Questões de Concurso Sobre inglês
Foram encontradas 17.407 questões
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775290
Inglês
Texto associado
Stanzel, V. New Realities in Foreign Affairs: Diplomacy in the 21st Century.
SWP Research Paper 2018/RP 11, November 2018, with adaptations.
Considering the vocabulary of the text, mark the following
item as right (C) or wrong (E).
The expression “of no great concern” in line 5 carries the notion of “having little importance”.
The expression “of no great concern” in line 5 carries the notion of “having little importance”.
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775289
Inglês
Texto associado
Stanzel, V. New Realities in Foreign Affairs: Diplomacy in the 21st Century.
SWP Research Paper 2018/RP 11, November 2018, with adaptations.
Considering the vocabulary of the text, mark the following
item as right (C) or wrong (E).
The word “very” in line 3 is synonymous with extremely.
The word “very” in line 3 is synonymous with extremely.
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775288
Inglês
Texto associado
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
Regarding the vocabulary of the text, mark the following
item as right (C) or wrong (E).
In line 19, the word “hindered” could be replaced with the expression set back without changing the meaning of the sentence.
In line 19, the word “hindered” could be replaced with the expression set back without changing the meaning of the sentence.
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775287
Inglês
Texto associado
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
Regarding the vocabulary of the text, mark the following item as right (C) or wrong (E).
The phrase “capital-based experts” in line 16 refers
specifically to those who make international economic
investments.
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775286
Inglês
Texto associado
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
Regarding the vocabulary of the text, mark the following
item as right (C) or wrong (E).
In line 14, the word “one” is used as a pronoun for the antecedent “a whole new environment” (line 13).
In line 14, the word “one” is used as a pronoun for the antecedent “a whole new environment” (line 13).
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775285
Inglês
Texto associado
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
Regarding the vocabulary of the text, mark the following
item as right (C) or wrong (E).
The word “business” in line 7 only refers to economic transactions.
The word “business” in line 7 only refers to economic transactions.
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775284
Inglês
Texto associado
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
Considering the ideas of the text, mark the following item as right (C) or wrong (E).
The information presented in the text indicates that the
size of the diplomatic corps in many developing
countries is one element influencing their overall
online presence.
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775283
Inglês
Texto associado
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
Considering the ideas of the text, mark the following item as right (C) or wrong (E).
The author asserts that a major challenge for diplomats now is the timing of negotiations in relation to their ability to receive quality information from a variety of stakeholders.
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775282
Inglês
Texto associado
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
Considering the ideas of the text, mark the following item as right (C) or wrong (E).
According to the text, the current viral outbreak has
sped up the move towards small groups of diplomats
holding their meetings online, but not large ones.
Ano: 2021
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2021 - Instituto Rio Branco - Diplomata - Tarde |
Q1775281
Inglês
Texto associado
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
Considering the ideas of the text, mark the following item as right (C) or wrong (E).
The author states that the COVID-19 pandemic has
interrupted diplomatic discussions around the globe.
Ano: 2018
Banca:
Prefeitura de Treviso - SC
Órgão:
Prefeitura de Treviso - SC
Prova:
Prefeitura de Treviso - SC - 2018 - Prefeitura de Treviso - SC - Professor de Inglês |
Q1774633
Inglês
Select the CORRECT relative pronoun in the
following sentences:
I. The man ___lives next door is a lawyer. II. Did you read the book ___ we told you? III. The movie contained many scenes ___ shocked the audience.. IV. The girl ___ brother is arrested doesn’t say anything about it. V. Do you see the animal ___ is on the tree?
Alternatives:
I. The man ___lives next door is a lawyer. II. Did you read the book ___ we told you? III. The movie contained many scenes ___ shocked the audience.. IV. The girl ___ brother is arrested doesn’t say anything about it. V. Do you see the animal ___ is on the tree?
Alternatives:
Ano: 2018
Banca:
Prefeitura de Treviso - SC
Órgão:
Prefeitura de Treviso - SC
Prova:
Prefeitura de Treviso - SC - 2018 - Prefeitura de Treviso - SC - Professor de Inglês |
Q1774632
Inglês
Read the text below:
“Washington was born to a moderately prosperous Virginian family of colonial planters and slaveholders. He had early educational opportunities, learned mathematics, and soon launched a successful career as a surveyor which enabled him to make significant land investments. He then became a senior leader of the Virginia militia and played major roles in the French and Indian War. He was appointed commander-in-chief of the Continental Army during the Revolutionary War, leading an allied campaign to victory at the Siege of Yorktown which ended the war. His devotion to Republicanism and revulsion for tyrannical power impelled him to decline further authority after victory, and he resigned as commander-in-chief in 1783.”
How many personal pronouns are there in this text?
Ano: 2018
Banca:
Prefeitura de Treviso - SC
Órgão:
Prefeitura de Treviso - SC
Prova:
Prefeitura de Treviso - SC - 2018 - Prefeitura de Treviso - SC - Professor de Inglês |
Q1774631
Inglês
Partindo de um pressuposto que o aluno de
Língua Estrangeira deve ser incentivado a perceber
que a situação de interação oral, em especial a face a
face, não é um contínuo homogêneo e linear. [...]
Desse modo, aprender a expressar-se oralmente em
língua estrangeira implica utilizar processos
metacognitivos, tais como:
Coloque (V) para Verdadeiro e (F) para Falso:
( ) Reconhecer traços supra-segmentares (entonação e variações da tonicidade que implicam significado); ( ) Identificar níveis de formalidade da fala e suas adequações a contextos específicos; ( ) Perceber marcadores de coesão e facilitadores da coerência típicos da linguagem oral (por exemplo, o uso de determinadas palavras, em geral curtas, que funcionam como apoio para o processo de organização do pensamento a ser expresso oralmente); ( ) Observar procedimentos de iniciar, manter e finalizar a fala, bem como as formas de tomada de turno aceitas em contextos interacionais específicos.
Marque a alternativa com a sequência CORRETA:
Coloque (V) para Verdadeiro e (F) para Falso:
( ) Reconhecer traços supra-segmentares (entonação e variações da tonicidade que implicam significado); ( ) Identificar níveis de formalidade da fala e suas adequações a contextos específicos; ( ) Perceber marcadores de coesão e facilitadores da coerência típicos da linguagem oral (por exemplo, o uso de determinadas palavras, em geral curtas, que funcionam como apoio para o processo de organização do pensamento a ser expresso oralmente); ( ) Observar procedimentos de iniciar, manter e finalizar a fala, bem como as formas de tomada de turno aceitas em contextos interacionais específicos.
Marque a alternativa com a sequência CORRETA:
Ano: 2018
Banca:
Prefeitura de Treviso - SC
Órgão:
Prefeitura de Treviso - SC
Prova:
Prefeitura de Treviso - SC - 2018 - Prefeitura de Treviso - SC - Professor de Inglês |
Q1774630
Inglês
De acordo com os PCN, a interação e
construção da aprendizagem parte de uma premissa
onde tradicionalmente, a interação em sala de aula
tem sido explicada por uma organização discursiva.
Assim, a interação é assimétrica, pois seu controle é
exercido pelo professor, que inicia a interação sobre
um tópico que escolheu (na dependência de seu
planejamento), que faz perguntas sobre respostas
que já sabe, para, a seguir, avaliar a resposta do
aluno.
Essa organização discursiva é considerada típica de:
I. Iniciação, II. Resposta, III. Avaliação.
Assinale a alternativa CORRETA:
Essa organização discursiva é considerada típica de:
I. Iniciação, II. Resposta, III. Avaliação.
Assinale a alternativa CORRETA:
Ano: 2018
Banca:
Prefeitura de Treviso - SC
Órgão:
Prefeitura de Treviso - SC
Prova:
Prefeitura de Treviso - SC - 2018 - Prefeitura de Treviso - SC - Professor de Inglês |
Q1774629
Inglês
Considerando a seguinte informação extraída
dos PCN em Língua estrangeira: “No que se refere
aos conhecimentos que o aluno tem de adquirir em
relação à língua estrangeira, ele irá se apoiar nos
conhecimentos correspondentes que tem e nos usos
que faz deles como usuário de sua língua materna
em:
Ano: 2020
Banca:
CPCON
Órgão:
Prefeitura de Jacaraú - PB
Prova:
CPCON - 2020 - Prefeitura de Jacaraú - PB - Professor de Inglês |
Q1773434
Inglês
Texto associado
What is blended learning and how does it work?
Image: https://www.tp.edu.sg/sii/individuals/blended-learning
Blended learning as an approach is not new. Indeed, the practice of combining (blending) different learning
approaches and strategies is not new. Distance learning courses have long combined blended learning through a mix
of self-access content (print/video/TV/ radio) and face-to-face/telephone support. 'Traditional' courses have always
combined (and some still do) a variety of delivery modes that combine content such as lectures, seminars, tutorials,
workshops and group work to give learners a range of learning opportunities. And of course, 'good teachers will
always use more than one method or approach in their teaching, and good learners will always combine different
strategies in their learning' (Marsh, 2012:3*).
So we could say that the term 'blended learning' refers to every time teachers mix different media (e.g. print, audio,
and video) with classroom interaction, maximising authentic input in order to support learners' output and skills
development. As such, blended learning has more or less always existed, although the term itself is a mere 15 years
old at most, and is now understood to mean a rich, supportive learner-centred learning environment where the 'right
blend' is synonymous with effective learning (and teaching).
What is new is that today, technology combines all the different media within one environment: online. The online
space facilitates learner–learner interaction, encourages incidental and exploratory learning and allows learners and
teachers to stay connected outside the classroom, if they so wish. Learners can benefit from the fact that space and
distance do not matter any more. Teachers and educationalists are now understanding more and more that, with the
'right blend', teachers can offer a much richer, supportive learning environment, learning opportunities increase,
learning becomes more effective and the learning process becomes more enjoyable.
There are many definitions for blended learning, but they all have the following in common: they refer to two
different learning environments — face-to-face (synchronous) and online (asynchronous); and they refer to combining
those two learning environments in a complementary way to deliver a programme of study so that learners can be
supported both within the classroom environment and outside of it. In other words, the term blended learning refers to
any programme of study that is delivered by appropriately combining both synchronous interactive study (usually
face-to-face) and asynchronous (individual) study (usually online).
We could go further and say, 'It's in the blend!' That is, the key to a successful blended learning approach is to use the
strengths of each medium appropriately, combining the two different learning environments in an integrated way so
that each medium complements one another: the classroom environment being used for what it does best, such as
introducing new topics, explaining important language points or for meaningful communicative activities, and the
online environment being used for what it does best, such as preparing for the next topic (by watching a video/reading
a text, etc.), and/or practising and consolidating what has been learnt in class or for extra practice. Both modes of
delivery put the learner at the centre of the learning process.
(…)
*Marsh, D. Blended Learning:Creating Learning Opportunities for Language Learners. Cambridge: Cambridge University Press, 2012.
(Adapted from: KING, A. Blended language learning: Part of the Cambridge Papers in ELTseries. [pdf] Cambridge: Cambridge University Press, 2016, p. 2.Available
st at: http://languageresearch.cambridge.org/cambridge-papers-in-elt Accessed on October 31, 2019).
In the first paragraph of the text, the verb tenses used are:
Ano: 2020
Banca:
CPCON
Órgão:
Prefeitura de Jacaraú - PB
Prova:
CPCON - 2020 - Prefeitura de Jacaraú - PB - Professor de Inglês |
Q1773433
Inglês
Texto associado
What is blended learning and how does it work?
Image: https://www.tp.edu.sg/sii/individuals/blended-learning
Blended learning as an approach is not new. Indeed, the practice of combining (blending) different learning
approaches and strategies is not new. Distance learning courses have long combined blended learning through a mix
of self-access content (print/video/TV/ radio) and face-to-face/telephone support. 'Traditional' courses have always
combined (and some still do) a variety of delivery modes that combine content such as lectures, seminars, tutorials,
workshops and group work to give learners a range of learning opportunities. And of course, 'good teachers will
always use more than one method or approach in their teaching, and good learners will always combine different
strategies in their learning' (Marsh, 2012:3*).
So we could say that the term 'blended learning' refers to every time teachers mix different media (e.g. print, audio,
and video) with classroom interaction, maximising authentic input in order to support learners' output and skills
development. As such, blended learning has more or less always existed, although the term itself is a mere 15 years
old at most, and is now understood to mean a rich, supportive learner-centred learning environment where the 'right
blend' is synonymous with effective learning (and teaching).
What is new is that today, technology combines all the different media within one environment: online. The online
space facilitates learner–learner interaction, encourages incidental and exploratory learning and allows learners and
teachers to stay connected outside the classroom, if they so wish. Learners can benefit from the fact that space and
distance do not matter any more. Teachers and educationalists are now understanding more and more that, with the
'right blend', teachers can offer a much richer, supportive learning environment, learning opportunities increase,
learning becomes more effective and the learning process becomes more enjoyable.
There are many definitions for blended learning, but they all have the following in common: they refer to two
different learning environments — face-to-face (synchronous) and online (asynchronous); and they refer to combining
those two learning environments in a complementary way to deliver a programme of study so that learners can be
supported both within the classroom environment and outside of it. In other words, the term blended learning refers to
any programme of study that is delivered by appropriately combining both synchronous interactive study (usually
face-to-face) and asynchronous (individual) study (usually online).
We could go further and say, 'It's in the blend!' That is, the key to a successful blended learning approach is to use the
strengths of each medium appropriately, combining the two different learning environments in an integrated way so
that each medium complements one another: the classroom environment being used for what it does best, such as
introducing new topics, explaining important language points or for meaningful communicative activities, and the
online environment being used for what it does best, such as preparing for the next topic (by watching a video/reading
a text, etc.), and/or practising and consolidating what has been learnt in class or for extra practice. Both modes of
delivery put the learner at the centre of the learning process.
(…)
*Marsh, D. Blended Learning:Creating Learning Opportunities for Language Learners. Cambridge: Cambridge University Press, 2012.
(Adapted from: KING, A. Blended language learning: Part of the Cambridge Papers in ELTseries. [pdf] Cambridge: Cambridge University Press, 2016, p. 2.Available
st at: http://languageresearch.cambridge.org/cambridge-papers-in-elt Accessed on October 31, 2019).
To King (2012), a successful blended learning approach mainly entails
Ano: 2020
Banca:
CPCON
Órgão:
Prefeitura de Jacaraú - PB
Prova:
CPCON - 2020 - Prefeitura de Jacaraú - PB - Professor de Inglês |
Q1773432
Inglês
Texto associado
What is blended learning and how does it work?
Image: https://www.tp.edu.sg/sii/individuals/blended-learning
Blended learning as an approach is not new. Indeed, the practice of combining (blending) different learning
approaches and strategies is not new. Distance learning courses have long combined blended learning through a mix
of self-access content (print/video/TV/ radio) and face-to-face/telephone support. 'Traditional' courses have always
combined (and some still do) a variety of delivery modes that combine content such as lectures, seminars, tutorials,
workshops and group work to give learners a range of learning opportunities. And of course, 'good teachers will
always use more than one method or approach in their teaching, and good learners will always combine different
strategies in their learning' (Marsh, 2012:3*).
So we could say that the term 'blended learning' refers to every time teachers mix different media (e.g. print, audio,
and video) with classroom interaction, maximising authentic input in order to support learners' output and skills
development. As such, blended learning has more or less always existed, although the term itself is a mere 15 years
old at most, and is now understood to mean a rich, supportive learner-centred learning environment where the 'right
blend' is synonymous with effective learning (and teaching).
What is new is that today, technology combines all the different media within one environment: online. The online
space facilitates learner–learner interaction, encourages incidental and exploratory learning and allows learners and
teachers to stay connected outside the classroom, if they so wish. Learners can benefit from the fact that space and
distance do not matter any more. Teachers and educationalists are now understanding more and more that, with the
'right blend', teachers can offer a much richer, supportive learning environment, learning opportunities increase,
learning becomes more effective and the learning process becomes more enjoyable.
There are many definitions for blended learning, but they all have the following in common: they refer to two
different learning environments — face-to-face (synchronous) and online (asynchronous); and they refer to combining
those two learning environments in a complementary way to deliver a programme of study so that learners can be
supported both within the classroom environment and outside of it. In other words, the term blended learning refers to
any programme of study that is delivered by appropriately combining both synchronous interactive study (usually
face-to-face) and asynchronous (individual) study (usually online).
We could go further and say, 'It's in the blend!' That is, the key to a successful blended learning approach is to use the
strengths of each medium appropriately, combining the two different learning environments in an integrated way so
that each medium complements one another: the classroom environment being used for what it does best, such as
introducing new topics, explaining important language points or for meaningful communicative activities, and the
online environment being used for what it does best, such as preparing for the next topic (by watching a video/reading
a text, etc.), and/or practising and consolidating what has been learnt in class or for extra practice. Both modes of
delivery put the learner at the centre of the learning process.
(…)
*Marsh, D. Blended Learning:Creating Learning Opportunities for Language Learners. Cambridge: Cambridge University Press, 2012.
(Adapted from: KING, A. Blended language learning: Part of the Cambridge Papers in ELTseries. [pdf] Cambridge: Cambridge University Press, 2016, p. 2.Available
st at: http://languageresearch.cambridge.org/cambridge-papers-in-elt Accessed on October 31, 2019).
Blended learning refers to
Ano: 2020
Banca:
CPCON
Órgão:
Prefeitura de Jacaraú - PB
Prova:
CPCON - 2020 - Prefeitura de Jacaraú - PB - Professor de Inglês |
Q1773431
Inglês
Texto associado
TEXT IV
(Available at: https://www.teachthought.com/learning/what-is-competency-based-learning/ Accessed on October 22 , 2019).
In the sentence “It allows them to show what they know, as soon as they know it”, the pronouns “It”, “them”, “they” and “it” (in bold)
refer, respectively, to
Ano: 2020
Banca:
CPCON
Órgão:
Prefeitura de Jacaraú - PB
Prova:
CPCON - 2020 - Prefeitura de Jacaraú - PB - Professor de Inglês |
Q1773430
Inglês
Texto associado
TEXT IV
(Available at: https://www.teachthought.com/learning/what-is-competency-based-learning/ Accessed on October 22 , 2019).
According to the infographic, which of the sentences below is the CORRECT one?
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