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Ano: 2022
Banca:
Instituto Access
Órgão:
Prefeitura de Itabira - MG
Prova:
Instituto Access - 2022 - Prefeitura de Itabira - MG - Professor de Séries Finais - Inglês |
Q2046344
Inglês
Texto associado
Square Dance
João loved Teresa who loved Raimundo
who loved Maria who loved Joaquim who loved Lili
who didn’t love anyone.
João went to the United States, Teresa to a convent,
Raimundo died in an accident, Maria became a spinster,
Joaquim committed suicide, and Lili married J. Pinto Fernandes,
who had nothing to do with the story.
(Carlos Drummond de Andrade translated by
Richard Zenith in “Multitudinous Heart”
Choose the alternative that better substitutes the underlined
preposition in “Raimundo died in an accident”.
Ano: 2023
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de São José da Coroa Grande - PE
Prova:
UPENET/IAUPE - 2023 - Prefeitura de São José da Coroa Grande - PE - Professor do ensino Fundamental - Anos Finais - Inglês |
Q2037150
Inglês
Texto associado
Text 4 (for questions 42, 43, 44, 45, and 46)
Social networks
Going into the small room at the end of the corridor, Roberta sat down _______ 1 the computer. It was the computer she had bought when her old one’s hard disk had started to go wrong. Her new computer was a laptop with a lot of extra features and she needed it for her online work _______ 2 her students. Roberta had started to worry that her students would be bored unless she used modern technology in her teaching.
She turned_______ 3 the switch at the back of her computer. She looked at the email messages waiting for her answer, but she ignored them. Then she looked at the homework posted on a special site she created for the students, but she didn’t feel like correcting it. Instead she went to her favorite social network site and looked at the news about her friends. She sent messages to her favorite people and she had many online conversations _______ 4 teaching and other things. She posted some new messages on her own web page and then watched a film clip on a video site which her friend had told her about.
_______ 5 now, it was late and she realized that she had spent too much time talking to her friends online. She was very tired. She would have to do all her work in the morning.
(HARMER, J. Essential Teacher Knowledge: core concepts in English language teaching, p. 42. Harlow: Pearson Education Limited, 2012.
Adaptado.)
Choose the prepositions that correctly complete the gaps in the text.
Q2026110
Inglês
Texto associado
Read the text below and answer the question that
follow:
Text 1:
What makes a school good? (Part I)
Everyone is concerned about the quality of education
a school offers, but how is quality measured? We
often hear that schools in some countries are
excellent, while schools in other countries are filled
with problems. What factors should we be looking at to
judge how 'good' schools are or aren't? I decided to do
some research on the topic to see if I could come up
with some answers.
One way of deciding if a school is good is by looking at
how many students go on to university when they
leave. If you look at all the schools in the world, the
country which sends the highest numbers of its
students to university is Finland. So, I looked at
conditions in Finnish schools to see what made them
so successful.
Often you will hear people say that the best schools
are those that are strict. So, are the schools in Finland
very strict? The answer is no, they aren't. They are
usually very informal places with teachers and
students sharing ideas. In fact, Finnish schools have
a unique way of dealing with students and this could
be the reason why they are so successful. While
students in many countries spend long hours in school
studying boring subjects, lucky students in Finland
have short school days and ten weeks of summer
holidays.Added to that, lunch is free and there are lots
of lessons in sport, music and art.
Also, Finnish schools seem to have a different
philosophy. They believe in equality and making
school seem like a home away from home, so
students feel comfortable and enjoy going there. The
aim of the schools is not only to focus on 'good'
students but also to provide extra help to students that
need it. The result of this is that less able students do
much better in Finland than they would in other
countries.
Taken from: Chapman, Joanne. Laser B1 +. Teacher's book.
Macmillan, 2008.
Notice the use of the articleAin the sentence: “Finnish
schools have a unique way of dealing with students
...”. (third paragraph)
Choose the sentence in which the article A was also correctly used.
Choose the sentence in which the article A was also correctly used.
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
Prefeitura de Joinville - SC
Prova:
CESPE / CEBRASPE - 2022 - Prefeitura de Joinville - SC - Professor - Ensino Fundamental - Especialidade: Lingua Inglesa |
Q2022977
Inglês
Texto associado
Text 4A1-II
You know a nun when you see one. The uniform, known
as a habit, is a dead giveaway. But the outfit you’re picturing in
your head might look very different from the one worn by the
sisters at your local convent. And yet, each ensemble’s meaning
is immediately clear. That’s because nuns abide by a sartorial
system that is at once endlessly adaptable and instantly
recognizable.
That’s an impressive feat for any visual system. In the
case of nuns’ habits, that system relies on a standardized
combination of symbolic elements. “It’s really a kit of parts”,
says Lucienne Roberts, cofounder of a British publishing house
devoted to design’s more esoteric subjects. For their latest book,
Looking Good: A Visual Guide to the Nun’s Habit, Roberts
worked with her team to dissect the dress of nuns from some
40 Catholic orders. The result is a fascinating work of reference
on a subject to which you've almost certainly never paid much
mind.
The book begins by cataloguing the various components
that typically comprise a nun's habit. These may include things
like veils, rosaries, tunics, medals, coifs (the cap worn under the
veil), and sandals. It's a collection from which each religious
order draws some, but not all, of its impeccable elements. This
section provides the reader with a visual framework which relies
on simple cues to distinguish between religious families.
For instance, many orders of nuns wear some form of
girdle, be it a belt, a cord, or a cincture. Each type and subtype of
garment carries specific connotations. Franciscan nuns, for
instance, favor a cord over a leather belt, to reflect their order's
devotion to poverty. Its four knots, plainly visible in the book as
an illustration of the Franciscan garb, represent the order's vows
of chastity, poverty, obedience, and enclosure.
These are the kinds of minutiae encoded in the book's
pages, which the authors color code to differentiate between the
various orders. Even the nuns' orientation on the page is
significant; some face towards the reader, while others face
away. This is to distinguish between sisterhoods that are active in
their communities from ones that live cloistered lives,
respectively. The book itself, like the habits it analyzes, is a form
of information design.
Internet: <www.wired.com>(adapted).
Parts of speech are traditional classes of words (such as
adjectives, adverbs, etc.) that are distinguished according to the
kind of idea denoted and the function performed in a sentence.
On the basis of this definition, it is correct to say that the words “almost” (last sentence of the second paragraph), “favor” (third sentence of the fourth paragraph), “which” (first sentence of the last paragraph) and “between” (third sentence of the last paragraph), which were taken from text 4A1-II, are, respectively,
On the basis of this definition, it is correct to say that the words “almost” (last sentence of the second paragraph), “favor” (third sentence of the fourth paragraph), “which” (first sentence of the last paragraph) and “between” (third sentence of the last paragraph), which were taken from text 4A1-II, are, respectively,
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016710
Inglês
Texto associado
Activities for raising awareness of diversity
Our first goal as language teachers is always to encourage our
learners to make use of their developing language. Giving them a
genuine communicative purpose and making it personal to them
are two good ways of achieving this. For students beginning their
journey to greater self-awareness, teachers could devise an
inventory of learning skills for them to rate themselves on. This
could include items such as ‘I keep my notes in order’, ‘I always
make a note of homework and the date it should be done’ or
whatever is appropriate to their level. Students could rate
themselves privately, but then discuss with other students which
ones they find most challenging, exchanging tips about how they
could improve these aspects of learning. From these discussions,
it will probably become clear that some students have already
got good study strategies in place, even if some of them seem a
little unusual. Revisiting the checklist later in the course helps
learners to reflect on how they have improved and what they still
need to work on. […]
Making use of materials that include a diverse range of
characters is another great way of initiating discussion and raising
awareness of the issues. There may be no explicit mention made
in the text of this diversity, thereby sending the implicit message
that this is just how the world is. Students may see characters
that they can relate to more easily, and feel more included
generally. Other materials, such as the ‘Adventures on Inkling
Island’ comic strips, explicitly showcase the daily challenges and
talents of neurodiverse people, demonstrating that being
different can be a strength in some situations.
A powerful way of enabling people to understand how it
might feel to be in the minority on a daily basis, whether in terms
of physical abilities or cognitive function, is to set up experiential
activities which challenge the participants to perform unusual
tasks in conditions that make their usual way of working
impossible. As well as being a fun way of introducing the topic for
further discussion, these activities are usually very memorable
and drive home the message that – in the vast majority of cases –
lack of success in academic tasks is not due to laziness or
stupidity.
Adapted from: https://www.teachingenglish.org.uk/article/raising-awarenessdiversity-language-classroom
In the phrase “due to laziness or stupidity” (3rd paragraph), the
preposition can be replaced without change of meaning by
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