← Voltar para a lista de provas Marinha do Brasil · Professor do Magistério Superior — Letras (Inglês) 30 questões nesta prova · página 1 de 2 · 30 com gabarito Gabarito disponível Em 'We do in fact need to learn', do é verbo auxiliar (ênfase). O verbo do aparece antes do verbo principal need, com o advérbio 'in fact', para dar ênfase à afirmação. Esse é o do auxiliar enfático, que não tem significado lexical próprio. B e E) Durativo e pontual são classificações aspectuais, não se aplicam aqui. C) Delexical seria como em 'do the dishes'. D) Lexical seria do com sentido pleno, 'fazer'. Referência: Gramática do inglês – emphatic do. Resolução comentada do VaiConcursos. Gabarito disponível Gabarito: F, F, F, T, T. 'This line' remete a algo já mencionado (a frase citada), logo é anafórico, não catafórico. 'That issue' retoma 'online education' dentro do texto, então é endofórico, não exofórico. 'It came close...' retoma 'that issue', logo é anafórico. 'This week' remete ao contexto situacional externo ao texto, logo é exofórico. O 'it' de 'it was announced' é um it expletivo, sem referente. As demais combinações erram ao classificar como catafóricos ou exofóricos itens que retomam elementos do próprio texto, ou ao negar o it não referencial e a referência exofórica de 'this week'. Referência: Halliday & Hasan – Cohesion in English (referência endofórica e exofórica). Resolução comentada do VaiConcursos. Gabarito disponível Em 'Stanford was doing it, Harvard, Yale and M.I.T. too' omite-se toda a oração (were doing it): elipse oracional. Nos nomes Harvard, Yale e M.I.T., a oração 'were doing it' foi omitida e recuperada do contexto, com o advérbio too marcando a equivalência. Como o que se apaga é a oração inteira (verbo e complemento), trata-se de elipse oracional (clausal ellipsis). A, B e C envolvem substituição por palavras como one, so, do, o que não ocorre aqui, pois nada ocupa o lugar do material omitido. D) Não é só um elemento nominal que foi omitido. Referência: Halliday & Hasan – Cohesion in English (substitution and ellipsis). Resolução comentada do VaiConcursos. Gabarito disponível Medicine, latent e sentiment são cognatos verdadeiros (medicina, latente, sentimento). Medicine, latent e sentiment têm origem e sentido comuns aos de medicina, latente e sentimento. As demais alternativas incluem falsos cognatos ou palavras sem cognato. A) Colleges não é 'colégios' (faculdades/universidades). B) Just (apenas) e along (junto com) não são cognatos. C) Along não é cognato. D) Colleges e just não são cognatos verdadeiros. Referência: Cognatos e falsos cognatos – inglês/português. Resolução comentada do VaiConcursos. Gabarito disponível Gabarito disponível 'Conducted by the National Research Council' é oração reduzida (particípio passado). Em A, 'conducted by...' equivale a 'which was conducted by...', uma oração adjetiva reduzida de particípio, com omissão do pronome relativo e do verbo auxiliar. B) Oração completa com sujeito e verbo finito. C) Oração relativa completa, com that + verbo finito. D) Oração completa. E) Oração relativa completa, com that + verbo finito. Referência: Gramática do inglês – reduced relative clauses. Resolução comentada do VaiConcursos. Gabarito disponível A voz passiva impessoal 'It is argued that...' preserva o sentido do original. Com o verbo de relato argue, a passiva mais natural é a impessoal 'It is argued that...', que mantém o conteúdo da oração subordinada e omite o agente (critics). A) Altera o sentido, pois diz que crianças são 'esgotadas' pelos críticos. B) Estrutura agramatical e confusa. D) Inverte os papéis e distorce o sentido. E) Faz dos críticos o agente de 'churned out', alterando o sentido. Referência: Gramática do inglês – passive voice com verbos de relato. Resolução comentada do VaiConcursos. Gabarito disponível Gabarito disponível Em 'As more school districts strive...', as é conjunção subordinativa (causa/tempo). No trecho A, as introduz uma oração subordinada adverbial (com sentido causal ou temporal, 'à medida que/uma vez que'), ligando-a à oração principal; por isso é conjunção. B) As fetuses = 'quando eram', preposição ('na condição de'). C) Referred to as = preposição/função predicativa. D) Just as much anxiety as amateurs: as aparece em comparação de igualdade, como advérbio/correlato. E) View stress as energizing = preposição com sentido de 'como'. Referência: Gramática do inglês – usos de as. Resolução comentada do VaiConcursos. Gabarito disponível Unflappable (imperturbável) é sinônimo de steady. No texto, unflappable contrasta com 'worrier' e se aproxima de 'warrior': pessoa calma e firme sob pressão. Steady (estável, firme) é o sinônimo mais próximo. A) Antsy é inquieto. B) Twitchy é nervoso. D) Volatile é instável. E) Ruffled é perturbado, o oposto de unflappable. Referência: Vocabulário em contexto – texto 'Why Can Some Kids Handle Pressure...'. Resolução comentada do VaiConcursos. Gabarito disponível Referred termina em /d/ e stressed termina em /t/. Referred termina em /d/ porque a raiz acaba em som sonoro (/ɜːr/). Stressed termina em /t/ porque a raiz acaba em /s/, som surdo. Já standardized, derived e assumed terminam em /d/, e proliferated em /id/. A) Standardized é /d/, não /id/. B) Assumed é /d/, não /id/. D) Standardized é /d/, não /t/. E) Derived é /d/, não /t/. Referência: Fonologia do inglês – pronúncia do sufixo -ed (/t/, /d/, /ɪd/). Resolução comentada do VaiConcursos. Gabarito disponível Traduzir todas as palavras desconhecidas não desenvolve habilidades de leitura eficazes. O desenvolvimento da leitura em língua-alvo busca autonomia e estratégias como inferir, usar pistas visuais, reconhecer gêneros e selecionar informações. Traduzir cada palavra desconhecida cria dependência do dicionário e atrapalha a fluência e a compreensão global. A, B, C e D descrevem atividades recomendadas: inferência, uso de pistas visuais, reconhecimento da estrutura de gêneros e leitura seletiva (scanning). Referência: Estratégias de leitura em língua estrangeira (Brown; Grabe). Resolução comentada do VaiConcursos. Gabarito disponível Would indicando crença e conjectura: 'He wouldn't be a friend of yours, I suppose'. Em D, would expressa suposição/dedução do falante, reforçada por 'I suppose', ou seja, crença e conjectura sobre uma situação. A) Would após wish expressa desejo/insatisfação. B) Would indica hábito no passado. C) Wouldn't have met é a terceira condicional (irreal no passado). E) Wouldn't start é recusa/volição no passado. Referência: Gramática do inglês – usos de would. Resolução comentada do VaiConcursos. Gabarito disponível Ler rapidamente para captar a ideia principal é reading for gist (skimming). Reading for gist consiste em uma leitura rápida e geral para identificar o tema ou a ideia principal do texto, sem se deter nos detalhes. A) Extensive reading é leitura longa por prazer. B) Ativação de schemata mobiliza conhecimento prévio. C) Scanning busca informação específica. D) Semantic mapping organiza vocabulário/conceitos em mapas. Referência: Estratégias de leitura em ensino de língua estrangeira (skimming, scanning, gist). Resolução comentada do VaiConcursos. Gabarito disponível Might have e must have expressam graus diferentes de certeza: modalidade. A diferença entre might have (possibilidade) e must have (dedução forte) está no grau de certeza do falante sobre o fato passado, o que caracteriza a modalidade epistêmica expressa pelos verbos modais. A) Aspecto trata da duração/completude da ação. B) Modo refere-se a indicativo, subjuntivo e imperativo. D) Tempo situa a ação no eixo temporal, e nas duas frases ele é o mesmo. E) Voz refere-se a ativa/passiva, e ambas as frases estão na ativa. Referência: Gramática descritiva da língua inglesa (modal verbs, epistemic modality). Resolução comentada do VaiConcursos. Gabarito disponível No audiolingualismo busca-se o domínio pela repetição (overlearning). O audiolingualismo, de base behaviorista, vê a língua como formação de hábitos por meio de drills intensivos, imitação e repetição, buscando o domínio total (mastery) e o excesso de aprendizagem (overlearning) das estruturas. A) Contextualização é premissa de abordagens comunicativas. B) No audiolingualismo os drills são centrais, não periféricos. C) O uso da língua materna é evitado. E) O significado é secundário à forma e à correção estrutural. Referência: Richards & Rodgers – Approaches and Methods in Language Teaching (Audiolingual Method). Resolução comentada do VaiConcursos. Gabarito disponível A fala espontânea tem mais coordenação; a escrita tem mais subordinação, nominalização e densidade lexical. Na conversa casual, as orações costumam ser encadeadas por conectores simples como and, but e so, o que caracteriza a coordenação. A escrita formal tende a ser mais complexa, com nominalizações, metáforas gramaticais, subordinação e maior densidade lexical. A) Nominalização é típica da escrita. B) Metáfora gramatical é típica de textos escritos e acadêmicos. C) Subordinação complexa é mais frequente na escrita. E) A carga lexical (densidade lexical) é maior na escrita. Referência: Halliday – Spoken and Written Language; Biber – estudos sobre registro oral e escrito. Resolução comentada do VaiConcursos. Gabarito disponível Dois alunos de línguas maternas diferentes que se ajudam a aprender a língua um do outro: tandem learning. Tandem learning é a aprendizagem colaborativa em duplas, em que cada parceiro é falante nativo da língua que o outro quer aprender, frequentemente por meio de ambientes online. Há troca recíproca de ensino e aprendizagem. A) Distributed learning é aprendizagem a distância/dispersa. B) Self-access é estudo autônomo com recursos disponíveis. C) Situated learning é aprendizagem em contexto real de prática. E) Telematic learning refere-se ao uso de telecomunicações e informática no ensino em geral, sem a troca recíproca de línguas. Referência: Literatura de CALL e aprendizagem autônoma de línguas (tandem). Resolução comentada do VaiConcursos. Gabarito disponível Foco em significado = automaticidade; elementos gramaticais, discursivos, pragmáticos e estratégicos = competência comunicativa. Segundo Brown, a automaticidade (automaticity) supõe que a interação real ocorre quando a atenção está no significado e na mensagem, e não nas formas linguísticas. Já a competência comunicativa envolve a atuação conjunta dos componentes gramatical, discursivo, sociolinguístico, pragmático e estratégico. A ordem pedida é, portanto, automaticidade e competência comunicativa. A, B, D e E invertem a ordem ou trazem princípios inadequados: interlanguage trata do sistema em desenvolvimento do aprendiz, e strategic investment trata do esforço e do investimento pessoal em estratégias de aprendizagem. Referência: H. D. Brown – Teaching by Principles (princípios cognitivos e linguísticos). Resolução comentada do VaiConcursos. Gabarito disponível Professor fora do círculo que traduz e reformula falas dos alunos descreve o Community Language Learning (Curran). O procedimento descrito, com o professor fora do círculo, traduzindo, sugerindo ou corrigindo o que os alunos querem dizer e com falas gravadas e analisadas depois, é típico do Community Language Learning, de base humanista e centrado na comunicação do aluno. O gabarito aponta a alternativa A, que traz a abordagem comunicativa/comunitária. B) TPR trabalha comandos físicos. C) Grammar Translation foca em regras e tradução de textos. D) Suggestopaedia usa relaxamento, música e ambiente sugestivo. E) The Silent Way tem o professor falando o mínimo possível, com o uso de réguas Cuisenaire. Referência: Larsen-Freeman; Richards & Rodgers – Approaches and Methods in Language Teaching (Community Language Learning). Resolução comentada do VaiConcursos.Marinha do Brasil — CP-PMS/2013 — Professor do Magistério Superior — Letras (Inglês) — Prova Amarela
The Trouble with Online Education
"AH, you're a professor. You must learn so much from your
students."
This line, which every now and then I hear in various
forms, always makes me cringe. Do people think that lawyers
learn a lot about the law from their clients? That patients
teach doctors much of what they know about medicine?
Yet latent in the sentiment that our students are our
teachers is an important truth. We do in fact need to learn
from them, but not about the history of the Roman Empire or
the politics of "Paradise Lost". Understanding what it is
that students have to teach teachers can help us to deal
with one of the most vexing issues now facing colleges and
universities: online education. At my school, the University
of Virginia, that issue did more than vex us; it came close
to tearing the university apart.
A few weeks ago our president, Teresa A. Sullivan, was
summarily dismissed and then summarily reinstated by the
university's board of visitors. One reason for her dismissal
was the perception that she was not moving forward fast
enough on Internet learning. Stanford was doing it, Harvard,
Yale and M.I.T. too. But Virginia, it seemed, was lagging.
Just this week, in fact, it was announced that Virginia,
along with a number of other universities, signed on with a
company called Coursera to develop and offer online classes.
But can online education ever be education of the very
best sort?
(Adapted from http://www.nytimes.com)
In the following extract: "We do in fact need to learn from them [...]" (line 8-9) what kind of verb is "do"?Resolução comentada
Análise das alternativas
The Trouble with Online Education
"AH, you're a professor. You must learn so much from your
students."
This line, which every now and then I hear in various
forms, always makes me cringe. Do people think that lawyers
learn a lot about the law from their clients? That patients
teach doctors much of what they know about medicine?
Yet latent in the sentiment that our students are our
teachers is an important truth. We do in fact need to learn
from them, but not about the history of the Roman Empire or
the politics of "Paradise Lost". Understanding what it is
that students have to teach teachers can help us to deal
with one of the most vexing issues now facing colleges and
universities: online education. At my school, the University
of Virginia, that issue did more than vex us; it came close
to tearing the university apart.
A few weeks ago our president, Teresa A. Sullivan, was
summarily dismissed and then summarily reinstated by the
university's board of visitors. One reason for her dismissal
was the perception that she was not moving forward fast
enough on Internet learning. Stanford was doing it, Harvard,
Yale and M.I.T. too. But Virginia, it seemed, was lagging.
Just this week, in fact, it was announced that Virginia,
along with a number of other universities, signed on with a
company called Coursera to develop and offer online classes.
But can online education ever be education of the very
best sort?
(Adapted from http://www.nytimes.com)
Mark the statements below as T (True) or F (False) and choose the best alternative.
( ) "This" (line 3) in "This line, which now and then I hear in various forms [...]" was used cataphorically.
( ) "That" (line 14) in "[...] that issue did more than vex us [...]" was used exophorically.
( ) "It" (line 14-15) in "[...] it came close to tearing the university apart." was used cataphorically.
( ) "This" (line 22) in "Just this week [...]" was used exophorically.
( ) "It" (line 22) in "[...] it was announced that Virginia [...]" was used non-referentially.Resolução comentada
Análise das alternativas
The Trouble with Online Education
"AH, you're a professor. You must learn so much from your
students."
This line, which every now and then I hear in various
forms, always makes me cringe. Do people think that lawyers
learn a lot about the law from their clients? That patients
teach doctors much of what they know about medicine?
Yet latent in the sentiment that our students are our
teachers is an important truth. We do in fact need to learn
from them, but not about the history of the Roman Empire or
the politics of "Paradise Lost". Understanding what it is
that students have to teach teachers can help us to deal
with one of the most vexing issues now facing colleges and
universities: online education. At my school, the University
of Virginia, that issue did more than vex us; it came close
to tearing the university apart.
A few weeks ago our president, Teresa A. Sullivan, was
summarily dismissed and then summarily reinstated by the
university's board of visitors. One reason for her dismissal
was the perception that she was not moving forward fast
enough on Internet learning. Stanford was doing it, Harvard,
Yale and M.I.T. too. But Virginia, it seemed, was lagging.
Just this week, in fact, it was announced that Virginia,
along with a number of other universities, signed on with a
company called Coursera to develop and offer online classes.
But can online education ever be education of the very
best sort?
(Adapted from http://www.nytimes.com)
Cohesion in "Stanford was doing it, Harvard, Yale and M.I.T. too." (line 20-21) is achieved by means ofResolução comentada
Análise das alternativas
The Trouble with Online Education
"AH, you're a professor. You must learn so much from your
students."
This line, which every now and then I hear in various
forms, always makes me cringe. Do people think that lawyers
learn a lot about the law from their clients? That patients
teach doctors much of what they know about medicine?
Yet latent in the sentiment that our students are our
teachers is an important truth. We do in fact need to learn
from them, but not about the history of the Roman Empire or
the politics of "Paradise Lost". Understanding what it is
that students have to teach teachers can help us to deal
with one of the most vexing issues now facing colleges and
universities: online education. At my school, the University
of Virginia, that issue did more than vex us; it came close
to tearing the university apart.
A few weeks ago our president, Teresa A. Sullivan, was
summarily dismissed and then summarily reinstated by the
university's board of visitors. One reason for her dismissal
was the perception that she was not moving forward fast
enough on Internet learning. Stanford was doing it, Harvard,
Yale and M.I.T. too. But Virginia, it seemed, was lagging.
Just this week, in fact, it was announced that Virginia,
along with a number of other universities, signed on with a
company called Coursera to develop and offer online classes.
But can online education ever be education of the very
best sort?
(Adapted from http://www.nytimes.com)
The text contains a number of words which have a common origin with other words in Portuguese. Which alternative presents nothing but true cognates as used in the text?Resolução comentada
Análise das alternativas
Study Says Navy Must Adapt to Climate Change
A report commissioned by the United States Navy concludes
that climate change will pose profound challenges for the
sea service in coming decades, including a need to secure
Arctic shipping lanes, prepare for more frequent
humanitarian missions and protect coastal installations from
rising seas.
The 15-month study, conducted by the National Research
Council, accepts the scientific consensus that the climate
is changing and that the effects are being felt now. Of
particular consequence to American naval forces - the Navy,
Marine Corps and Coast Guard - are the melting polar ice
cap, rising seas and increasingly frequent severe storms and
droughts that could lead to famine, mass migration and
political instability.
The report from research council, an arm of the National
Academy of Sciences, builds on previous work by the
Pentagon, State Department, the intelligence community and
independent research groups that have concluded climate
change is a threat multiplier that adds new and
unpredictable dangers to global physical and political
stability.
(Adapted from http://www.nytimes.com)
In which alternative have the stressed syllables been identified correctly?
Study Says Navy Must Adapt to Climate Change
A report commissioned by the United States Navy concludes
that climate change will pose profound challenges for the
sea service in coming decades, including a need to secure
Arctic shipping lanes, prepare for more frequent
humanitarian missions and protect coastal installations from
rising seas.
The 15-month study, conducted by the National Research
Council, accepts the scientific consensus that the climate
is changing and that the effects are being felt now. Of
particular consequence to American naval forces - the Navy,
Marine Corps and Coast Guard - are the melting polar ice
cap, rising seas and increasingly frequent severe storms and
droughts that could lead to famine, mass migration and
political instability.
The report from research council, an arm of the National
Academy of Sciences, builds on previous work by the
Pentagon, State Department, the intelligence community and
independent research groups that have concluded climate
change is a threat multiplier that adds new and
unpredictable dangers to global physical and political
stability.
(Adapted from http://www.nytimes.com)
Which alternative contains an example of a reduced clause?Resolução comentada
Análise das alternativas
Why Can Some Kids Handle Pressure While Others Fall Apart?
Never before has the pressure to perform on high-stakes
tests been so intense or meant so much for a child's
academic future. As more school districts strive for
accountability, standardized tests have proliferated. The
pressure to do well on achievement tests for college is
filtering its way down to lower grades, so that even third
graders feel as if they are on trial. Students get the
message that class work isn't what counts, and that the
standardized exam is the truer measure. Sure, you did your
homework and wrote a great history report – but this test is
going to find out how smart you really are. Critics argue
that all this test-taking is churning out sleep-deprived,
overworked, miserable children.
But some children actually do better under competitive,
stressful circumstances. Why can Jacob thrive under
pressure, while it makes Noah feel incapable? And how should
that difference inform the way we think about high-stakes
testing? An emerging field of research – and a pioneering
study from Taiwan – has begun to offer some clues. Like any
kind of human behavior, our response to competitive pressure
is derived from a complex set of factors – how we were
raised, our skills and experience, the hormones that we
marinated in as fetuses. There is also a genetic component:
One particular gene, referred to as the COMT gene, could to
a large degree explain why one child is more prone to be
a worrier, while another may be unflappable, or in the
memorable phrasing of David Goldman, a geneticist at the
National Institutes of Health, more of a warrior.
Understanding their propensity to become stressed and how
to deal with it can help children compete. Stress turns out
to be far more complicated than we've assumed, and far more
under our control than we imagine. Unlike long-term stress,
short-term stress can actually help people perform,
and viewing it that way changes its effect. Even for those
genetically predisposed to anxiety, the antidote isn't
necessarily less competition – it's more competition. It
just needs to be the right kind.
There are many psychological and physiological reasons
that long-term stress is harmful, but the science of elite
performance has drawn a different conclusion about short-
term stress. Studies that compare professionals with amateur
competitors – whether concert pianists, male rugby or female
volleyball players – show that professionals feel just as
much anxiety as amateurs. The difference is in how they
interpret their anxiety. The amateurs view it as
detrimental, while the professionals tend to view stress as
energizing. It gets them to focus.
(Adapted from http://www.nytimes.com)
Which alternative presents the most suitable passive voice for the following excerpt: "Critics argue that all this test-taking is churning out sleep-deprived, overworked, miserable children." (line 11-13)?Resolução comentada
Análise das alternativas
Why Can Some Kids Handle Pressure While Others Fall Apart?
Never before has the pressure to perform on high-stakes
tests been so intense or meant so much for a child's
academic future. As more school districts strive for
accountability, standardized tests have proliferated. The
pressure to do well on achievement tests for college is
filtering its way down to lower grades, so that even third
graders feel as if they are on trial. Students get the
message that class work isn't what counts, and that the
standardized exam is the truer measure. Sure, you did your
homework and wrote a great history report – but this test is
going to find out how smart you really are. Critics argue
that all this test-taking is churning out sleep-deprived,
overworked, miserable children.
But some children actually do better under competitive,
stressful circumstances. Why can Jacob thrive under
pressure, while it makes Noah feel incapable? And how should
that difference inform the way we think about high-stakes
testing? An emerging field of research – and a pioneering
study from Taiwan – has begun to offer some clues. Like any
kind of human behavior, our response to competitive pressure
is derived from a complex set of factors – how we were
raised, our skills and experience, the hormones that we
marinated in as fetuses. There is also a genetic component:
One particular gene, referred to as the COMT gene, could to
a large degree explain why one child is more prone to be
a worrier, while another may be unflappable, or in the
memorable phrasing of David Goldman, a geneticist at the
National Institutes of Health, more of a warrior.
Understanding their propensity to become stressed and how
to deal with it can help children compete. Stress turns out
to be far more complicated than we've assumed, and far more
under our control than we imagine. Unlike long-term stress,
short-term stress can actually help people perform,
and viewing it that way changes its effect. Even for those
genetically predisposed to anxiety, the antidote isn't
necessarily less competition – it's more competition. It
just needs to be the right kind.
There are many psychological and physiological reasons
that long-term stress is harmful, but the science of elite
performance has drawn a different conclusion about short-
term stress. Studies that compare professionals with amateur
competitors – whether concert pianists, male rugby or female
volleyball players – show that professionals feel just as
much anxiety as amateurs. The difference is in how they
interpret their anxiety. The amateurs view it as
detrimental, while the professionals tend to view stress as
energizing. It gets them to focus.
(Adapted from http://www.nytimes.com)
About the morphology of the words "incapable" (line 16), "fetuses" (line 23), "unlike" (line 32), and "professionals" (line 43) it is INCORRECT to say that
Comando como impresso, com os morfemas sublinhados.
Why Can Some Kids Handle Pressure While Others Fall Apart?
Never before has the pressure to perform on high-stakes
tests been so intense or meant so much for a child's
academic future. As more school districts strive for
accountability, standardized tests have proliferated. The
pressure to do well on achievement tests for college is
filtering its way down to lower grades, so that even third
graders feel as if they are on trial. Students get the
message that class work isn't what counts, and that the
standardized exam is the truer measure. Sure, you did your
homework and wrote a great history report – but this test is
going to find out how smart you really are. Critics argue
that all this test-taking is churning out sleep-deprived,
overworked, miserable children.
But some children actually do better under competitive,
stressful circumstances. Why can Jacob thrive under
pressure, while it makes Noah feel incapable? And how should
that difference inform the way we think about high-stakes
testing? An emerging field of research – and a pioneering
study from Taiwan – has begun to offer some clues. Like any
kind of human behavior, our response to competitive pressure
is derived from a complex set of factors – how we were
raised, our skills and experience, the hormones that we
marinated in as fetuses. There is also a genetic component:
One particular gene, referred to as the COMT gene, could to
a large degree explain why one child is more prone to be
a worrier, while another may be unflappable, or in the
memorable phrasing of David Goldman, a geneticist at the
National Institutes of Health, more of a warrior.
Understanding their propensity to become stressed and how
to deal with it can help children compete. Stress turns out
to be far more complicated than we've assumed, and far more
under our control than we imagine. Unlike long-term stress,
short-term stress can actually help people perform,
and viewing it that way changes its effect. Even for those
genetically predisposed to anxiety, the antidote isn't
necessarily less competition – it's more competition. It
just needs to be the right kind.
There are many psychological and physiological reasons
that long-term stress is harmful, but the science of elite
performance has drawn a different conclusion about short-
term stress. Studies that compare professionals with amateur
competitors – whether concert pianists, male rugby or female
volleyball players – show that professionals feel just as
much anxiety as amateurs. The difference is in how they
interpret their anxiety. The amateurs view it as
detrimental, while the professionals tend to view stress as
energizing. It gets them to focus.
(Adapted from http://www.nytimes.com)
In which alternative does "as" function as a conjunction?Resolução comentada
Análise das alternativas
Why Can Some Kids Handle Pressure While Others Fall Apart?
Never before has the pressure to perform on high-stakes
tests been so intense or meant so much for a child's
academic future. As more school districts strive for
accountability, standardized tests have proliferated. The
pressure to do well on achievement tests for college is
filtering its way down to lower grades, so that even third
graders feel as if they are on trial. Students get the
message that class work isn't what counts, and that the
standardized exam is the truer measure. Sure, you did your
homework and wrote a great history report – but this test is
going to find out how smart you really are. Critics argue
that all this test-taking is churning out sleep-deprived,
overworked, miserable children.
But some children actually do better under competitive,
stressful circumstances. Why can Jacob thrive under
pressure, while it makes Noah feel incapable? And how should
that difference inform the way we think about high-stakes
testing? An emerging field of research – and a pioneering
study from Taiwan – has begun to offer some clues. Like any
kind of human behavior, our response to competitive pressure
is derived from a complex set of factors – how we were
raised, our skills and experience, the hormones that we
marinated in as fetuses. There is also a genetic component:
One particular gene, referred to as the COMT gene, could to
a large degree explain why one child is more prone to be
a worrier, while another may be unflappable, or in the
memorable phrasing of David Goldman, a geneticist at the
National Institutes of Health, more of a warrior.
Understanding their propensity to become stressed and how
to deal with it can help children compete. Stress turns out
to be far more complicated than we've assumed, and far more
under our control than we imagine. Unlike long-term stress,
short-term stress can actually help people perform,
and viewing it that way changes its effect. Even for those
genetically predisposed to anxiety, the antidote isn't
necessarily less competition – it's more competition. It
just needs to be the right kind.
There are many psychological and physiological reasons
that long-term stress is harmful, but the science of elite
performance has drawn a different conclusion about short-
term stress. Studies that compare professionals with amateur
competitors – whether concert pianists, male rugby or female
volleyball players – show that professionals feel just as
much anxiety as amateurs. The difference is in how they
interpret their anxiety. The amateurs view it as
detrimental, while the professionals tend to view stress as
energizing. It gets them to focus.
(Adapted from http://www.nytimes.com)
A synonym for the adjective "unflappable" (line 26) as used in the text isResolução comentada
Análise das alternativas
Why Can Some Kids Handle Pressure While Others Fall Apart?
Never before has the pressure to perform on high-stakes
tests been so intense or meant so much for a child's
academic future. As more school districts strive for
accountability, standardized tests have proliferated. The
pressure to do well on achievement tests for college is
filtering its way down to lower grades, so that even third
graders feel as if they are on trial. Students get the
message that class work isn't what counts, and that the
standardized exam is the truer measure. Sure, you did your
homework and wrote a great history report – but this test is
going to find out how smart you really are. Critics argue
that all this test-taking is churning out sleep-deprived,
overworked, miserable children.
But some children actually do better under competitive,
stressful circumstances. Why can Jacob thrive under
pressure, while it makes Noah feel incapable? And how should
that difference inform the way we think about high-stakes
testing? An emerging field of research – and a pioneering
study from Taiwan – has begun to offer some clues. Like any
kind of human behavior, our response to competitive pressure
is derived from a complex set of factors – how we were
raised, our skills and experience, the hormones that we
marinated in as fetuses. There is also a genetic component:
One particular gene, referred to as the COMT gene, could to
a large degree explain why one child is more prone to be
a worrier, while another may be unflappable, or in the
memorable phrasing of David Goldman, a geneticist at the
National Institutes of Health, more of a warrior.
Understanding their propensity to become stressed and how
to deal with it can help children compete. Stress turns out
to be far more complicated than we've assumed, and far more
under our control than we imagine. Unlike long-term stress,
short-term stress can actually help people perform,
and viewing it that way changes its effect. Even for those
genetically predisposed to anxiety, the antidote isn't
necessarily less competition – it's more competition. It
just needs to be the right kind.
There are many psychological and physiological reasons
that long-term stress is harmful, but the science of elite
performance has drawn a different conclusion about short-
term stress. Studies that compare professionals with amateur
competitors – whether concert pianists, male rugby or female
volleyball players – show that professionals feel just as
much anxiety as amateurs. The difference is in how they
interpret their anxiety. The amateurs view it as
detrimental, while the professionals tend to view stress as
energizing. It gets them to focus.
(Adapted from http://www.nytimes.com)
In which alternative has the final "-ed" been correctly identified as regards its pronunciation in each word?Resolução comentada
Análise das alternativas
Resolução comentada
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Análise das alternativas
"The teacher stands outside a circle of students and helps them to say what they want to say by translating, suggesting or amending their utterances, which may be recorded and analyzed later".Resolução comentada
Análise das alternativas
Texto-base:
Texto-base:
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About the development of reading skills in the target language, it is INCORRECT to say that teachers should make use of activities that aim at enabling students to
Mark the only alternative in which the use of "would" is related to belief and conjecture.
When students are required to briefly read a text to get its main idea, the strategy that is being employed is that of
The difference in meaning between "She might have read my diary." and "She must have read my diary." illustrates the concept of
Which alternative makes an assumption that is consistent with the principles of audiolingualism?
Spoken language and written language differ in various aspects. In casual conversations, for example, we tend to find more instances of
The type of learning which involves two students with different mother tongues working together in an online environment in order to learn each other's language is known as:
The assumptions that "true human interaction is best accomplished when focal attention is on meaning and message and not on linguistic forms" and that "grammatical, discourse, sociolinguistic, pragmatic and strategic elements must work together for successful communication" are the tenets of two language learning and teaching principles known, respectively, as:
Choose the alternative which refers to a lesson based on the following procedures: