Questões de Concurso
Sobre vocabulário | vocabulary em inglês
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Text 4 (for questions 42, 43, 44, 45, and 46)
Social networks
Going into the small room at the end of the corridor, Roberta sat down _______ 1 the computer. It was the computer she had bought when her old one’s hard disk had started to go wrong. Her new computer was a laptop with a lot of extra features and she needed it for her online work _______ 2 her students. Roberta had started to worry that her students would be bored unless she used modern technology in her teaching.
She turned_______ 3 the switch at the back of her computer. She looked at the email messages waiting for her answer, but she ignored them. Then she looked at the homework posted on a special site she created for the students, but she didn’t feel like correcting it. Instead she went to her favorite social network site and looked at the news about her friends. She sent messages to her favorite people and she had many online conversations _______ 4 teaching and other things. She posted some new messages on her own web page and then watched a film clip on a video site which her friend had told her about.
_______ 5 now, it was late and she realized that she had spent too much time talking to her friends online. She was very tired. She would have to do all her work in the morning.
(HARMER, J. Essential Teacher Knowledge: core concepts in English language teaching, p. 42. Harlow: Pearson Education Limited, 2012.
Adaptado.)
As palavras que completam o trecho corretamente são:

Observe a análise linguística abaixo e responda ao que se pede.
I. Em “Salad dressing, something we never used before, is also popular now. ”, o termo dressing, na expressão sublinhada, é um substantivo e significa, em português, molho.
II. No trecho “I fear our traditional way of doing things will soon be forgotten.”, o termo sublinhado é uma expressão idiomática que corresponde a “Eu confio”.
III. No 1º parágrafo, as palavras affected, restaurants, traditional e ingredients são palavras cognatas, mas popular é falsa cognata.
IV. No trecho “Traditionally Koreans don’t use individual plates for eating main dishes.”, as palavras plates e dishes são substantivos e têm significados semelhantes.
V. Em “Before, we had never rewarded good service with money”, foi empregado o past perfect, e o verbo destacado significa recompensar.
Estão CORRETAS apenas

I. The word "chopped" (2º§) could be translated as "picado".
II. The word "broth" (2º-3º§) has the same pronunciation as "brought".
III. The word "line" (3º§) could be replaced by "rate".
Which one(s) is(are) CORRECT?
Instruction: answer question based on the following text.
4 easy ways to make your holidays more eco-friendly

(Available at: https://www.nationalgeographic.com/environment/article/4-easy-ways-to-make-your-holidaysmore-eco-friendly – text especially adapted for this test).
Use the following text to answer questions
TEXT
Homework: one word that makes the heart of many a parent sink and is guaranteed, at any given time, to be causing rows in homes around the world. The homework debate has raged for decades. How much homework should kids get? How involved should parents be? And does it really matter if it doesn't get done? Recent years have seen a swell of support for ditching homework altogether; more than one teacher has gone semi-viral for sharing a nohomework policy that prioritizes family time, outdoor play, and early bedtimes. And some schools have adopted no-homework programs, encouraging students to enjoy their evening free time and in some cases lengthening the school day to provide more classroom instruction.
Unbeknownst to many, there is an unofficial homework standard, the "10-minute rule" that was first proposed by Duke University psychology professor Harris Cooper and is supported by the National PTA and the National Education Association. It's simple: a daily maximum of 10 minutes of homework per grade level. (First graders do 10 minutes of homework each night; second graders do 20 minutes; third graders do 30 minutes, and so on.)
Cooper is responsible for the most comprehensive research on homework to date. His 2006 meta-analysis, published in the Review of Educational Research, found evidence that students who did homework performed better in school. However, the correlation was stronger for students in seventh through 12th grade. In earlier grades, the relationship between homework and performance was weak. But Cooper's analysis shows correlation, not causation. It begs the question: Does homework lead to achievement, or do high achievers simply do more homework? Undoubtedly, some kids are less likely to kick up a stink about doing homework than others. Others actually want to do homework. The point being, they're all different.
Use the following text to answer questions
TEXT
Homework: one word that makes the heart of many a parent sink and is guaranteed, at any given time, to be causing rows in homes around the world. The homework debate has raged for decades. How much homework should kids get? How involved should parents be? And does it really matter if it doesn't get done? Recent years have seen a swell of support for ditching homework altogether; more than one teacher has gone semi-viral for sharing a nohomework policy that prioritizes family time, outdoor play, and early bedtimes. And some schools have adopted no-homework programs, encouraging students to enjoy their evening free time and in some cases lengthening the school day to provide more classroom instruction.
Unbeknownst to many, there is an unofficial homework standard, the "10-minute rule" that was first proposed by Duke University psychology professor Harris Cooper and is supported by the National PTA and the National Education Association. It's simple: a daily maximum of 10 minutes of homework per grade level. (First graders do 10 minutes of homework each night; second graders do 20 minutes; third graders do 30 minutes, and so on.)
Cooper is responsible for the most comprehensive research on homework to date. His 2006 meta-analysis, published in the Review of Educational Research, found evidence that students who did homework performed better in school. However, the correlation was stronger for students in seventh through 12th grade. In earlier grades, the relationship between homework and performance was weak. But Cooper's analysis shows correlation, not causation. It begs the question: Does homework lead to achievement, or do high achievers simply do more homework? Undoubtedly, some kids are less likely to kick up a stink about doing homework than others. Others actually want to do homework. The point being, they're all different.
Use the following text to answer questions
TEXT
Homework: one word that makes the heart of many a parent sink and is guaranteed, at any given time, to be causing rows in homes around the world. The homework debate has raged for decades. How much homework should kids get? How involved should parents be? And does it really matter if it doesn't get done? Recent years have seen a swell of support for ditching homework altogether; more than one teacher has gone semi-viral for sharing a nohomework policy that prioritizes family time, outdoor play, and early bedtimes. And some schools have adopted no-homework programs, encouraging students to enjoy their evening free time and in some cases lengthening the school day to provide more classroom instruction.
Unbeknownst to many, there is an unofficial homework standard, the "10-minute rule" that was first proposed by Duke University psychology professor Harris Cooper and is supported by the National PTA and the National Education Association. It's simple: a daily maximum of 10 minutes of homework per grade level. (First graders do 10 minutes of homework each night; second graders do 20 minutes; third graders do 30 minutes, and so on.)
Cooper is responsible for the most comprehensive research on homework to date. His 2006 meta-analysis, published in the Review of Educational Research, found evidence that students who did homework performed better in school. However, the correlation was stronger for students in seventh through 12th grade. In earlier grades, the relationship between homework and performance was weak. But Cooper's analysis shows correlation, not causation. It begs the question: Does homework lead to achievement, or do high achievers simply do more homework? Undoubtedly, some kids are less likely to kick up a stink about doing homework than others. Others actually want to do homework. The point being, they're all different.
Use the following text to answer questions
TEXT
Homework: one word that makes the heart of many a parent sink and is guaranteed, at any given time, to be causing rows in homes around the world. The homework debate has raged for decades. How much homework should kids get? How involved should parents be? And does it really matter if it doesn't get done? Recent years have seen a swell of support for ditching homework altogether; more than one teacher has gone semi-viral for sharing a nohomework policy that prioritizes family time, outdoor play, and early bedtimes. And some schools have adopted no-homework programs, encouraging students to enjoy their evening free time and in some cases lengthening the school day to provide more classroom instruction.
Unbeknownst to many, there is an unofficial homework standard, the "10-minute rule" that was first proposed by Duke University psychology professor Harris Cooper and is supported by the National PTA and the National Education Association. It's simple: a daily maximum of 10 minutes of homework per grade level. (First graders do 10 minutes of homework each night; second graders do 20 minutes; third graders do 30 minutes, and so on.)
Cooper is responsible for the most comprehensive research on homework to date. His 2006 meta-analysis, published in the Review of Educational Research, found evidence that students who did homework performed better in school. However, the correlation was stronger for students in seventh through 12th grade. In earlier grades, the relationship between homework and performance was weak. But Cooper's analysis shows correlation, not causation. It begs the question: Does homework lead to achievement, or do high achievers simply do more homework? Undoubtedly, some kids are less likely to kick up a stink about doing homework than others. Others actually want to do homework. The point being, they're all different.
“We need to _________ before traffic gets bad. We can’t afford to lose any time of our vacation.”
“To give something to someone for a short period of time, expecting it to be given back”
Instruction: answer the question based on the following text.
