Questões de Concurso Público Prefeitura de Novo Gama - GO 2023 para Professor - Inglês
Foram encontradas 8 questões
Ano: 2023
Banca:
Itame
Órgão:
Prefeitura de Novo Gama - GO
Prova:
Itame - 2023 - Prefeitura de Novo Gama - GO - Professor - Inglês |
Q2345004
Inglês
“Conceiving language as a social construction, the
subject “interprets”, “reinvents” the meanings in a
situated way, creating ways of identifying and
expressing ideas, feelings and values. In this sense, a language that materializes in hybrid uses, marked by
fluidity and that opens up to the invention of new ways
of saying, driven by pluri/multilingual speakers and
their multicultural characteristics – the English
language becomes a symbolic asset for speakers from
all over the world.”
This implication of the National Common Curricular Base concerns (BNCC):
This implication of the National Common Curricular Base concerns (BNCC):
Ano: 2023
Banca:
Itame
Órgão:
Prefeitura de Novo Gama - GO
Prova:
Itame - 2023 - Prefeitura de Novo Gama - GO - Professor - Inglês |
Q2345005
Inglês
Texto associado
2023 Theme
Green Skills for Youth: Towards a Sustainable
World
Today, the world is embarking on a green transition.
The shift towards an environmentally sustainable and
climate-friendly world is critical not only for
responding to the global climate crisis but also for
achieving the Sustainable Development Goals (SDGs).
A successful transition towards a greener world will
depend on the development of green skills in the
population. Green skills are “knowledge, abilities,
values and attitudes needed to live in, develop and
support a sustainable and resource-efficient society”.
These include technical knowledge and skills that
enable the effective use of green technologies and
processes in occupational settings, as well as
transversal skills that draw on a range of knowledge,
values and attitudes to facilitate environmentally
sustainable decisions in work and in life. Due to their
interdisciplinary nature, the essence of green skills is
sometimes expressed, partly if not wholly, through
other associated terms such as “skills for the future”
and “skills for green jobs”. While green skills are
relevant for people of all ages, they have heightened
importance for younger people, who can contribute to
the green transition for a longer period of time.
https://www.un.org/en/observances/youth-day
Considering the linguistic elements in the text,
Ano: 2023
Banca:
Itame
Órgão:
Prefeitura de Novo Gama - GO
Prova:
Itame - 2023 - Prefeitura de Novo Gama - GO - Professor - Inglês |
Q2345006
Inglês
Texto associado
2023 Theme
Green Skills for Youth: Towards a Sustainable
World
Today, the world is embarking on a green transition.
The shift towards an environmentally sustainable and
climate-friendly world is critical not only for
responding to the global climate crisis but also for
achieving the Sustainable Development Goals (SDGs).
A successful transition towards a greener world will
depend on the development of green skills in the
population. Green skills are “knowledge, abilities,
values and attitudes needed to live in, develop and
support a sustainable and resource-efficient society”.
These include technical knowledge and skills that
enable the effective use of green technologies and
processes in occupational settings, as well as
transversal skills that draw on a range of knowledge,
values and attitudes to facilitate environmentally
sustainable decisions in work and in life. Due to their
interdisciplinary nature, the essence of green skills is
sometimes expressed, partly if not wholly, through
other associated terms such as “skills for the future”
and “skills for green jobs”. While green skills are
relevant for people of all ages, they have heightened
importance for younger people, who can contribute to
the green transition for a longer period of time.
https://www.un.org/en/observances/youth-day
The phrase “The shift towards an environmentally
sustainable and climate-friendly world” Shift means
Ano: 2023
Banca:
Itame
Órgão:
Prefeitura de Novo Gama - GO
Prova:
Itame - 2023 - Prefeitura de Novo Gama - GO - Professor - Inglês |
Q2345007
Inglês
According to Block (1992), there is now no more
debate on "whether reading is a bottom-up, languagebased process or a top-down, knowledge-based
process." It is also no more problematic to accept the
influence of background knowledge on both L1 and L2
readers. Research has gone even further to define the
control readers execute on their ability to understand a
text.
This control, Block (1992) has referred to as
This control, Block (1992) has referred to as
Ano: 2023
Banca:
Itame
Órgão:
Prefeitura de Novo Gama - GO
Prova:
Itame - 2023 - Prefeitura de Novo Gama - GO - Professor - Inglês |
Q2345008
Inglês
From a more pedagogical standpoint, suggestions
have been made to use certain activities for activating
readers’ existing schema or at least providing learners
with crucial information about the topic they will be
reading (Ajideh, 2003; Brown, 2001; Chastain, 1988;
Chen & Graves, 1995; Grabe, 1991). The use of
reading activities can promote strategic reading
behaviors by students at pre-, while-, and postreading
(Alyousef, 2006; Ur, 1996) stages. In turn, reading
activities can promote interpretation of the text through
the interaction between the reader and the text
(Wallace, 1992) and thus play a vital role in schema
activation in order to comprehend and interpret the text
better (Chen & Graves, 1995; Grabe & Stoller, 2002).
Despite the fairly well-documented impact of background knowledge on reading comprehension and
a host of activities suggested, it still remains to be
explored whether, or to what extent, the lack of cultural
knowledge can be compensated through the use of
reading activities. Erten and Karakaş (2007) noted that
our knowledge on the value of these activities mainly
stems from pedagogical recommendations or personal
experiences and often lacks scientific scrutiny. Only a
handful of studies have investigated which is more
effective, using a particular activity on the same text
(e.g., Karakaş, 2005) or making use of different
activities on the same text with different groups of
students (e.g., Chen & Graves, 1995; Erten & Karakaş,
2007; Shen, 2004).
Erten & Razı: The effects of cultural familiarity on reading comprehension https://files.eric.ed.gov/fulltext/EJ838389.pdf
Regarding the suggestions for reading activities that require the student to use Skimming, rate T for true sentences and F for false sentences:
( ) Prepare a text for a treasure hunt, which must be enigmatic so that students highlight the key words and find clues to the treasure.
( ) Distribute short texts in English, with vocabulary already known to the students, and ask them to read for a few minutes. Afterwards, ask each student to tell you what their perception of the text was.
( ) Write short advertising texts and ask students to read and guess what type of advertising it is.
( ) Distribute texts in English of different genres to students, ask them to read them quickly and answer what the text is about.
Erten & Razı: The effects of cultural familiarity on reading comprehension https://files.eric.ed.gov/fulltext/EJ838389.pdf
Regarding the suggestions for reading activities that require the student to use Skimming, rate T for true sentences and F for false sentences:
( ) Prepare a text for a treasure hunt, which must be enigmatic so that students highlight the key words and find clues to the treasure.
( ) Distribute short texts in English, with vocabulary already known to the students, and ask them to read for a few minutes. Afterwards, ask each student to tell you what their perception of the text was.
( ) Write short advertising texts and ask students to read and guess what type of advertising it is.
( ) Distribute texts in English of different genres to students, ask them to read them quickly and answer what the text is about.