Questões de Concurso
Comentadas sobre vocabulário | vocabulary em inglês
Foram encontradas 2.466 questões
I. In: "This evaluation of language skills most certainly had an affect on me", there are no spelling faults.
II. In: "Focusing on grammar questions feels weird when there are many other aspects of English to consider.", there are no spelling faults.
Choose the CORRECT answer:
Text 3
Benefits of a Bilingual Brain
¹ Language ability is typically measured in two active parts, speaking and writing, and two passive parts, listening and reading. While a balanced bilingual has near equal abilities in two languages, most bilinguals around the world know and use their languages in varying proportions. But recent advances in brain imaging technology have given neurolinguists a glimpse into how specific aspects of language learning affect the bilingual brain.
² It's well known that the brain's left hemisphere is more dominant and analytical in logical processes, while the right hemisphere is more active in emotional and social ones, though this is a matter of degree, not an absolute split. The fact that language involves both types of functions has led to the critical period hypothesis. According to this theory, children learn languages more easily because the plasticity of their developing brains lets them use both hemispheres in language acquisition, while in most adults, language is lateralized to one hemisphere, usually the left. If this is true, learning a language in childhood may give you a more holistic grasp of its social and emotional contexts.
³ Conversely, recent research showed that people who learned a second language in adulthood exhibit less emotional bias and a more rational approach when confronting problems in the second language than in their native one. But regardless of when you acquire additional languages, being multilingual gives your brain some remarkable advantages, such as higher density of the grey matter that contains most of your brain's neurons and synapses, and more activity in certain regions when engaging a second language. The strong workout a bilingual brain receives throughout its life can also help delay the onset of diseases, like Alzheimer's and dementia by as much as five years.
Source: Adapted from “Benefits of a bilingual brain” (Video),
by Mia Nacamuli for TED-ed, 2015. Available on:
https://www.youtube.com/watch?v=MMmOLN5zBLY with
subtitles.
I. In: "It is impossible for people to recall everything that they have ever done", the underlined word means “repeat”.
II. In: "The theme touched off an argument between the teacher and students", the underlined expression means “began”.
III. In: "She has an issue understanding that people judge her by her conduct.", the underlined word means “management”.
Choose the CORRECT answer:
Text 3
Benefits of a Bilingual Brain
¹ Language ability is typically measured in two active parts, speaking and writing, and two passive parts, listening and reading. While a balanced bilingual has near equal abilities in two languages, most bilinguals around the world know and use their languages in varying proportions. But recent advances in brain imaging technology have given neurolinguists a glimpse into how specific aspects of language learning affect the bilingual brain.
² It's well known that the brain's left hemisphere is more dominant and analytical in logical processes, while the right hemisphere is more active in emotional and social ones, though this is a matter of degree, not an absolute split. The fact that language involves both types of functions has led to the critical period hypothesis. According to this theory, children learn languages more easily because the plasticity of their developing brains lets them use both hemispheres in language acquisition, while in most adults, language is lateralized to one hemisphere, usually the left. If this is true, learning a language in childhood may give you a more holistic grasp of its social and emotional contexts.
³ Conversely, recent research showed that people who learned a second language in adulthood exhibit less emotional bias and a more rational approach when confronting problems in the second language than in their native one. But regardless of when you acquire additional languages, being multilingual gives your brain some remarkable advantages, such as higher density of the grey matter that contains most of your brain's neurons and synapses, and more activity in certain regions when engaging a second language. The strong workout a bilingual brain receives throughout its life can also help delay the onset of diseases, like Alzheimer's and dementia by as much as five years.
Source: Adapted from “Benefits of a bilingual brain” (Video),
by Mia Nacamuli for TED-ed, 2015. Available on:
https://www.youtube.com/watch?v=MMmOLN5zBLY with
subtitles.
I. The word ‘glimpse’ in paragraph 1 means a full view of the matter.
II. The word ‘plasticity’ in paragraph 2 means inconsistency or instability.
III. The word ‘regardless’ in paragraph 3 means with no respect for something.
Choose the CORRECT answer:
I. In: "There's too many people / Planning your downfall / When your spirit's on trial / These nights can be frightening", there are no end rhymes.
II. In: "And somebody here / Will not be here next year", there are two rhymes with the first ‘here’ in the next verse.
III. It is fundamental to the song genre that words rhyme, in order to create an effect of harmony and rhythm. This concerns the study of prosody.
Choose the CORRECT answer:
Consider a sentence below:
"Ultimately, we decided to pitch a tent in the garden and reclaim the space for planting vegetables."
How many false cognates did you find in the sentence above?
"Brooke and her partner received support and encouragement on social media after sharing Kingsley's story."
Choose the correct alternative.
"Butter someone up"−"The cream of the crop"−"To spice things up"
Coluna 1
A.Definition B.Challenges C.History D.Advantages E.Disadvantages F.Answers G.Summarize
Coluna 2
(___)Background (___)Benefits (___)Solutions (___)Conclude (___)Meaning (___)Drawbacks (___)Problems
"The detective's astute observations and keen intellect played a crucial role in solving the perplexing case."
What is the antonym for "astute"?
"At the costume party, she surprised everyone by creating a unique outfit using a fabric that glows in the dark."
How many false cognates did we find?
O texto III refere-se à questão.
TEXTO III
Song by Miley Cyrus
We were good, we were gold
Kinda dream that can't be sold
We were right 'til we weren't
Built a home and watched it burn
I didn't wanna leave you
I didn't wanna lie
Started to cry but then remembered
I can buy myself flowers
Write my name in the sand
Talk to myself for hours
Say things you don't understand
I can take myself dancing
And I can hold my own hand
Yeah, I can love me better than you can
Can love me better
I can love me better, baby (2x)
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Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
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Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
Leia o texto para responder à questão.
Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
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Assessment is perhaps one of the least understood areas of language teaching and learning. Students may see tests as a threat to their competence because they are afraid they will not perform well. Teachers often do not like to construct tests and are not altogether satisfied with the results when they do.
A more constructive view of language testing exists when (a) testing is undertood as an opportunity for interaction between teacher and student; (b) students are judged on the basis of the knowledge they have; (c) the criteria for success on the test are clear to students; (d) students receive a grade for their performance on a set of tests representing different testing methods (not just one!); (e) the tests are intended to help students improve their skills; (f) the results are discussed.
The seminal efforts by Canalle e Swain (1980) to operationalize Hymes’ (1972) communicative competence have provided a relevant set of criteria for describing tests. Tests should be seen as tapping one or more of the four components making up the construct of communicative competence: grammatical, discourse, sociolinguistic and strategic competence.
(Andrew D.Cohen. Second language Assessment. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
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