Questões de Concurso Público SEED-PR 2021 para Professor - Inglês
Foram encontradas 32 questões
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689502
Inglês
Texto associado
Text 3A1-I
Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>
In text 3A1-I, in the sentence “It got verbed”, the pronoun “It”
refers to
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689503
Inglês
Texto associado
Text 3A1-I
Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>
In text 3A1-I, following the process which he himself describes,
Calvin transforms an adjective into the following verb form:
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689504
Inglês
Texto associado
Text 3A1-I
Bill Watterson. Calvin and Hobbes. Internet: <https://www.gocomics.com>
In the last box of the comic strip (text 3A1-I), the word
“eventually” in “Maybe we can eventually make language a
complete impediment to understanding” can be correctly
replaced with
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689505
Inglês
Texto associado
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Text 3A1-II
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Apart from learning vocabulary, learners also learn new
structures, which can form a strong scaffolding both for learning
other new structures and introducing grammatical items to a
class.
In listening to each other read, discuss points in groups,
debate, or answer and their rationale, second language learners
will sharpen both listening and speaking skills.
There is no magic bullet, no single explanation for what
teachers can do to ensure that their students learn to read a
second or foreign language. Practice and plenty of it may be the
only way out.
J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).
The main idea expressed in text 3A1-II is that reading is an
important activity for those who
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689506
Inglês
Texto associado
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Text 3A1-II
There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.
Apart from learning vocabulary, learners also learn new
structures, which can form a strong scaffolding both for learning
other new structures and introducing grammatical items to a
class.
In listening to each other read, discuss points in groups,
debate, or answer and their rationale, second language learners
will sharpen both listening and speaking skills.
There is no magic bullet, no single explanation for what
teachers can do to ensure that their students learn to read a
second or foreign language. Practice and plenty of it may be the
only way out.
J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).
In the very beginning of the second paragraph of text 3A1-II,
“Apart from” can be correctly replaced with