Questões de Elementos gramaticais
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Questão: 431 de 2251
301247
Banca: Instituto QUADRIX
Órgão: Pref. Cristalina/GO
Cargo(s): Professor - Língua Inglesa
Ano: 2018
Matéria/Assunto: Inglês > Elementos gramaticais
are being projected.
had been projected.
have to be projected.
have been projected.
had to be projected.
Questão: 432 de 2251
300859
Banca: CESPE / Cebraspe
Órgão: Pref. São Cristóvão/SE
Cargo(s): Professor - Língua Inglesa
Ano: 2019
Matéria/Assunto: Inglês > Elementos gramaticais
Amazon fish species at risk if fires destroy river habitat
This year’s unusually severe fires in the Amazon have
not only attracted widespread international attention, but also
illuminated the effects of mounting deforestation in the region,
from evaporating rains to rising carbon dioxide emissions.
Yet one effect of forest loss in the Amazon has largely
been ignored: how it influences the river system and the fish
living in it.
There are few places in the world where aquatic and
arboreal life are brought together as closely as they are in the
Amazon. While the rainforest is home to the world’s
largest river (by volume of water) and 1,700 tributaries, about
one-sixth of the basin is also made up of largely forest-covered
wetlands that flood for long periods each year and support the
commercially most important fish in the region.
Although still pristine in much of the Amazon, the
floodplain forests have in recent decades been heavily damaged
in some parts of the basin, especially in the eastern lowlands of
Brazil. Now, the threat to their survival — and the fish that rely
on them — may be growing more intense because of increasing
deforestation and fire, researchers say, warning that further
degradation of the flooded forests could fundamentally alter the
Amazon’s aquatic ecosystem.
Internet: www.nationalgeographic.com (adapted).
A respeito das ideias, dos aspectos gramaticais e do vocabulário do
texto apresentado, julgue os itens a seguir.
The word “tributaries” (L.11) means afluentes in Portuguese.
Questão: 433 de 2251
300810
Banca: CESPE / Cebraspe
Órgão: Pref. São Cristóvão/SE
Cargo(s): Professor - Língua Inglesa
Ano: 2019
Matéria/Assunto: Inglês > Elementos gramaticais
Texto 7A1-I
A respeito das informações e dos aspectos linguísticos do texto
7A1-I, julgue os seguintes itens.
The predominant verb tense in this story is the simple past
tense.
tense.
Questão: 434 de 2251
300838
Banca: CESPE / Cebraspe
Órgão: Pref. São Cristóvão/SE
Cargo(s): Professor - Língua Inglesa
Ano: 2019
Matéria/Assunto: Inglês > Elementos gramaticais
It was early 2016 in the Calais Refugees Camp. We
had students asking to learn English and French but they didn’t
want to learn grammar or long lists of vocabulary.
Opportunities for oral interaction were limited.
Food and cooking have become essential elements in
many refugee education projects and it’s a great topic for the
English classroom more generally. Recipes use relatively
predictable and restricted vocabulary that can be easily
adjusted for language level. The grammar can also be limited
to the imperative: “First chop the onions. Then fry them in oil.”
This creates a good opportunity to work on pronunciation,
word stress and intonation using authentic materials: “Chop the
tomatoes and add them to the onions”.
I first used cooking for language-learning while
working alongside Kate McAllister with a community of male
Sudanese refugees in Calais who had organised themselves
around a small communal kitchen. It was very primitive only a
small room with two gas burners connected to a gas tank, but
some great meals were cooked there, usually with very limited
ingredients.
Kate planned lessons around simple French and
English recipes in exchange for Sudanese recipes from our
students. Recipes were presented with simple diagrams and
pictures, to be annotated in English and/or French and Arabic.
“We talked. We learned. We cooked. We laughed. We ate. It
was a good day.”
Cooking is also a great opportunity to take students
shopping an authentic task of buying real food. Best of all,28
these lessons went beyond language learning, fostering a sense
of community in the class.
Gil Ragsdale. Recipes for success in language learning.
I n t e rne t : www.elgaze t t e . com (adap ted ) .
O texto relata uma experiência de aprendizagem de inglês e francês
por meio da troca de receitas entre refugiados em um campo de
refugiados de Calais.
A respeito das ideias e informações do texto
precedente e de seus aspectos linguísticos, julgue os itens que se
seguem.
had students asking to learn English and French but they didn’t
want to learn grammar or long lists of vocabulary.
Opportunities for oral interaction were limited.
Food and cooking have become essential elements in
many refugee education projects and it’s a great topic for the
English classroom more generally. Recipes use relatively
predictable and restricted vocabulary that can be easily
adjusted for language level. The grammar can also be limited
to the imperative: “First chop the onions. Then fry them in oil.”
This creates a good opportunity to work on pronunciation,
word stress and intonation using authentic materials: “Chop the
tomatoes and add them to the onions”.
I first used cooking for language-learning while
working alongside Kate McAllister with a community of male
Sudanese refugees in Calais who had organised themselves
around a small communal kitchen. It was very primitive only a
small room with two gas burners connected to a gas tank, but
some great meals were cooked there, usually with very limited
ingredients.
Kate planned lessons around simple French and
English recipes in exchange for Sudanese recipes from our
students. Recipes were presented with simple diagrams and
pictures, to be annotated in English and/or French and Arabic.
“We talked. We learned. We cooked. We laughed. We ate. It
was a good day.”
Cooking is also a great opportunity to take students
shopping an authentic task of buying real food. Best of all,28
these lessons went beyond language learning, fostering a sense
of community in the class.
Gil Ragsdale. Recipes for success in language learning.
I n t e rne t : www.elgaze t t e . com (adap ted ) .
O texto relata uma experiência de aprendizagem de inglês e francês
por meio da troca de receitas entre refugiados em um campo de
refugiados de Calais.
A respeito das ideias e informações do texto
precedente e de seus aspectos linguísticos, julgue os itens que se
seguem.
In the sentences ‘First chop the onions. Then fry them in oil.’
(L.10), the verbs “chop” and “fry” are used in the present
continuous.
(L.10), the verbs “chop” and “fry” are used in the present
continuous.
Questão: 435 de 2251
300840
Banca: CESPE / Cebraspe
Órgão: Pref. São Cristóvão/SE
Cargo(s): Professor - Língua Inglesa
Ano: 2019
Matéria/Assunto: Inglês > Elementos gramaticais
It was early 2016 in the Calais Refugees Camp. We
had students asking to learn English and French but they didn’t
want to learn grammar or long lists of vocabulary.
Opportunities for oral interaction were limited.
Food and cooking have become essential elements in
many refugee education projects and it’s a great topic for the
English classroom more generally. Recipes use relatively
predictable and restricted vocabulary that can be easily
adjusted for language level. The grammar can also be limited
to the imperative: “First chop the onions. Then fry them in oil.”
This creates a good opportunity to work on pronunciation,
word stress and intonation using authentic materials: “Chop the
tomatoes and add them to the onions”.
I first used cooking for language-learning while
working alongside Kate McAllister with a community of male
Sudanese refugees in Calais who had organised themselves
around a small communal kitchen. It was very primitive only a
small room with two gas burners connected to a gas tank, but
some great meals were cooked there, usually with very limited
ingredients.
Kate planned lessons around simple French and
English recipes in exchange for Sudanese recipes from our
students. Recipes were presented with simple diagrams and
pictures, to be annotated in English and/or French and Arabic.
“We talked. We learned. We cooked. We laughed. We ate. It
was a good day.”
Cooking is also a great opportunity to take students
shopping an authentic task of buying real food. Best of all,28
these lessons went beyond language learning, fostering a sense
of community in the class.
Gil Ragsdale. Recipes for success in language learning.
I n t e rne t : www.elgaze t t e . com (adap ted ) .
O texto relata uma experiência de aprendizagem de inglês e francês
por meio da troca de receitas entre refugiados em um campo de
refugiados de Calais.
A respeito das ideias e informações do texto
precedente e de seus aspectos linguísticos, julgue os itens que se
seguem.
had students asking to learn English and French but they didn’t
want to learn grammar or long lists of vocabulary.
Opportunities for oral interaction were limited.
Food and cooking have become essential elements in
many refugee education projects and it’s a great topic for the
English classroom more generally. Recipes use relatively
predictable and restricted vocabulary that can be easily
adjusted for language level. The grammar can also be limited
to the imperative: “First chop the onions. Then fry them in oil.”
This creates a good opportunity to work on pronunciation,
word stress and intonation using authentic materials: “Chop the
tomatoes and add them to the onions”.
I first used cooking for language-learning while
working alongside Kate McAllister with a community of male
Sudanese refugees in Calais who had organised themselves
around a small communal kitchen. It was very primitive only a
small room with two gas burners connected to a gas tank, but
some great meals were cooked there, usually with very limited
ingredients.
Kate planned lessons around simple French and
English recipes in exchange for Sudanese recipes from our
students. Recipes were presented with simple diagrams and
pictures, to be annotated in English and/or French and Arabic.
“We talked. We learned. We cooked. We laughed. We ate. It
was a good day.”
Cooking is also a great opportunity to take students
shopping an authentic task of buying real food. Best of all,28
these lessons went beyond language learning, fostering a sense
of community in the class.
Gil Ragsdale. Recipes for success in language learning.
I n t e rne t : www.elgaze t t e . com (adap ted ) .
O texto relata uma experiência de aprendizagem de inglês e francês
por meio da troca de receitas entre refugiados em um campo de
refugiados de Calais.
A respeito das ideias e informações do texto
precedente e de seus aspectos linguísticos, julgue os itens que se
seguem.
The word “shopping” (L.28) is an adjective in the sentence.