alternativa que indica todas as afirmativas corretas.
Study the sentences below about “Vocabulary and Communication of English-speaking countries”, appropriate for Ensino Fundamental, and decide if they are true ( T ) or false ( F ).
( ) In many English-speaking countries, shaking hands is a common form of greeting.
( ) The words kitchen, closet, bedroom, and cellphone are part of the semantic field of parts of a house.
( ) In the United States and the United Kingdom, punctuality is generally considered important in social and professional contexts.
( ) Words like teacher, classroom, and homework are connected to the semantic field of school and education.
( ) Semantic fields are only useful for advanced learners and are not important in elementary English learning.
Choose the alternative which presents the correct sequence, from top to bottom.
Atenção: Considere o texto abaixo para responder à questão.
Defining the Role of a Tax Auditor
The core function of a tax auditor is to examine financial records and supporting documentation against the figures reported on official returns, whether for individuals or corporations. This examination seeks to verify every line item, from gross receipts and reported income to specific deductions claimed for ordinary and necessary business expenses. A primary goal is to confirm that the taxpayer's stated liability aligns precisely with the relevant federal or state tax law.
The auditor works to identify discrepancies or misapplications of the law that may lead to an underpayment of taxes due. They scrutinize documentation that supports deductions, such as receipts for depreciation claimed or substantiation for charitable contributions. The auditor ultimately determines if the taxpayer owes additional tax, is duea refund, or if the return is accurate as filed.
(Adapted from https://egalclarity.org/what-is-a-tax-auditor-and-what-do-they-do/)
(__) O uso de acrônimos como 'ASAP' e 'LOL' funciona como marcador de pertencimento ao grupo e economia de tempo.
(__) A 'Flaming' refere-se à prática de interação hostil e agressiva em fóruns ou seções de comentários.
(__) A linguagem digital elimina completamente as regras de polidez (netiquette) em favor da velocidade.
(__) O inglês usado em chats é considerado um híbrido que mescla características da fala e da escrita.
Após análise, assinale a alternativa que apresenta a sequência CORRETA dos itens acima, de cima para baixo:
TEXT 1
The Decolonial Option in English Teaching: Can the Subaltern Act?
In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.
Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202.
TEXT 1
The Decolonial Option in English Teaching: Can the Subaltern Act?
In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.
Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202.
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
Consider the sentence: "Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw." The highlighted verbal expression carries idiomatic meaning beyond its literal components.
Which alternative correctly interprets the semantic function of this phrasal verb in context?
Interculturality and cultural ...................... are central to English language teaching. English is a global language spoken in many different cultural ......................, not only in countries like the United Kingdom and the United States, but also in Africa, Asia, the Caribbean, and Oceania. By engaging with diverse cultural perspectives, students develop intercultural ......................, respect for differences, and the ability to communicate effectively in multicultural ......................
Mark the alternative that contains the correct missing words.
Text CB2A6
ARPA is considered the biggest conservation program of its kind, successfully leveraging cross-sector support through a financing model that has inspired similar projects around the world, and delivered tangible outcomes on the Amazon forest conservation. The fund guarantees donations over the long term with a clearly defined scope, offering more stability to the implementation of the program.
“Investments indeed translated into a reduction of deforestation and reduction in CO2 emissions resulting from deforestation,” said Britaldo Soares, an associate researcher at the Center for Technology and Innovation at the Federal University of Minas Gerais, and lead author of a paper that analyzes ARPA‘s impact on forest conservation.
Soares and researchers from WWF and FUNBIO found that deforestation between 2008 and 2020 was between 9% and 39% lower in Amazonian protected areas benefiting from ARPA support, and that this helped avoid 104 million metric tons of CO2 emissions.
For Júlio Barbosa, a resident of the Chico Mendes Extractive Reserve, ARPA has been important not just for creating conservation areas and infrastructure to support them, but also for strengthening local organizations, like cooperatives and deliberative councils.
ARPA focuses on traditional communities living within sustainable-use reserves, rather than Indigenous populations on Indigenous land, which are protected under different legislation. But the program also supports Indigenous populations who may live within the protected areas it targets and could even bring indirect benefits to other conservation areas, including Indigenous territories, as it helps maintain forest cover across the Amazon.
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