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Q3139395
Inglês Verbos | Verbs , Presente perfeito progressivo | Present perfect continuous ,
Ano: 2025 Banca: Unesc Órgão: Prefeitura de Campos Novos - SC Prova: Unesc - 2025 - Prefeitura de Campos Novos - SC - Professor de Inglês |
Q3139395 Inglês
Analise a frase abaixo e assinale a alternativa que classifica corretamente o uso do tempo verbal:

"She has been studying English for two years." 
Alternativas
Q4208664
Inglês Voz Ativa e Passiva | Passive and Active Voice ,
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208664 Inglês
A sentença “The best student won the prize” na voz passiva é
Alternativas
Q4208663
Inglês Preposições | Prepositions , Pronomes | Pronouns , Pronome possessivo adjetivo | Possessive adjective , Pronomes interrogativos | Question words
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208663 Inglês
Observe a conversa entre um diretor de uma escola americana que veio visitar outra escola no Brasil e complete o diálogo com as palavras certas.

M: Good morning Mrs. Forks! I’m very pleased to have you here. F: “Good morning Mrs. Miranda! Thanks for having me here at school. M: Let me show you _____________ the school. F: Sure, but first I___________ like to know more ______________ the school. M: Absolutely. What do you have in _____________________?

Escolha a opção CORRETA.
Alternativas
Q4208662
Inglês Verbos | Verbs , Presente simples | Simple present , Imperativo | Imperative ,
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208662 Inglês
Leia e analise as sentenças abaixo
“Don’t give up your Dreams.” e “It doesn’t seem possible, but you can do it.”
1) Imperative form and presente tense respectively. 2) Both in the imperative form. 3) Both in presente tense. 4) Both in the imperative negative.

Marque a opção CORRETA:
Alternativas
Q4208661
Inglês Adjetivos | Adjectives , Comparativo e superlativo de adjetivos | Comparative and superlative ,
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208661 Inglês

Leia o texto e responda a questão




As palavras “richer – more fulfilling – stronger – more just' estão:
Alternativas
Q4208660
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208660 Inglês

Leia o texto e responda a questão




"Qual é a proposta do anúncio feito pelo jornal americano The New York Times?
Alternativas
Q4208659
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Verbos modais | Modal verbs ,
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208659 Inglês
Leia o texto a seguir.


For decades, it seemed that the purpose of our education system was to encourage competition. Schools would award prizes to the most talented student and proudly display their names on bulletin boards. Nowadays, in many institutions, the key word has become "inclusion": no one should be left behind. Resources are channeled into helping the east capable; everyone's work (good or bad) is on the walls; and prize tables are heavily loaded with awards to make sure everyone is awarded a prize for something. Which approach is right?

Attempts to make education more inclusive are frequently criticized. Many point out that once students leave the protective environment of the classroom, they will face the challenges of the working world: what use will false reassurance be then? The purpose of school must be to reveal to people their limitations, so that they can find a vocation that suits them.

In the past, allowing the talented to rise to the top through competition would certainly have been important. In most factories, it was useful to separate the potential managers from the unskilled workforce, and companies relied on finding talented individuals to win business before their competitors did. An ethos of competition also helped countries to compete effectively with other nations as they scrambled for territory, raced to accumulate armaments or even traveled into space ahead of rivals.

But in the 21st century, are we really preparing young people for a world of competition? The academic James F. Moore argues that the days when businesses competed with each other are ending. Moore believes we should talk of "business ecosystems" nowadays. International corporations operate in global networks of suppliers and partners. Sometimes; even rival corporations work together. For example: companies often have to collaborate to define common industry standards.

What's more, hierarchies are disappearing within organizations. Modern companies have a wider range of business functions (public relations, IT, research and development), and so skills. Knowledge and decision-making are spread throughout the organization. In a modern marketing department alone, there are teams for collecting and analyzing a wealth of customer data, designing brands, advertising, etc. Each individual contributes vital skills and must receive equal training. Low-skilled work, by comparison, is increasingly being performed by automated labor; that is, robots.

But it isn't just in businesses that cooperation is becoming the norm. In the past, individuals, colleges, governments, and companies didn't have to collaborate. Now', 'collective impact" is becoming the gold standard. For example, an anti-obesity project called "Shape Up Somerville" managed to significantly bring down the average BMI (body mass index) in the town in just three years, by involving schools, colleges, local businesses, charities, government, and local citizens in a program of collective action. Led by academics, and funded by four agencies. The work involved designing school lunch menus, improving walkways, introducing gym membership packages, and running campaigns amongst the public.

Competition can still be useful. It's stimulating and can help us learn about ourselves. But it should not become a dominant feature of education systems. Those who do not receive investment will find it increasingly hard to fit into the modern world. It really is learning to take part that counts.

Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
"A palavra que melhor substitui o modal em destaque na frase “The purpose of school must be to reveal to people their limitations, so that they can find a vocation that suits them” é:
Alternativas
Q4208658
Inglês Vocabulário | Vocabulary , Falso Cognatos | False Cognates ,
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208658 Inglês
Leia o texto a seguir.


For decades, it seemed that the purpose of our education system was to encourage competition. Schools would award prizes to the most talented student and proudly display their names on bulletin boards. Nowadays, in many institutions, the key word has become "inclusion": no one should be left behind. Resources are channeled into helping the east capable; everyone's work (good or bad) is on the walls; and prize tables are heavily loaded with awards to make sure everyone is awarded a prize for something. Which approach is right?

Attempts to make education more inclusive are frequently criticized. Many point out that once students leave the protective environment of the classroom, they will face the challenges of the working world: what use will false reassurance be then? The purpose of school must be to reveal to people their limitations, so that they can find a vocation that suits them.

In the past, allowing the talented to rise to the top through competition would certainly have been important. In most factories, it was useful to separate the potential managers from the unskilled workforce, and companies relied on finding talented individuals to win business before their competitors did. An ethos of competition also helped countries to compete effectively with other nations as they scrambled for territory, raced to accumulate armaments or even traveled into space ahead of rivals.

But in the 21st century, are we really preparing young people for a world of competition? The academic James F. Moore argues that the days when businesses competed with each other are ending. Moore believes we should talk of "business ecosystems" nowadays. International corporations operate in global networks of suppliers and partners. Sometimes; even rival corporations work together. For example: companies often have to collaborate to define common industry standards.

What's more, hierarchies are disappearing within organizations. Modern companies have a wider range of business functions (public relations, IT, research and development), and so skills. Knowledge and decision-making are spread throughout the organization. In a modern marketing department alone, there are teams for collecting and analyzing a wealth of customer data, designing brands, advertising, etc. Each individual contributes vital skills and must receive equal training. Low-skilled work, by comparison, is increasingly being performed by automated labor; that is, robots.

But it isn't just in businesses that cooperation is becoming the norm. In the past, individuals, colleges, governments, and companies didn't have to collaborate. Now', 'collective impact" is becoming the gold standard. For example, an anti-obesity project called "Shape Up Somerville" managed to significantly bring down the average BMI (body mass index) in the town in just three years, by involving schools, colleges, local businesses, charities, government, and local citizens in a program of collective action. Led by academics, and funded by four agencies. The work involved designing school lunch menus, improving walkways, introducing gym membership packages, and running campaigns amongst the public.

Competition can still be useful. It's stimulating and can help us learn about ourselves. But it should not become a dominant feature of education systems. Those who do not receive investment will find it increasingly hard to fit into the modern world. It really is learning to take part that counts.

Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
Dentre as palavras presentes no texto analisado, aquela que NÃO é cognato é:
Alternativas
Q4208657
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208657 Inglês
Leia o texto a seguir.


For decades, it seemed that the purpose of our education system was to encourage competition. Schools would award prizes to the most talented student and proudly display their names on bulletin boards. Nowadays, in many institutions, the key word has become "inclusion": no one should be left behind. Resources are channeled into helping the east capable; everyone's work (good or bad) is on the walls; and prize tables are heavily loaded with awards to make sure everyone is awarded a prize for something. Which approach is right?

Attempts to make education more inclusive are frequently criticized. Many point out that once students leave the protective environment of the classroom, they will face the challenges of the working world: what use will false reassurance be then? The purpose of school must be to reveal to people their limitations, so that they can find a vocation that suits them.

In the past, allowing the talented to rise to the top through competition would certainly have been important. In most factories, it was useful to separate the potential managers from the unskilled workforce, and companies relied on finding talented individuals to win business before their competitors did. An ethos of competition also helped countries to compete effectively with other nations as they scrambled for territory, raced to accumulate armaments or even traveled into space ahead of rivals.

But in the 21st century, are we really preparing young people for a world of competition? The academic James F. Moore argues that the days when businesses competed with each other are ending. Moore believes we should talk of "business ecosystems" nowadays. International corporations operate in global networks of suppliers and partners. Sometimes; even rival corporations work together. For example: companies often have to collaborate to define common industry standards.

What's more, hierarchies are disappearing within organizations. Modern companies have a wider range of business functions (public relations, IT, research and development), and so skills. Knowledge and decision-making are spread throughout the organization. In a modern marketing department alone, there are teams for collecting and analyzing a wealth of customer data, designing brands, advertising, etc. Each individual contributes vital skills and must receive equal training. Low-skilled work, by comparison, is increasingly being performed by automated labor; that is, robots.

But it isn't just in businesses that cooperation is becoming the norm. In the past, individuals, colleges, governments, and companies didn't have to collaborate. Now', 'collective impact" is becoming the gold standard. For example, an anti-obesity project called "Shape Up Somerville" managed to significantly bring down the average BMI (body mass index) in the town in just three years, by involving schools, colleges, local businesses, charities, government, and local citizens in a program of collective action. Led by academics, and funded by four agencies. The work involved designing school lunch menus, improving walkways, introducing gym membership packages, and running campaigns amongst the public.

Competition can still be useful. It's stimulating and can help us learn about ourselves. But it should not become a dominant feature of education systems. Those who do not receive investment will find it increasingly hard to fit into the modern world. It really is learning to take part that counts.

Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
A palavra "argues" pode ser substituída por diferentes termos sem perder o sentido, EXCETO por:
"The academic James F. Moore argues that the days when businesses competed with each other are ending." 
Alternativas
Q4208656
Inglês Advérbios e conjunções | Adverbs and conjunctions , Advérbios de: lugar, modo, tempo e freqüência | Adverbs of: place, manner, time and frequency , Os advérbios (grau, a finalidade, contraste ...) | Adverbs (degree, purpose, contrast...) , Interpretação de texto | Reading comprehension
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208656 Inglês
Leia o texto a seguir.


For decades, it seemed that the purpose of our education system was to encourage competition. Schools would award prizes to the most talented student and proudly display their names on bulletin boards. Nowadays, in many institutions, the key word has become "inclusion": no one should be left behind. Resources are channeled into helping the east capable; everyone's work (good or bad) is on the walls; and prize tables are heavily loaded with awards to make sure everyone is awarded a prize for something. Which approach is right?

Attempts to make education more inclusive are frequently criticized. Many point out that once students leave the protective environment of the classroom, they will face the challenges of the working world: what use will false reassurance be then? The purpose of school must be to reveal to people their limitations, so that they can find a vocation that suits them.

In the past, allowing the talented to rise to the top through competition would certainly have been important. In most factories, it was useful to separate the potential managers from the unskilled workforce, and companies relied on finding talented individuals to win business before their competitors did. An ethos of competition also helped countries to compete effectively with other nations as they scrambled for territory, raced to accumulate armaments or even traveled into space ahead of rivals.

But in the 21st century, are we really preparing young people for a world of competition? The academic James F. Moore argues that the days when businesses competed with each other are ending. Moore believes we should talk of "business ecosystems" nowadays. International corporations operate in global networks of suppliers and partners. Sometimes; even rival corporations work together. For example: companies often have to collaborate to define common industry standards.

What's more, hierarchies are disappearing within organizations. Modern companies have a wider range of business functions (public relations, IT, research and development), and so skills. Knowledge and decision-making are spread throughout the organization. In a modern marketing department alone, there are teams for collecting and analyzing a wealth of customer data, designing brands, advertising, etc. Each individual contributes vital skills and must receive equal training. Low-skilled work, by comparison, is increasingly being performed by automated labor; that is, robots.

But it isn't just in businesses that cooperation is becoming the norm. In the past, individuals, colleges, governments, and companies didn't have to collaborate. Now', 'collective impact" is becoming the gold standard. For example, an anti-obesity project called "Shape Up Somerville" managed to significantly bring down the average BMI (body mass index) in the town in just three years, by involving schools, colleges, local businesses, charities, government, and local citizens in a program of collective action. Led by academics, and funded by four agencies. The work involved designing school lunch menus, improving walkways, introducing gym membership packages, and running campaigns amongst the public.

Competition can still be useful. It's stimulating and can help us learn about ourselves. But it should not become a dominant feature of education systems. Those who do not receive investment will find it increasingly hard to fit into the modern world. It really is learning to take part that counts.

Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
Em “Attempts to make education more inclusive are frequently criticized', a palavra 'frequently' refere-se a um: 
Alternativas
Q4208655
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: Máxima Órgão: Prefeitura de Santo Antônio do Grama - MG Prova: Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208655 Inglês
Leia o texto a seguir.


For decades, it seemed that the purpose of our education system was to encourage competition. Schools would award prizes to the most talented student and proudly display their names on bulletin boards. Nowadays, in many institutions, the key word has become "inclusion": no one should be left behind. Resources are channeled into helping the east capable; everyone's work (good or bad) is on the walls; and prize tables are heavily loaded with awards to make sure everyone is awarded a prize for something. Which approach is right?

Attempts to make education more inclusive are frequently criticized. Many point out that once students leave the protective environment of the classroom, they will face the challenges of the working world: what use will false reassurance be then? The purpose of school must be to reveal to people their limitations, so that they can find a vocation that suits them.

In the past, allowing the talented to rise to the top through competition would certainly have been important. In most factories, it was useful to separate the potential managers from the unskilled workforce, and companies relied on finding talented individuals to win business before their competitors did. An ethos of competition also helped countries to compete effectively with other nations as they scrambled for territory, raced to accumulate armaments or even traveled into space ahead of rivals.

But in the 21st century, are we really preparing young people for a world of competition? The academic James F. Moore argues that the days when businesses competed with each other are ending. Moore believes we should talk of "business ecosystems" nowadays. International corporations operate in global networks of suppliers and partners. Sometimes; even rival corporations work together. For example: companies often have to collaborate to define common industry standards.

What's more, hierarchies are disappearing within organizations. Modern companies have a wider range of business functions (public relations, IT, research and development), and so skills. Knowledge and decision-making are spread throughout the organization. In a modern marketing department alone, there are teams for collecting and analyzing a wealth of customer data, designing brands, advertising, etc. Each individual contributes vital skills and must receive equal training. Low-skilled work, by comparison, is increasingly being performed by automated labor; that is, robots.

But it isn't just in businesses that cooperation is becoming the norm. In the past, individuals, colleges, governments, and companies didn't have to collaborate. Now', 'collective impact" is becoming the gold standard. For example, an anti-obesity project called "Shape Up Somerville" managed to significantly bring down the average BMI (body mass index) in the town in just three years, by involving schools, colleges, local businesses, charities, government, and local citizens in a program of collective action. Led by academics, and funded by four agencies. The work involved designing school lunch menus, improving walkways, introducing gym membership packages, and running campaigns amongst the public.

Competition can still be useful. It's stimulating and can help us learn about ourselves. But it should not become a dominant feature of education systems. Those who do not receive investment will find it increasingly hard to fit into the modern world. It really is learning to take part that counts.

Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
Após a leitura do texto, analise as assertivas abaixo.

I. Ao longo do tempo, as instituições de ensino sempre priorizaram a "inclusão".
II. As escolas modernas procuram assegurar que todos os alunos recebam prêmios.
III. As tentativas de tornar a educação mais inclusiva não são alvo de críticas.
Alternativas
Q4197170
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2024 Banca: VUNESP Órgão: APS - SP Prova: VUNESP - 2024 - APS - SP - Guarda Portuário |
Q4197170 Inglês
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 
Alternativas
Q4197169
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: VUNESP Órgão: APS - SP Prova: VUNESP - 2024 - APS - SP - Guarda Portuário |
Q4197169 Inglês
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 segundo parágrafo – … which will not only sink key oil ports and disrupt global oil trade but also swamp coastal refineries… – as expressões em negrito indicam
Alternativas
Q4197168
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: VUNESP Órgão: APS - SP Prova: VUNESP - 2024 - APS - SP - Guarda Portuário |
Q4197168 Inglês
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)
The text mainly intends to 
Alternativas
Q4197167
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: VUNESP Órgão: APS - SP Prova: VUNESP - 2024 - APS - SP - Guarda Portuário |
Q4197167 Inglês
Leia o texto para responder à questão


What are human rights?


    Human rights are rights we have simply because we exist as human beings – they are not granted by any state. These universal rights are inherent to us all, regardless of nationality, sex, national or ethnic origin, color, religion, language, or any other status. They range from the most fundamental – the right to life – to those that make life worth living, such as the rights to food, education, work, health, and liberty.


(www.ohchr.org/en/what-are-human-rights. Adaptado)
No trecho do texto – … such as the rights to food, education, work, health, and liberty. – a expressão destacada em negrito introduz uma
Alternativas
Q4197166
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: VUNESP Órgão: APS - SP Prova: VUNESP - 2024 - APS - SP - Guarda Portuário |
Q4197166 Inglês
Leia o texto para responder à questão


What are human rights?


    Human rights are rights we have simply because we exist as human beings – they are not granted by any state. These universal rights are inherent to us all, regardless of nationality, sex, national or ethnic origin, color, religion, language, or any other status. They range from the most fundamental – the right to life – to those that make life worth living, such as the rights to food, education, work, health, and liberty.


(www.ohchr.org/en/what-are-human-rights. Adaptado)
According to the text, human rights are
Alternativas
Q4158888
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: INEP Órgão: INEP Prova: INEP - 2024 - INEP - Letras - Português e Inglês |
Q4158888 Inglês
A High School English teacher prepared an activity in order to engage students in critical reflection on the impact of social media on teenager’s lives and promote responsible digital citizenship. Initially, the teacher introduced the concept of responsible digital citizenship, stressing the importance of understanding both the positive and negative aspects of social media use. Then, students were divided into small groups and assigned specific aspects of social media impact to research, such as cyberbullying, body image and privacy concerns. Their task was to create presentations to share their findings with other groups, employing creative visual tools like infographics and incorporating real-life examples to reinforce their arguments.

Based on this case study, we can state that the approach used is communicative because the teacher
Alternativas
Q4158887
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: INEP Órgão: INEP Prova: INEP - 2024 - INEP - Letras - Português e Inglês |
Q4158887 Inglês
In a High School English class, when dealing with a reading comprehension activity, the teacher brought to the class the textual genre “movie poster” and presented the following example:

Imagem associada para resolução da questão Available at: https://www.pastposters.com. Accessed on: Jun. 7, 2024.

To help the students interpret the text, the teacher should choose the most relevant teaching strategy to go beyond literal meanings, that is, to
Alternativas
Q4158872
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: INEP Órgão: INEP Prova: INEP - 2024 - INEP - Letras - Português e Inglês |
Q4158872 Inglês
The belief that students don’t learn English effectively in public schools can have a great impact on the emotions, beliefs, and professional identity of Brazilian English teachers. This belief may stem from a variety of factors, such as limited resources, large class sizes, and inadequate language proficiency among students. As a result, teachers may experience a range of emotions, including frustration, disappointment, and a sense of helplessness in their efforts to facilitate language learning in such environments. Emotions influence beliefs and vice-versa. Understanding this relationship is necessary to offer a more supportive environment to help teachers to re-signify their beliefs and emotions. Numerous studies have shown that emotions are also interconnected with various other concepts, including identities and motivations.
BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted).

Considering the text, we can state that
Alternativas
Q4158869
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: INEP Órgão: INEP Prova: INEP - 2024 - INEP - Letras - Português e Inglês |
Q4158869 Inglês
A High School teacher brought to his English class a text about English as a lingua franca. After reading the text and discussing it with the students, he asked them to write a text related to the theme. The students argued that they would have difficulties with linguistic issues to accomplish the task. The teacher told them that there was a technology lab at the school with internet access, so he took the students there and taught them how to use some translation tools available.

Considering this situation, the teacher’s decision to allow students to use electronic translation tools to accomplish the task will
Alternativas
Respostas
5661: C
5662: A
5663: D
5664: B
5665: C
5666: A
5667: B
5668: C
5669: A
5670: B
5671: C
5672: C
5673: A
5674: E
5675: D
5676: B
5677: B
5678: B
5679: C
5680: A
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