Questões Concurso Prefeitura de Brejo Santo - CE

Um guerreiro sem espada,

sem faca, foice ou facão,

armado só de amor,

segurando um giz na mão.

O livro é seu escudo,

que lhe protege de tudo

que possa lhe causar dor.

Por isso eu tenho dito:

tenho fé e acredito

na força do professor.

Ah... se um dia governantes

prestassem mais atenção

nos verdadeiros heróis

que constroem a nação...

Ah... se fizessem justiça,

sem corpo mole ou preguiça,

lhe dando o real valor,

eu daria um grande grito:

tenho fé e acredito

na força do professor.

Porém, não sinta vergonha,

não se sinta derrotado.

Se o nosso país vai mal,

você não é o culpado.

Nas potências mundiais

são sempre heróis nacionais,

e por aqui sem valor.

Mesmo triste e muito aflito,

tenho fé e acredito

na força do professor.

Um arquiteto de sonhos,

engenheiro do futuro,

um motorista da vida

dirigindo no escuro,

um plantador de esperança,

plantando em cada criança

um adulto sonhador.

E esse cordel foi escrito

porque ainda acredito

na força do professor.

(Bráulio Bessa. https://www.pensador.com/frase/MjAyMzE0Nw/)

Um guerreiro sem espada,

sem faca, foice ou facão,

armado só de amor,

segurando um giz na mão.

O livro é seu escudo,

que lhe protege de tudo

que possa lhe causar dor.

Por isso eu tenho dito:

tenho fé e acredito

na força do professor.

Ah... se um dia governantes

prestassem mais atenção

nos verdadeiros heróis

que constroem a nação...

Ah... se fizessem justiça,

sem corpo mole ou preguiça,

lhe dando o real valor,

eu daria um grande grito:

tenho fé e acredito

na força do professor.

Porém, não sinta vergonha,

não se sinta derrotado.

Se o nosso país vai mal,

você não é o culpado.

Nas potências mundiais

são sempre heróis nacionais,

e por aqui sem valor.

Mesmo triste e muito aflito,

tenho fé e acredito

na força do professor.

Um arquiteto de sonhos,

engenheiro do futuro,

um motorista da vida

dirigindo no escuro,

um plantador de esperança,

plantando em cada criança

um adulto sonhador.

E esse cordel foi escrito

porque ainda acredito

na força do professor.

(Bráulio Bessa. https://www.pensador.com/frase/MjAyMzE0Nw/)

Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.

Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25

Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.

Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25

Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.

Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25