Questões de Concurso
Comentadas sobre vocabulário | vocabulary em inglês
Foram encontradas 2.466 questões
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Paraíso - SC
Prova:
AMEOSC - 2024 - Prefeitura de Paraíso - SC - Professor I e II (Inglês) - Edital nº 2 |
Q3116011
Inglês
Consider the words home and house. While both words
denote a dwelling, they often differ in connotation. Which
of the following statements best describes this difference?
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Campo Novo do Parecis - MT
Prova:
SELECON - 2024 - Prefeitura de Campo Novo do Parecis - MT - Professor de Letras/Inglês |
Q3111150
Inglês
Texto associado
TEXT:
Four Key Language Skills: Speaking, Listening, Reading, and
Writing
Discover how these skills interconnect and contribute
to language proficiency, communication, and personal
development
Language is a multifaceted tool that serves as a means of
communication, expression, and understanding. Within the realm
of language acquisition, four primary skills play a central role:
speaking, listening, reading, and writing. Each of these skills
contributes uniquely to one's language proficiency and plays a
vital role in different aspects of life. In this post, we will delve into
the relative importance of these four key language skills and how
they complement each other.
Speaking is often considered the most critical language skill, as
it directly enables human communication. It facilitates interaction
with others, both socially and professionally, allowing individuals to
express their thoughts, ideas, and emotions effectively. The ability
to speak fluently is especially crucial in situations like business
negotiations, job interviews, and everyday conversations. Effective
speaking enhances one's confidence, builds relationships, and
fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally
essential in effective communication. Without strong listening
skills, misunderstandings can arise, leading to breakdowns in
communication. Active listening involves not only hearing words
but also comprehending their meaning, tone, and context.
Proficient listening enhances language learners' ability to engage
in meaningful conversations, understand cultural nuances, and
respond appropriately. In educational settings, strong listening
skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language.
It allows individuals to access a vast wealth of information,
literature, and culture. Through reading, individuals can explore
diverse perspectives, historical accounts, and contemporary
issues. Reading also plays a significant role in academic and
professional contexts, where individuals are required to process,
analyze, and synthesize written information. Strong reading skills
lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts
and ideas in a structured and organized manner. It serves as
a means of documentation, creativity, and self-expression.
In academic and professional settings, effective writing is
essential for creating reports, essays, emails, and other forms
of communication. It also plays a crucial role in preserving
knowledge, culture, and history through the written word. Strong
writing skills enable individuals to convey their thoughts with clarity
and precision.
While each of these four language skills holds significance on its
own, their importance is interconnected. They complement and
reinforce each other, creating a holistic language proficiency.
For instance, strong listening skills aid in developing accurate
pronunciation when speaking. Reading enhances vocabulary,
which in turn improves writing. Writing practice can lead to a
deeper understanding of grammatical structures, benefiting both
speaking and listening.
Moreover, in the modern world, technology has blurred the lines
between these skills. Communication platforms, such as social
media and instant messaging, require a combination of speaking,
listening, reading, and writing. Multimedia content, including
videos and podcasts, encourages learners to engage in both
listening and speaking activities.
In conclusion, the four key language skills - speaking, listening,
reading, and writing - each hold a unique and essential place in
language acquisition and proficiency. Their relative importance
depends on the context, goals, and individual preferences.
However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit
most when they strive for balance and competence in all four
skills, enabling them to navigate the complexities of language in
diverse personal, educational, and professional settings.
Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp
Acesso em 21/10/2024
No trecho: “For instance, strong listening skills aid in
developing accurate pronunciation”, a expressão em destaque
expressa a ideia de:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Campo Novo do Parecis - MT
Prova:
SELECON - 2024 - Prefeitura de Campo Novo do Parecis - MT - Professor de Letras/Inglês |
Q3111148
Inglês
Texto associado
TEXT:
Four Key Language Skills: Speaking, Listening, Reading, and
Writing
Discover how these skills interconnect and contribute
to language proficiency, communication, and personal
development
Language is a multifaceted tool that serves as a means of
communication, expression, and understanding. Within the realm
of language acquisition, four primary skills play a central role:
speaking, listening, reading, and writing. Each of these skills
contributes uniquely to one's language proficiency and plays a
vital role in different aspects of life. In this post, we will delve into
the relative importance of these four key language skills and how
they complement each other.
Speaking is often considered the most critical language skill, as
it directly enables human communication. It facilitates interaction
with others, both socially and professionally, allowing individuals to
express their thoughts, ideas, and emotions effectively. The ability
to speak fluently is especially crucial in situations like business
negotiations, job interviews, and everyday conversations. Effective
speaking enhances one's confidence, builds relationships, and
fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally
essential in effective communication. Without strong listening
skills, misunderstandings can arise, leading to breakdowns in
communication. Active listening involves not only hearing words
but also comprehending their meaning, tone, and context.
Proficient listening enhances language learners' ability to engage
in meaningful conversations, understand cultural nuances, and
respond appropriately. In educational settings, strong listening
skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language.
It allows individuals to access a vast wealth of information,
literature, and culture. Through reading, individuals can explore
diverse perspectives, historical accounts, and contemporary
issues. Reading also plays a significant role in academic and
professional contexts, where individuals are required to process,
analyze, and synthesize written information. Strong reading skills
lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts
and ideas in a structured and organized manner. It serves as
a means of documentation, creativity, and self-expression.
In academic and professional settings, effective writing is
essential for creating reports, essays, emails, and other forms
of communication. It also plays a crucial role in preserving
knowledge, culture, and history through the written word. Strong
writing skills enable individuals to convey their thoughts with clarity
and precision.
While each of these four language skills holds significance on its
own, their importance is interconnected. They complement and
reinforce each other, creating a holistic language proficiency.
For instance, strong listening skills aid in developing accurate
pronunciation when speaking. Reading enhances vocabulary,
which in turn improves writing. Writing practice can lead to a
deeper understanding of grammatical structures, benefiting both
speaking and listening.
Moreover, in the modern world, technology has blurred the lines
between these skills. Communication platforms, such as social
media and instant messaging, require a combination of speaking,
listening, reading, and writing. Multimedia content, including
videos and podcasts, encourages learners to engage in both
listening and speaking activities.
In conclusion, the four key language skills - speaking, listening,
reading, and writing - each hold a unique and essential place in
language acquisition and proficiency. Their relative importance
depends on the context, goals, and individual preferences.
However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit
most when they strive for balance and competence in all four
skills, enabling them to navigate the complexities of language in
diverse personal, educational, and professional settings.
Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp
Acesso em 21/10/2024
No trecho: “In this post, we will delve into the relative
importance of these four key language skills and how they
complement each other”, o termo em destaque tem como
definição:
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Palma Sola - SC
Prova:
AMEOSC - 2024 - Prefeitura de Palma Sola - SC - Professor de Inglês |
Q3110415
Inglês
During an English class, a teacher assigns students to
write a persuasive essay on a social issue of their choice.
To enhance their communication and expression skills,
the teacher emphasizes the importance of considering
audience, tone, and structure. Which of the following
steps best aligns with using text production as a tool for
communication and expression while fostering critical
thinking and collaborative learning?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Palma Sola - SC
Prova:
AMEOSC - 2024 - Prefeitura de Palma Sola - SC - Professor de Inglês |
Q3110410
Inglês
Imagine you are applying for a scholarship program and
need to email the admissions office for clarification on the
application process. Considering the conventions of
formal email writing, which of the following responses
demonstrates the most appropriate structure, tone, and
vocabulary for this context?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Palma Sola - SC
Prova:
AMEOSC - 2024 - Prefeitura de Palma Sola - SC - Professor de Inglês |
Q3110409
Inglês
A teacher plans a lesson to enhance students'
comprehension and interpretation skills by focusing on
context clues, word morphology, and syntactic structures.
During the lesson, students are given the following sentence to analyze:
Despite the ostensibly jubilant atmosphere, the protagonist's inner turmoil was palpable, rendering the scene profoundly melancholic.
Which of the following techniques would most effectively teach students to interpret the meaning of the word "ostensibly" within this context?
During the lesson, students are given the following sentence to analyze:
Despite the ostensibly jubilant atmosphere, the protagonist's inner turmoil was palpable, rendering the scene profoundly melancholic.
Which of the following techniques would most effectively teach students to interpret the meaning of the word "ostensibly" within this context?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Palma Sola - SC
Prova:
AMEOSC - 2024 - Prefeitura de Palma Sola - SC - Professor de Inglês |
Q3110408
Inglês
Consider the following situation:
The teacher presents the following sentences to her students for analysis:
I'll read the book tomorrow.
He read the book yesterday.
The wind blew fiercely through the open window.
She had to wind the clock before going to bed.
After discussing the examples, the teacher asks the students:
Which of the following activities would best help learners understand and differentiate homophones and homographs in practical language use?
The teacher presents the following sentences to her students for analysis:
I'll read the book tomorrow.
He read the book yesterday.
The wind blew fiercely through the open window.
She had to wind the clock before going to bed.
After discussing the examples, the teacher asks the students:
Which of the following activities would best help learners understand and differentiate homophones and homographs in practical language use?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Palma Sola - SC
Prova:
AMEOSC - 2024 - Prefeitura de Palma Sola - SC - Professor de Inglês |
Q3110407
Inglês
During an English class, a teacher aims to teach
vocabulary related to environmental issues, such as
"deforestation," "biodiversity," and "renewable energy."
Which of the following classroom practices best
demonstrates an effective contextualization strategy to
help students understand and retain these terms?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Palma Sola - SC
Prova:
AMEOSC - 2024 - Prefeitura de Palma Sola - SC - Professor de Inglês |
Q3110406
Inglês
In a vocabulary lesson on polysemous words, the teacher
asks students to identify the correct meaning of the word
"bank" in the following sentences. Which option best
demonstrates the ability to distinguish between different
meanings of this word based on context?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de São João do Oeste - SC
Prova:
AMEOSC - 2024 - Prefeitura de São João do Oeste - SC - Professor de Inglês |
Q3106233
Inglês
In the context of developing writing skills through contextualization and text production based on everyday situations, which of the following activities would be most effective in helping students connect their writing to real-life experiences?
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
Instituto Rio Branco
Prova:
CESPE / CEBRASPE - 2024 - Instituto Rio Branco - Terceiro Secretário - tarde |
Q3105238
Inglês
Texto associado
Text IV
In the middle of July, Roger was making his first
ministerial speech. I did not need reminding, having drafted
enough of them, how much speeches mattered — to
parliamentary bosses, to any kind of tycoon. Draft after draft: the
search for the supreme, the impossible, the more than Flaubertian
perfection; the scrutiny for any phrase that said more than it
ought to say, so that each speech at the end was bound, by the
law of official inexplicitness, to be more porridge-like than when
it started out in its first draft. I had always hated writing drafts for
other people, and nowadays got out of it. To Hector, to Douglas,
it was part of the job, which they took with their usual patience,
their usual lack of egotism: when a minister crossed out their
sharp, clear English and went in for a literary composition of his
own, they gave a wintry smile and let it stand.
C. P. Snow. Corridors of Power. London: Penguin Books, 1972, p. 31.
Considering the grammatical and semantic aspects of text IV, judge whether the following statements are right (C) or wrong (E).
In the first sentence of the text, the verb “making” is being used with the sense of writing.
In the first sentence of the text, the verb “making” is being used with the sense of writing.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
Instituto Rio Branco
Prova:
CESPE / CEBRASPE - 2024 - Instituto Rio Branco - Terceiro Secretário - tarde |
Q3105234
Inglês
Texto associado
Text III
Aside from the difficulties of operating a decidedly
multinational staff organization, once it is formed, the problem of
reconciling the principle of equitable geographical distribution of
recruits with that of “securing the highest standards of efficiency,
competence, and integrity” is a formidable one. This delicate task
was politically imposed upon the League of Nations
secretary-general, and is constitutionally required of his
counterpart in the United Nations.
For better or for worse, recruitment policy cannot be
based exclusively upon the criterion of the individual’s personal
qualifications; in the field of international employment, the
relevant irrelevancy is not “whom do you know” but “where are
you from?” From a strictly administrative point of view, there is
some positive value in securing broad nationality distribution,
even at the expense of sheer quality; for some purposes, a
slightly incompetent man’s nationality may make him more
useful than a more expert civil servant of inappropriate
nationality.
For the most part, however, the Charter principle of
geographical distribution is a concession to political necessity. It
licenses a kind of international spoils system in which states seek
to nourish their national self-esteem by securing an adequate
quota of international jobs for their citizens. Ironically, perhaps,
because it is politically necessary it is also politically and
administratively desirable; what shall it profit an international
organization to maintain its administrative purity and lose its
own members or their political support?
Inis L. and Claude Jr. Swords into Plowshares: The Problems and Progress
of International Organization. 4th ed. New York: McGraw-Hill, 1984, pp. 196-197 (adapted).
Regarding text III, judge whether the following statements are right (C) or wrong (E).
The fragment “even at the expense of sheer quality” (last sentence of the second paragraph) could be, without harming the coherence of the text, replaced with even if this entails the choice of less qualified applicants.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
Instituto Rio Branco
Prova:
CESPE / CEBRASPE - 2024 - Instituto Rio Branco - Terceiro Secretário - tarde |
Q3105222
Inglês
Texto associado
Text I
Despite the tricky and life-threatening relationship
between Paleolithic humans and the megafauna that comprised
so much of their environment, twentieth-century scholars tended
to claim cave art as evidence of an unalloyed triumph for our
species. It was a “great spiritual symbol,” of a time when “man
had just emerged from a purely zoological existence, when
instead of being dominated by animals, he began to dominate
them.” But the child-like and highly stylized stick figures found
in caves do not radiate triumph. By the standards of our own
time, they are excessively self-effacing and, compared to the
animals portrayed around them, pathetically weak.
While twentieth-century archeologists tended to
solemnize prehistoric art as “magico-religious” or “shamanic,”
today’s more secular viewers sometimes detect a vein of sheer
silliness. India’s Mesolithic rock art portrays few human stick
figures; those that are portrayed have been described by modern
viewers as “comical,” “animalized” and “grotesque.” As Judith
Thurman wrote about the artists, “despite their penchant for
naturalism, rarely did they choose to depict human beings, and
then did so with a crudeness that smacks of mockery.”
But who are they mocking, other than themselves and, by
extension, their distant descendants, ourselves? Of course, our
reactions to Paleolithic art may bear no connection to the
intentions or feelings of the artists. Yet there are reasons to
believe that Paleolithic people had a sense of humor not all that
dissimilar from our own.
Barbara Ehrenreich. The Humanoid Stain. Later on.
Internet: (adapted).
Judge whether the following items about text I are right (C) or wrong (E).
The last sentence of the second paragraph could be rewritten, maintaining its original meaning and correctness, as: Accordingly, Judith Thurman has already written that cave artists, notwithstanding their respect for naturalistic portraits, have an aversion to painting human beings with traces of crudeness, which suggests mockery.
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Lucas do Rio Verde - MT
Prova:
SELECON - 2024 - Prefeitura de Lucas do Rio Verde - MT - Professor de Língua Portuguesa/Inglesa |
Q3103328
Inglês
Texto associado
TEXT:
How students can make rapid progress by reading
independently
By Stephanie Hirshman
January 2, 2024
Let me start with a true story. When I was seven years old, my family
spent a year in France, and I had to go to school there. The only
thing was, I didn’t speak French. Luckily my mother was fluent in
that language, and she set out to prepare me a few months before
we left. Armed only with a second-hand copy of a little picture book
called Totor et Tristan, she sat me down on the sofa with her a
few times a week for around 10 minutes. Sometimes she read the
book to me while I followed the text silently and sometimes I had
to read a page myself. She asked me questions in French and I
answered in French, or she corrected my pronunciation. That was
it.
My first day at school in France was memorable for many reasons,
but one of these was that I was the only child in a class of native
French speakers to score 100% on our first spelling test! Everyone
was amazed, me most of all because I didn’t even know what most
of the words meant.
So, what made this possible? I think it was reading with my mother
– I guess had read more in French than my classmates and thus
was able to recognize the tricky relationship between sound and
spelling. My confidence was sky high and I was fluent within four
months.
Exploring a written text for fun, on your own terms, is called
extensive reading, and teachers can support their students to
realize its many benefits.
Graded readers
Graded readers are books which have been adapted to be suitable
for specific levels of language learners to enjoy. They can be
classics (The Phantom of the Opera), film adaptations (Rain Man)
or original works of fiction or non-fiction. They can be purchased
online or at bookshops, or you can obtain them from libraries or
even find some on websites.
There are many reasons for making them available to students.
First, reading is fun. It’s also magic learning. Students who have a
sustained habit of extensive reading see improvements in a range
of areas: lexical, grammatical and spelling as well as reading
speed, which is vital for success in academic and work contexts.
Being able to select their own reading material gives students a
sense of ownership.
Choosing a book
It’s helpful if a teacher initially introduces students to graded
readers and explains how to choose and use them. Students
should examine both covers carefully, using the picture and the
blurb to determine the genre and read a basic description of the
story. Additional information can be found inside the book, in the
Introduction.
While it’s not necessary to have 100% comprehension of the text,
choosing a book which is too difficult or too easy will not lead to
an enjoyable experience. Most books are labelled with a level, but
no two intermediate readers will have the same needs. Therefore,
a simple test can be performed: the student should choose one
page at random and read it to see how many unknown words
they encounter. If the answer is seven or fewer, this book will be
suitable. More than seven, and it’ll be too hard to get a good flow
going when reading.
Activities
While students are reading, they should try to work out the meaning
of unfamiliar items from context. They should also be made aware
of the Glossary at the back of some books and, of course, they can
use a dictionary if they really need to.
However, some items do notreally need further exploration - making
decisions about what’s important and what’s not is an important
skill for language learners. Some books also have comprehension
questions at the back.
However, the main aim is to get into and
enjoy the story without lots of interruptions and checks. Encourage
students to read ten minutes a day on a regular basis (perhaps in
bed or while commuting). Results will not be immediate, but within
a few weeks, students should recognize the improvements.
Conclusion
A collection of readers is well worth investing in. Be creative when
looking for material – why not try a graphic novel? Even authentic
texts not intended for language learners can be worthwhile for
advanced students or those with a special interest in or knowledge
of a topic.
Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024
No trecho: “Students should examine both covers carefully,
using the picture and the blurb to determine the genre and read
a basic description of the story”, o termo em destaque pode ser
substituído, sem prejuízo de significado, por:
Ano: 2024
Banca:
FEPESE
Órgão:
Prefeitura de Concórdia - SC
Prova:
FEPESE - 2024 - Prefeitura de Concórdia - SC - Professor - Língua Inglesa - Edital nº 3 |
Q3102565
Inglês
Read the sentences below and determine whether they are true ( T ) or false ( F ), according to vocabulary, structure and grammar use.
( ) The plan has been carefully looked at. (The sentence is in the Passive Voice)
( ) After the performance, the actor took a bow. (The underlined word means a fancy knot).
( ) I’m not liking her hairstyle.(The sentence is in the Present Progressive Tense)
( ) Staying at home in such bad weather was a sensible thing to do. (The underlined word is a false cognate that means easily affected by).
( ) She got ill because she hadn’t been sleeping enough. (The sentence is in the Past Perfect Tense)
Select the option that presents the correct sequence from top to bottom.
( ) The plan has been carefully looked at. (The sentence is in the Passive Voice)
( ) After the performance, the actor took a bow. (The underlined word means a fancy knot).
( ) I’m not liking her hairstyle.(The sentence is in the Present Progressive Tense)
( ) Staying at home in such bad weather was a sensible thing to do. (The underlined word is a false cognate that means easily affected by).
( ) She got ill because she hadn’t been sleeping enough. (The sentence is in the Past Perfect Tense)
Select the option that presents the correct sequence from top to bottom.
Ano: 2024
Banca:
FEPESE
Órgão:
Prefeitura de Concórdia - SC
Prova:
FEPESE - 2024 - Prefeitura de Concórdia - SC - Professor - Língua Inglesa - Edital nº 3 |
Q3102564
Inglês
A homophone is a word that has the same sound as another word but has a different meaning.
Choose the alternative that presents these kind of words.
Choose the alternative that presents these kind of words.
Ano: 2024
Banca:
FEPESE
Órgão:
Prefeitura de Concórdia - SC
Prova:
FEPESE - 2024 - Prefeitura de Concórdia - SC - Professor - Língua Inglesa - Edital nº 3 |
Q3102563
Inglês
Anglicismo é um tipo de estrangeirismo usado para definir as palavras que vêm do Inglês para o Português.
Assinale a alternativa que apresenta exemplos de palavras do inglês que se tornaram comuns na língua portuguesa.
Assinale a alternativa que apresenta exemplos de palavras do inglês que se tornaram comuns na língua portuguesa.
Ano: 2024
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2024 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa |
Q3101540
Inglês
Select the correct definition about the topic
Social-Emotional Learning.
Ano: 2024
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2024 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa |
Q3101530
Inglês
Texto associado
Reading skill will help you to improve your understanding of the language and build your vocabulary.
Social Media Across Generations
Today’s grandparents are joining their grandchildren on social media, but the different generations’ online habits couldn’t be more different. In the UK the over-55s are joining Facebook in increasing numbers, meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55-64 and 2.9 million over-65s.
Sheila, aged 59, says, I joined to see what my grandchildren are doing, as my daughter posts videos and photos of them. It’s a much better way to see what they’re doing than waiting for letters and photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much more of their lives than my grandparents did.
Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 in the UK are leaving the site – only 2.2 million users are under 17 – but they’re not going far from their smartphones. Chloe, aged 15, even sleeps with her phone. It’s my alarm clock so I have to she says. I look at it before I go to sleep and as soon as I wake up.
Unlike her grandmother’s generation, Chloe’s age group is spending so much time.......... their phones.......... home that they are missing out on spending time with their friends in real life. Sheila, on the other hand, has made contact with old friends from school she hasn’t heard...................40 years. We use Facebook to arrange to meet all over the country, she says. It’s changed my social life completely.
Teenagers might have their parents to thank for their smartphone and social media addiction as their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that he used to be on his phone or laptop constantly. I was always connected and I felt like I was always working, he says. How could I tell my kids to get off their phones if I was always in front of a screen myself? So, in the evenings and at weekends, he takes his SIM card out of his smartphone and puts it into an old-style mobile phone that can only make calls and send text messages. I’m not completely cut off from the world in case of emergencies, but the important thing is I’m setting a better example to my kids and spending more quality time with them.
Match the words (from the text) in column 1 with
the correct definitions in column 2.
Column 1 Words
1. addiction
2. constantly
3. unlike
4. ironically
5. social media
Column 2 Definitions
( ) websites and apps like Facebook, Twitter.
( ) needing something too much or in an unhealthy way.
( ) in a funny or strange way because it’s unexpected.
( ) different form.
( ) time without a break.
Select the option that presents the correct sequence from top to bottom.
Column 1 Words
1. addiction
2. constantly
3. unlike
4. ironically
5. social media
Column 2 Definitions
( ) websites and apps like Facebook, Twitter.
( ) needing something too much or in an unhealthy way.
( ) in a funny or strange way because it’s unexpected.
( ) different form.
( ) time without a break.
Select the option that presents the correct sequence from top to bottom.
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
TC-DF
Prova:
CESPE / CEBRASPE - 2024 - TC-DF - Auditor de Controle Externo - Área Especializada - Especialidade: Tecnologia da Informação - Orientação Microinformática de TI |
Q3092840
Inglês
Texto associado
Magi Richani is the founder of San Francisco-based Nobell Foods, a startup company developing a new kind of cheese made from soybeans. She says plant-based cheese not only accommodates people who can’t consume dairy, but it also could be key to more sustainable food production worldwide. “The reality is that when you raise an animal for food, it’s not just the animals, you are actually growing crops, you are clearing land, and you’re raising the animal for years so it builds biomass,” Richani explained. “It’s an extremely inefficient supply chain.”
Nobell is particularly focused on creating plant-based casein, which is a protein produced when a cow gives birth and is present in the milk for its offspring. It is the ingredient that gives dairy cheese its unique stretchy texture. If Nobell is able to go to market and have the kind of impact it’s hoping to, then plant-based cheese could help us stretch toward a more sustainable future.
Internet: <newsweek.com> (adapted).
Based on the ideas presented in the previous text as well as its linguistic aspects, judge the following item.
The word “offspring”, in the first sentence of the last paragraph, can be replaced with calf without harming the coherence and the correctness of the text.
Conheça nossos planos