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TEXT I –
The crisis of the new coronavirus made access to education difficult for black and poor students. In English teaching, it is necessary to consider issues that have already distanced this group from learning the language, such as: difficulty in accessing technology, lack of monitoring by a family member, black girls and housework and representativeness in English teaching.
Newsroom11 / Nov. 2021

If inequality was already a reality in Brazilian education, in 2020, due to the Covid-19 pandemic — with closed schools and the adoption of remote education — the situation worsened even more. The report by the United Nations Children's Fund (UNICEF), “Scenarios of School Exclusion in Brazil”, points out that, at the end of 2020, more than 5 million Brazilian students aged 6 to 17 were without access to schools.
Of this total, more than 40% were represented by children aged 6 to 10 years, an age group in which education was almost universal in the country before the crisis of the new coronavirus. In this scenario, young people from poor, black, brown and indigenous families were the most affected.
Another data, presented by PNAD Covid, a survey by the Brazilian Institute of Geography and Statistics (IBGE), points out the supply of materials for attending classes from home: among white students in elementary school, 89% received school activities in the pandemic, among black and brown students this percentage drops to 77%.
It is a worrying context and, based on this information, we can make a cut about the exclusion of black children and teenagers and even girls in education, more specifically in English teaching. What factors further hindered these students' access to knowledge of the language? What were the problems already faced in language learning before the pandemic?
Adapted from: https://www.inglesnasescolas.org/en/headline/teaching-english-to-girls-and-black-students-problems-faced-even-before-the-pandemic/. Accessed on January 24th, 2022.
Answer question according to TEXT I.
The crisis of the new coronavirus and the adoption of remote education
TEXT I –
The crisis of the new coronavirus made access to education difficult for black and poor students. In English teaching, it is necessary to consider issues that have already distanced this group from learning the language, such as: difficulty in accessing technology, lack of monitoring by a family member, black girls and housework and representativeness in English teaching.
Newsroom11 / Nov. 2021

If inequality was already a reality in Brazilian education, in 2020, due to the Covid-19 pandemic — with closed schools and the adoption of remote education — the situation worsened even more. The report by the United Nations Children's Fund (UNICEF), “Scenarios of School Exclusion in Brazil”, points out that, at the end of 2020, more than 5 million Brazilian students aged 6 to 17 were without access to schools.
Of this total, more than 40% were represented by children aged 6 to 10 years, an age group in which education was almost universal in the country before the crisis of the new coronavirus. In this scenario, young people from poor, black, brown and indigenous families were the most affected.
Another data, presented by PNAD Covid, a survey by the Brazilian Institute of Geography and Statistics (IBGE), points out the supply of materials for attending classes from home: among white students in elementary school, 89% received school activities in the pandemic, among black and brown students this percentage drops to 77%.
It is a worrying context and, based on this information, we can make a cut about the exclusion of black children and teenagers and even girls in education, more specifically in English teaching. What factors further hindered these students' access to knowledge of the language? What were the problems already faced in language learning before the pandemic?
Adapted from: https://www.inglesnasescolas.org/en/headline/teaching-english-to-girls-and-black-students-problems-faced-even-before-the-pandemic/. Accessed on January 24th, 2022.
Answer question according to TEXT I.
According to the text, it is RIGHT to say that
Acesso em: https://www.mondai.sc.gov.br
As consequências do relato do trecho acima foi uma epidemia de:
Excerto I
Para ausentar-se do município por prazo inferior a 15(quinze) dias o Prefeito e o Vice-Prefeito ou viajar para fora do Território Brasileiro, necessitam de autorização específica da Câmara, independentemente do prazo, sob pena de perder o mandato.
Excerto II
No caso de doença, o Prefeito poderá licenciar-se sem a necessidade de ser devidamente comprovado.
Sobre os excertos acima, assinale a alternativa CORRETA:
A preocupação do órgão ocorre pois, a educação domiciliar é uma:
Acesso em: https://www.bbc.com/portuguese/geral-62695029
A vacina que foi regulamentada pela Anvisa contra a monkeypox é a:
Alterando o verbo para o futuro do pretérito do indicativo, a nova frase será:
O sujeito da frase é:
O verbo presente na frase é um verbo:
Assinale a opção CORRETA quanto à nova pontuação, sem alteração do sentido original da frase.
Segundo o texto:
O núcleo do sujeito da frase é:
Assinale a opção CORRETA quanto à denominação das classes de palavras presentes na frase.
À medida que o clima muda, ...
A presença da crase na frase justifica-se porque
Assinale a opção que contenha vocábulos acentuados pela mesma regra gramatical. (Atente-se para a separação silábica brasileira.)
I X for this opportunity ever since I Y for this position.
Complete according to the verb tenses and choose the alternative that correctly replaces X and Y respectively in the sentence above.
I.I will wave when I see you in the parade.
II.Will there be another wave of illness in the spring?
III.I dream of surfing the perfect wave.
Choose the option that contains the synonym:
Um(a) professor(a) de Língua Inglesa do Ensino Fundamental, ao fazer o seu Plano de Aula, escreve o seguinte: "Os estudantes deverão ler individualmente os textos indicados. Em seguida, deverão se reunir em grupo para discutir o assunto central dos textos." Considerando os elementos presentes em um Plano de Aula, o que foi escrito pelo(a) professor(a) corresponde ao item: