Questões de Concurso
Sobre sinônimos | synonyms em inglês
Foram encontradas 1.298 questões
Instructions: Question are based on the following text.
Source: http://languagemagazine.com/?page_id=124967
From Isaiah Berlin, The Roots of Romanticism. Princeton University Press:
Princeton, New Jersey, 1999, pps. 2-3.
In line 37, the word “sprang” is synonymous with originated.
From Isaiah Berlin, The Roots of Romanticism. Princeton University Press:
Princeton, New Jersey, 1999, pps. 2-3.
In lines 29 and 30, the words “doubt” and “folly” have the same meaning.
Gombrich, E. H. The Story of Art. Phaidon, 16th.
Ed. 1995. pp.65-6, with adaptations.
As far as vocabulary is concerned, mark the following item as right (C) or wrong (E).
The word “novel”, in “novel character” (line 37),
means “fictional, not based on real life”.
Gombrich, E. H. The Story of Art. Phaidon, 16th.
Ed. 1995. pp.65-6, with adaptations.
As far as vocabulary is concerned, mark the following item as right (C) or wrong (E).
The fragment “after his god” (line 34) means
“prostrated himself in front of the deity”.
Gombrich, E. H. The Story of Art. Phaidon, 16th.
Ed. 1995. pp.65-6, with adaptations.
As far as vocabulary is concerned, mark the following item as right (C) or wrong (E).
The expression “fall into place” (lines 2 and 3) means
“to begin to make sense or to fit together”.
Stanzel, V. New Realities in Foreign Affairs: Diplomacy in the 21st Century.
SWP Research Paper 2018/RP 11, November 2018, with adaptations.
The word “very” in line 3 is synonymous with extremely.
Munoz, Maricela. “Diplomacy in times of COVID-19.” Diplo (blog). Jul.
16, 2020. Accessed Sep. 10, 2020. https://www.diplomacy.edu/blog, with
adaptations.
In line 19, the word “hindered” could be replaced with the expression set back without changing the meaning of the sentence.
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
Text
What is Engineering Mind-set thinking?
Engineering Mind-set Thinking is a way of thinking that combines the problem solving/design process with the life-skills that fosters dealing with others as in a team. It provides the culture, measurements, feedback, planning skills, tools and values of engineering without the high level knowledge of math and science (Content Knowledge). Mastering this way of thinking is important for all students, regardless of their career objectives.
You can integrate Engineering mind-set thinking into an existing curriculum by including project-based, experiential focus on all social skills that connect people & society to create a better design and problem-solving solution. It's the culture & tools for thinking. Away of thinking for an entire organization.
The process is not only about solving problems but also about interfacing with people and the community to communicate background information about the problem. In the business world this means having empathy with your customer. The mindset is breaking the problem into manageable chucks to better understand the problem, taking a system view (inputs & outputs) of the problem and seeing the right issues are addressed for the needs of the community. It's being a leader of your learning environment and taking ownership and responsibility of the project. Engineering mindset also means seeing problems as opportunities and the fun in solving those problems.
Adapted from: https://cdn.websiteeditor.net/06ca7b6b3119475dafa9b75f534f6827/files/uploaded/
Engineering-Mind-set-summary-13.pdf Accessed on April 5,
2021.
(Available at: https://elearninginfographics.com/4-signs-you-have-real-flipped-classroom-infographic/
th Accessed on September 25 , 2020)
How teachers are trying to reach English language learners during pandemic
(Apr 29, 2020 4:23 pm – by Jo Napolitano, The Hechinger Report)
Administrators at Dorchester School District Two in suburban Summerville, South Carolina, were well aware of the digital divide when they decided to give students both paper and online resources after shuttering schools because of coronavirus. But even their best efforts have some educators worried, especially those who teach English to speakers of other languages (ESOL).
Katie Crook, Newington Elementary School’s only ESOL teacher, didn’t hear back from many of the parents she texted early on. Many of her students, she said, were born in the United States and live in Spanish-speaking homes. So she tried a decidedly old-school means of communication: letter writing.
Crook began each note with a joyful “Hello!” before telling students how much she missed them. “I am so sad that school is closed and we can’t work together right now,” she wrote. “If you want, you can write me back and tell me how you are and what you have been up to. Love, Mrs. Crook.” The veteran teacher included a self-addressed stamped envelope along with every card.
“Their lives have been totally turned upside down. There is so much goodness in school that they are missing out on. I want them to know their teachers love them and miss them and are really excited about when they get to see them again,” she said.
Crook received her first response April 9, and she was so thrilled by the correspondence that she tore it open right away. The letter, written on a blank piece of computer paper, was just a few sentences long — it began with, “Hi Mrs. Crook, I miss you to (sic)” — but was more than enough to prove her effort was worth it.
Among the more than 55 million students forced to stay home because of coronavirus-related school closures are at least 4.9 million English-language learners (ELLs). These students made up 9.6 percent of all school-age children in the fall of 2016, the last year for which such data is available. The number has likely risen, according to experts.
By law, schools must ensure ELLs “can participate meaningfully and equally in educational programs,” according to the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education’s Office of Civil Rights. And they must communicate with families in a language they understand.
Schools often fell short of these requirements, even before the current crisis.
Tim Boals, executive director of WIDA, a group that provides educational resources for multilingual learners, worries the shutdowns will result in an even greater marginalization of those students. “I think schools are struggling now to serve all their kids, so there is no doubt in my mind that this is an issue,” he said. (…)
(Adapted from: https://www.pbs.org/newshour/education/how-teachers-are-trying-to-reach-english-language-learners-during-pandemic. Accessed on September
th 30 , 2020)
The English language is peculiarly rich in synonyms, as, with such a history, it could not fail to be. The spirit of the Anglo-Saxon race, masterful in language as in war and commerce, has subjugated all these various elements to one idiom, making not a patchwork, but a composite language. Anglo-Saxon thrift, finding often several words that originally expressed the same idea, has detailed them to different parts of the common territory or to different service, so that we have an almost unexampled variety of words, kindred in meaning but distinct in usage, for expressing almost every shade of human thought.
According Cambridge Dictionary (2018), synonyms is a word or phrase that has the same or nearly the same meaning as another word or phrase in the same language: the words "small" and "little" are synonyms.
And antonym is a word that means the opposite of another word: two antonyms of "light" are "dark" and "heavy".
Read carefully what is exposed from I to V.
I- 1) The game was abandoned at half-time because of the poor weather conditions.
2) He decided to forsake politics for journalism. It is impossible to keep both careers at the same time.
II- In my opinion, Julia Roberts is very beautiful! My dad agrees with me, but my mom says that the eternal pretty woman is ugly.
III- The singer has shown exceptional talent over the past two years. Her outstanding performances set a new benchmark for singers throughout the world. However, readers of magazines said they wanted more stories about ordinary people and fewer stories about the rich and famous like this singer.
IV- 1) I wanted a simple black dress, nothing fancy.
2) I like simple food better than fancy dishes.
V- It was an extremely vulgar joke.
Now, read the statements that are made about information I to V (above).
1st) In I, there are the verbs to abandon and to forsake. They are synonyms. To keep is the antonym of them.
2nd) In II, the words beautiful and pretty are synonyms. Ugly is their antonym.
3rd) In III, the word ordinary is the antonym of exceptional. There is not any synonym for exceptional in III.
4th) In IV, simple is the antonym of fancy. It could be replaced by plain, but just in I wanted a simple black dress, nothing fancy.
5th) In V, vulgar could be replaced by coarse or unsuitable.
The correct alternative about the five information above is:
Instruction: Answer question based on the following text.
Fake news: improved critical literacy skills are key to telling fact from fiction
Adapted from https://www.theguardian.com/teacher-network/2017/oct/17/fake-news-improved-criticalliteracy-skills-teaching-young-people
CRIMINALS HAVE SMALLER BRAIN SIZE, SAYS STUDY
A new study has found that antisocial people are more likely to have smaller areas of their brain. Researchers said criminals' brains had a different structure to the brains of people who followed the law. The study is published in the journal "Lancet Psychiatry". Researchers used data from 672 people born in 1972-73. They looked at records of the people's antisocial behaviour between the ages of seven and 26. At the age of 45, the researchers scanned the people's brains. Eighty of the people had a history of criminal and antisocial behaviour from being early teenagers. Researchers found that the areas of the brain linked to emotions, motivation and behaviour control were smaller in the long-term criminals' brains.
Professor Terrie Moffitt, a co-author of the research, said the research could help doctors understand what is behind long-term antisocial behaviour. She said the antisocial people in the study may have behaved badly because of their brain structure. She said: "They are actually operating under some [disability] at the level of the brain." She added that because of this, we needed to care for these people in a kinder way. Lead author Dr Christina Carlisi said: "Differences in brain structure might make it difficult for people to develop social skills. This may prevent them from engaging in antisocial behaviour. These people could benefit from more support throughout their lives."
Available on: https://breakingnewsenglish.com/2002/200221-brain-size.html Accessed on: March, 20th 2020.
CRIMINALS HAVE SMALLER BRAIN SIZE, SAYS STUDY
A new study has found that antisocial people are more likely to have smaller areas of their brain. Researchers said criminals' brains had a different structure to the brains of people who followed the law. The study is published in the journal "Lancet Psychiatry". Researchers used data from 672 people born in 1972-73. They looked at records of the people's antisocial behaviour between the ages of seven and 26. At the age of 45, the researchers scanned the people's brains. Eighty of the people had a history of criminal and antisocial behaviour from being early teenagers. Researchers found that the areas of the brain linked to emotions, motivation and behaviour control were smaller in the long-term criminals' brains.
Professor Terrie Moffitt, a co-author of the research, said the research could help doctors understand what is behind long-term antisocial behaviour. She said the antisocial people in the study may have behaved badly because of their brain structure. She said: "They are actually operating under some [disability] at the level of the brain." She added that because of this, we needed to care for these people in a kinder way. Lead author Dr Christina Carlisi said: "Differences in brain structure might make it difficult for people to develop social skills. This may prevent them from engaging in antisocial behaviour. These people could benefit from more support throughout their lives."
Available on: https://breakingnewsenglish.com/2002/200221-brain-size.html Accessed on: March, 20th 2020.
“...Australia amid a heatwave...” The underlined word means:
Conheça nossos planos