Questões de Concurso
Sobre vocabulário | vocabulary em inglês
Foram encontradas 2.161 questões
Text for the item.
According to the text, judge the item.
In the period “War devastates health systems, hampers access to medical supplies, and disrupts vaccination and other disease-prevention efforts, heightening the risk of outbreaks.” (lines from 8 to 11), the verb hamper can be correctly replaced by the verb impede.
Text for the item.
According to the text, judge the item.
The word “often” (line 43) can be replaced by seldom, without changes in meaning.
According to the text, judge the item
In the second line, “rather than” is used to say that one thing is preferred to another or happens instead of another.
According to the text, judge the item
The adjective “wealthier” (line 8) means less rich.
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Analyse the contractions 1 to 4 indicated by the apostrophes in the excerpts below and the context of the sentences in the article:
• We'd (1) always wanted to write a Bond song. (l. 04).
• We'd (2) been writing motifs and thinking of melodies for a couple of years (l. 05).
• We're (3) writing about something that's (4) happened (l. 15).
Choose the alternative with the options that correctly correspond to each contracted word.
Regarding the vocabulary of the text, decide whether the statements below are right (C) or wrong (E).
The word “forestalled” in line 20 could be replaced by
prevented without changing the meaning of the
sentence.
Regarding the vocabulary of the text, decide whether the statements below are right (C) or wrong (E).
The first speaker in the text is praying only for
forgiveness.
Regarding the vocabulary of the text, decide whether the statements below are right (C) or wrong (E).
In line 14, the word “both” is used as a pronoun for the
antecedent “double business bound” (line 12).
Regarding the vocabulary of the text, decide whether the statements below are right (C) or wrong (E).
In line 12, the word “bound” could be replaced by
constrained without changing the meaning of the
sentence.
Considering the ideas and the vocabulary presented in the text, mark the following items as right (C) or wrong (E).
In line 43, the word “appreciated” could be replaced
with enjoyed without changing the meaning of the
sentence.
Considering the ideas and the vocabulary presented in the text, mark the following items as right (C) or wrong (E).
In line 15, the word “patchwork” conveys the idea of a
seamless system of regional markets.
Considering the ideas and the vocabulary presented in the text, mark the following items as right (C) or wrong (E)
The Portuguese contributed to lure invaders to
Chinese shores.
Considering the ideas and the vocabulary of the text above, decide whether the statements below are right (C) or wrong (E).
In the statement “Videocassettes are beginning to
crowd out the books”, in line 7, one could infer that
tapes might outnumber books at some point.
Considering the ideas and the vocabulary of the text above, decide whether the statements below are right (C) or wrong (E).
In line 7, the expression “there are no constraints in
their contacts” means that their contacts remain
regular.
Considering the ideas and the vocabulary presented in the text, mark the following items as right (C) or wrong (E).
The feeling that Dutch of all social conditions were
part of a common group, whose experience was
expressed by a common culture, was compromised by
the participation in war and by the burden of taxes
imposed by the Dutch government.
Considering the ideas and the vocabulary presented in the text, mark the following items as right (C) or wrong (E).
In line 21, the word “fancy” could be replaced with
whim without changing the meaning of the sentence.
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