Questões de Concurso
Sobre vocabulário | vocabulary em inglês
Foram encontradas 3.314 questões
Q4197170
Inglês
Texto associado
Leia o texto para responder à questão.
Rising sea levels could severely disrupt crude oil
shipments and erode energy security in import-dependent
countries like China, South Korea and Japan, with many of the
world’s biggest terminals vulnerable to flooding, researchers
said on Tuesday.
Melting ice and swelling seas caused by rising
temperatures could “unleash unstoppable multi-metre sea
level rise which will not only sink key oil ports and disrupt
global oil trade but also swamp coastal refineries and
petrochemical facilities”, the China Water Risk (CWR) think
tank warned in a report.
A 2021 report by the Intergovernmental Panel on Climate
Change estimated that on current trends, average sea levels
could rise by more than a metre by the end of the century,
adding that a two-metre rise could not be ruled out.
(www.reuters.com/business/energy/. Adaptado)
No trecho do terceiro parágrafo – … a two-metre rise
could not be ruled out… – a expressão em negrito pode
ser substituída, sem alteração de sentido, por
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Afonso Cunha - MA
Prova:
Instituto JK - 2024 - Prefeitura de Afonso Cunha - MA - Professor Anos Finais - Inglês |
Q3991307
Inglês
What are the two ways of saying 9:15 am correctly?
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Afonso Cunha - MA
Prova:
Instituto JK - 2024 - Prefeitura de Afonso Cunha - MA - Professor Anos Finais - Inglês |
Q3991302
Inglês
Choose the option which displays the right order and right spelling of the ordinal numbers:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Afonso Cunha - MA
Prova:
Instituto JK - 2024 - Prefeitura de Afonso Cunha - MA - Professor Anos Finais - Inglês |
Q3991299
Inglês
According to the context, what does “swatting up on your French” mean?
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Afonso Cunha - MA
Prova:
Instituto JK - 2024 - Prefeitura de Afonso Cunha - MA - Professor Anos Finais - Inglês |
Q3991290
Inglês
What’s the right way to write the number 1.111.111?
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Cachoeira Grande - MA
Prova:
Instituto JK - 2024 - Prefeitura de Cachoeira Grande - MA - Professor Anos Finais - Inglês |
Q3990454
Inglês
Texto associado
Read the short story below and answer the following question:
The thirsty Crow
On a summer afternoon, a crow felt thirsty. It looked here and there but could not find a single drop of water. After a long time, it found a pitcher. There were few drops of water inside this. But the crow could not reach that water. It started to feel more thirsty. The crow again looked at its surroundings and found some pebbles nearby. So it took the pebbles one by one and started to drop them inside the pitcher. Then the water level started to increase. When the crow finally dropped all the pebbles, the water level reached the pitcher's top. The crow drank the water and finally quenched the hard thirst.
Adapted from: https://butterflyfields.com/blogs/parentingtips/top-10-amusing-moral-short-stories-in-english-for-kids/ What sentence better describe the moral of that story:
In the sentence “The crow again looked at its
surroundings and found some pebbles nearby”,
the word PEBBLES can be replaced by which
word without losing the sentence meaning:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Cachoeira Grande - MA
Prova:
Instituto JK - 2024 - Prefeitura de Cachoeira Grande - MA - Professor Anos Finais - Inglês |
Q3990441
Inglês
The word WARTS in the text has the meaning
of:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Alto Alegre do Maranhão - MA
Prova:
Instituto JK - 2024 - Prefeitura de Alto Alegre do Maranhão - MA - Professor Nível II - Inglês |
Q3984288
Inglês
Mark the option that the time is correct according to the information given below:
It 's 10:15.
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Alto Alegre do Maranhão - MA
Prova:
Instituto JK - 2024 - Prefeitura de Alto Alegre do Maranhão - MA - Professor Nível II - Inglês |
Q3984285
Inglês
Texto associado
Read the excerpt below from tripadvisor website
and answer the following question:
TOKYO
Tradition collides with pop culture in Tokyo,
where you can reverently wander ancient temples
before rocking out at a karaoke bar. Wake up before
the sun to catch the lively auction at the Toyosu
Market, then refresh with a walk beneath the cherry
blossom trees that line the Sumida River. Spend
some time in the beautiful East Gardens of the
Imperial Palace, then brush up on your Japanese
history at the Edo-Tokyo Museum. Don’t forget to eat
as much sushi, udon noodles and wagashi
(Japanese sweets), as your belly can handle.
Great for: Historical tours - Bars - Cultural tours - Rail
tours
From: tripadvisor.com/TravelersChoice-Destinations
What is the meaning of the expression “brush
up” we find in the fifth line:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Alto Alegre do Maranhão - MA
Prova:
Instituto JK - 2024 - Prefeitura de Alto Alegre do Maranhão - MA - Professor Nível II - Inglês |
Q3984283
Inglês
According to the information given in the
sentences below, what is the right sequence
that match the best words to describe them:
1. The temperature is 45°C
2. The temperature is 35°C
3. The temperature is 25°C
4. The temperature is 15°C
5. The temperature is -5°C
( ) Today is cool
( ) Today is cold
( ) Today is extremely hot
( ) Today is hot
( ) Today is warm
1. The temperature is 45°C
2. The temperature is 35°C
3. The temperature is 25°C
4. The temperature is 15°C
5. The temperature is -5°C
( ) Today is cool
( ) Today is cold
( ) Today is extremely hot
( ) Today is hot
( ) Today is warm
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Alto Alegre do Maranhão - MA
Prova:
Instituto JK - 2024 - Prefeitura de Alto Alegre do Maranhão - MA - Professor Nível II - Inglês |
Q3984279
Inglês
Texto associado
Read the excerpt below and answer the
question:
“‘Enter, good guests!’ she said, and as she
spoke they knew that it was her clear voice they had
heard singing. They came a few timid steps further
into the room, and began to bow low, feeling
strangely surprised and awkward, like folk that,
knocking at a cottage door to beg for a drink of water,
have been answered by a fair young elf-queen clad
in living flowers. But before they could say anything,
she sprang lightly up and over the lily-bowls, and ran
laughing towards them; and as she ran her gown
rustled softly like the wind in the flowering borders of
a river.”
The Lord of the Rings: The Fellowship of the Ring, p. 161.
HarperCollins Publishers, 2012.
What word could replace CLAD without losing
the meaning of the phrase:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Alto Alegre do Maranhão - MA
Prova:
Instituto JK - 2024 - Prefeitura de Alto Alegre do Maranhão - MA - Professor Nível II - Inglês |
Q3984278
Inglês
Texto associado
Read the excerpt below and answer the
question:
“‘Enter, good guests!’ she said, and as she
spoke they knew that it was her clear voice they had
heard singing. They came a few timid steps further
into the room, and began to bow low, feeling
strangely surprised and awkward, like folk that,
knocking at a cottage door to beg for a drink of water,
have been answered by a fair young elf-queen clad
in living flowers. But before they could say anything,
she sprang lightly up and over the lily-bowls, and ran
laughing towards them; and as she ran her gown
rustled softly like the wind in the flowering borders of
a river.”
The Lord of the Rings: The Fellowship of the Ring, p. 161.
HarperCollins Publishers, 2012.
The word CLAD in the fourth line is:
Ano: 2024
Banca:
GUALIMP
Órgão:
Prefeitura de Alfredo Chaves - ES
Prova:
GUALIMP - 2024 - Prefeitura de Alfredo Chaves - ES - Professor MAPB - Língua Estrangeira - Inglês |
Q3665323
Inglês
What does the word “sympathy” in the sentence: her sympathy towards the boy’s situation was
evident in her mean?
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: 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 - Edital nº 6 |
Q3590282
Inglês
Dentre as expressões idiomáticas abaixo, aquela que é
usada para se referir a um professor que tenha um método de
ensino tradicional e conservador é:
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de São Martinho da Serra - RS
Prova:
FUNDATEC - 2024 - Prefeitura de São Martinho da Serra - RS - Professor de Língua Inglesa |
Q3551615
Inglês
Texto associado
The (Not Always) Sweet Holiday History of Gingerbread
(Available at: https://www.marthastewart.com/1523540/gingerbread-holiday-history – text specially adapted for this test).
In the context presented in the text, the definition of the word “intoxicating” (l. 32) is something that makes you feel:
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Araruna - PB
Prova:
CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550798
Inglês
Texto associado
Read Text II to answer the question:
TEXT II
Available at: https://www.gocomics.com/garfield (adapted)
Considering that the phrase “Let's be working on that deep frying”, does not represent a regular structure in English grammar, which
one of the following alternatives contains an option that is grammatically accurate and maintains the meaning?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Araruna - PB
Prova:
CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550791
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Many people believe that learning new languages is best done when they are young and that it gets tougher as they get older. The
ability of the brain to create and reorganize synaptic connections, known as neuroplasticity, is the basis of this idea. Although it is true
that as one gets older, this ability declines, many researchers today hold the opinion that learning a foreign language at an older age may
have other benefits that contribute to the overall well-being of older individuals […].
The findings of this review indicate that learning a foreign language can bring several benefits to older people, such as subjective
satisfaction (Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023; Pikhart & Klimova, 2020; Pikhart et al., 2021), enhanced
cognitive skills (Grossmann et al., 2023; Grossmann et al., 2021), and motivation why to study a foreign language (Pfenninger &
Kliesch, 2023; Sandal et al., 2019). Similar findings were confirmed by other research studies. For example, Klimova (2018) in their
study explains that bilingualism plays an important role in delaying cognitive decline and supports it with findings from the
experimental studies by Bialystok et al. (2007) or Kroll and Dussias (2017). However, the main incentive why older people study a
foreign language is not their desire to achieve excellent results, but the incentive to share their acquired knowledge and experience with
peers of the same age and simply, engage in socializing with them (cf. Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023). On
the contrary, the findings of this review indicate several drawbacks which hinder foreign language learning among older individuals.
The results (Hertzog et al., 2020; Sandal et al., 2019) show that older people at a later age are not able to reach a high level of a foreign
language. This is due to several reasons, e.g., physical impairments (problems with hearing, eyesight, or movement), language training
being less effective than relaxation training (Berggren et al., 2020), as well as lower self-esteem, or short-term memory (cf. Antoniou et
al., 2013).
As far as the teaching approaches are concerned, Sandal et al. (2019) suggest that teaching materials and methods should be adapted to
older learners' needs. This was confirmed also by other research studies in this review, such as Grossman et al., (2023). Generally, doing
the needs analysis in foreign language classes is the first step that helps identify the learners' needs, desires, prerequisites, and learners'
language background and thus, ensures successful learning outcomes (cf. Axmedovna et al., 2019). Klimova et al. (2021a) expand that
teachers should consider their personalities and learning preferences. Furthermore, the authors report that older people need more
time to do tasks and remember individual language structures, words, or phrases. Thus, more drilling exercises and scaffolding should
be employed while teaching them. This is true not only for teaching individual language skills, such as reading, writing, listening, and
speaking but also for instructions. Older people usually welcome to have instructions in their native language (Klimova & Sanda,
2021). In addition, due to their physical impairments, learning materials also should not be dense and written in small font (cf. Klimova
& Sanda, 2021). Research also suggests that rather than introducing a great amount of new information and learning techniques, it may
be more beneficial to stimulate older learners to retrieve and rely on previously acquired knowledge and consolidated learning
approaches (Bosisio, 2019). More recently, research has shown that younger older people also tend to use technologies when learning a
foreign language (Olson et al., 2011; Yap et al., 2022), which can enhance their learning in informal settings, as well as connect them
with their peers online. According to Mora et al. (2018), the main language learning approaches of older people in learning a foreign
language are primarily metacognitive ones, which are related to reflecting on, organizing, evaluating, and monitoring one's own
learning process. Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide
them with positive feedback to boost their confidence and motivation (Seven, 2020; Thohir, 2017).
[…]”
Available at: https://link.springer.com/10.1007/s10936-024-10088-3 (adapted)
The word “hinder” in the text could be substituted without change in meaning in:
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Araruna - PB
Prova:
CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550790
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Many people believe that learning new languages is best done when they are young and that it gets tougher as they get older. The
ability of the brain to create and reorganize synaptic connections, known as neuroplasticity, is the basis of this idea. Although it is true
that as one gets older, this ability declines, many researchers today hold the opinion that learning a foreign language at an older age may
have other benefits that contribute to the overall well-being of older individuals […].
The findings of this review indicate that learning a foreign language can bring several benefits to older people, such as subjective
satisfaction (Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023; Pikhart & Klimova, 2020; Pikhart et al., 2021), enhanced
cognitive skills (Grossmann et al., 2023; Grossmann et al., 2021), and motivation why to study a foreign language (Pfenninger &
Kliesch, 2023; Sandal et al., 2019). Similar findings were confirmed by other research studies. For example, Klimova (2018) in their
study explains that bilingualism plays an important role in delaying cognitive decline and supports it with findings from the
experimental studies by Bialystok et al. (2007) or Kroll and Dussias (2017). However, the main incentive why older people study a
foreign language is not their desire to achieve excellent results, but the incentive to share their acquired knowledge and experience with
peers of the same age and simply, engage in socializing with them (cf. Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023). On
the contrary, the findings of this review indicate several drawbacks which hinder foreign language learning among older individuals.
The results (Hertzog et al., 2020; Sandal et al., 2019) show that older people at a later age are not able to reach a high level of a foreign
language. This is due to several reasons, e.g., physical impairments (problems with hearing, eyesight, or movement), language training
being less effective than relaxation training (Berggren et al., 2020), as well as lower self-esteem, or short-term memory (cf. Antoniou et
al., 2013).
As far as the teaching approaches are concerned, Sandal et al. (2019) suggest that teaching materials and methods should be adapted to
older learners' needs. This was confirmed also by other research studies in this review, such as Grossman et al., (2023). Generally, doing
the needs analysis in foreign language classes is the first step that helps identify the learners' needs, desires, prerequisites, and learners'
language background and thus, ensures successful learning outcomes (cf. Axmedovna et al., 2019). Klimova et al. (2021a) expand that
teachers should consider their personalities and learning preferences. Furthermore, the authors report that older people need more
time to do tasks and remember individual language structures, words, or phrases. Thus, more drilling exercises and scaffolding should
be employed while teaching them. This is true not only for teaching individual language skills, such as reading, writing, listening, and
speaking but also for instructions. Older people usually welcome to have instructions in their native language (Klimova & Sanda,
2021). In addition, due to their physical impairments, learning materials also should not be dense and written in small font (cf. Klimova
& Sanda, 2021). Research also suggests that rather than introducing a great amount of new information and learning techniques, it may
be more beneficial to stimulate older learners to retrieve and rely on previously acquired knowledge and consolidated learning
approaches (Bosisio, 2019). More recently, research has shown that younger older people also tend to use technologies when learning a
foreign language (Olson et al., 2011; Yap et al., 2022), which can enhance their learning in informal settings, as well as connect them
with their peers online. According to Mora et al. (2018), the main language learning approaches of older people in learning a foreign
language are primarily metacognitive ones, which are related to reflecting on, organizing, evaluating, and monitoring one's own
learning process. Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide
them with positive feedback to boost their confidence and motivation (Seven, 2020; Thohir, 2017).
[…]”
Available at: https://link.springer.com/10.1007/s10936-024-10088-3 (adapted)
The word “futhermore” in the text could be substituted without change in meaning in:
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