Questões de Concurso Público Prefeitura de Simonésia - MG 2016 para Professor PII - Inglês
Foram encontradas 40 questões
“As empresas de bebida Ambev e Coca-Cola Brasil anunciaram em março deste ano (2016) que vão por em prática medidas para proteger os rios Piracicaba, Capivari e Jundiaí, que abastecem boa parte da população do interior paulista.”
(Revista Planeta – Junho de 2016, p. 23.)
As medidas de proteção incluem a restauração de florestas e solos em áreas de mananciais. Mananciais são:
“Com algumas idas e vindas, pode-se dizer que a ideia do educador e historiador francês Pierre de Coubertin de criar os Jogos Olímpicos da Era Moderna foi acertada: a 31ª edição dos jogos Olímpicos modernos realiza-se este ano no Brasil.”
(Disponível em: http://brasil.elpais.com/brasil/2016/04/06/deportes/1459929798_239239.html.)
Um dos principais objetivos desse evento global que se realiza de quatro em quatro anos é:
“O diretor do Museu de Arte do Rio (MAR), Paulo Herkenhoff, fechou esta semana o acordo que trará uma das mais famosas obras brasileiras, o quadro ‘Abaporu’, para as Olimpíadas no Rio de Janeiro. A obra vai fazer parte da exposição ‘A cor do Brasil’, no MAR e fica no país até maio de 2017.”
(Disponível em: http://opiniaoenoticia.com.br/brasil/abaporu-de-tarsila-do-amaral-nos-jogos-olimpicos-de-2016/.)
O quadro, oriundo da famosa Semana de Arte Moderna, é de autoria de:
“O secretário-geral da OEA, Luis Almagro, acionou nesta terça-feira a Carta Democrática Interamericana para a Venezuela, ao considerar que há elementos suficientes indicando que a ‘ordem democrática’ está sendo afetada no país sul-americano, o que pode levar a uma situação de ‘ilegitimidade’ se não for remediada. Almagro insta o Governo a se comprometer com a realização este ano do referendo revogatório, com a libertação dos presos políticos e com a suspensão do ‘bloqueio permanente’ da Assembleia Nacional, nas mãos da oposição que havia solicitado que ele atuasse diante da crise vivida no país sul-americano, que pode afetar todos os países da América Latina.”
(Disponível em: http://brasil.elpais.com/brasil/2016/05/31/ internacional/ 1464701924_470315.html.)
O atual presidente da Venezuela, no poder desde 2013, é:
“O Ministério Público do Distrito Federal pediu à Polícia Civil que investigue, por eventual prática de associação criminosa, suspeitos de agredir profissionais da Uber. O pedido foi feito nesta quarta-feira (8) à 10ª DP, no Lago Sul, que apura casos de hostilidade do tipo. No dia 1º de junho, quatro irmãos foram perseguidos e espancados no Aeroporto Juscelino Kubitschek. No mesmo dia, a Polícia Militar tinha relatado casos de ataque a profissionais em um hotel.”
(Disponível em: http://g1.globo.com/distrito-federal/noticia/2016/06/mp-df-pede-investigacao-de-ataques-planejados-profissionais-douber.html.)
Sobre a Uber, analise as afirmativas a seguir.
I. É um aplicativo de celular que conecta motoristas profissionais a passageiros.
II. É uma empresa de tecnologia, portanto não emprega motoristas e não possui nenhuma frota.
III. O único problema é que as viagens são cobradas automaticamente e só a dinheiro, o que torna um obstáculo aos passageiros.
IV. Taxistas do Brasil inteiro têm apoiado e utilizado o sistema, que já substitui praticamente toda a demanda do sistema de táxi antigo.
Estão corretas apenas as afirmativas
Observe a imagem.
Ao analisar a imagem podemos perceber claramente uma discrepância entre a Câmara dos Deputados e o perfil da
população brasileira. Tendo em vista a imagem e o contexto político e social brasileiro ao longo do tempo é correto
afirmar que:
“Anualmente, cerca de 112 mil vidas são salvas no mundo inteiro com os transplantes de órgãos. Na maioria dos casos há uma corrida contra o tempo para transportar o órgão doado, além dos trâmites legais.”
(Revista Seleções Reader’s Digest. Maio de 2016, p. 34.)
No Brasil, a legislação acerca das doações de órgãos
“O melhor lugar para se colocar um roteador WI FI é em um lugar mais alto e central da casa, uma prateleira alta, por exemplo. O pior lugar é a cozinha, pois os aparelhos de metal podem atrapalhar seu funcionamento.”
(Revista Seleções Reader’s Digest. Maio de 2016, p. 34.)
A escolha por lugares mais altos e centralizados para se colocar o roteador é explicada em parte:
A matéria veiculada no Jornal da Globo do dia 28 de fevereiro de 2016 informa que os projetos de produção de biogás no Brasil começam a funcionar. As três principais estações do Brasil, duas em São Paulo, nos aterros São João e Bandeirantes; e uma no Rio de Janeiro, no maior aterro da América Latina, o aterro de Gramacho, em Duque de Caxias, contam com as bombas pneumáticas Autopump da Clean. Especialmente agora, com o Plano Nacional de Resíduos Sólidos que obriga as prefeituras a adequarem seus lixões e aterros controlados para aterros sanitários até 2014.
Sobre o Biogás analise as afirmativas a seguir.
I. É um tipo de gás inflamável produzido a partir da mistura de dióxido de carbono e metano, por meio da ação de bactérias fermentadoras em matérias orgânicas.
II. É uma fonte energética renovável, por essa razão é considerado um biocombustível.
III. O único problema é que a matéria-prima usada na sua produção é cara e ainda não alcançou a condição de uma produção em larga escala que a torne mais acessível a todos.
IV. É um derivado natural do lixo e ajuda o meio ambiente, pois contribui diretamente para o fim do efeito estufa.
Estão corretas apenas as afirmativas
“Para que a escola seja inclusiva é necessário o atendimento das pessoas com necessidades especiais, levantando suas limitações, mas principalmente descobrindo suas potencialidades.”
(Disponível em: www.mundoJovem.com.br. Julho, 2016.)
Em relação à inclusão nas escolas brasileiras é correto afirmar que:
It’s been a long time since attending school consisted of hauling in a large pile of books and sitting still looking at the teacher all day. Students these days are online, connected and digitally savvy. But are we making the most of this? One Hertfordshire school certainly is.
Back in 2013, Hobletts Manor Junior School in Hemel Hempstead received its Oftsed report. Though it was very good, the report suggested the school could be outstanding if its pupils were able to use their ICT skills in more subjects. At the time, the school had a similar IT setup to most other UK primary schools: one ICT suite with limited pupil access. This, says head teacher Sally Short, made it difficult to embed technology across the curriculum in the ways they would like. But with the help of the school’s ICT coordinator and year 4 teacher Alice Baker, the local authority and PC World Business, Mrs Short came up with a shortlist of requirements to bring the school and its teaching style properly into the digital age.
From ordering to installation, the process took just four weeks and at the end of it the school had a whole host of innovative tech, including an interactive 70inch Smart table, which works like a giant iPad. Miss Baker devised an interactive activity about the Egyptians and, she says, things like this have made a huge difference to learning. Because more than one person can interact with the Smart table, Mrs Short says her own teaching style has changed: “Before, lessons were purely teacher-led. It’s opening doors we didn’t even know existed and having an amazing impact.” The students were also each given their own Windows 8-enabled tablet; one child was so excited about this that he even burst into tears. The digital natives needed just one session to experiment and they were off. Miss Baker laughs: “They even teach me how to use the kit sometimes.” It might seem as though increased technology decreases concentration but, says Miss Baker, “Pupils are so much more engaged when they’re using the tablets, even if they’re just checking their answers on them.”
The tech has also allowed the children to be more independent in their learning, but there are security measures in place to ensure Miss Baker has control over content and activity. Miss Baker has Acer Class Management software installed on her tablet. This allows her to see what all the students are doing on their tablets, and also enables her to share slideshows and websites. Handily, she can even lock their screens. At the same time, the entire school network has been upgraded. Pupils and teachers can now access a Wi-Fi connection in the outdoor learning area and there are plans afoot to allow them to use their tech in the nearby woodland and garden. The school is carefully monitoring the impact of the new technology, and has been making careful comparisons on the students’ progress. The teachers hope, too, that the tech will have a positive impact on attendance as students become increasingly engaged in lessons. “Following the installation, we surveyed pupils to gauge their perceptions on technology,” says Miss Baker, “Pupils who have been able to take advantage of the tools provided by PC World Business said that they felt technology was really important and that they will use it when they grow up. Perhaps most importantly, all the students in the class agreed that the technology has helped them learn.”
(Available in: www.telegraph.co.uk. Adapted.)
It’s been a long time since attending school consisted of hauling in a large pile of books and sitting still looking at the teacher all day. Students these days are online, connected and digitally savvy. But are we making the most of this? One Hertfordshire school certainly is.
Back in 2013, Hobletts Manor Junior School in Hemel Hempstead received its Oftsed report. Though it was very good, the report suggested the school could be outstanding if its pupils were able to use their ICT skills in more subjects. At the time, the school had a similar IT setup to most other UK primary schools: one ICT suite with limited pupil access. This, says head teacher Sally Short, made it difficult to embed technology across the curriculum in the ways they would like. But with the help of the school’s ICT coordinator and year 4 teacher Alice Baker, the local authority and PC World Business, Mrs Short came up with a shortlist of requirements to bring the school and its teaching style properly into the digital age.
From ordering to installation, the process took just four weeks and at the end of it the school had a whole host of innovative tech, including an interactive 70inch Smart table, which works like a giant iPad. Miss Baker devised an interactive activity about the Egyptians and, she says, things like this have made a huge difference to learning. Because more than one person can interact with the Smart table, Mrs Short says her own teaching style has changed: “Before, lessons were purely teacher-led. It’s opening doors we didn’t even know existed and having an amazing impact.” The students were also each given their own Windows 8-enabled tablet; one child was so excited about this that he even burst into tears. The digital natives needed just one session to experiment and they were off. Miss Baker laughs: “They even teach me how to use the kit sometimes.” It might seem as though increased technology decreases concentration but, says Miss Baker, “Pupils are so much more engaged when they’re using the tablets, even if they’re just checking their answers on them.”
The tech has also allowed the children to be more independent in their learning, but there are security measures in place to ensure Miss Baker has control over content and activity. Miss Baker has Acer Class Management software installed on her tablet. This allows her to see what all the students are doing on their tablets, and also enables her to share slideshows and websites. Handily, she can even lock their screens. At the same time, the entire school network has been upgraded. Pupils and teachers can now access a Wi-Fi connection in the outdoor learning area and there are plans afoot to allow them to use their tech in the nearby woodland and garden. The school is carefully monitoring the impact of the new technology, and has been making careful comparisons on the students’ progress. The teachers hope, too, that the tech will have a positive impact on attendance as students become increasingly engaged in lessons. “Following the installation, we surveyed pupils to gauge their perceptions on technology,” says Miss Baker, “Pupils who have been able to take advantage of the tools provided by PC World Business said that they felt technology was really important and that they will use it when they grow up. Perhaps most importantly, all the students in the class agreed that the technology has helped them learn.”
(Available in: www.telegraph.co.uk. Adapted.)
It’s been a long time since attending school consisted of hauling in a large pile of books and sitting still looking at the teacher all day. Students these days are online, connected and digitally savvy. But are we making the most of this? One Hertfordshire school certainly is.
Back in 2013, Hobletts Manor Junior School in Hemel Hempstead received its Oftsed report. Though it was very good, the report suggested the school could be outstanding if its pupils were able to use their ICT skills in more subjects. At the time, the school had a similar IT setup to most other UK primary schools: one ICT suite with limited pupil access. This, says head teacher Sally Short, made it difficult to embed technology across the curriculum in the ways they would like. But with the help of the school’s ICT coordinator and year 4 teacher Alice Baker, the local authority and PC World Business, Mrs Short came up with a shortlist of requirements to bring the school and its teaching style properly into the digital age.
From ordering to installation, the process took just four weeks and at the end of it the school had a whole host of innovative tech, including an interactive 70inch Smart table, which works like a giant iPad. Miss Baker devised an interactive activity about the Egyptians and, she says, things like this have made a huge difference to learning. Because more than one person can interact with the Smart table, Mrs Short says her own teaching style has changed: “Before, lessons were purely teacher-led. It’s opening doors we didn’t even know existed and having an amazing impact.” The students were also each given their own Windows 8-enabled tablet; one child was so excited about this that he even burst into tears. The digital natives needed just one session to experiment and they were off. Miss Baker laughs: “They even teach me how to use the kit sometimes.” It might seem as though increased technology decreases concentration but, says Miss Baker, “Pupils are so much more engaged when they’re using the tablets, even if they’re just checking their answers on them.”
The tech has also allowed the children to be more independent in their learning, but there are security measures in place to ensure Miss Baker has control over content and activity. Miss Baker has Acer Class Management software installed on her tablet. This allows her to see what all the students are doing on their tablets, and also enables her to share slideshows and websites. Handily, she can even lock their screens. At the same time, the entire school network has been upgraded. Pupils and teachers can now access a Wi-Fi connection in the outdoor learning area and there are plans afoot to allow them to use their tech in the nearby woodland and garden. The school is carefully monitoring the impact of the new technology, and has been making careful comparisons on the students’ progress. The teachers hope, too, that the tech will have a positive impact on attendance as students become increasingly engaged in lessons. “Following the installation, we surveyed pupils to gauge their perceptions on technology,” says Miss Baker, “Pupils who have been able to take advantage of the tools provided by PC World Business said that they felt technology was really important and that they will use it when they grow up. Perhaps most importantly, all the students in the class agreed that the technology has helped them learn.”
(Available in: www.telegraph.co.uk. Adapted.)
It’s been a long time since attending school consisted of hauling in a large pile of books and sitting still looking at the teacher all day. Students these days are online, connected and digitally savvy. But are we making the most of this? One Hertfordshire school certainly is.
Back in 2013, Hobletts Manor Junior School in Hemel Hempstead received its Oftsed report. Though it was very good, the report suggested the school could be outstanding if its pupils were able to use their ICT skills in more subjects. At the time, the school had a similar IT setup to most other UK primary schools: one ICT suite with limited pupil access. This, says head teacher Sally Short, made it difficult to embed technology across the curriculum in the ways they would like. But with the help of the school’s ICT coordinator and year 4 teacher Alice Baker, the local authority and PC World Business, Mrs Short came up with a shortlist of requirements to bring the school and its teaching style properly into the digital age.
From ordering to installation, the process took just four weeks and at the end of it the school had a whole host of innovative tech, including an interactive 70inch Smart table, which works like a giant iPad. Miss Baker devised an interactive activity about the Egyptians and, she says, things like this have made a huge difference to learning. Because more than one person can interact with the Smart table, Mrs Short says her own teaching style has changed: “Before, lessons were purely teacher-led. It’s opening doors we didn’t even know existed and having an amazing impact.” The students were also each given their own Windows 8-enabled tablet; one child was so excited about this that he even burst into tears. The digital natives needed just one session to experiment and they were off. Miss Baker laughs: “They even teach me how to use the kit sometimes.” It might seem as though increased technology decreases concentration but, says Miss Baker, “Pupils are so much more engaged when they’re using the tablets, even if they’re just checking their answers on them.”
The tech has also allowed the children to be more independent in their learning, but there are security measures in place to ensure Miss Baker has control over content and activity. Miss Baker has Acer Class Management software installed on her tablet. This allows her to see what all the students are doing on their tablets, and also enables her to share slideshows and websites. Handily, she can even lock their screens. At the same time, the entire school network has been upgraded. Pupils and teachers can now access a Wi-Fi connection in the outdoor learning area and there are plans afoot to allow them to use their tech in the nearby woodland and garden. The school is carefully monitoring the impact of the new technology, and has been making careful comparisons on the students’ progress. The teachers hope, too, that the tech will have a positive impact on attendance as students become increasingly engaged in lessons. “Following the installation, we surveyed pupils to gauge their perceptions on technology,” says Miss Baker, “Pupils who have been able to take advantage of the tools provided by PC World Business said that they felt technology was really important and that they will use it when they grow up. Perhaps most importantly, all the students in the class agreed that the technology has helped them learn.”
(Available in: www.telegraph.co.uk. Adapted.)
“… didn’t even know existed and having an amazing impact. The students were also each given their own Windows 8-enabled tablet;…” (L 15-16)
In the active voice “The students were also given their own Windows 8-enabled tablet” becomes:
“Hank: I know it’s a long shot, but why don’t you ask for a raise?”
“Karl: You’re right. I’ll do it.”
What does Hank mean?
“Neither Bob nor his sister Aileen borrows money to anyone, under any circumstances.”
A B C D
Choose the inconsistent item and its corresponding correction.
Analyse the cartoon within an educational context to answer.
The humor is conveyed by the fact that
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