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11.103 Questões de concurso encontradas

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Página 517 de 2.221

Questões por página:

Concurso: SEED-PR

Concurso: SEED-PR
Cargo: Inglês
Ano: 2021

Ano:

2021

Banca:

CESPE / CEBRASPE

Cargo:

Inglês

Disciplina: Inglês

Dificuldade em análise

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As imagens estão ilegíveis

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Text 3A2-I

“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.

As a math professor, Boaler has seen this firsthand. Many young adults enter her class anxious about math, and their fear about learning impacts their ability to learn.

“The myth that our brains are fixed and that we simply don’t have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts not only education, but many other events in our everyday lives,” she writes. Even though the science of neuroplasticity — how our brains change in response to learning — suggests learning can take place at any age, this news has not made it into classrooms, she argues.

Some of our misguided visions of talent have led to racist and sexist attitudes, she writes. For example, many girls get the message early on that math is for boys and that boys are better at it, interfering with their ability to succeed and leading to gender disparities in fields of study related to math. Similarly, people of color may also have to overcome stereotypes about fixed intelligence in order to thrive.

How understanding your brain can help you learn.

Internet: <greatergood.berkeley.edu> (adapted)

In text 3A2-I, “misguided visions of talent” (in the fourth paragraph) refers to the idea that

(a)

people’s skills are tied to their race and gender.

(b)

certain skills are innate.

(c)

teachers cannot identify students’ natural skills.

(d)

educators are not well trained in evaluating abilities.

(e)

students cannot see their own capacities.

Comentários (0)

Concurso: SEED-PR

Concurso: SEED-PR
Cargo: Inglês
Ano: 2021

Ano:

2021

Banca:

CESPE / CEBRASPE

Cargo:

Inglês

Disciplina: Inglês

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

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Text 3A1-III

For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?

Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.

However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”

With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.

According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.

While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)

It can be concluded from text 3A1-III that ‘comprehensible input’ refers to

(a)

speaking and writing when studying.

(b)

comprehending vocabulary in use.

(c)

memorizing rules until they get automatic.

(d)

producing language when interacting with people.

(e)

understanding what one hears or reads.

Comentários (0)

Concurso: SEED-PR

Concurso: SEED-PR
Cargo: Inglês
Ano: 2021

Ano:

2021

Banca:

CESPE / CEBRASPE

Cargo:

Inglês

Disciplina: Inglês

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

Acertou

Errou

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remover questão da lista de favoritas

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Text 3A1-III

For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?

Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.

However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”

With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.

According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.

While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)

According to text 3A1-III, language teachers

(a)

should be concerned about the lack of interaction in remote learning.

(b)

must work together with parents to prevent remote learning.

(c)

neglect students’ subconscious understanding when teaching second language.

(d)

should encourage students to read despite not fully comprehending the vocabulary.

(e)

ought to make sure that the students comprehend all the grammar when reading a text.

Comentários (0)

Concurso: SEED-PR

Concurso: SEED-PR
Cargo: Inglês
Ano: 2021

Ano:

2021

Banca:

CESPE / CEBRASPE

Cargo:

Inglês

Disciplina: Inglês

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

Acertou

Errou

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remover questão da lista de favoritas

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Text 3A1-III

For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?

Many parents and teachers are understandably anxious about remote learning, as instruction has become less traditional.

However, Krashen notes, “We do not acquire language by study, or by speaking or writing. We acquire in only one way: by understanding what we hear or read. What we call ‘comprehensible input.’ The ability to produce language is the result of getting the right kind of input.”

With less focus on traditional language education, i.e., practicing memorized rules and grammar through speaking until they become automatic, students are free to acquire language in a more effective way.

According to Stephen Krashen’s theory of language acquisition, comprehensible input is language that can be understood by listeners even if they don’t fully comprehend all of the vocabulary and grammar in use. Input is essential to acquisition, as it informs learners’ subconscious understanding of a language.

While online education may isolate students at home, it shouldn’t negatively impact language learning. “We don’t need massive amounts of interaction to acquire language. We need massive amounts of input,” says Krashen.

Internet: <languagemagazine.com> (adapted)

According to text 3A1-III, remote learning

(a)

is a traditional way of acquiring language.

(b)

encourages rules and grammar memorization

(c)

impacts language acquisition in an unpredictable way.

(d)

can be an effective alternative to traditional education.

(e)

is essential to language acquisition.

Comentários (0)

Concurso: SEED-PR

Concurso: SEED-PR
Cargo: Inglês
Ano: 2021

Ano:

2021

Banca:

CESPE / CEBRASPE

Cargo:

Inglês

Disciplina: Inglês

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

Acertou

Errou

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remover questão da lista de favoritas

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Text 3A1-II

There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts. After all, that is the way lexical vocabulary is acquired in real life, through hearing it in our first languages.

Apart from learning vocabulary, learners also learn new structures, which can form a strong scaffolding both for learning other new structures and introducing grammatical items to a class.

In listening to each other read, discuss points in groups, debate, or answer and their rationale, second language learners will sharpen both listening and speaking skills.

There is no magic bullet, no single explanation for what teachers can do to ensure that their students learn to read a second or foreign language. Practice and plenty of it may be the only way out.

J. Kembo. Using short texts to teach English as second language. Rongo University, Kenya. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adapted).

In the second paragraph of text 3A1-II, the word “scaffolding”

(a)

can be omitted without altering the meaning.

(b)

has denotative value.

(c)

means foundation.

(d)

is a synonym for obstacle.

(e)

functions as a verb.

Comentários (0)

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