Questões de Inglês - Sinônimos | Synonyms para Concurso
Foram encontradas 824 questões
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204960
Inglês
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
“Instead” in “In ELF, instead, speakers are considered language
users” (2nd paragraph) can be replaced without change of
meaning by
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de Jaboatão dos Guararapes - PE
Prova:
FGV - 2023 - Prefeitura de Jaboatão dos Guararapes - PE - Professor 2 - Língua inglesa |
Q2204959
Inglês
Texto associado
Text I
What is English as a Lingua Franca?
‘English’, as a language, has for some time been seen as a
global phenomenon and, therefore, as no longer defined by fixed
territorial, cultural and social functions. At the same time, people
using English around the world have been shaping it and adapting
it to their contexts of use and have made it relevant to their
socio-cultural settings. English as a Lingua Franca, or ELF for
short, is a field of research interest that was born out of this
tension between the global and the local, and it originally began
as a ramification of the World Englishes framework in order to
address the international, or, rather, transnational perspective on
English in the world. The field of ELF very quickly took on a nature
of its own in its attempt to address the communication, attitudes,
ideologies in transnational contexts, which go beyond the
national categorisations of World Englishes (such as descriptions
of Nigerian English, Malaysian English and other national
varieties). ELF research, therefore, has built on World Englishes
research by focusing on the diversity of English, albeit from more
transnational, intercultural and multilingual perspectives.
ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds,
and usually among people from different first languages.
Although it is possible that many people who use ELF have learnt
it formally as a foreign language, at school or in an educational
institution, the emphasis is on using rather than on learning. And
this is a fundamental difference between ELF and English as a
Foreign Language, or EFL, whereby people learn English to
assimilate to or emulate native speakers. In ELF, instead, speakers
are considered language users in their own right, and not failed
native speakers or deficient learners of English. Some examples
of typical ELF contexts may include communication among a
group of neuroscientists, from, say, Belgium, Brazil and Russia, at
an international conference on neuroscience, discussing their
work in English, or an international call concerning a business
project between Chinese and German business experts, or a
group of migrants from Syria, Ethiopia and Iraq discussing their
migration documents and requirements in English. The use of
English will of course depend on the linguistic profile of the
participants in these contexts, and they may have another
common language at their disposal (other than English), but
today ELF is the most common medium of intercultural
communication, especially in transnational contexts.
So, research in ELF pertains to roughly the same area of
research as English as a contact language and English
sociolinguistics. However, the initial impetus to conducting
research in ELF originated from a pedagogical rationale – it
seemed irrelevant and unrealistic to expect learners of English
around the world to conform to native norms, British or
American, or even to new English national varieties, which would
be only suitable to certain socio-cultural and geographical
locations. So, people from Brazil, France, Russia, Mozambique, or
others around the world, would not need to acquire the norms
originated and relevant to British or American English speakers,
but could orientate themselves towards more appropriate and
relevant ways of using English, or ELF. Researchers called for
“closing a conceptual gap” between descriptions of native English
varieties and new empirical and analytical approaches to English
in the world. With the compilation of a number of corpora, ELF
empirical research started to explore how English is developing,
emerging and changing in its international uses around the world.
Since the empirical corpus work started, research has expanded
beyond the pedagogical aim, to include explorations of
communication in different domains of expertise (professional,
academic, etc.) and in relation to other concepts and research,
such as culture, ideology and identity.
Adapted from https://www.gold.ac.uk/glits-e/
back-issues/english-as-a-lingua-franca/
In the 1st paragraph, “in order to address” indicates
Ano: 2023
Banca:
IBFC
Órgão:
SEED-PR
Prova:
IBFC - 2023 - SEED-PR - DOCÊNCIA DOS COMPONENTES CURRICULARES DA MATRIZ - LÍNGUA ESTRANGEIRA INGLÊS |
Q2201495
Inglês
Texto associado
Text 2 – Computers
(Text adapted from History of Computing. Retrieved from
https://www.cs.utexas.edu/~mitra/csFall2006/cs 303/lectures/history.html)
When you hear the term computers, it’s difficult to
imagine different devices from a laptop or a small
desktop. Believe it or not, they weren’t always like
they are today. They used to be very large and
heavy, sometimes as big as an entire room. Some
technology professors historically define computers,
as “a device that can help with computations”. The
word computation involves counting, calculating,
adding, subtracting, etc. The modern definition of a
computer is a little wider, because in our day and
age, computers store, compile, analyze and
compute an enormous amount of information.
Ancient computers were very interesting. Actually,
the first computer may have been located in Great
Britain, at Stonehenge. It is a man-made circle of
large stones. Citizens used it to measure the
weather and forecast the change of seasons. Some
specialists say that another ancient computer is the
abacus. It was used by the early Romans, Greeks,
and Egyptians to count and calculate. Even though
they are no longer in use, certainly, these early
devices are fascinating. Computers are embedded
in our history and some people say that we are
completely dependent of them. No matter the
complexity of the task, easy or difficult, some people
can’t do anything without them. Do you contest or
share this opinion?
The word “located”, highlighted in the text, has
a meaning equivalent to one of the following
alternatives, check it.
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Piratininga - SP
Prova:
OBJETIVA - 2023 - Prefeitura de Piratininga - SP - Professor - Educação Básica PEB II - Inglês |
Q2200706
Inglês
Texto associado
Why Easter is bad for ducks
On Christmas Eve, two Pekin ducks were found
frozen to a pond in Smithville, Ohio. They flapped their
wings and squawked, fruitlessly struggling to free
themselves until two locals, Maiara and Helder Bertolucci,
spotted them. The pair slid on their stomachs over razor-thin
ice and chiseled the animals free.
The rescued ducks—later named Olaf and Elsa, after
characters from Disney’s Frozen—were two of 109 domestic
ducks abandoned in a pond outside of a restaurant. A local
group ________ Good Sprout Rescue and Sanctuary rescued
the animals; two died, but the rest were rehomed to
sanctuaries or adopted. Every spring, the Barn Restaurant
would buy a hundred new babies for its patrons to enjoy—
but since this incident they’ve __________ not to do so
again.
Every year in springtime, particularly at Easter,
many people “impulse buy” ducklings as gifts, often for their
kids. But after the holiday, sometimes months later, animal
rescuers routinely see an uptick in abandoned adult ducks in
local parks and ponds, Di Leonardo says. There’s no
________ data on how often this happens, but he estimates
tens of thousands of domestic ducks are dumped each year
throughout the U.S. His organization rescues as many as 500
ducks per year in the New York City area alone.
Fonte: (National Geographic – adaptado.)
In “[…] domestic ducks are dumped each year
throughout the U.S.”, the underlined word can be
substituted, without loss of meaning, by:
Ano: 2023
Banca:
IBFC
Órgão:
SEE-AC
Prova:
IBFC - 2023 - SEE-AC - PROFESSOR-PNS-P2 – LÍNGUA INGLESA |
Q2184929
Inglês
Texto associado
Text: The importance of the PowerPoint
as a classroom resource
(Text adapted from Teachers: 5 Tips for Creating Great
PowerPoint Presentations, retrieved
PowerPoint is a resource developed by Microsoft
and released initially in 1990. It is mainly used in
professional meeting presentations all over the
world.
One of these professions is in educational area:
teacher.
PowerPoint presentation is spread among
teachers because it is different from lecturing or
teaching with a textbook; it is also a way of sharing
content with students.
To produce a PowerPoint correctly, teachers need
to know how to put the slides together, it can be an
effective way of reinforcing content to students so
that they are better able to retain it. Otherwise,
teachers can print and distribute the PowerPoint
presentation or post it online, so students can go
back and access it as reference material. However,
if it is not put together correctly, a PowerPoint
presentation can disengage and make students
bored.
To develop PowerPoint presentation is simple and
it can also provide a fun time noticed by its
characteristics: basic, simple, and not distracting, it
can be focused on keywords; for instance, always
be sure to include a summary slide of what the
presentation is intending to accomplish as well as a
table of contents on the different topics that will be
covered in the program. The summary slide serves
as the main topic and what students should learn
after viewing the presentation. Then, at the end of
the PowerPoint presentation, teachers should
include another summary slide, going over
everything that was just covered and, again,
highlighting the main point.
Bottom line
PowerPoint presentations need to have a purpose
and the teacher must make sure that the purpose is
understood.
Add pictures
Teachers can reinforce the content with pictures,
charts, symbols, and other images. In fact,
sometimes it’s better to have more pictures than text
in a PowerPoint presentation, because images work
to reinforce a content main point.
Teachers typically will just share it with their
classes, so they can pull images straight from the
Internet. However, for teachers who are making
more public and widespread presentations,
copyright law needs to be considered (Brazil
Information Access Law nº 12.527; Art. 31;
paragraph 3; item II).
Add video
Pictures can help to reinforce a main point or
support content, as well as videos. Some research
affirm that students enjoy watching videos and
retain information from them well, especially if the
video is engaging, interesting and informative.
Teachers can embed videos right from YouTube or
from their desktops to complement a PowerPoint
presentation.
Practice
Nothing turns off a class like a poorly put together
PowerPoint presentation, so teachers should
always be sure to do a quick rehearsal before they
present it to the class. While testing it, make sure all
the images load up on the slides, videos load up
properly and audio works, too. Also, it’s important
for teachers to make sure that there’s a way to
connect their computer, or upload anything that’s
storing the PowerPoint presentation, to a larger TV
monitor or projector screen so the whole class does
not have to huddle around a computer screen to
view it. Teachers should also make sure that any
text can be read and understood. Be sure that the
color scheme is good.
Make it fun
A PowerPoint presentation can be an innovative
way of teaching. It’s a more interesting and
engaging way for students to learn than the typical
lecture. Teachers should embrace this teaching
resource and have fun with it. Throw in some jokes,
possibly some funny pictures and be sure to get
creative with presentations.
As we previously noted, the more students enjoy
a lecture, presentation, or activity, the more likely
they are to retain information.
Read this fragment: “Nothing turns off a class
like a poorly put together PowerPoint
presentation”, about the vocabulary, tick the
alternative with the synonym of the highlighted
expression.
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Sagrada Família - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Sagrada Família - RS - Professor - Área II - Inglês |
Q2178060
Inglês
Texto associado
Artificial General Intelligence Is Not as Imminent as You
Might Think
To the average person, it must seem as if the field
of artificial intelligence is making immense progress.
According to the press releases, and some of the more
________ media accounts, OpenAI’s DALL-E 2 can seemingly
create spectacular images from any text; another OpenAI
system called GPT-3 can talk about just about anything; and
a system called Gato that was released in May by DeepMind,
a division of Alphabet, seemingly worked well on every task
the company could throw at it. One of DeepMind’s highlevel executives even went so far as to brag that in the quest
for artificial general intelligence (AGI), AI that has the
flexibility and resourcefulness of human intelligence, “The
Game is Over!” And Elon Musk said recently that he would
be surprised if we didn’t have artificial general intelligence
by 2029.
Don’t be fooled. Machines may someday be as
smart as people, and perhaps even smarter, but the game is
far from over. There is still an immense amount of work to
be done in making machines that truly can comprehend and
reason about the world around them. What we really need
right now is less posturing and more basic research.
To be sure, there are indeed some ways in which AI
truly is making progress—synthetic images look more and
more realistic, and speech recognition can often work in
noisy environments—but we are still light-years away from
general purpose, human-level AI that can understand the
true meanings of articles and videos, or deal with
unexpected obstacles and interruptions. We are still stuck
on precisely the same challenges that academic scientists
having been pointing out for years: getting AI to be reliable
and getting it to cope with unusual circumstances.
(Fonte: Scientific American - adaptado.)
In “One of DeepMind’s high-level executives even went
so far as to brag that in the quest for artificial general
intelligence (AGI), AI that has the flexibility and
resourcefulness of human intelligence, ‘The Game is Over!’”,
the underlined word can be substituted without loss of
meaning by:
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
CGDF
Prova:
CESPE / CEBRASPE - 2023 - CGDF - Auditor De Controle Interno Do Distrito Federal – Especialidade Finanças E Controle |
Q2176571
Inglês
Texto associado
M .O. Obimpeh and J.A. Dankwa. Public administration – public management interface: how different is the “management” from the “administration”? Internet: (adapted)
Text CB1A2-I
The quest for universal administrative standards to
promote the effective application of public laws and policies
gave birth to the field of public administration. Woodrow Wilson
argued for a distinction between politics and administration,
arguing that the former was more concerned with democracy,
justice, and equality, while the latter was more concerned with
efficiency, as he postulated that “administration lies beyond the
proper domain of politics; administrative questions are not
political questions” (Wilson, 1887).
According to Waldo (1948), the means and measurements
of efficiency were the same for all administrations: democracy, if
it were to survive, could not afford to ignore the lessons of
centralization, hierarchy and discipline. Bureaucracy as an
organisational type has seen its heyday in the field of public
administration, owing to Woodrow Wilson’s Transfer of
Administrative Principles.
That notwithstanding, the field has gone through
paradigmatic evolution over time by a quest for management
paradigm derived from the discipline of business administration.
The management approach is said to hold the promise of future
public sector reform, replacing the administrative approach
traditionally provided by public administration. A new concept
arises when the management perspective is combined with an
emphasis on the public sector: public management.
Courses and programmes, as well as whole academic
institutions and colleges, are adapting by switching from the term
“public administration” to “public management”. Considering
the growing demands for efficiency in the public sector, the
transition from a public administration to a public management
framework seems to be the right step.
In text CB1A2-I the word “promote”, in the first paragraph,
means the same as
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
CGDF
Prova:
CESPE / CEBRASPE - 2023 - CGDF - Auditor De Controle Interno Do Distrito Federal – Especialidade Finanças E Controle |
Q2176569
Inglês
Texto associado
M .O. Obimpeh and J.A. Dankwa. Public administration – public management interface: how different is the “management” from the “administration”? Internet: (adapted)
Text CB1A2-I
The quest for universal administrative standards to
promote the effective application of public laws and policies
gave birth to the field of public administration. Woodrow Wilson
argued for a distinction between politics and administration,
arguing that the former was more concerned with democracy,
justice, and equality, while the latter was more concerned with
efficiency, as he postulated that “administration lies beyond the
proper domain of politics; administrative questions are not
political questions” (Wilson, 1887).
According to Waldo (1948), the means and measurements
of efficiency were the same for all administrations: democracy, if
it were to survive, could not afford to ignore the lessons of
centralization, hierarchy and discipline. Bureaucracy as an
organisational type has seen its heyday in the field of public
administration, owing to Woodrow Wilson’s Transfer of
Administrative Principles.
That notwithstanding, the field has gone through
paradigmatic evolution over time by a quest for management
paradigm derived from the discipline of business administration.
The management approach is said to hold the promise of future
public sector reform, replacing the administrative approach
traditionally provided by public administration. A new concept
arises when the management perspective is combined with an
emphasis on the public sector: public management.
Courses and programmes, as well as whole academic
institutions and colleges, are adapting by switching from the term
“public administration” to “public management”. Considering
the growing demands for efficiency in the public sector, the
transition from a public administration to a public management
framework seems to be the right step.
In text CB1A2-I, the word “quest”, which appears in the first and
in the third paragraphs, is synonymous with
Ano: 2023
Banca:
UniRV - GO
Órgão:
Prefeitura de Rio Verde - GO
Prova:
UniRV - GO - 2023 - Prefeitura de Rio Verde - GO - Professor de Educação Básica II (PEB II) - Inglês |
Q2170175
Inglês
Texto associado
I have always quite irrationally prided myself on my good health, for I have only occasionally had to take
a day off work when I have had a cold.
So I was quite offended by my doctor who, when we ran into each other in the street one day, took
one look at me and told me that I was definitely overweight and that if I did not make an effort to lose some
weight, I could expect to have a heart attack before very long. He added that, like many middle-aged men,
I led a completely sedentary life: I sat behind my office desk during the day and relaxed in my armchair in
the evening with my eyes firmly fixed on the television set.
It was true that I had been getting fatter, but this had not worried me much, for I simply attributed
it to the fact that I was getting older.
My doctor advised me to go on a diet immediately, so I tried cutting down on fattening foods, such as potatoes and butter, but without any visible signs of success, for my trouble is that I am very fond of my
food and besides, my wife is an excellent cook. I then decided that it was all a question of exercise, and for
this year’s holiday, I was determined to go somewhere which was conducive to taking exercise and not to
our usual seaside resort, where one is tempted to simply go down to the beach and lie in the sun. (In other
words – L.G. Alexander and Catherine Wilson).
Observe o trecho abaixo retirado do texto e assinale a alternativa incorreta:
“So I was quite offended by my doctor who, when we ran into each other in the street one day, took one look at me and told me that I was definitely overweight”.
“So I was quite offended by my doctor who, when we ran into each other in the street one day, took one look at me and told me that I was definitely overweight”.
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
CGDF
Prova:
CESPE / CEBRASPE - 2023 - CGDF - Auditor De Controle Interno Do Distrito Federal – Especialidade Planejamento E Orçamento |
Q2169587
Inglês
Texto associado
Text CB1A2-II
Jorge Cham. Piled higher and deeper. Internet: <www.phdcomics.com>.
Choose the option that presents an appropriate synonym for
“raised” in text CB1A2-II.
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
CGDF
Prova:
CESPE / CEBRASPE - 2023 - CGDF - Auditor De Controle Interno Do Distrito Federal – Especialidade Planejamento E Orçamento |
Q2169586
Inglês
Texto associado
Text CB1A2-II
Jorge Cham. Piled higher and deeper. Internet: <www.phdcomics.com>.
Choose the option that presents an appropriate synonym for
“current” in text CB1A2-II.
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166438
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the questions.
(Available at: https://www.internations.org/expat-insider/2022/best-and-worst-places-for-expats-40242 – text
In which of the sentences below the word “rather” has the same meaning as the
highlighted one in line 08?
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143857
Inglês
Texto associado
INSTRUCTION: Read the article to answer question.
Making Sure Students’ Struggles Are Productive
By Peg Grafwallner
While we know every learning challenge is an
empowering opportunity to grow, we also know that
message might sometimes be lost on our students.
Those learning challenges can cause some students to
become frustrated and shut down from the learning.
We need to empower our students to celebrate those
learning challenges and help them realize that obstacles
and setbacks are a valued part of the classroom
culture. We need to create a not-yet classroom where
productive struggle is encouraged and students see
themselves as capable learners and fearless risk-takers.
The not-yet approach is all about designing and creating
an authentic classroom culture that encourages the
process of learning while accepting that setbacks and
obstacles are part of that process.
EMBRACING THE STRUGGLE
Let’s start with productive struggle. According to
Jo Boaler, professor at Stanford Graduate School of
Education, “If you aren’t struggling, you aren’t really
learning. When we’re struggling and making mistakes,
those are the very best times for our brains.”
As educators we understand and appreciate the
importance of that struggle. We have often struggled
ourselves to learn something new. But because that
new learning was important to us and because we had
support in case we weren’t successful, we continued until
we achieved our goal.
So how do we create a classroom community where
students value the importance of that struggle and where
they see themselves as not-yet learners?
Here are four suggestions to help you create a
not-yet classroom.
1. Create a vigorous learning intention:
Scaffold success criteria that give students the opportunity
to make sense of what they’re supposed to know and
be able to do. Give students a chance to ask questions
about the learning intention and time to paraphrase it so
that it makes sense to them.
In my book Ready to Learn: The FRAME Model for
Optimizing Student Success, I explain, “When students
paraphrase the learning intention and success criteria,
it gives teachers a chance to discover what their students
know or understand about the learning intention.”
This discovery is critical because if students find
paraphrasing the learning intention a challenge,
this could indicate a gap in the students’ learning.
Teachers, then, can address this gap and, if necessary,
rewrite the success criteria so that the students have the
opportunity to overcome the deficit.
Scaffolding the success criteria provides a means to
motivate students and gives students an opportunity to
self-assess their understanding and determine whether
they’ve achieved that particular criterion. As students
move through the success criteria, there’s a sense of
empowerment – they know they’re heading successfully
toward the fulfillment of the learning intention. If they
haven’t met a specific criterion, however, the teacher can
dedicate time so that students are able to work in small
groups with their peers or one-on-one with their teacher
for more support in meeting that criterion.
2. Eliminate the word failure from your vocabulary:
As an example, if your essay directions asked students to
write a thesis paragraph and a student turned in a body
paragraph, did the student fail the assignment?
The student fell short of the goal of writing a thesis
paragraph, but there certainly was some degree of
understanding, since the student was able to write an
analytical body paragraph. Make allowances for that and
offer positive guidance.
3. Be transparent in your introduction of the work:
Don’t sugarcoat the assignment or project by telling
your students it’s “so easy” or that everyone will “get it.”
On the contrary, tell your students the task will be difficult,
but the work they’re about to do is worthy of their time
and their talent.
Let students know they’ll encounter setbacks and
obstacles as a part of learning that task, but with support
from you, their classmates, and various teacher-chosen
resources, students will be able to meet that challenge
and work toward mastery of the goal.
4. Give students the time and space they need to be
successful: Create learning opportunities to normalize
development and empower students to realize that
learning takes time and that mastery isn’t the end of
growth. We’re all working within parameters of schedules,
and those schedules dictate the time spent on learning.
Often those schedules are determined by mandates
beyond our control, but there are ways we can offer time
and space within our own classrooms.
To add in extra time, maybe the lesson covers two class
periods instead of one; or maybe the teacher is able to
co-teach with another educator to assist students who
might need extra help, therefore moving the learning at a
more structured pace.
To offer extra space, perhaps the teacher and students
could utilize the library or auditorium to give students
more room to create groups or pods of learning;
or maybe the teacher is able to create learning
situations that move beyond the classroom walls through
the use of virtual field trips. We’ve seen the curiosity and
wonder in our students as they devour something that
piques their interest because they have the time and the
space to dig deep into something of relevance to them.
Where each student is on their learning journey at any
given time is a result of situations and experiences that
might often be beyond our control. We know that high
expectations don’t mean anything if the learning process
doesn’t support achieving them.
Designing classrooms and routines that normalize
productive struggle as part of the learning process gives
students the opportunity to meet those high expectations
within a supportive yet challenging classroom community.
The conjunction therefore in “or maybe the teacher is
able to co-teach with another educator to assist students
who might need extra help, therefore moving the learning
at
a more structured pace” can be replaced by
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143855
Inglês
Texto associado
INSTRUCTION: Read the article to answer question.
Making Sure Students’ Struggles Are Productive
By Peg Grafwallner
While we know every learning challenge is an
empowering opportunity to grow, we also know that
message might sometimes be lost on our students.
Those learning challenges can cause some students to
become frustrated and shut down from the learning.
We need to empower our students to celebrate those
learning challenges and help them realize that obstacles
and setbacks are a valued part of the classroom
culture. We need to create a not-yet classroom where
productive struggle is encouraged and students see
themselves as capable learners and fearless risk-takers.
The not-yet approach is all about designing and creating
an authentic classroom culture that encourages the
process of learning while accepting that setbacks and
obstacles are part of that process.
EMBRACING THE STRUGGLE
Let’s start with productive struggle. According to
Jo Boaler, professor at Stanford Graduate School of
Education, “If you aren’t struggling, you aren’t really
learning. When we’re struggling and making mistakes,
those are the very best times for our brains.”
As educators we understand and appreciate the
importance of that struggle. We have often struggled
ourselves to learn something new. But because that
new learning was important to us and because we had
support in case we weren’t successful, we continued until
we achieved our goal.
So how do we create a classroom community where
students value the importance of that struggle and where
they see themselves as not-yet learners?
Here are four suggestions to help you create a
not-yet classroom.
1. Create a vigorous learning intention:
Scaffold success criteria that give students the opportunity
to make sense of what they’re supposed to know and
be able to do. Give students a chance to ask questions
about the learning intention and time to paraphrase it so
that it makes sense to them.
In my book Ready to Learn: The FRAME Model for
Optimizing Student Success, I explain, “When students
paraphrase the learning intention and success criteria,
it gives teachers a chance to discover what their students
know or understand about the learning intention.”
This discovery is critical because if students find
paraphrasing the learning intention a challenge,
this could indicate a gap in the students’ learning.
Teachers, then, can address this gap and, if necessary,
rewrite the success criteria so that the students have the
opportunity to overcome the deficit.
Scaffolding the success criteria provides a means to
motivate students and gives students an opportunity to
self-assess their understanding and determine whether
they’ve achieved that particular criterion. As students
move through the success criteria, there’s a sense of
empowerment – they know they’re heading successfully
toward the fulfillment of the learning intention. If they
haven’t met a specific criterion, however, the teacher can
dedicate time so that students are able to work in small
groups with their peers or one-on-one with their teacher
for more support in meeting that criterion.
2. Eliminate the word failure from your vocabulary:
As an example, if your essay directions asked students to
write a thesis paragraph and a student turned in a body
paragraph, did the student fail the assignment?
The student fell short of the goal of writing a thesis
paragraph, but there certainly was some degree of
understanding, since the student was able to write an
analytical body paragraph. Make allowances for that and
offer positive guidance.
3. Be transparent in your introduction of the work:
Don’t sugarcoat the assignment or project by telling
your students it’s “so easy” or that everyone will “get it.”
On the contrary, tell your students the task will be difficult,
but the work they’re about to do is worthy of their time
and their talent.
Let students know they’ll encounter setbacks and
obstacles as a part of learning that task, but with support
from you, their classmates, and various teacher-chosen
resources, students will be able to meet that challenge
and work toward mastery of the goal.
4. Give students the time and space they need to be
successful: Create learning opportunities to normalize
development and empower students to realize that
learning takes time and that mastery isn’t the end of
growth. We’re all working within parameters of schedules,
and those schedules dictate the time spent on learning.
Often those schedules are determined by mandates
beyond our control, but there are ways we can offer time
and space within our own classrooms.
To add in extra time, maybe the lesson covers two class
periods instead of one; or maybe the teacher is able to
co-teach with another educator to assist students who
might need extra help, therefore moving the learning at a
more structured pace.
To offer extra space, perhaps the teacher and students
could utilize the library or auditorium to give students
more room to create groups or pods of learning;
or maybe the teacher is able to create learning
situations that move beyond the classroom walls through
the use of virtual field trips. We’ve seen the curiosity and
wonder in our students as they devour something that
piques their interest because they have the time and the
space to dig deep into something of relevance to them.
Where each student is on their learning journey at any
given time is a result of situations and experiences that
might often be beyond our control. We know that high
expectations don’t mean anything if the learning process
doesn’t support achieving them.
Designing classrooms and routines that normalize
productive struggle as part of the learning process gives
students the opportunity to meet those high expectations
within a supportive yet challenging classroom community.
The author states that “… learning challenges can cause
some students to become frustrated and shut down from
the learning.”
A synonym for the verb to shut down is
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
CNMP
Provas:
CESPE / CEBRASPE - 2023 - CNMP - Analista do CNMP – Àrea: Tecnologia da Informação e Comunicação - Especialidade: Desenvolvimento de Sistemas
|
CESPE / CEBRASPE - 2023 - CNMP - Analista do CNMP – Área: Tecnologia da Informação e Comunicação - Especialidade: Suporte e Infraestrutura |
Q2133209
Inglês
Texto associado
Text CB2A2
Anyone who has interacted with superbot ChatGPT or image generator DALL-E might be wondering what the future of artificial intelligence (AI) holds for humanity.
ChatGPT is an AI program that generates text in a very human-like manner when asked questions. Just ask DALL-E or similar programs to create a picture of a French bulldog driving a pink convertible and voila: you’ll see several versions in seconds.
Science fiction in the mid-20th century created good-natured AI such as the computer on Star Trek helping the Enterprise crew, as well as its evil twin set on destroying its creators like HAL in Arthur C. Clarke’s famous book (or Stanley Kubrick’s 1968 film adaptation) 2001: A Space Odyssey. In 2023, however, we’re surrounded by AI that’s far more mundane than those examples. The virtual assistant in your smartphone, the airline chatbot and the robot vacuum cleaning your floors don’t seem to have any aspirations to rise above humanity and have been designed to help us.
We should be prepared for bigger things to come than games, better chatbots or photo generators. Connectivity is key: think of AI as a general-purpose innovation like electricity that powers and connects other technologies, including sensors, robots, genomic devices and 3D printers. AI’s use will only intensify and accelerate as faster computing technology is developed, along with greater sensors capturing data, often called the Internet of Things (IoT). In the future, AI will be interwoven in virtually every aspect of commercial and personal activities.
Peter Marber. Artificial Intelligence: Why Should We Care?.
Internet:
Considering the linguistic and semantic aspects of text CB2A2, judge the following item.
The word “wonder”, in the first paragraph, is used here in the
sense of “decide”.
Ano: 2023
Banca:
CESGRANRIO
Órgão:
Banco do Brasil
Prova:
CESGRANRIO - 2023 - Banco do Brasil - Escriturário - Agente Comercial - Prova A |
Q2128683
Inglês
Texto associado
Fed’s Jefferson says inflation is U.S. central
bank’s most worrisome problem
Available at: https://www.reuters.com/markets/us/feds-jefferson-first-remarks-calls-inflation-most-concerning-problem-2022-10-04/. Retrieved on: Oct 4, 2022. Adapted.
In the section of last paragraph “it remains uncertain how
that will work, and in the meantime inflation remains
elevated”, the expression in the meantime is synonymous
with
Ano: 2023
Banca:
CESGRANRIO
Órgão:
Banco do Brasil
Prova:
CESGRANRIO - 2023 - Banco do Brasil - Escriturário - Agente Comercial - Prova A |
Q2128682
Inglês
Texto associado
Fed’s Jefferson says inflation is U.S. central
bank’s most worrisome problem
Available at: https://www.reuters.com/markets/us/feds-jefferson-first-remarks-calls-inflation-most-concerning-problem-2022-10-04/. Retrieved on: Oct 4, 2022. Adapted.
In the fragment of 5th paragraph “the worst outcome would
be to let inflation take root”, the expression take root
could be replaced, with no change in meaning, by
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
SEE-PE
Prova:
CESPE / CEBRASPE - 2022 - SEE-PE - Professor - Língua Inglesa |
Q2124616
Inglês
Texto associado
Children are not being taught enough about plants at a
time when they could be the answer to global warming, scientists
have warned. This has led to people becoming “disconnected
from the botanical world” of plants when understanding flora has
become crucial to ecology. Even students starting masters’
degrees in biology lack a “basic” ability to identify plants, the
new study claims.
Data from the Higher Education Statistics Agency of the
United Kingdom reveals just one student graduated in plant
science for every 185 who graduated in other life sciences
between 2007 and 2019. The lack of botanical knowledge means
people can’t identify invasive species and that ecological damage
is being done as trees are planted in the wrong places and
wildflower meadows are damaged.
Researchers argue “nature literacy” must become a core
skill for professionals from planners, engineers, architects, and
educators as much as it does to farmers, foresters, and fishermen.
Researchers at the University of Leeds, in England, say plant
ecology — which studies the distribution and abundance of
plants, the effect of the environment on them and how they
interact with the environment — is also not taught well enough.
“We ignore the opportunities presented to us by the botanical
world at our own peril,” said lead study author and doctoral
student Seb Stroud.
This data is also corroborated by the Scottish government,
which said there are not enough skilled people to implement
“nature-based solutions” to rising temperatures. The University
of Leeds team also argued that people’s inability to identify
plants could make the spread of invasive plants worse. The
researchers conclude: “The extinction of botanical education will
only continue to worsen unless we break the cycle of
disconnection from the botanical world.”
Internet:<https://www.newsweek.com/> (adapted).
Based on the text above, judge the following item.
Considering the necessary adjustments, the expression
‘nature-based solutions’ (in the last paragraph) can be
replaced by solutions developed from nature, without
changing the meaning of the text.
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
SEE-PE
Prova:
CESPE / CEBRASPE - 2022 - SEE-PE - Professor - Língua Inglesa |
Q2124611
Inglês
Texto associado
Children are not being taught enough about plants at a
time when they could be the answer to global warming, scientists
have warned. This has led to people becoming “disconnected
from the botanical world” of plants when understanding flora has
become crucial to ecology. Even students starting masters’
degrees in biology lack a “basic” ability to identify plants, the
new study claims.
Data from the Higher Education Statistics Agency of the
United Kingdom reveals just one student graduated in plant
science for every 185 who graduated in other life sciences
between 2007 and 2019. The lack of botanical knowledge means
people can’t identify invasive species and that ecological damage
is being done as trees are planted in the wrong places and
wildflower meadows are damaged.
Researchers argue “nature literacy” must become a core
skill for professionals from planners, engineers, architects, and
educators as much as it does to farmers, foresters, and fishermen.
Researchers at the University of Leeds, in England, say plant
ecology — which studies the distribution and abundance of
plants, the effect of the environment on them and how they
interact with the environment — is also not taught well enough.
“We ignore the opportunities presented to us by the botanical
world at our own peril,” said lead study author and doctoral
student Seb Stroud.
This data is also corroborated by the Scottish government,
which said there are not enough skilled people to implement
“nature-based solutions” to rising temperatures. The University
of Leeds team also argued that people’s inability to identify
plants could make the spread of invasive plants worse. The
researchers conclude: “The extinction of botanical education will
only continue to worsen unless we break the cycle of
disconnection from the botanical world.”
Internet:<https://www.newsweek.com/> (adapted).
Based on the text above, judge the following item.
The sentence “Children are not being taught enough about
plants” (in the first paragraph) can be correctly rewritten as
Children are not receiving enough training on plants
without change in its meaning.
Ano: 2022
Banca:
FCC
Órgão:
SEC-BA
Prova:
FCC - 2022 - SEC-BA - Professor Padrão - P - Grau III - Linguagem, com ênfase em Língua Inglesa |
Q2111994
Inglês
Texto associado
Although women nowadays outnumber men in higher education, they remain strongly underrepresented in math-intensive fields.
This underrepresentation is a source of concern for two main reasons: It contributes substantially to gender inequality in the labor
market, and it represents a loss of potential talent that could in particular help meeting the growing demand of skills related to the
development of information technology and artificial intelligence.
Despite these concerns, the underrepresentation of women in math-intensive fields has remained constant or even increased in
most developed countries during the past two decades. This underrepresentation is also more pronounced in more developed
countries and in countries that are more gender equal in terms of economic and political opportunities and rights, a pattern that has
been named the “gender-equality paradox”.
(Adapted from https://www.ncbi.nlm.nih.gov)
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