Questões de Concurso Sobre vocabulário | vocabulary em inglês

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Q3412152 Inglês
Read the following text:


TEXT I


The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices


Read the following text:


The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.


A brief overview of the recent history of ELT in Brazilian regular schools


During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students. 


From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.


To be or not to be: professional identities and beliefs


When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.


Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).


Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.


Where do we go from here?


Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.


Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.


As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.

Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In the excerpt “Before the mid-1980s, several different attempts were made to make ELT work out at regular schools…”, the underlined phrasal verb can be defined as to:
Alternativas
Q3411711 Inglês
Which item below CANNOT substitute the underlined term in the text? 
Alternativas
Q3407931 Inglês
Imagem associada para resolução da questão
Available at: https://www.gocomics.com/nonsequitur/1992/02/18


Which of the following options best captures the semantic play on words observed in the cartoon with "mail" and "male"? 
Alternativas
Q3407930 Inglês
Imagem associada para resolução da questão

Available at: https://www.gocomics.com/nonsequitur/1992/03/13


In the final panel of the comic strip, the term "leash" is used. What does the term "leash" refer to?
Alternativas
Q3407922 Inglês
Analyze the following statement:

"Although she was often quite meticulous in her work, she had a propensity for overlooking minute details.

" Which of the alternatives is an antonym for the word 'meticulous' as used in the sentence?
Alternativas
Q3407918 Inglês

Imagem associada para resolução da questão


Available at: https://www.gocomics.com/nonsequitur/2006/05/27



The expression "plenty of fish in the sea" is used in the comic to:

Alternativas
Q3407912 Inglês
Select the pair that represents true cognates, sharing similar meanings in both English and Portuguese.
Alternativas
Q3407909 Inglês
Read the text to answer question.


   "I’m not a naturally wrathful person. I don’t like to (and usually don’t) lose my temper. The exception is when drivers ignore pedestrian right of way. I will, whether I’m a few steps or a few miles into my walk, admonish them — loudly and none too gently. (They, of course, cannot hear me inside their cars.)

   It’s hard to shake the impression that New York City’s drivers have become more aggressive. They run reds, viciously honk and yell at pedestrians who clearly have the right of way and generally endanger the lives of those on foot.

   From 2009 to 2022, an average of 136 pedestrians were killed each year by traffic in the city. The numbers have gone down slightly — to 99 in 2023 — but cyclist deaths have climbed, though they remain a small fraction of pedestrian deaths. (The city’s decision to give pedestrians a head start at many intersections, where walk signals turn white before streetlights go green, may be helping.)

   In the United States generally, walking has become far more dangerous. The number of pedestrian fatalities nationally has climbed more than 80 percent in the past 15 years, largely because of increasingly hazardous automotive design. Some police departments effectively no longer punish drivers for any traffic infractions. San Francisco’s police officers “have almost entirely abandoned enforcement of traffic laws,” The Times’s Heather Knight reported.

  All of this calls not just for policy changes such as automobile regulation, improved policing and better urban planning but also for a more assertive pedestrian culture. Aggressive drivers have exacerbated this problem; aggressive pedestrians can help solve it."


Available at: https://www.nytimes.com/live/2024/02/27/opinion/thepoint#pedestrian-safetyassertiveness
In the first line of the text, what does the word "wrathful" best describe in the context of the text?
Alternativas
Q3405435 Inglês

O texto seguinte servirá de base para responder à questão.



Vianden Castle History


(1º§) The rocky outcrop above the modern town of Vianden was first fortified in late antiquity. Excavations at the foot of the castle chapel in 1994 led to the discovery that parts of the crumbling masonry of the Late Antique tower must have existed in Merovingian times and that this square building, the only surviving structure from the period known as Late Antiquity, was incorporated into the first medieval castle.


(2º§) The first fortification was built at the beginning of Late Antiquity on the castle hill at an ancient crossroads, where a branch of the great Roman road Reims-Cologne through the Ardennes and the valley of Our led to the valley of the Sauer and through Echternach to Bitburg and Trier, at that time a thriving metropolis.


(3º§) After the Vianden fort was abandoned around 430/440 AD, the Roman Tower seems to have been sufficiently usable to remain a decisive element in the subsequent periods of castle building up to the High Middle Ages.


(4º§) The first medieval fortification was erected on the rocky spur overlooking Vianden around the year 1000. The main part of this fortification consisted of an oval ring wall. This defensive wall, meticulously reinforced with small slabs of slate, was exactly one meter wide. As with the ancient wall, this special construction technique allowed archaeologists to retrace it virtually its entire length. The old late antique moat also remained in use during this period. The entire inner surface of the fortification was leveled by filling the lower defensive wall with stones and earth. This complex also included a hall, used for administrative purposes, and a chapel, which was installed in the remains of the late antique tower.


(5º§) Vianden Castle was extensively rebuilt around 1170. The remains of the wooden scaffolding found in the new residential tower made it possible to determine the date of construction using the three-ring dating technique.


(6º§) Important architectural contributions were made, in Gothic style, between the 13th and 14th centuries by the Counts of Vianden. In 1417 the castle became a possession of the Orange-Nassau family who made changes in the Renaissance style. The castle was long in the possession of the grand-ducal family until it became state property in 1977. After this date, it was restored and shines in its former glory. Today, Vianden Castle is one of the most important architectural monuments in Europe being one of the largest and most beautiful feudal residences of the Romanesque and Gothic periods. In the entrance area there is a modern interactive visitor center.


https://www.histouring.com/en/historical-places/vianden-castle/

The term "crumbling" is used in the first paragraph to describe the state of the masonry. What does "crumbling" best imply in this context?
Alternativas
Q3405432 Inglês

O texto seguinte servirá de base para responder à questão.



Vianden Castle History


(1º§) The rocky outcrop above the modern town of Vianden was first fortified in late antiquity. Excavations at the foot of the castle chapel in 1994 led to the discovery that parts of the crumbling masonry of the Late Antique tower must have existed in Merovingian times and that this square building, the only surviving structure from the period known as Late Antiquity, was incorporated into the first medieval castle.


(2º§) The first fortification was built at the beginning of Late Antiquity on the castle hill at an ancient crossroads, where a branch of the great Roman road Reims-Cologne through the Ardennes and the valley of Our led to the valley of the Sauer and through Echternach to Bitburg and Trier, at that time a thriving metropolis.


(3º§) After the Vianden fort was abandoned around 430/440 AD, the Roman Tower seems to have been sufficiently usable to remain a decisive element in the subsequent periods of castle building up to the High Middle Ages.


(4º§) The first medieval fortification was erected on the rocky spur overlooking Vianden around the year 1000. The main part of this fortification consisted of an oval ring wall. This defensive wall, meticulously reinforced with small slabs of slate, was exactly one meter wide. As with the ancient wall, this special construction technique allowed archaeologists to retrace it virtually its entire length. The old late antique moat also remained in use during this period. The entire inner surface of the fortification was leveled by filling the lower defensive wall with stones and earth. This complex also included a hall, used for administrative purposes, and a chapel, which was installed in the remains of the late antique tower.


(5º§) Vianden Castle was extensively rebuilt around 1170. The remains of the wooden scaffolding found in the new residential tower made it possible to determine the date of construction using the three-ring dating technique.


(6º§) Important architectural contributions were made, in Gothic style, between the 13th and 14th centuries by the Counts of Vianden. In 1417 the castle became a possession of the Orange-Nassau family who made changes in the Renaissance style. The castle was long in the possession of the grand-ducal family until it became state property in 1977. After this date, it was restored and shines in its former glory. Today, Vianden Castle is one of the most important architectural monuments in Europe being one of the largest and most beautiful feudal residences of the Romanesque and Gothic periods. In the entrance area there is a modern interactive visitor center.


https://www.histouring.com/en/historical-places/vianden-castle/

The text mentions "scaffolding" found during renovations of Vianden Castle. What does "scaffolding" refer to? 
Alternativas
Q3403869 Inglês
Read Text II for the question:

TEXT II

It’s hard to overstate the benefits of a night’s rest for human memory, and neuroscientists are just beginning to understand why.

Jakke Tamminen has plenty of students who do that very studenty thing of staying up all night right before an exam, in the hope of stuffing in as much knowledge as they can. But “that’s the worst thing you can do”, the psychology lecturer at the UK’s Royal Holloway University warns them.

He should know. Tamminen is an expert on how sleep affects memory, specifically the recall needed for language. Sleep learning – another idea beloved of students, in the hope that, say, playing a language-learning recording during sleep would imprint itself into the brain subliminally and they’d wake up speaking Latin – is a myth. But sleep itself is essential for embedding knowledge in the brain, and the research of Tamminen and others shows us why that is.

In Tamminen’s ongoing research project, participants learn new vocabulary, then stay awake all night.

Tamminen compares their memory of those words after a few nights, and then after a week. Even after several nights of recovery sleep, there is a substantial difference in how quickly they recall those words compared to the control group of participants who didn’t face sleep deprivation. “Sleep is really a central part of learning,” he says. “Even though you’re not studying when you sleep, your brain is still studying. It’s almost like it’s working on your behalf. You can’t really get the full impact of the time you put into your studies unless you sleep.” […]

But more critical to Tamminen’s current research – and to sleep’s role in language development more generally – is a non-REM phase of deep sleep known as slow-wave sleep (SWS). SWS is important for forming and retaining memories, whether of vocabulary, grammar, or other knowledge. The interaction of different parts of the brain is key here. During SWS, the hippocampus, which is good at quick learning, is in constant communication with the neocortex, to consolidate it for long term recall.

So the hippocampus might initially encode a new word learned earlier that day, but to truly consolidate that knowledge – spotting patterns and finding connections with other ideas that allow for creative problem-solving – the neocortical system needs to get involved.

This information expressway between the hippocampus and the neocortex is populated by sleep spindles – spikes in brain activity that are no more than three seconds long.

“Sleep spindles are somehow associated with linking new information with existing information,” Tamminen says. And the data from his research participants suggests that people with more sleep spindles have more consolidation of the words they have learned. […]

Children have more slow-wave sleep than adults – which may be one factor explaining how quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University of Tuebingen investigates the role of sleep in consolidating children’s memory. Monitoring what happens in children’s brains during sleep, and how much information they retain before and after sleep, shows that sleep helps with accessing implicit knowledge (procedural memory) and making it explicit (declarative memory).

“The effects are stronger in early childhood because the brain is developing,” says Dominique Petit, the coordinator of the Canadian Sleep and Circadian Network, who has also explored the circadian rhythm in children. In practical terms, this means that “children need to sleep during the day to remember everything that they have to learn”.

“Daytime naps in young children have been shown to be really important for vocabulary growth, generalization of the meaning of words and abstraction in language learning,” she says. “Sleep continues to be important for memory and learning throughout the lifetime, though.” […]

Not only does sleep help with accessing this information, it also changes the way this information is accessed. This makes brains more flexible at retrieving information (or able to access it in more ways).

But it also makes them better at extracting the most significant parts of it.

“It’s actually an active process of strengthening and changing the memory trace,” Zinke says. “Memory gets transferred in a way that the most important information (the gist) is remembered.”

Clearly, for children as well as adults, prolonged sleep isn’t a sign of laziness in a language learner. It’s critical for our brains’ connections and our bodies’ rhythms.

Available at: https://www.bbc.com/future/ article/20180815-why-sleep-should-be-everystudents-priority (adapted)
In the context of the text, what does the term “embedding” most closely mean? 
Alternativas
Q3403868 Inglês
Read Text II for the question:

TEXT II

It’s hard to overstate the benefits of a night’s rest for human memory, and neuroscientists are just beginning to understand why.

Jakke Tamminen has plenty of students who do that very studenty thing of staying up all night right before an exam, in the hope of stuffing in as much knowledge as they can. But “that’s the worst thing you can do”, the psychology lecturer at the UK’s Royal Holloway University warns them.

He should know. Tamminen is an expert on how sleep affects memory, specifically the recall needed for language. Sleep learning – another idea beloved of students, in the hope that, say, playing a language-learning recording during sleep would imprint itself into the brain subliminally and they’d wake up speaking Latin – is a myth. But sleep itself is essential for embedding knowledge in the brain, and the research of Tamminen and others shows us why that is.

In Tamminen’s ongoing research project, participants learn new vocabulary, then stay awake all night.

Tamminen compares their memory of those words after a few nights, and then after a week. Even after several nights of recovery sleep, there is a substantial difference in how quickly they recall those words compared to the control group of participants who didn’t face sleep deprivation. “Sleep is really a central part of learning,” he says. “Even though you’re not studying when you sleep, your brain is still studying. It’s almost like it’s working on your behalf. You can’t really get the full impact of the time you put into your studies unless you sleep.” […]

But more critical to Tamminen’s current research – and to sleep’s role in language development more generally – is a non-REM phase of deep sleep known as slow-wave sleep (SWS). SWS is important for forming and retaining memories, whether of vocabulary, grammar, or other knowledge. The interaction of different parts of the brain is key here. During SWS, the hippocampus, which is good at quick learning, is in constant communication with the neocortex, to consolidate it for long term recall.

So the hippocampus might initially encode a new word learned earlier that day, but to truly consolidate that knowledge – spotting patterns and finding connections with other ideas that allow for creative problem-solving – the neocortical system needs to get involved.

This information expressway between the hippocampus and the neocortex is populated by sleep spindles – spikes in brain activity that are no more than three seconds long.

“Sleep spindles are somehow associated with linking new information with existing information,” Tamminen says. And the data from his research participants suggests that people with more sleep spindles have more consolidation of the words they have learned. […]

Children have more slow-wave sleep than adults – which may be one factor explaining how quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University of Tuebingen investigates the role of sleep in consolidating children’s memory. Monitoring what happens in children’s brains during sleep, and how much information they retain before and after sleep, shows that sleep helps with accessing implicit knowledge (procedural memory) and making it explicit (declarative memory).

“The effects are stronger in early childhood because the brain is developing,” says Dominique Petit, the coordinator of the Canadian Sleep and Circadian Network, who has also explored the circadian rhythm in children. In practical terms, this means that “children need to sleep during the day to remember everything that they have to learn”.

“Daytime naps in young children have been shown to be really important for vocabulary growth, generalization of the meaning of words and abstraction in language learning,” she says. “Sleep continues to be important for memory and learning throughout the lifetime, though.” […]

Not only does sleep help with accessing this information, it also changes the way this information is accessed. This makes brains more flexible at retrieving information (or able to access it in more ways).

But it also makes them better at extracting the most significant parts of it.

“It’s actually an active process of strengthening and changing the memory trace,” Zinke says. “Memory gets transferred in a way that the most important information (the gist) is remembered.”

Clearly, for children as well as adults, prolonged sleep isn’t a sign of laziness in a language learner. It’s critical for our brains’ connections and our bodies’ rhythms.

Available at: https://www.bbc.com/future/ article/20180815-why-sleep-should-be-everystudents-priority (adapted)
The term “spikes” in the context of brain activity refers to what?
Alternativas
Q3403861 Inglês
Read Text I to answer the question:

TEXT I

“Fundamental breakthroughs in the neurosciences, combined with technical innovations for measuring brain activity, are shedding new light on the neural basis of second language (L2) processing, and on its relationship to native language processing (L1). The long-held assumption that L1 and L2 are necessarily represented in different brain regions in bilinguals has not been confirmed. On the contrary, the available evidence indicates that L1 and L2 are processed by the same neural devices. The neural differences in L1 and L2 representations are only related to the specific computational demands, which vary according to the age of acquisition, the degree of mastery and the level of exposure to each language. Finally, the acquisition of L2 could be considered as a dynamic process, requiring additional neural resources in specific circumstances.”

Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395 (adapted)
What does the term “breakthroughs” most closely mean in the context of this text? 
Alternativas
Q3403558 Inglês
Select the option that completes the dialogue with appropriate vocabulary and syntax:

A: "Could you explain the difference between 'effect' and 'affect'?"
B: "Certainly. ___________ is usually a noun, meaning the result of something, while ___________is a verb meaning to influence something. For example, 'The drug has no known side __________.' 
Alternativas
Q3403555 Inglês
Q46.png (658×164)
Available at: https://www.gocomics.com/bc/2019/04/10

What does the use of the word "likely" in the phrase "and likely kill us all" suggest about the event's certainty? 
Alternativas
Q3403554 Inglês
Q45.png (658×196)
Available at: https://www.gocomics.com/bc/2005/10/18

The comic strip presents a humorous misunderstanding based on the phrase "beer belly". What does the phrasal verb "get rid of" mean in this context?
Alternativas
Q3403552 Inglês
Q43.png (657×218)
Available at: https://www.gocomics.com/nonsequitur/2001/07/30

Based on the context of the second sentence in the comic strip, what does the phrase "past due" imply?
Alternativas
Q3403538 Inglês

Read the poem to answer question.



The Road Not Taken



Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;




Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,



And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.



I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.


- Robert Frost

In the poem, what does the word "diverged" in the first line imply? 
Alternativas
Q3403537 Inglês

Read the poem to answer question.



The Road Not Taken



Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;




Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,



And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.



I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.


- Robert Frost

What is the meaning of the word "trodden" as used in the line "In leaves no step had trodden black"?
Alternativas
Q3400257 Inglês
Analyze the following sentences.

I. Every summer, Anna ____ on a beach and reads.
II. John _____ me he would come to my party.
III. Are you ______________________ Japanese food?
IV. Our last meeting achieved absolutely nothing; it was a complete _______ of time.

Mark the alternative that fills out, correctly and respectively, the gaps in the sentences:
Alternativas
Respostas
781: B
782: D
783: C
784: A
785: A
786: A
787: E
788: C
789: B
790: C
791: D
792: C
793: A
794: A
795: A
796: C
797: B
798: A
799: D
800: A