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Analyse the set of sentences to indicate the option that does NOT fit them.
1. Not only did they arrive late but they talked throughout the film.
2. Rarely do we find such talent.
3. Never have I been so happy to see someone.
4. Barely had she got back in bed when her alarm went off.
5. Seldom has she taken a day off work.
6. No sooner had the game started than the captain was taken ill.
7. Only later did they discover they hadn't been told the truth.
8. Under no circumstances should children travel without an adult
9. Little do people realise how hard it is to be a chef.
10. In no way did we agree to this.
Shonto Begay, artista, poeta e diretor cinematográfico, nasceu na nação Navajo, Estados Unidos. “Grandmother”, apresentado para leitura e exame a seguir, exibe algumas de suas impressões acerca da cultura dos povos originários norte-americanos que estão especificamente conectadas às escolhas representadas em:
Grandmother
Grandmother was strong, like a distant mesa.
From her sprang many stories of days long ago.
From her gentle manners
Lessons were learned
Not easily forgotten.
She told us time and again
That the earth is our mother,
Our holy mother.
“Always greet the coming day
by greeting your grandparents,
Ya at eeh Shi cheii (Hello, My Grandfather)
To the young juniper tree.
Ya at eeh Shi masani (Hello, My Grandmother)
To the young pinon tree.”
The lines in her face were marks of honor,
Countless winters gazing into the blizzard,
Many summers in the hot cornfield.
Her strong brown hands, once smooth,
Carried many generations,
Gestured many stories,
Wiped away many tears.
The whiteness of her windblown hair,
A halo against the setting sun.
My grandmother was called Asdzan Alts iisi,
Small Woman. Wife of Little Hat,
Mother of generations of Bitter Water Clan,
She lived 113 years.
(Disponível em: https://cassandraljackson.tripod.com/cassandrasreadingcorner/id133.html. Acesso em: outubro de 2024.)
GROUP 1
taller-smaller-higher-fancier-wider-harder-closer-fatter
GROUP 2
lawyer-teacher-runner-engineer-driver-waiter-swimmer
The modern world’s characteristics have, for sure, important implications for the educational process as a whole, and, particularly, to the teaching/learning of languages. Answers to these macro-trends are vital in preparing youngsters to cater to the demands of a new world. With regards to teaching/learning languages, in order to be an active participant, it is essential that one communicate not only in the mother tongue but also in foreign language. The development of communicative abilities, in more than one language, is fundamental to access the society of information, moreover, it’s crucial for equitable academic access, and in the business and technological fields. It is, therefore, imperative that the teaching of foreign language be understood, and implemented, as the one offering tools vital for laboring.
It started being developed by James Asher in the 60s. It’s a method built around the coordination of speech and action where teachers give commands in the target language and students respond with movement. Defenders of the method believed that students learn a second language in the same way that infants learn their native tongue. They claimed that a lot of the linguistic input young children hear is in the form of a command, which activates the right side of the brain, thus allowing them to be able to internalize language immediately.
On the first day of a Beginner Level English language class, for example, the teacher might initially ask students to stand up, sit down, jump, walk, turn and stop. Then later, commands might include more information, such as touch your head, write the number 3, point to the window and walk to the door.
As students become more advanced, the teacher will introduce new linguistic elements such as prepositions (walk between John and Mary), adjectives (pick up the red pen) and adverbs (stand behind your chair), and will develop sets of commands with more and more detailed and complicated information.
(Available in: https://www.teachingenglish.org.uk. Adapted.)
Concerning the lyrics introduced below, the assertions bring true information, EXCEPT for:
La Isla Bonita (Madonna, 1986)
¿Cómo puede ser verdad?
Last night I dreamt of San Pedro
Just like I'd never gone, I knew the song
A young girl with eyes like the desert
It all seems like yesterday, not far away
Tropical the island breeze
All of nature wild and free
This is where I long to be
La isla bonita
And when the samba played
The sun would set so high
Ring through my ears and sting my eyes
Your Spanish lullaby
I fell in love with San Pedro
Warm wind carried on the sea, he called to me
Te dijo te amo
I prayed that the days would last
They went so fast
Tropical the island breeze
All of nature wild and free
This is where I long to be
La isla bonita
I want to be where the sun warms the sky
When it's time for siesta you can watch them go by
Beautiful faces, no cares in this world
Where a girl loves a boy, and a boy loves a girl
Te dijo te amo
El dijo que te ama
La isla bonita
Your Spanish lullaby
(Available in: https://www.azlyrics.com/lyrics/madonna/laislabonita.html. Adapted. Acessed: July, 2024)Could Climate Change Cause More Lakes to Turn Bright Pink?
Ponds with bubblegum-pink water may sound like something straight out of a dream or a fairytale, but some experts say climate change might actually lead to pinker waters across the world. In Hawaii, U.S. Fish and Wildlife Service staff at Keālia Pond National Wildlife Refuge have been monitoring unusually pink water in the park since October 30. Initially, it was feared the color was a sign of a toxic algal bloom, such as the type that produces red tides, but preliminary analysis suggested the culprits were single-celled, salt-loving halobacteria. These bacteria are responsible for turning other bodies of water pink, including the Great Salt Lake’s North Arm in Utah. This area of the lake was separated from the South Arm in the 1950s with the construction of a railroad causeway, this cut off the North Arm from any influx of freshwater, raising its salinity to an average of 26 to 30 percent – double that of the South Arm – and making it an attractive environment for pinkish-orange algae (Dunaliella salina) and violet-pinkish bacteria (Halobacterium and Halococcus).
Other naturally occurring pink lakes are spread out across the world. Lake Retba in Senegal, Salinas de Torrevieja in Spain and several lakes in the south of Western Australia have all taken on a rosy hue from their resident bacteria. While the lakes may look striking, any increase in Barbie Dreamhouse-colored waters may be a sign of warming temperatures and drier conditions driven by climate change.
Keālia Pond’s unusual pink water certainly seems connected to drought. As of December 19, much of Maui is under abnormally dry to severe drought conditions. Normally, the Waikapu Stream flows into the pond, raising water levels and reducing salinity. But that hasn’t happened for a long time, so the salinity of the Keālia Pond outlet is currently greater than 70 parts per thousand – twice that of seawater.
(Available in: https://www.smithsonianmag.com.)
Leia o texto a seguir atentamente.
The proliferation of approaches and methods is a prominent characteristic of contemporary second andforeign language teaching. To some, this reflects the strength of the teaching profession. Invention of new classroom practices and approaches to designing language programs and materials reflects a commitment to finding more efficient and more effective ways of teaching languages. The classroom teacher and the program coordinator have a wider variety of methodological options to choose from than ever before. They can choose methods and materials according to the needs of learners, the preferences of teachers, and the constraints of the school or educational setting. To others, however, the wide variety of method options currently available confuses rather than comforts. Methods appear to be based on very different views of what language is and how a language is learned. Some methods recommend apparently strange and unfamiliar classroom techniques and practices; others are described in books that are hard to locate, obscurely written, and difficult to understand. Above all, the practitioner is often bewildered by the lack of any comprehensive theory of what an approach and method are.
Some of the responses to these issues may take the form of new approaches and methods as the teaching profession responds to the findings of new research and to the developments in educational theory and practice. The initiatives for changing programs and pedagogy may come from within the profession as well as from demands of a political, social, or even fiscal nature. Therefore, identifying some of the factors that have influenced language teaching trends’ shifts in the past, and that can be expected to continue to do so in the future, is relevant.
(Available: https://www.novaconcursos.com.br/blog/pdf/richards-jack-c.-&-rodgers.pdf. Adapted.)
Consideram-se exemplos dos fatores aos quais se refere o segundo parágrafo, EXCETO:
( ) Andriana Frangola is concerned about Hollywood’s portrayal of sharks, but Steven Spielberg is not.
( ) People will stop making and watching shark movies because of their bad influence in nature.
( ) It’s more likely for a shark to be atacked by a human than the opposite.
The answer is correct in
a. I look forward to seeing the new cabin. b. Could you give me an information? c. The police are investigating the crimes as serial killer action. d. The amount of unemployed is growing up. e. She does have a very good command of spoken German. f. On no account should you be sarcastic to the elders. g. At the end of the vacation, everyone were wishing to get back home. h. All along the centuries, there have been wars. i. There were over 100,000 people at the concert. j. His village is just across the border, by a very lovely stream. k. It seldom rained in the summer, did it? l. Open the window, would you?
Task-based Teaching (TBT) – and Task-based Learning (TBL) – is the approach that TESOL Advantage advocates as best practice when it comes to English language teaching. While TBT’s basic principles are derived from CLT (Communicative Language Teaching), there are some important differences. Critics of CLT have raised the following concerns:
1.Teachers can struggle with the non-specific requirements of CLT.
2.Teachers are often worried about giving up too much control during a CLT exercise.
3.Many learners have low intrinsic motivation to communicate in a foreign language and so struggle with CLT student-centric exercises.
4.Because CLT is a meaning-focused approach, learners may struggle with grammar issues.
TBT addresses all of these concerns. It gives teachers a specific requirement to focus on – getting the students to complete a task. Teachers worried about their classes becoming chaotic because of a lack of structure in the lesson now have clear steps that create guidelines and boundaries – a pre-task, task and post-task. Students become more empowered and motivated when they complete tasks because they ‘own’ the language and control the task response. While TBT definitely has a greater focus on meaning than form, teachers can add an optional language focus at the end of a task to cover any grammatical issues that the task highlighted.
(Available in: https://tesoladvantage.com/methods-and-approaches-of-english-language-teaching.)
I. CLT critics aim at the CLT being a method that is meaning-focused. II. TBT enables introduction of grammar as well as linguistic itens through assignments. III. TBT is a method which refines the CLT method.
There is accuracy in what is stated in
( ) It is possible to say that the lack of continuing educational courses for English teachers influences poor pedagogical practices in school.
( ) The author expresses optimism for new pedagogical practices and teacher training in view of the changings that have taken place in curricula and educational policies.
( ) “Pathwaysfor Education” and “More English” are printed material resources developed for teachers’ pedagogical improvement.
( ) Essential foundations have been laid to position English training as a vital discipline for integral students’ development. Nevertheless, there is still a lot of work and resources needed to achieve this objective.
The sequence is correct only in
After carrying out text reading, it is possible to infer the featured words highlight.
The announcement of pandemic-related lockdown measures in March 2020 in the UK led to a wide-ranging series of measures in education as a whole to deal with the sudden changes in the learning environment. These included top-down policy directives and centralised toolkits, but arguably in language education the most effective responses were often bottom-up community initiatives. Language education was well placed to deal with some of the challenges in responding to the rapid move to online teaching through historical work in areas such as computer-assisted language learning (CALL) (Levy) dating back to the 1960s and more recent variants such as mobile-assisted language learning (MALL). There has been undeniably community-driven work in the school sector in particular in recent years, with the use of the #MFLTwitterati hashtag in part driving debate around the use of technology in language education on Twitter long before COVID-19 struck, and the TiLT (Technology in Language Teaching) webinar series, which began soon afterwards in March 2020. During the COVID-19 crisis, in a drive to support language teachers in moving to online teaching, experts at the Open University developed a free toolkit that could be downloaded, used, adapted and modified by ML practitioners which indeed made a difference. Social media was often a useful platform to provide help with teaching online (Rosell-Aguilar). Other examples include interdisciplinary discussions, such as the AMLUK Symposium on Modern Languages, Area Studies and Linguistics in 2021, which provided examples of the relationship and possible interdisciplinary links between research and pedagogy in Modern Languages, Area Studies and Linguistics. This symposium assuredly opened up constructive discussions about which teaching methodologies and strategies could support the internationalisation and decolonisation of our discipline.
(Reflections on Post-Pandemic Pedagogical Trends in Language Education. In: Dec, 2023.)