Questões de Concurso
Comentadas sobre vocabulário | vocabulary em inglês
Foram encontradas 2.337 questões
Q3623094
Inglês
Texto associado
In today’s fast‑paced business environment, hardly anything is more vital for growth and survival than innovation. And this is especially the case when it comes to technologies
IT innovation may sound like an area that’s purely the domain of IT companies, but really, it’s something that every business should be working towards. With new IT solutions coming out practically daily, it’s critical to find the ones that are going to boost operations, that are going to help companies to reach and exceed business goals. And it’s important to not just put innovative IT services in place, but to find the ones that are going to add the most value, and to find ways of using IT services in unique and innovative ways to enhance the way businesses are done.
Imagine IT innovation as a breath of fresh air into the sometimes stale corporate world, refreshing and reinvigorating business models, product development processes, and the very fabric of operational efficiency. Innovative IT breakthroughs like artificial intelligence (AI), cloud computing, or the Internet of Things (IoT), are not just buzzwords but actual business growth strategies.
The ways in which businesses can leverage innovative IT solutions are as varied as the businesses themselves. From using AI to offer personalised customer experiences, to using conversational AI as training aids for new team members, to taking advantage of platforms like Microsoft Copilot and enhancing humans’ daily workflows – the potential is limitless.
One of the real‑world IT innovation examples that showcases the power of forward‑thinking is the adoption of chatbots for customer service. With AI and natural language processing, chatbots can handle simple inquiries, freeing up human staff to tackle more complex issues. More than that, it is possible to feed chatbot information that it can learn from in turn, helping it to provide answers that are unique to a specific business. For example, it could upload responses to the most common questions received, and the chatbot will not only provide this information to potential clients and customers that ask those questions, but will adapt them to the client’s unique situation. This not only improves efficiency but also enhances the customer experience.
IT innovation doesn’t take a single form. Because there are so many different ways to take advantage of innovative technology solutions, the IT innovation types can be broadly broken down into two different categories, but even these aren’t definitive.
Businesses are always looking for ways to enhance the products and services that they offer, and using innovative IT solutions to both pinpoint new product offerings or enhance the services that companies are already specialised in can setting in an increasingly competitive market space. Using IT innovation in product development can involve finding new ways to analyse data to get more meaningful insights, finding ways to incorporate solutions into technologies like apps, smart watches, or IoT devices.
The second category of IT innovation is improving the existing processes within companies. By taking advantage of innovative technologies, they can enhance their internal operations and help the humans behind business to work smarter, not necessarily harder. This will see efficiency at an all‑time high, and more being done in less time. Some examples of ways that innovation can improve processes include using machine learning and AI to automate tasks, streamlining workflows, and both simplifying and enhancing data management.
Internet: <www.solidsystems.co.za> (adapted).
In the period “Imagine IT innovation as a breath of fresh
air into the sometimes stale corporate world, refreshing
and reinvigorating business models, product development
processes, and the very fabric of operational efficiency.” the
word fabric could be replaced by
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã do Oeste - SC
Prova:
AMEOSC - 2025 - Prefeitura de Iporã do Oeste - SC - Professor de Inglês - Edital nº 19 |
Q3617943
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Inside the charming city named 'Europe's highest capital' - with no trains or airports
Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.
But only one can say it's the highest in the continent.
High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.
The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.
And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.
But that hasn't stopped 8 to 10 million people visiting the tiny place every year.
The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.
And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.
One person on Tripadvisor described: 'It is a giant duty free shopping haven.
'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.
'Very good for local economy, very boring.'
Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.
Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.
The basic package for three hours access starts from ?30.50.
One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'
Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'
For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.
And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.
When it comes to the weather, don't expect too much sun in Andorra.
In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.
Meanwhile, temperatures peak at 24C in July and August.
https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted)
Teacher Carlos is working with his 9th-grade students on
vocabulary expansion and idiomatic expressions found in
travel texts. He uses the Andorra article to help students
understand how context clues help determine meaning of
unfamiliar words and phrases. The class discusses how
travel writing often contains specific terminology and
expressions that may not be found in traditional
textbooks.
(__)"Take advantage of" means to make good use of an opportunity or situation.
(__)"Duty-free shopping haven" refers to a place where taxes on goods are reduced or eliminated.
(__)"Awe-inspiring mountain views" means views that cause fear and anxiety about mountains.
(__)"The likes" in "clothes, shoes and the likes" means similar items or things of the same type.
Indicate the correct order of true (T) or false (F) statements:
(__)"Take advantage of" means to make good use of an opportunity or situation.
(__)"Duty-free shopping haven" refers to a place where taxes on goods are reduced or eliminated.
(__)"Awe-inspiring mountain views" means views that cause fear and anxiety about mountains.
(__)"The likes" in "clothes, shoes and the likes" means similar items or things of the same type.
Indicate the correct order of true (T) or false (F) statements:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616901
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
No trecho “Combining intensive and extensive reading
activities has long been a recipe for success in my classrooms”,
a palavra em destaque pode ser substituída, sem prejuízo de
significado, por:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616897
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
É possível reescrever a sentença “They should also write a
sentence or two about what they read”, usando uma expressão
idiomática, sem alteração do significado, em:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616896
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
No segundo parágrafo do texto, a palavra “novice” é definida
corretamente como:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616895
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
No trecho “We also know that reading texts on diff erent topics
increases the chances that our students will encounter different
words and come across new meanings of known words”, o
phrasal verb destacado pode ser substituído, sem prejuízo de
signifi cado, por:
Ano: 2023
Banca:
IESES
Órgão:
Prefeitura de Biguaçu - SC
Prova:
IESES - 2023 - Prefeitura de Biguaçu - SC - Professor III – Inglês |
Q3616386
Inglês
Complete the sentences with do or make:
Shall I open the window? No, it´s ok. I´ll ____ it.
What did you ____ at the weekend? Did you go away?
What do they ____ in the factory? Shoes.
Do you know how to ____ bread?
The correct sequence is:
Ano: 2023
Banca:
IESES
Órgão:
Prefeitura de Biguaçu - SC
Prova:
IESES - 2023 - Prefeitura de Biguaçu - SC - Professor III – Inglês |
Q3616385
Inglês
Read the sentence: We need to hand in our assignments to the teacher at the end of the week.
The Phrasal Verb “hand in” is the same of:
The Phrasal Verb “hand in” is the same of:
Ano: 2023
Banca:
FAU
Órgão:
Prefeitura de Dois Vizinhos - PR
Prova:
FAU - 2023 - Prefeitura de Dois Vizinhos - PR - Professor de Língua Inglesa |
Q3613176
Inglês
Texto associado
O texto II refere-se à questão.
TEXTO II
“Valerie”
Song by Amy Winehouse
Well sometimes I go out by myself
And I look across the water
And I think of all the things, what you're doing
And in my head I paint a picture
'Cause since I've come on home,
Well my body's been a mess
And I've missed your ginger hair
And the way you like to dress
Won't you come on over
Stop making a fool out of me
Why don't you come on over Valerie?
The line "Why don't you come on over
Valerie?" is primarily functioning as:
Ano: 2023
Banca:
FAU
Órgão:
Prefeitura de Dois Vizinhos - PR
Prova:
FAU - 2023 - Prefeitura de Dois Vizinhos - PR - Professor de Língua Inglesa |
Q3613175
Inglês
Texto associado
O texto II refere-se à questão.
TEXTO II
“Valerie”
Song by Amy Winehouse
Well sometimes I go out by myself
And I look across the water
And I think of all the things, what you're doing
And in my head I paint a picture
'Cause since I've come on home,
Well my body's been a mess
And I've missed your ginger hair
And the way you like to dress
Won't you come on over
Stop making a fool out of me
Why don't you come on over Valerie?
In the phrase "Well my body's been a
mess", the word "mess" is used
metaphorically to convey:
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610244
Inglês
Choose the only sentence that is free of spelling errors
(ignore punctuation and capitalization).
Ano: 2023
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2023 - Prefeitura de Blumenau - SC - Professor - Inglês |
Q3607763
Inglês
What is the synonym for "override" as used in the
sentence "The president could still veto the bill, Reuters
reports, but Congress could have enough support to
override the move" (6º§)?
Ano: 2023
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2023 - Prefeitura de Blumenau - SC - Professor - Inglês |
Q3607760
Inglês
Consider the following sentence:
"Let's just chillax by the beach this weekend and forget about all our worries."
What does the slang term "chillax" mean?
"Let's just chillax by the beach this weekend and forget about all our worries."
What does the slang term "chillax" mean?
Ano: 2023
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2023 - Prefeitura de Blumenau - SC - Professor - Inglês |
Q3607742
Inglês
Texto associado
Brazilian Indigenous groups protest as lawmakers
approve bill limiting recognition of ancestral lands
(1º§) Brazil's lower house of Congress on Tuesday night
approved a bill that would limit the recognition of
ancestral lands in a vote met by protests from Indigenous
groups.
(2º§) The bill, known as PL 490/2007, would strip the
environment and Indigenous people ministries of some
powers, weakening their oversight__ environmental
protections and the demarcation of Indigenous lands.
(3º§) The proposed legislation, which passed by 283
votes to 155, still requires approval from the Senate and
President Luiz Inacio Lula da Silva.
(4º§) Ahead of the vote, Indigenous groups blocked a
highway just outside the country's largest city Sao Paulo.
Protesters burned tires, fired arrows and threw objects __
the riot and military police, who used water cannons and
tear gas in return.
(5º§) Indigenous groups from across the country also
planned protests in the capital Brasilia, where Lula da
Silva is meeting with South American leaders.
(6º§) The president could still veto the bill, Reuters
reports, but Congress could have enough support to
override the move.
(7º§) "PL490 has been approved by the Chamber: a
serious attack on indigenous peoples and the
environment," Sônia Guajajara, the Indigenous Peoples
minister, tweeted late on Tuesday.
(8º§) "We keep fighting for life. Still in the Senate, we will
dialogue to avoid negotiating our lives in exchange for
profit and destruction. We will not give up!."
(9º§) Lula da Silva has promised to repair the damage to
the Amazon caused during the tenure of his predecessor,
Jair Bolsonaro. A surge in invasions and illegal extraction
of natural resources in protected Indigenous lands were
reported under the far-right former leader's time in office.
(10º§) Last month, Lula da Silva recognized six
Indigenous territories, Reuters reports, fulfilling part of his
campaign promise to protect Indigenous lands from being
taken for farming, gold mining and logging in the
Amazon.
(11º§) But Lula da Silva has had to face a hostile
Congress, which approved expediting the bill's review
process last week.
(12º§) While the bill does not impact fully recognized
Indigenous territories, it would affect territories that are
under claim.
(13º§) Rights groups warn that the bill would "prevent
Indigenous communities from obtaining title of their lands
if they were not physically present on them on October 5,
1988, the day Brazil's current Constitution was adopted,"
writes Human Rights Watch.
(14º§) "Indigenous peoples who were expelled from their
territory before October 1988 and cannot prove they were
involved in an ongoing dispute over their claim on that
date would not be able to secure legal recognition of their
lands," Human Rights Watch wrote in a statement.
(15º§) "Choosing an arbitrary cutoff date and refusing to
recognize ancestral lands claimed after that date is not
__ line with international standards," it added.
(16º§) If the bill passes, it could tarnish Lula da Silva's
climate ambitions. "If Lula loses this battle in Congress, it
will represent yet another political defeat for his
administration and display the conservative force he
faces," Bruna Santos, director of the Wilson Center's
Brazil Institute, told CNN.
i--nt--aaammmmindex.htm
/2023/05/30/americas/brazil-indigenous-protest-bill-intl-latam/index.html
In the sentence "Lula da Silva has promised to repair the
damage to the Amazon caused during the tenure of his
predecessor, Jair Bolsonaro". What does the word
"tenure" (9º§) mean?
Ano: 2023
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2023 - Prefeitura de Blumenau - SC - Professor - Inglês |
Q3607741
Inglês
Texto associado
Brazilian Indigenous groups protest as lawmakers
approve bill limiting recognition of ancestral lands
(1º§) Brazil's lower house of Congress on Tuesday night
approved a bill that would limit the recognition of
ancestral lands in a vote met by protests from Indigenous
groups.
(2º§) The bill, known as PL 490/2007, would strip the
environment and Indigenous people ministries of some
powers, weakening their oversight__ environmental
protections and the demarcation of Indigenous lands.
(3º§) The proposed legislation, which passed by 283
votes to 155, still requires approval from the Senate and
President Luiz Inacio Lula da Silva.
(4º§) Ahead of the vote, Indigenous groups blocked a
highway just outside the country's largest city Sao Paulo.
Protesters burned tires, fired arrows and threw objects __
the riot and military police, who used water cannons and
tear gas in return.
(5º§) Indigenous groups from across the country also
planned protests in the capital Brasilia, where Lula da
Silva is meeting with South American leaders.
(6º§) The president could still veto the bill, Reuters
reports, but Congress could have enough support to
override the move.
(7º§) "PL490 has been approved by the Chamber: a
serious attack on indigenous peoples and the
environment," Sônia Guajajara, the Indigenous Peoples
minister, tweeted late on Tuesday.
(8º§) "We keep fighting for life. Still in the Senate, we will
dialogue to avoid negotiating our lives in exchange for
profit and destruction. We will not give up!."
(9º§) Lula da Silva has promised to repair the damage to
the Amazon caused during the tenure of his predecessor,
Jair Bolsonaro. A surge in invasions and illegal extraction
of natural resources in protected Indigenous lands were
reported under the far-right former leader's time in office.
(10º§) Last month, Lula da Silva recognized six
Indigenous territories, Reuters reports, fulfilling part of his
campaign promise to protect Indigenous lands from being
taken for farming, gold mining and logging in the
Amazon.
(11º§) But Lula da Silva has had to face a hostile
Congress, which approved expediting the bill's review
process last week.
(12º§) While the bill does not impact fully recognized
Indigenous territories, it would affect territories that are
under claim.
(13º§) Rights groups warn that the bill would "prevent
Indigenous communities from obtaining title of their lands
if they were not physically present on them on October 5,
1988, the day Brazil's current Constitution was adopted,"
writes Human Rights Watch.
(14º§) "Indigenous peoples who were expelled from their
territory before October 1988 and cannot prove they were
involved in an ongoing dispute over their claim on that
date would not be able to secure legal recognition of their
lands," Human Rights Watch wrote in a statement.
(15º§) "Choosing an arbitrary cutoff date and refusing to
recognize ancestral lands claimed after that date is not
__ line with international standards," it added.
(16º§) If the bill passes, it could tarnish Lula da Silva's
climate ambitions. "If Lula loses this battle in Congress, it
will represent yet another political defeat for his
administration and display the conservative force he
faces," Bruna Santos, director of the Wilson Center's
Brazil Institute, told CNN.
i--nt--aaammmmindex.htm
/2023/05/30/americas/brazil-indigenous-protest-bill-intl-latam/index.html
What does the idiomatic expression "to give up" (8º§)
mean in the context of the text?
Ano: 2024
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2024 - Prefeitura de Fortaleza - CE - Professor - Língua Inglesa |
Q3595986
Inglês
Learning vocabulary through reading is a topic which has
been discussed by many researchers. Concerning vocabulary
learning in ESP, judge the following statements as TRUE (T) or
FALSE (F).
I. Teachers should adopt activities that provide the systematization of vocabulary.
II. The source of presentation of new words does not interfere in vocabulary learning.
III. Teachers should select texts in terms of familiar topics in order to allow top-down processing for inferring the meaning of new words.
IV. As a procedure, the use of a dictionary gives the learners autonomy to continue learning outside the classroom.
V. Finding the part of speech of an unknown word is not a possible vocabulary learning tool in ESP.
The CORRECT sequence is, then:
I. Teachers should adopt activities that provide the systematization of vocabulary.
II. The source of presentation of new words does not interfere in vocabulary learning.
III. Teachers should select texts in terms of familiar topics in order to allow top-down processing for inferring the meaning of new words.
IV. As a procedure, the use of a dictionary gives the learners autonomy to continue learning outside the classroom.
V. Finding the part of speech of an unknown word is not a possible vocabulary learning tool in ESP.
The CORRECT sequence is, then:
Ano: 2024
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2024 - Prefeitura de Fortaleza - CE - Professor - Língua Inglesa |
Q3595973
Inglês
Texto associado
Brazil: teaching in public schools
I've been teaching English for almost 10 years, and my most
interesting experience was when I started teaching at a public
school besides teaching at a language institute. This school was
located in a very poor neighborhood, and there were all kinds of
social problems surrounding it. My initial excitement was tested
when I started to talk about what I was going to teach and the
importance of learning English at school when a student raised
his hand and said: "Teacher, why should we learn English if even
don't know how to speak Portuguese very well?" My first
reaction was saying that maybe he could learn English better
than Portuguese and one day he could have a very good job,
even travel abroad. And another student said: "Come on,
teacher, we don't have money for the bus ticket to go
downtown, how can we go abroad?"
In “one day he could have a very good job, even travel
abroad…”, “abroad” means:
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Canela - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Canela - RS - Profissional do Magistério – Língua Estrangeira Moderna - Inglês |
Q3594197
Inglês
Texto associado
How would you draw an elephant if you’d never seen one?
For illustrators in medieval Europe, depicting
animals like elephants that they’d never set eyes on was a
key part of their task to shape the morality of humankind.
What mattered most was what such creatures
represented in Christian spiritual terms—and so a lion might
represent the virtues of strength and courage.
Such depictions appeared alongside biblical stories
and in extraordinary illuminated manuscripts—including
illustrated bestiaries—created by hand before printing
became dominant in the 16th century.
And among the earliest medieval European
representations of fantastic ________ were elephants. Their
bond with their solitary children represented devotion, while
stories of elephants taking care to be _________ around
smaller animals symbolized kindness to others. Elephants
were also said to represent the spiritual redemption of Jesus
Christ, possibly because they had the strength to easily lift a
person out of sin.
The problem was, however, that few artists in
medieval Europe had ever seen a real elephant—instead
they created an astonishing variety of fabulous pachyderms
that still fascinates today.
Elephants first appeared in Europe with invading
armies as far back as 280 B.C., when the Hellenistic king
Pyrrhus __________ 20 along for his failed invasion of Italy.
(Source: National Geographic — adaptation.)
Concerning the English language vocabulary, mark the
item that CORRECTLY fills in the following gaps:
Her own ___________ and ______________ were _____________ her best companions. (Jane Austen)
Her own ___________ and ______________ were _____________ her best companions. (Jane Austen)
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Canela - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Canela - RS - Profissional do Magistério – Língua Estrangeira Moderna - Inglês |
Q3594195
Inglês
Texto associado
How would you draw an elephant if you’d never seen one?
For illustrators in medieval Europe, depicting
animals like elephants that they’d never set eyes on was a
key part of their task to shape the morality of humankind.
What mattered most was what such creatures
represented in Christian spiritual terms—and so a lion might
represent the virtues of strength and courage.
Such depictions appeared alongside biblical stories
and in extraordinary illuminated manuscripts—including
illustrated bestiaries—created by hand before printing
became dominant in the 16th century.
And among the earliest medieval European
representations of fantastic ________ were elephants. Their
bond with their solitary children represented devotion, while
stories of elephants taking care to be _________ around
smaller animals symbolized kindness to others. Elephants
were also said to represent the spiritual redemption of Jesus
Christ, possibly because they had the strength to easily lift a
person out of sin.
The problem was, however, that few artists in
medieval Europe had ever seen a real elephant—instead
they created an astonishing variety of fabulous pachyderms
that still fascinates today.
Elephants first appeared in Europe with invading
armies as far back as 280 B.C., when the Hellenistic king
Pyrrhus __________ 20 along for his failed invasion of Italy.
(Source: National Geographic — adaptation.)
Concerning the vocabulary of the English language, mark
the item that CORRECTLY fills in the following gaps:
Deep into that darkness __________, long I stood there, wondering, fearing, __________, dreaming dreams no mortal ever ________ to dream before. (Edgar Allan Poe)
Deep into that darkness __________, long I stood there, wondering, fearing, __________, dreaming dreams no mortal ever ________ to dream before. (Edgar Allan Poe)
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Canela - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Canela - RS - Profissional do Magistério – Língua Estrangeira Moderna - Inglês |
Q3594193
Inglês
Texto associado
How would you draw an elephant if you’d never seen one?
For illustrators in medieval Europe, depicting
animals like elephants that they’d never set eyes on was a
key part of their task to shape the morality of humankind.
What mattered most was what such creatures
represented in Christian spiritual terms—and so a lion might
represent the virtues of strength and courage.
Such depictions appeared alongside biblical stories
and in extraordinary illuminated manuscripts—including
illustrated bestiaries—created by hand before printing
became dominant in the 16th century.
And among the earliest medieval European
representations of fantastic ________ were elephants. Their
bond with their solitary children represented devotion, while
stories of elephants taking care to be _________ around
smaller animals symbolized kindness to others. Elephants
were also said to represent the spiritual redemption of Jesus
Christ, possibly because they had the strength to easily lift a
person out of sin.
The problem was, however, that few artists in
medieval Europe had ever seen a real elephant—instead
they created an astonishing variety of fabulous pachyderms
that still fascinates today.
Elephants first appeared in Europe with invading
armies as far back as 280 B.C., when the Hellenistic king
Pyrrhus __________ 20 along for his failed invasion of Italy.
(Source: National Geographic — adaptation.)
In “Such depictions appeared alongside biblical stories
and in extraordinary illuminated manuscripts […]” the
underlined word can be substituted, while maintaining its
original meaning, by:
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