Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.877 questões
Genres, according to what is being appointed above, are defined according to their
Assertion (A)
When designing an English for Specific Purposes (ESP) course, the first stage is to carry out a rigorous needs analysis of the target situation and only after that the organizational patterns in specific texts should be identified to specify the linguistics means by which they are signaled. After adding such patterns to specific register and lexical components, the course design is ready. Thus, there are just these three stages in ESP for Hutchinson and Waters (1987).
Reason (R)
Using the analogy of a tree, Hutchinson and Waters (1987) defined ESP as a language product whose root is English Language Teaching (ELT) and branches are English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Thus, the main point of ESP is to teach specialized vocabulary.
Literacy involves having the wherewithal to base one’s interpretive and creative decisions on one’s personal purposes, one’s understanding of the medium one is working with, and the conditions of possibility of reception, acceptance, or rejection by others. The importance of the medium translates into a number of pedagogical goals for language and literacy education:
• To develop learners’ ability to reflect on relationships between language forms and their material contexts.
• To make learners aware of how those relationships change over time and through different mediums and different cultures of reading (i.e., to make learners aware of the historical precedents that have helped shape the communication technologies they use).
• To develop learners’ ability to analyze mediums to identify their ideological (or commercial) underpinnings, and to be aware of how mediums can be used to manipulate consumers and citizens, and to resist such manipulation. To accomplish these goals, teachers should engage learners with questions about how the new media born of the digital age relate to ‘old’ media, and perhaps even ancient media, to allow them to discover what aspects of literacy have remained relatively constant, which have changed, and what the significance of those changes might be.
KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.
Based on the text, which of the following best describes the pedagogical goals for language and literacy education in the context of media?
Introductory classroom Young EFL learners in an English language school. Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn: Teacher: Sophia, how are you? Student: Fine, how are you? Teacher: Francisco, how are you? Student: Fine, how are you? Teacher: Valentina, how are you? Student: Fine, how are you? If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.
In Avaliação da aprendizagem de línguas e os multiletramentos, Duboc (2015) states that the emergence of new literacies in the post-typographical society is closely related to a new understanding of subject, language and meaning making processes. Regarding knowledge construction in both moments discussed by the author, it is correct to say that:
Fonte: Disponível em: https://www.cartoonstock.com/ cartoon?searchID=CS249584. Acesso em: 2 ago. 2024.
The comic cartoons, frequently, highlight an interesting linguistic construction often censured by grammarians: the use of double negatives to articulate a single negation. The critique of double negatives is based on the notion that negation is an absolute concept; something is either present or absent, and adding a second negative into a sentence does not make it more negative than it was before. However, Swan (2005, p. 364) reminds us that “multiple negatives are sometimes used instead of simple positive structures for special stylistic effects. This is rather literary; in spoken English, it can seem unnatural or old-fashioned”. In which of the alternatives bellow there is a purposeful use of a double negative structure for stylistic gains?
The use of the word ‘America’ in the singular and without an adjective may shock the reader. In the expressions ‘God bless America’ or ‘Make America great again’, the part is taken for the whole. In Latin America, people speak more accurately of the Americas - Las Americas. ‘America’ was the baptismal name given in I507 by the German cartographer Martin Waldseemüller in Saint-Diédes-Vosges, based on the voyage of the Italian Amerigo Vespucci to only the southern half of the Western hemisphere. The symbolic cornering of its two continents by English-speaking and Protestant America, ignoring the Romance languages and Catholic traditions in the rest of the New World, has since expressed the relationship of forces between them. In what follows, the word designates less a state and a territory than a certain form of civilization.
DEBRAY, Regis. Civilization. How we all became American. Verso: London, 2019.
According to the text, what does the use of the term ‘America’ without an adjective signify in the context of English-speaking and Protestant America?
According to Dudley-Evans and St John (1998, 10-11), there are several widely-believed essential advantages of ESP courses: they are more motivating than EGP courses as they focus on the learner’s needs, more cost-effective, and the aims are widely accepted by learners. However, the level of motivation depends on the individual learner especially in ESP as learners seek variety from the commonly addressed topics. The problem here is that it is, naturally, easier to do specific work with highly motivated students whereas with less motivated students teachers tend to stick with more general work and topics. In ESP, it is crucial to present any teaching activity in a context regardless of the aim. Dudley-Evans and St John distinguish in this respect “carrier content” and “real content” (1998, 11): carrier content describes an authentic topic to teach the real content which is the language of process.
KOPPITSCH, Gerlinde. Teaching English for Specific Purposes. An action research project. Master Thesis. Alpen-Adria-Universität Klagenfurt, Klagenfurt, 2019.
According to the text, what is a crucial aspect of teaching English for Specific Purposes (ESP) courses?
What are the four main elements of the communicative competence framework presented by Canale and Swain (1980) which is the foundation of many studies on English language teaching like Almeida Filho (2005)?
Human Rights Education is a permanent, ongoing, and global approach.
Regarding the use of reading strategies, judge the statement below:
Effective use of skimming requires the reader to
process every word in a text to ensure complete
understanding of the material before moving on to scanning for specific information.
Regarding the use of reading strategies, judge the statement below:
Skimming is primarily used to locate specific
information within a text, such as dates or names, by
quickly moving the eyes over the content to find these
details without focusing on the entire text.
Regarding the use of reading strategies, judge the statement below:
Prediction as a reading strategy involves making
educated guesses about the content and direction of a
text based on its title, headings, and any accompanying
visuals before engaging in the actual reading.
Regarding the use of reading strategies, judge the statement below:
Scanning is an effective reading strategy when the
reader needs to quickly identify the overall gist of a text,
focusing on understanding the main ideas rather than
specific details.
Read the text below:
Educating future technology engineers
While much of the world's wireless communications technologies, such as cell phones, run on 5G mobile networks, engineers already have their eyes on developing future-generation networks. One of these engineers is Yanchao Zhang, a professor of electrical engineering in the Ira A. Fulton Schools of Engineering at Arizona State University.
Zhang runs the DOD Center of Excellence in Future
Generation Wireless Technology, or FutureG Center of
Excellence. Led by ASU and funded by the U.S.
Department of Defense (DOD), the center includes
collaborators from the U.S. Army Combat Capabilities
Development Command Army Research Laboratory, the
U.S. DOD and The Ohio State University.
The FutureG Center of Excellence aims to advance
mobile network technology for wireless communications
that are more secure, faster and more reliable. Artificial
intelligence, or AI, and machine learning are also up for
potential inclusion.
The center also has outreach and workforce
development initiatives to increase the number of workers
in the wireless communications engineering field. As part
of this initiative, the center hosted a five-day FutureG
Summer Research Camp on ASU's Tempe campus in
May that is planned yearly.
The inaugural camp hosted 25 undergraduate students from the School of Electrical, Computer and Energy Engineering and the School of Computing and Augmented Intelligence, both part of the Fulton Schools. The participants learned about a variety of engineering disciplines related to electronics, including cybersecurity, signal processing, augmented and virtual reality, or AR and VR.
To choose the 25 students, Zhang and his colleagues in the FutureG Center of Excellence — Antonia Papandreou-Suppappola and Chaitali Chakrabarti, both Fulton Schools professors of electrical engineering — selected from 78 applicants.
"I was thrilled to see so many motivated, highly qualified young minds interested in cutting-edge research topics," he says. "Notably, half of the participants were women and underrepresented minority students, who were selected based on the same criteria as all applicants."
In line with the Fulton Schools value of building a
foundation for all to be successful, students participated
in sessions each day featuring lectures and
demonstrations from experts in the topic areas. The
presenters beyond Zhang included a variety of Fulton
Schools electrical and computer engineering and computer science faculty members and external FutureG
Center of Excellence collaborators.
"The goal of this summer camp is to expose highly qualified Fulton Schools undergraduate students to the latest topics and opportunities in the future generation wireless technology field and within the FutureG Center of Excellence," Zhang says. "We aim to motivate their academic and research interests in the future wireless technology area, ultimately contributing to the U.S. workforce in this field."
Among the student participants inspired to further research future wireless communications technology is Diego Quintero, a Fulton Schools undergraduate student majoring in electrical engineering who just completed his sophomore year.
Before the program, Quintero was only considering studying electrical engineering through the Fulton Schools accelerated master's degree program, which enables students to complete graduate coursework while completing their bachelor's degree, saving them time. Now he's planning to apply to the program in the 2024− 25 academic year.
Quintero says the FutureG summer camp helped him understand how the engineering skills he learned in the classroom are applied to technology development.
"Learning about such fascinating advancements in the thriving tech industry has strengthened my ideologies and passion for pursuing a career in this field," he says. "There are so many interesting careers and research opportunities. I believe it's a great way to learn more about specific roles in engineering."
For Mounia Bazzi, an undergraduate electrical engineering student who just completed the first year of her program, the FutureG summer camp helped her build on principles she learned while exploring engineering specializations. While Bazzi initially learned about using the MATLAB programming software in her FSE 100: Introduction to Engineering class, she explored MATLAB's signal processing tools in a session led by Papandreou-Suppappola.
Bazzi found that hearing from graduate students who are working with session presenters was especially helpful in learning about research conducted at ASU. The presentations inspired her interest to pursue her own research, and she contacted Guoliang Xue, a Fulton Schools professor of computer science and engineering involved in the camp, to ask if she could work under him in fall 2024.
Bazzi says her favorite part of the experience was the final day of the camp, which took place at ASU's Media and Immersive eXperience Center, or MIX Center.
"The most fun part of the camp was experiencing AR and VR systems with Dr. Robert LiKamWa," Bazzi says. "After going through different VR immersive narratives, we formed groups and used Dreamscape to build our own VR world that we then got to experience."
The session led by LiKamWa, a Fulton Schools associate
professor of electrical engineering with a joint appointment in ASU's School of Arts, Media and Engineering, was also Shannen Aganon's favorite part of the camp.
"Exploring and developing VR experiences was both
exciting and educational," says Aganon, a rising senior
majoring in computer science. "It is definitely interesting
to see how immersive technology can transform so
much."
During the camp, Aganon aimed to learn more about different engineering fields within electrical engineering.
"Attending this camp session broadened my appreciation
of how different engineering disciplines interconnect and
definitely allowed me to reach my goal," she says.
Aganon says the camp confirmed her passion for engineering through the variety offered within the field and the hands-on collaborative activities. She also enjoyed the networking, new friendships and skills the camp taught her
"If you would like a unique way to gain hands-on
experience, this camp offers invaluable opportunities,"
Aganon says.
Judge the excerpts from the text.
Acesso em: https://tinyurl.com/yck35f65
Read the text below:
Educating future technology engineers
While much of the world's wireless communications technologies, such as cell phones, run on 5G mobile networks, engineers already have their eyes on developing future-generation networks. One of these engineers is Yanchao Zhang, a professor of electrical engineering in the Ira A. Fulton Schools of Engineering at Arizona State University.
Zhang runs the DOD Center of Excellence in Future
Generation Wireless Technology, or FutureG Center of
Excellence. Led by ASU and funded by the U.S.
Department of Defense (DOD), the center includes
collaborators from the U.S. Army Combat Capabilities
Development Command Army Research Laboratory, the
U.S. DOD and The Ohio State University.
The FutureG Center of Excellence aims to advance
mobile network technology for wireless communications
that are more secure, faster and more reliable. Artificial
intelligence, or AI, and machine learning are also up for
potential inclusion.
The center also has outreach and workforce
development initiatives to increase the number of workers
in the wireless communications engineering field. As part
of this initiative, the center hosted a five-day FutureG
Summer Research Camp on ASU's Tempe campus in
May that is planned yearly.
The inaugural camp hosted 25 undergraduate students from the School of Electrical, Computer and Energy Engineering and the School of Computing and Augmented Intelligence, both part of the Fulton Schools. The participants learned about a variety of engineering disciplines related to electronics, including cybersecurity, signal processing, augmented and virtual reality, or AR and VR.
To choose the 25 students, Zhang and his colleagues in the FutureG Center of Excellence — Antonia Papandreou-Suppappola and Chaitali Chakrabarti, both Fulton Schools professors of electrical engineering — selected from 78 applicants.
"I was thrilled to see so many motivated, highly qualified young minds interested in cutting-edge research topics," he says. "Notably, half of the participants were women and underrepresented minority students, who were selected based on the same criteria as all applicants."
In line with the Fulton Schools value of building a
foundation for all to be successful, students participated
in sessions each day featuring lectures and
demonstrations from experts in the topic areas. The
presenters beyond Zhang included a variety of Fulton
Schools electrical and computer engineering and computer science faculty members and external FutureG
Center of Excellence collaborators.
"The goal of this summer camp is to expose highly qualified Fulton Schools undergraduate students to the latest topics and opportunities in the future generation wireless technology field and within the FutureG Center of Excellence," Zhang says. "We aim to motivate their academic and research interests in the future wireless technology area, ultimately contributing to the U.S. workforce in this field."
Among the student participants inspired to further research future wireless communications technology is Diego Quintero, a Fulton Schools undergraduate student majoring in electrical engineering who just completed his sophomore year.
Before the program, Quintero was only considering studying electrical engineering through the Fulton Schools accelerated master's degree program, which enables students to complete graduate coursework while completing their bachelor's degree, saving them time. Now he's planning to apply to the program in the 2024− 25 academic year.
Quintero says the FutureG summer camp helped him understand how the engineering skills he learned in the classroom are applied to technology development.
"Learning about such fascinating advancements in the thriving tech industry has strengthened my ideologies and passion for pursuing a career in this field," he says. "There are so many interesting careers and research opportunities. I believe it's a great way to learn more about specific roles in engineering."
For Mounia Bazzi, an undergraduate electrical engineering student who just completed the first year of her program, the FutureG summer camp helped her build on principles she learned while exploring engineering specializations. While Bazzi initially learned about using the MATLAB programming software in her FSE 100: Introduction to Engineering class, she explored MATLAB's signal processing tools in a session led by Papandreou-Suppappola.
Bazzi found that hearing from graduate students who are working with session presenters was especially helpful in learning about research conducted at ASU. The presentations inspired her interest to pursue her own research, and she contacted Guoliang Xue, a Fulton Schools professor of computer science and engineering involved in the camp, to ask if she could work under him in fall 2024.
Bazzi says her favorite part of the experience was the final day of the camp, which took place at ASU's Media and Immersive eXperience Center, or MIX Center.
"The most fun part of the camp was experiencing AR and VR systems with Dr. Robert LiKamWa," Bazzi says. "After going through different VR immersive narratives, we formed groups and used Dreamscape to build our own VR world that we then got to experience."
The session led by LiKamWa, a Fulton Schools associate
professor of electrical engineering with a joint appointment in ASU's School of Arts, Media and Engineering, was also Shannen Aganon's favorite part of the camp.
"Exploring and developing VR experiences was both
exciting and educational," says Aganon, a rising senior
majoring in computer science. "It is definitely interesting
to see how immersive technology can transform so
much."
During the camp, Aganon aimed to learn more about different engineering fields within electrical engineering.
"Attending this camp session broadened my appreciation
of how different engineering disciplines interconnect and
definitely allowed me to reach my goal," she says.
Aganon says the camp confirmed her passion for engineering through the variety offered within the field and the hands-on collaborative activities. She also enjoyed the networking, new friendships and skills the camp taught her
"If you would like a unique way to gain hands-on
experience, this camp offers invaluable opportunities,"
Aganon says.
Judge the excerpts from the text.
Acesso em: https://tinyurl.com/yck35f65
Read the text below:
Educating future technology engineers
While much of the world's wireless communications technologies, such as cell phones, run on 5G mobile networks, engineers already have their eyes on developing future-generation networks. One of these engineers is Yanchao Zhang, a professor of electrical engineering in the Ira A. Fulton Schools of Engineering at Arizona State University.
Zhang runs the DOD Center of Excellence in Future
Generation Wireless Technology, or FutureG Center of
Excellence. Led by ASU and funded by the U.S.
Department of Defense (DOD), the center includes
collaborators from the U.S. Army Combat Capabilities
Development Command Army Research Laboratory, the
U.S. DOD and The Ohio State University.
The FutureG Center of Excellence aims to advance
mobile network technology for wireless communications
that are more secure, faster and more reliable. Artificial
intelligence, or AI, and machine learning are also up for
potential inclusion.
The center also has outreach and workforce
development initiatives to increase the number of workers
in the wireless communications engineering field. As part
of this initiative, the center hosted a five-day FutureG
Summer Research Camp on ASU's Tempe campus in
May that is planned yearly.
The inaugural camp hosted 25 undergraduate students from the School of Electrical, Computer and Energy Engineering and the School of Computing and Augmented Intelligence, both part of the Fulton Schools. The participants learned about a variety of engineering disciplines related to electronics, including cybersecurity, signal processing, augmented and virtual reality, or AR and VR.
To choose the 25 students, Zhang and his colleagues in the FutureG Center of Excellence — Antonia Papandreou-Suppappola and Chaitali Chakrabarti, both Fulton Schools professors of electrical engineering — selected from 78 applicants.
"I was thrilled to see so many motivated, highly qualified young minds interested in cutting-edge research topics," he says. "Notably, half of the participants were women and underrepresented minority students, who were selected based on the same criteria as all applicants."
In line with the Fulton Schools value of building a
foundation for all to be successful, students participated
in sessions each day featuring lectures and
demonstrations from experts in the topic areas. The
presenters beyond Zhang included a variety of Fulton
Schools electrical and computer engineering and computer science faculty members and external FutureG
Center of Excellence collaborators.
"The goal of this summer camp is to expose highly qualified Fulton Schools undergraduate students to the latest topics and opportunities in the future generation wireless technology field and within the FutureG Center of Excellence," Zhang says. "We aim to motivate their academic and research interests in the future wireless technology area, ultimately contributing to the U.S. workforce in this field."
Among the student participants inspired to further research future wireless communications technology is Diego Quintero, a Fulton Schools undergraduate student majoring in electrical engineering who just completed his sophomore year.
Before the program, Quintero was only considering studying electrical engineering through the Fulton Schools accelerated master's degree program, which enables students to complete graduate coursework while completing their bachelor's degree, saving them time. Now he's planning to apply to the program in the 2024− 25 academic year.
Quintero says the FutureG summer camp helped him understand how the engineering skills he learned in the classroom are applied to technology development.
"Learning about such fascinating advancements in the thriving tech industry has strengthened my ideologies and passion for pursuing a career in this field," he says. "There are so many interesting careers and research opportunities. I believe it's a great way to learn more about specific roles in engineering."
For Mounia Bazzi, an undergraduate electrical engineering student who just completed the first year of her program, the FutureG summer camp helped her build on principles she learned while exploring engineering specializations. While Bazzi initially learned about using the MATLAB programming software in her FSE 100: Introduction to Engineering class, she explored MATLAB's signal processing tools in a session led by Papandreou-Suppappola.
Bazzi found that hearing from graduate students who are working with session presenters was especially helpful in learning about research conducted at ASU. The presentations inspired her interest to pursue her own research, and she contacted Guoliang Xue, a Fulton Schools professor of computer science and engineering involved in the camp, to ask if she could work under him in fall 2024.
Bazzi says her favorite part of the experience was the final day of the camp, which took place at ASU's Media and Immersive eXperience Center, or MIX Center.
"The most fun part of the camp was experiencing AR and VR systems with Dr. Robert LiKamWa," Bazzi says. "After going through different VR immersive narratives, we formed groups and used Dreamscape to build our own VR world that we then got to experience."
The session led by LiKamWa, a Fulton Schools associate
professor of electrical engineering with a joint appointment in ASU's School of Arts, Media and Engineering, was also Shannen Aganon's favorite part of the camp.
"Exploring and developing VR experiences was both
exciting and educational," says Aganon, a rising senior
majoring in computer science. "It is definitely interesting
to see how immersive technology can transform so
much."
During the camp, Aganon aimed to learn more about different engineering fields within electrical engineering.
"Attending this camp session broadened my appreciation
of how different engineering disciplines interconnect and
definitely allowed me to reach my goal," she says.
Aganon says the camp confirmed her passion for engineering through the variety offered within the field and the hands-on collaborative activities. She also enjoyed the networking, new friendships and skills the camp taught her
"If you would like a unique way to gain hands-on
experience, this camp offers invaluable opportunities,"
Aganon says.
Judge the excerpts from the text.
Acesso em: https://tinyurl.com/yck35f65
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