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Q1689516
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689516 Inglês
Text 3A2-I


    “Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
     As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.
     “The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.
     Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
The word ‘“inadvertently’” (in the second sentence of the first paragraph) conveys the idea that something is done
Alternativas
Q1689515
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689515 Inglês
Text 3A2-I


    “Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
     As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.
     “The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.
     Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
According to Jo Boaler, who is quoted in text 3A2-I, the modern understanding of the brain’s flexibility
Alternativas
Q1689514
Inglês Sinônimos | Synonyms ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689514 Inglês
Text 3A2-I


    “Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
     As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.
     “The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.
     Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In the second sentence of the third paragraph of text 3A2-I, “Even though” can be correctly replaced with
Alternativas
Q1689513
Inglês Sinônimos | Synonyms ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689513 Inglês
Text 3A2-I


    “Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
     As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.
     “The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.
     Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In the last paragraph of text 3A2-I, the verbs “to overcome” and “to thrive” are synonymous with, respectively,
Alternativas
Q1689512
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689512 Inglês
Text 3A2-I


    “Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
     As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.
     “The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.
     Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In text 3A2-I, “misguided visions of talent” (in the fourth paragraph) refers to the idea that
Alternativas
Q1689511
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689511 Inglês
Text 3A1-III


    For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
     Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.
     However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”
     With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.
     According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.
     While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)
It can be concluded from text 3A1-III that ‘comprehensible input’ refers to
Alternativas
Q1689510
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689510 Inglês
Text 3A1-III


    For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
     Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.
     However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”
     With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.
     According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.
     While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)
According to text 3A1-III, language teachers
Alternativas
Q1689509
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689509 Inglês
Text 3A1-III


    For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
     Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.
     However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”
     With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.
     According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.
     While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)
According to text 3A1-III, remote learning
Alternativas
Q1689508
Inglês Vocabulário | Vocabulary ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689508 Inglês
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 second paragraph of text 3A1-II, the word “scaffolding”
Alternativas
Q1689507
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689507 Inglês
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 first sentence of the first paragraph of text 3A1-II, the word “as” conveys an idea of
Alternativas
Q1689506
Inglês Sinônimos | Synonyms ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689506 Inglês
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
Alternativas
Q1689505
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689505 Inglês
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
Alternativas
Q1689504
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689504 Inglês

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
Alternativas
Q1689503
Inglês Interpretação de texto | Reading comprehension , Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689503 Inglês

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:
Alternativas
Q1689502
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2021 Banca: CESPE / CEBRASPE Órgão: SEED-PR Prova: CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689502 Inglês

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
Alternativas
Q1685792
Inglês Tradução | Translation ,
Ano: 2021 Banca: NBS Órgão: Prefeitura de Irati - PR Prova: NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685792 Inglês
For the question use the poem below:

Eating Poetry
(Mark Strand)

Ink runs from the corners of my mouth.
There is no happiness like mine.
I have been eating poetry.

The librarian does not believe what she sees.
Her eyes are sad
and she walks with her hands in her dress.

The poems are gone.

The light is dim.
The dogs are on the basement stairs and coming up.
Their eyeballs roll,
their blond legs burn like brush.
The poor librarian begins to stamp her feet and weep.
She does not understand.
When I get on my knees and lick her hand,
she screams.
I am a new man.
I snarl at her and bark.
I romp with joy in the bookish dark.
“I snarl at her and bark.” The best translation for the highlighted verb is:
Alternativas
Q1685789
Inglês Tag questions ,
Ano: 2021 Banca: NBS Órgão: Prefeitura de Irati - PR Prova: NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685789 Inglês
Mark the option whose tag question is wrong:
Alternativas
Q1685786
Inglês Voz Ativa e Passiva | Passive and Active Voice ,
Ano: 2021 Banca: NBS Órgão: Prefeitura de Irati - PR Prova: NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685786 Inglês
Put the following sentence into passive voice: “Laura has built a house.”
Alternativas
Q1685785
Inglês Sinônimos | Synonyms ,
Ano: 2021 Banca: NBS Órgão: Prefeitura de Irati - PR Provas: NBS - 2021 - Prefeitura de Irati - PR - Professor - Inglês | NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685785 Inglês
All the synonyms below are correct, except one. Mark it:
Alternativas
Q1685784
Inglês Tag questions ,
Ano: 2021 Banca: NBS Órgão: Prefeitura de Irati - PR Prova: NBS - 2021 - Prefeitura de Irati - PR - Professor de Língua Estrangeira - Inglês |
Q1685784 Inglês
The question tag is incorrect in:
Alternativas
Respostas
14381: B
14382: B
14383: C
14384: E
14385: B
14386: E
14387: D
14388: D
14389: C
14390: E
14391: A
14392: C
14393: B
14394: D
14395: B
14396: A
14397: B
14398: B
14399: D
14400: C
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