Questões de Concurso
Sobre sinônimos | synonyms em inglês
Foram encontradas 1.298 questões
Ano: 2023
Banca:
CONSULPAM
Órgão:
Prefeitura de Araraquara - SP
Prova:
CONSULPAM - 2023 - Prefeitura de Araraquara - SP - Professor II - Inglês |
Q2298715
Inglês
Texto associado
Future of jobs
A survey conducted ______ 1 the World Economic Forum and published in May 2023 reveals that approximately 25% of jobs will ______ 2 significant changes in the next five years.
The report indicates that by 2027, 69 million jobs
will be created, while 83 million jobs will be
eliminated, resulting in a ______
3 employment
decrease of 2%. The survey incorporates input
from over 800 companies that employ more than
11 million workers and utilizes a dataset of 673
million jobs. The report highlights technology and
digitalization as the catalysts for both job ______
4
and destruction.
Secretarial and clerical roles such as bank tellers and cashiers are expected to decline rapidly due to automation, while there will be a growing demand for experts in AI, machine learning, and cybersecurity.
Source (adapted): https://www.newsinlevels.com/products/future-of-jobs-level3/
The underlined word ‘approximately’ (1
st
paragraph) could be replaced in the sentence
CORRECTLY and without any major change in
meaning for:
Ano: 2023
Banca:
CONSULPAM
Órgão:
Prefeitura de Araraquara - SP
Prova:
CONSULPAM - 2023 - Prefeitura de Araraquara - SP - Professor II - Inglês |
Q2298714
Inglês
Texto associado
Future of jobs
A survey conducted ______ 1 the World Economic Forum and published in May 2023 reveals that approximately 25% of jobs will ______ 2 significant changes in the next five years.
The report indicates that by 2027, 69 million jobs
will be created, while 83 million jobs will be
eliminated, resulting in a ______
3 employment
decrease of 2%. The survey incorporates input
from over 800 companies that employ more than
11 million workers and utilizes a dataset of 673
million jobs. The report highlights technology and
digitalization as the catalysts for both job ______
4
and destruction.
Secretarial and clerical roles such as bank tellers and cashiers are expected to decline rapidly due to automation, while there will be a growing demand for experts in AI, machine learning, and cybersecurity.
Source (adapted): https://www.newsinlevels.com/products/future-of-jobs-level3/
The blank numbered as “1” could be CORRECTLY
filled with:
Ano: 2023
Banca:
CONSULPAM
Órgão:
Prefeitura de Araraquara - SP
Prova:
CONSULPAM - 2023 - Prefeitura de Araraquara - SP - Professor II - Inglês |
Q2298711
Inglês
Texto associado
Two US banks collapse
Last week, Silicon Valley Bank failed, and it left customers in a tough spot as the government took ______ 1 .
The so-called bank run happened because there ______ 2 news that the bank couldn’t meet its deposit obligations. It means that it had invested the money in various things that weren’t making the money back. Typically, that’s the point where the Federal Deposit Insurance Corporation, ______ 3 insures deposits ______ 4 250,000 dollars, comes in. However, 98% of Silicon Valley Bank customers didn’t have 250,000 dollars but billions of dollars. The government announced that it would step in and secure the depositors, with US president Joe Biden ______ 5 that the US banking system was safe.
Shortly after the fall of Silicon Valley Bank, regulators closed New York-based Signature Bank, too, citing systemic risk. Experts said that these stories would continue repeating themselves because many corporations were overleveraged in dollar debt.
After the collapse, European banks lost 100 billion dollars in value in a week, and despite tough regulations that should make a similar banking failure in Europe unlikely, the contagion is accelerating.
Source: https://www.newsinlevels.com/products/two-usbanks-collapse-level-3/
The underlined words ‘because’ and ‘despite’ (3
rd
and 4th paragraph) could be replaced in the sentence
CORRECTLY and without any major change in
meaning for, RESPECTIVELY:
Ano: 2023
Banca:
SELECON
Órgão:
Prefeitura de Campo Verde - MT
Prova:
SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297185
Inglês
Texto associado
TEXT:
Mistakes help you learn
Maija Kozlova
May 19, 2021
It is not uncommon for English language lessons to favour
communication over accuracy: real life is nothing like a
classroom! In real-life situations, when you make a mistake in the
language you are learning, context provides ample information
as to what the intended message is. In fact, most of the time,
impeccable accuracy is not needed at all! “Don’t worry about
making mistakes,” I used to tell my English language students.
“Communicating is the most important thing!”
While making mistakes when trying to master a language might
seem counter-intuitive, letting learners freely communicate
and negotiate meaning is key to success. A learner who
communicates a lot while making a few mistakes is much more
likely to develop confidence for dealing with real-life situations
than a learner who communicates very little because they’re
afraid of making any. In communicative language teaching, for
example, the teacher is tasked with both encouraging the learner
to express themselves and with providing corrective feedback in
a way that is not obstructive to communication.
This means that if a learner says, “I go swimming last night,”
it is much more effective to respond with, “Oh, that’s nice, you
went swimming. What did you do after?” rather than, “No! You
went swimming! Use past simple for past events!” – the former
encourages the learner to continue their narrative while the latter
is much more likely to make the learner stop in their tracks,
re-evaluate the context, and think twice before expressing
themselves again in the future, for the fear of making a mistake
again. Teachers need to be careful not to parrot back everything
the students say in this manner, of course, but the technique
can be an effective method of acknowledging the content of a
student’s response, while also providing feedback on accuracy.
The importance of the freedom to make mistakes in language
learning is also supported by research in psychology, which
suggests that learners who try a task without having mastered
it completely experience improved retention of new information.
A similar experiment in the context of language learning also
indicates that the process of making mistakes activates a greater
network of related knowledge in the brain, which leads to superior
learning outcomes.
It is believed that the key to help learners feel relaxed and ready
for communicating freely in the classroom is authenticity. This
means that there should be both a real communicative need for
a learner to speak and the authentic reaction from those around
to what the learner has said.
Here are a few ways of how such authentic communicative
interactions can be practiced in the classroom:
• surround learners with the English language – encourage
them to speak to you and each other in English;
• don’t worry about diverging from topics that are not strictly
covered in your lesson plan;
• model communication by telling your students stories and
anecdotes about your own life and encourage them to do
the same;
• let your learners have fun with English – give them colloquial
expressions to try and ask them to share some expressions
;
• do not overcorrect – make a note of errors and cover it in
subsequent lessons;
• avoid the temptation to turn what was intended as speaking
practice into a full-on grammar lesson.
While easier said than done, especially when the outcome of an
exam is at stake, it is worth remembering that people that our
learners might come to interact with outside of the classroom
are driven by the natural desire to understand the people they
communicate with. This is especially powerful when practiced in
the context of a classroom. They set the learners up for success
in real-life communication. In other words, when communication
is the goal, mistakes are secondary, and that’s real life, isn’t it?
Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
Na frase “Here are a few ways of how such authentic
communicative interactions can be practiced in the classroom”,
a expressão destacada pode ser substituída, sem prejuízo de
significado, por:
Ano: 2023
Banca:
SELECON
Órgão:
Prefeitura de Campo Verde - MT
Prova:
SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297180
Inglês
Texto associado
TEXT:
Mistakes help you learn
Maija Kozlova
May 19, 2021
It is not uncommon for English language lessons to favour
communication over accuracy: real life is nothing like a
classroom! In real-life situations, when you make a mistake in the
language you are learning, context provides ample information
as to what the intended message is. In fact, most of the time,
impeccable accuracy is not needed at all! “Don’t worry about
making mistakes,” I used to tell my English language students.
“Communicating is the most important thing!”
While making mistakes when trying to master a language might
seem counter-intuitive, letting learners freely communicate
and negotiate meaning is key to success. A learner who
communicates a lot while making a few mistakes is much more
likely to develop confidence for dealing with real-life situations
than a learner who communicates very little because they’re
afraid of making any. In communicative language teaching, for
example, the teacher is tasked with both encouraging the learner
to express themselves and with providing corrective feedback in
a way that is not obstructive to communication.
This means that if a learner says, “I go swimming last night,”
it is much more effective to respond with, “Oh, that’s nice, you
went swimming. What did you do after?” rather than, “No! You
went swimming! Use past simple for past events!” – the former
encourages the learner to continue their narrative while the latter
is much more likely to make the learner stop in their tracks,
re-evaluate the context, and think twice before expressing
themselves again in the future, for the fear of making a mistake
again. Teachers need to be careful not to parrot back everything
the students say in this manner, of course, but the technique
can be an effective method of acknowledging the content of a
student’s response, while also providing feedback on accuracy.
The importance of the freedom to make mistakes in language
learning is also supported by research in psychology, which
suggests that learners who try a task without having mastered
it completely experience improved retention of new information.
A similar experiment in the context of language learning also
indicates that the process of making mistakes activates a greater
network of related knowledge in the brain, which leads to superior
learning outcomes.
It is believed that the key to help learners feel relaxed and ready
for communicating freely in the classroom is authenticity. This
means that there should be both a real communicative need for
a learner to speak and the authentic reaction from those around
to what the learner has said.
Here are a few ways of how such authentic communicative
interactions can be practiced in the classroom:
• surround learners with the English language – encourage
them to speak to you and each other in English;
• don’t worry about diverging from topics that are not strictly
covered in your lesson plan;
• model communication by telling your students stories and
anecdotes about your own life and encourage them to do
the same;
• let your learners have fun with English – give them colloquial
expressions to try and ask them to share some expressions
;
• do not overcorrect – make a note of errors and cover it in
subsequent lessons;
• avoid the temptation to turn what was intended as speaking
practice into a full-on grammar lesson.
While easier said than done, especially when the outcome of an
exam is at stake, it is worth remembering that people that our
learners might come to interact with outside of the classroom
are driven by the natural desire to understand the people they
communicate with. This is especially powerful when practiced in
the context of a classroom. They set the learners up for success
in real-life communication. In other words, when communication
is the goal, mistakes are secondary, and that’s real life, isn’t it?
Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
Na frase “I used to tell my English language students”, a
expressão em destaque pode ser substituída, sem prejuízo de
significado, por:
Ano: 2023
Banca:
SELECON
Órgão:
Prefeitura de Campo Verde - MT
Prova:
SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297179
Inglês
Texto associado
TEXT:
Mistakes help you learn
Maija Kozlova
May 19, 2021
It is not uncommon for English language lessons to favour
communication over accuracy: real life is nothing like a
classroom! In real-life situations, when you make a mistake in the
language you are learning, context provides ample information
as to what the intended message is. In fact, most of the time,
impeccable accuracy is not needed at all! “Don’t worry about
making mistakes,” I used to tell my English language students.
“Communicating is the most important thing!”
While making mistakes when trying to master a language might
seem counter-intuitive, letting learners freely communicate
and negotiate meaning is key to success. A learner who
communicates a lot while making a few mistakes is much more
likely to develop confidence for dealing with real-life situations
than a learner who communicates very little because they’re
afraid of making any. In communicative language teaching, for
example, the teacher is tasked with both encouraging the learner
to express themselves and with providing corrective feedback in
a way that is not obstructive to communication.
This means that if a learner says, “I go swimming last night,”
it is much more effective to respond with, “Oh, that’s nice, you
went swimming. What did you do after?” rather than, “No! You
went swimming! Use past simple for past events!” – the former
encourages the learner to continue their narrative while the latter
is much more likely to make the learner stop in their tracks,
re-evaluate the context, and think twice before expressing
themselves again in the future, for the fear of making a mistake
again. Teachers need to be careful not to parrot back everything
the students say in this manner, of course, but the technique
can be an effective method of acknowledging the content of a
student’s response, while also providing feedback on accuracy.
The importance of the freedom to make mistakes in language
learning is also supported by research in psychology, which
suggests that learners who try a task without having mastered
it completely experience improved retention of new information.
A similar experiment in the context of language learning also
indicates that the process of making mistakes activates a greater
network of related knowledge in the brain, which leads to superior
learning outcomes.
It is believed that the key to help learners feel relaxed and ready
for communicating freely in the classroom is authenticity. This
means that there should be both a real communicative need for
a learner to speak and the authentic reaction from those around
to what the learner has said.
Here are a few ways of how such authentic communicative
interactions can be practiced in the classroom:
• surround learners with the English language – encourage
them to speak to you and each other in English;
• don’t worry about diverging from topics that are not strictly
covered in your lesson plan;
• model communication by telling your students stories and
anecdotes about your own life and encourage them to do
the same;
• let your learners have fun with English – give them colloquial
expressions to try and ask them to share some expressions
;
• do not overcorrect – make a note of errors and cover it in
subsequent lessons;
• avoid the temptation to turn what was intended as speaking
practice into a full-on grammar lesson.
While easier said than done, especially when the outcome of an
exam is at stake, it is worth remembering that people that our
learners might come to interact with outside of the classroom
are driven by the natural desire to understand the people they
communicate with. This is especially powerful when practiced in
the context of a classroom. They set the learners up for success
in real-life communication. In other words, when communication
is the goal, mistakes are secondary, and that’s real life, isn’t it?
Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
No 1º parágrafo do texto, pode-se substituir o termo favour,
sem prejuízo de significado, por:
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Esperança do Sul - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Esperança do Sul - RS - Professor – Inglês |
Q2293495
Inglês
Texto associado
Dogs will eat almost anything—cats, not so much. Here’s
why.
Why are cats such picky eaters when dogs seem
willing to wolf down just about anything they encounter? It’s
a question many pet parents likely ask themselves while
__________ their feline friend to swallow a pill or prying
another slobbery piece of mulch from their puppy’s mouth.
There’s still a lot scientists don’t know about animal
taste preferences. But, thanks to a small but growing body of
research, researchers are starting to unravel some of the
mysteries around our four-legged friends’ flavor fancies.
Here’s what we know so far.
Accidentally drop a cupcake on the ground and your
dog will probably scarf it down in one bite. Your cat, on the
other hand, may turn up her nose. One possible reason for
their ____________ behaviors? Cats can’t taste sweetness.
Since they couldn’t just ask cats directly,
researchers figured this out by analyzing their DNA. House
cats, tigers, and cheetahs have a “broken” version of the
gene Tas1r2, which works with another gene, Tas1r3, to
enable sweetness detection. Though Tas1r3 appears to
function perfectly fine in cats, Tas1r2 is an “unexpressed
pseudogene” that’s missing 247 letters. Without them,
Tas1r2 does not produce a crucial protein needed to form a
receptor for sweetness on cats’ taste buds.
To take the study a step further, they gave 25
felines the choice between a bowl of plain water and one
that’d been spiked with molecules that provide umami
flavor. As ___________, the cats strongly preferred the
umami water, and more specifically, water containing
umami compounds present in tuna. That may help explain
why felines love the saltwater fish so much.
(Source: National Geographic — adaptation.)
In “Why are cats such picky eaters when dogs seem
willing to wolf down just about anything they encounter.”,
the underlined word can be substituted, without loss of
meaning, by:
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291649
Inglês
Texto associado
READ TEXT III AND ANSWER QUESTION
Text III
English as an Additional Language:
Enhancing Critical Digital Literacy
EAL classrooms are spaces to build communicative
competence in the English language. That language has a unique
role for many people around the world. For those without
financial resources who do not live in English dominant countries,
the digital sphere is perhaps the only space in which authentic
use of the language is likely to take place. For learners situated in
inner circle countries, effective use of the language can make the
difference between social, economic and political exclusion, or
inclusion. This is also true for a lesser extent in outer circle
countries. For those in expanding circle countries, English is
becoming a language of the global elite in political, economic,
and academic life. In all of these circles, it is often used as a lingua
franca. Sociocultural theory states that true competence in
encoding and decoding language can only exist when there is an
understanding of the cultural realities attached to the
communication when it is used. Digital media provide the vector
of communication for a tremendous number of communicative
acts in all of the circles, but communication in the digital medium
carries special attributes that are not necessarily obvious or
transparent. Therefore, it seems imperative to arm language
users with an understanding of communication issues the digital
realm as well as an understanding of the implication of
communication in this space. Furthermore, there is an ethical
responsibility to empower language users from a variety of
background with equal agency and therefore equal voice. Doing
so requires more than just technical skills, but also skills of
critique and critical language awareness, productive ability, and
an understanding of agency and rights claims that stretch from
the linguistic to the economic and political. By reimagining Critical
Language Awareness as a component of a multiliteracy approach
that encompasses the full spectrum of analogue to digital
communication in English, teachers, students, and policy makers
can work toward making language studies as relevant, authentic,
and empowering as possible.
Adapted from: (PDF) English as an Additional Language: Enhancing Critical Digital
Literacy (researchgate.net)
The adverb in “Furthermore, there is an ethical responsibility”
can be replaced, without change in meaning, by
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291647
Inglês
Texto associado
READ TEXT III AND ANSWER QUESTION
Text III
English as an Additional Language:
Enhancing Critical Digital Literacy
EAL classrooms are spaces to build communicative
competence in the English language. That language has a unique
role for many people around the world. For those without
financial resources who do not live in English dominant countries,
the digital sphere is perhaps the only space in which authentic
use of the language is likely to take place. For learners situated in
inner circle countries, effective use of the language can make the
difference between social, economic and political exclusion, or
inclusion. This is also true for a lesser extent in outer circle
countries. For those in expanding circle countries, English is
becoming a language of the global elite in political, economic,
and academic life. In all of these circles, it is often used as a lingua
franca. Sociocultural theory states that true competence in
encoding and decoding language can only exist when there is an
understanding of the cultural realities attached to the
communication when it is used. Digital media provide the vector
of communication for a tremendous number of communicative
acts in all of the circles, but communication in the digital medium
carries special attributes that are not necessarily obvious or
transparent. Therefore, it seems imperative to arm language
users with an understanding of communication issues the digital
realm as well as an understanding of the implication of
communication in this space. Furthermore, there is an ethical
responsibility to empower language users from a variety of
background with equal agency and therefore equal voice. Doing
so requires more than just technical skills, but also skills of
critique and critical language awareness, productive ability, and
an understanding of agency and rights claims that stretch from
the linguistic to the economic and political. By reimagining Critical
Language Awareness as a component of a multiliteracy approach
that encompasses the full spectrum of analogue to digital
communication in English, teachers, students, and policy makers
can work toward making language studies as relevant, authentic,
and empowering as possible.
Adapted from: (PDF) English as an Additional Language: Enhancing Critical Digital
Literacy (researchgate.net)
“Likely” in “language is likely to take place” indicates
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291646
Inglês
Texto associado
READ TEXT III AND ANSWER QUESTION
Text III
English as an Additional Language:
Enhancing Critical Digital Literacy
EAL classrooms are spaces to build communicative
competence in the English language. That language has a unique
role for many people around the world. For those without
financial resources who do not live in English dominant countries,
the digital sphere is perhaps the only space in which authentic
use of the language is likely to take place. For learners situated in
inner circle countries, effective use of the language can make the
difference between social, economic and political exclusion, or
inclusion. This is also true for a lesser extent in outer circle
countries. For those in expanding circle countries, English is
becoming a language of the global elite in political, economic,
and academic life. In all of these circles, it is often used as a lingua
franca. Sociocultural theory states that true competence in
encoding and decoding language can only exist when there is an
understanding of the cultural realities attached to the
communication when it is used. Digital media provide the vector
of communication for a tremendous number of communicative
acts in all of the circles, but communication in the digital medium
carries special attributes that are not necessarily obvious or
transparent. Therefore, it seems imperative to arm language
users with an understanding of communication issues the digital
realm as well as an understanding of the implication of
communication in this space. Furthermore, there is an ethical
responsibility to empower language users from a variety of
background with equal agency and therefore equal voice. Doing
so requires more than just technical skills, but also skills of
critique and critical language awareness, productive ability, and
an understanding of agency and rights claims that stretch from
the linguistic to the economic and political. By reimagining Critical
Language Awareness as a component of a multiliteracy approach
that encompasses the full spectrum of analogue to digital
communication in English, teachers, students, and policy makers
can work toward making language studies as relevant, authentic,
and empowering as possible.
Adapted from: (PDF) English as an Additional Language: Enhancing Critical Digital
Literacy (researchgate.net)
The extract “For those in expanding circle countries, English is
becoming a language of the global elite” means that in these
contexts English
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291644
Inglês
Texto associado
READ TEXT II AND ANSWER QUESTION
Text II
From: https://www.facebook.com/photo
As used in Text II, the correct definition of “costume” is a
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291643
Inglês
Texto associado
READ TEXT II AND ANSWER QUESTION
Text II
From: https://www.facebook.com/photo
In Text II, the verb that is similar in meaning to “made it up” is
Ano: 2023
Banca:
FGV
Órgão:
SEE-MG
Prova:
FGV - 2023 - SEE-MG - Professor de Educação Básica (PEB) - Língua Inglesa |
Q2291637
Inglês
Texto associado
READ TEXT I AND ANSWER QUESTION
Text I
English Language Learning In Brazil
According to the BNCC1
, learning English enables students to
engage and participate in a globalized and pluralistic world. It
allows students to develop a critical mindset and exercise their
citizenship rights while expanding the possibilities of interaction
and mobility. In this sense, the BNCC outlines three critical
implications for the English curriculum. The first is the globalized
nature of English, in which the concepts of language, territory
and culture are reconsidered since English speakers are no longer
found only in countries where English is the official language. The
second implication concerns broadening the definition of literacy,
bringing the concept of “multi-literacies” to the Brazilian
curriculum as students expand their linguistic knowledge, and
English becomes a symbolic asset for Brazilians to express
themselves in a different language. Finally, the third implication
concerns different teaching approaches, which implies embracing
the culture and traditions of the language, not only the formal
grammatical standards, breaking with aspects related to
“correctness”, “accuracy”, and “proficiency”.
[…]
Even in a challenging context, it is clear that Brazil has made
significant progress by approving a new and flexible curriculum
for upper secondary schools and putting English mandatory in the
standard part of the curriculum. However, major efforts are still
required to ensure the smooth implementation of this reform,
which the pandemic and the difficulties in coordination across
the national and subnational levels have already hindered.
1BNCC: Base Nacional Comum Curricular
Adapted from: https://www.thedialogue.org/analysis/english-language-learning-inbrazil/
In the excerpt “since English speakers are no longer found” (1st
paragraph), “since” is used to
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Tapejara - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Tapejara - RS - Professor Municipal de Língua Inglesa |
Q2284304
Inglês
Texto associado
Two Teens Hitchhiked to a Concert. 50 Years Later, They Haven’t Come Home.
(Available at: https://www.rollingstone.com/culture/culture-features/mitchel-weiser-bonnie-bickwit-missingteens-summer-jam-1234798437/ – text especially adapted for this test).
*Hitchhike (verb): to travel by getting free rides in someone else's vehicle.
(In: www.dictionary.cambridge.org).
The options below could replace the highlighted word “huge” (l. 24) with no
significative changes in meaning, EXCEPT for:
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
DATAPREV
Prova:
CESPE / CEBRASPE - 2023 - DATAPREV - Auxiliar de Enfermagem do Trabalho |
Q2275209
Inglês
Texto associado
Text CG2A2
A new study on physical activity that involved more than
half a million participants over age 40 found that modest exercise
increases life expectancy regardless of weight.
Contrary to most of the attention given to obesity as the
crucial risk factor for health, the study found that an active
lifestyle increased life expectancy to a greater extent than a lower
body mass index (BMI), in general. In fact, participants who
were active but class 1 obese lived an average of 3.1 years longer
than those who were at a normal weight but didn’t engage in
physical activity. This is in-line with reports from earlier this year
that excessive sitting is unhealthy and that reducing excessive
sitting to less than 3 hours a day alone can improve longevity
by 2.0 years.
The article states low level of physical activity of
moderate to vigorous intensity would confer a 1.8-year gain in
life expectancy after age 40, compared with no activity. A low
level of physical activity is defined as up to 75 minutes of fast
walking per week.
A consequence of this study is that it calls into question
the reliance on BMI to assess fitness. That isn’t to suggest that
BMI isn’t a factor, but that what we’ve heard for years in the
media that being overweight is “bad” for you while exercise is
“good” is a flawed message. A better message would be: Regular
exercise is essential to longevity and a lower BMI helps too —
do the first and the other will likely follow.
Internet:<singularityhub.com> (adapted).
Concerning grammar and semantics in text CG2A2, judge the following item.
The phrase “didn’t engage in physical activity” (in the
second sentence of the second paragraph) can be substituted
with were sedentary without altering the intended message
of the text.
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
DATAPREV
Prova:
CESPE / CEBRASPE - 2023 - DATAPREV - Auxiliar de Enfermagem do Trabalho |
Q2275208
Inglês
Texto associado
Text CG2A2
A new study on physical activity that involved more than
half a million participants over age 40 found that modest exercise
increases life expectancy regardless of weight.
Contrary to most of the attention given to obesity as the
crucial risk factor for health, the study found that an active
lifestyle increased life expectancy to a greater extent than a lower
body mass index (BMI), in general. In fact, participants who
were active but class 1 obese lived an average of 3.1 years longer
than those who were at a normal weight but didn’t engage in
physical activity. This is in-line with reports from earlier this year
that excessive sitting is unhealthy and that reducing excessive
sitting to less than 3 hours a day alone can improve longevity
by 2.0 years.
The article states low level of physical activity of
moderate to vigorous intensity would confer a 1.8-year gain in
life expectancy after age 40, compared with no activity. A low
level of physical activity is defined as up to 75 minutes of fast
walking per week.
A consequence of this study is that it calls into question
the reliance on BMI to assess fitness. That isn’t to suggest that
BMI isn’t a factor, but that what we’ve heard for years in the
media that being overweight is “bad” for you while exercise is
“good” is a flawed message. A better message would be: Regular
exercise is essential to longevity and a lower BMI helps too —
do the first and the other will likely follow.
Internet:<singularityhub.com> (adapted).
Concerning grammar and semantics in text CG2A2, judge the following item.
The adverb “likely” (in the last sentence of the last
paragraph) is a synonym for certainly.
Ano: 2023
Banca:
CPCON
Órgão:
Prefeitura de Dona Inês - PB
Prova:
CPCON - 2023 - Prefeitura de Dona Inês - PB - Professor B - Nível - 1 (Licenciatura em Inglês) |
Q2273302
Inglês
Texto associado
TEXT I – Tema: O papel da Língua Inglesa na BNCC
IS THE BNCC REALLY GOING TO AFFECT MY CLASSES?
(by Lúcia Rodrigues Alves)
(Adapted from: https://www.luciarodriguesalves.com.br/is-the-bncc-really-going-to-affect-my-classes/. Accessed on July 1 , 2023)
The idiom “for the time being" (in line 26) is a synonym of
I. for the moment. II. for now. III. heretofore.
Choose the alternative that indicates the CORRECT option(s):
I. for the moment. II. for now. III. heretofore.
Choose the alternative that indicates the CORRECT option(s):
Ano: 2008
Banca:
CESPE / CEBRASPE
Órgão:
IPEA
Provas:
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Economia e Relações Internacionais
|
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Estado, Instituições e Democracia |
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Estruturas Tecnológica, Produtiva e Regional |
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Macroeconomia e Tópicos de Desenvolvimento Econômico |
Q2271310
Inglês
Texto associado
Internet: <www.brazzilmag.com> (adapted).
Based on the text above, judge the item.
“boosted” (l.36) means increased.
Ano: 2008
Banca:
CESPE / CEBRASPE
Órgão:
IPEA
Provas:
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Economia e Relações Internacionais
|
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Estado, Instituições e Democracia |
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Estruturas Tecnológica, Produtiva e Regional |
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Macroeconomia e Tópicos de Desenvolvimento Econômico |
Q2271309
Inglês
Texto associado
Internet: <www.brazzilmag.com> (adapted).
Based on the text above, judge the item.
‘unfolding’ (R.18) is the same as development.
Ano: 2008
Banca:
CESPE / CEBRASPE
Órgão:
IPEA
Provas:
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Economia e Relações Internacionais
|
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Estado, Instituições e Democracia |
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Estruturas Tecnológica, Produtiva e Regional |
CESPE / CEBRASPE - 2008 - IPEA - Técnico de Planejamento e Pesquisa - Macroeconomia e Tópicos de Desenvolvimento Econômico |
Q2271308
Inglês
Texto associado
Internet: <www.brazzilmag.com> (adapted).
Based on the text above, judge the item.
“surplus” (R.16) is synonymous with product.
Conheça nossos planos