2. Questões de Concurso

Filtrar (abrir filtros)

136 Questões de concurso encontradas

136 resultados

Página 3 de 28

Questões por página:

5 10 15 20

Concurso: ELETROBRAS

Concurso: ELETROBRAS
Cargo: Advogado
Ano: 2022

Ano:

2022

Banca:

CESGRANRIO

Cargo:

Advogado

Disciplina: Inglês

FC429627

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

The controversial future of nuclear power in the U.S.

Lois Parshley

Based on the meanings in the text, the two items that express synonymous ideas are

(a)

surpassed (paragraph 3) – fell behind

(b)

remarkable (paragraph 3) – extraordinary

(c)

wary (paragraph 4) – careless

(d)

proponents (paragraph 6) – critics

(e)

hurdles (paragraph 7) – advantages

Responder Responder

Carregando

Comentários (0)

Carregando

Estatísticas

Carregando

Cadernos

Carregando

Anotação (0)

Concurso: Prefeitura de Maracajá - SC

Concurso: Prefeitura de Maracajá - SC
Cargo: Professor - Língua Inglesa
Ano: 2025

Ano:

2025

Banca:

Unesc

Cargo:

Professor - Língua Inglesa

Disciplina: Inglês

FC426229

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

Semantics in English studies the meaning of words, phrases, and sentences within the linguistic context. Analyze the following statements:

I.In English, homonyms have the same spelling and sound but can have different meanings depending on the context.
II.In English, synonyms have identical meanings and can be used interchangeably in any context.
III.In English, the context of a sentence can help differentiate between the literal and figurative use of a word.

The correct statement(s) is/are:

(a)

II only.

(b)

I and II only.

(c)

I and III only.

(d)

I, II, and III.

Responder Responder

Carregando

Comentários (0)

Carregando

Estatísticas

Carregando

Cadernos

Carregando

Anotação (0)

Concurso: Prefeitura Municipal de Campo Verde - MT

Concurso: Prefeitura Municipal de Campo Verde - MT
Cargo: Professor - Língua Inglesa
Ano: 2023

Ano:

2023

Banca:

SELECON

Cargo:

Professor - Língua Inglesa

Disciplina: Inglês

FC421852

Dificuldade: Fácil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder 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:

(a)

many

(b)

some

(c)

little

(d)

few

Responder Responder

Carregando

Comentários (0)

Carregando

Estatísticas

Carregando

Cadernos

Carregando

Anotação (0)

Concurso: Prefeitura Municipal de Campo Verde - MT

Concurso: Prefeitura Municipal de Campo Verde - MT
Cargo: Professor - Língua Inglesa
Ano: 2023

Ano:

2023

Banca:

SELECON

Cargo:

Professor - Língua Inglesa

Disciplina: Inglês

FC421847

Dificuldade: Difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder 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:

(a)

may

(b)

might

(c)

could

(d)

would

Responder Responder

Carregando

Comentários (0)

Carregando

Estatísticas

Carregando

Cadernos

Carregando

Anotação (0)

Concurso: Prefeitura Municipal de Campo Verde - MT

Concurso: Prefeitura Municipal de Campo Verde - MT
Cargo: Professor - Língua Inglesa
Ano: 2023

Ano:

2023

Banca:

SELECON

Cargo:

Professor - Língua Inglesa

Disciplina: Inglês

FC421846

Dificuldade: Fácil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder 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:

(a)

benefit

(b)

support

(c)

assistance

(d)

benevolence

Responder Responder

Carregando

Comentários (0)

Carregando

Estatísticas

Carregando

Cadernos

Carregando

Anotação (0)