Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
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“Atticus told me to delete the adjectives
and I'd have the facts” was removed from the book
“To Kill a Mockingbird” by Harper Lee.
Based on the quote from exercise 38, it is possible to state that:
– Atticus believes that adjectives are a disguise for the truth.
– Atticus believes that the facts are misled by the use of adjectives.
– Atticus suggested that, if you are looking for accuracy, adjectives should be taken into account.
– Once you acknowledge adjectives used to describe an event, you will have a raw understanding of the facts.
Australia fires: What's being done to fight the flames?
Large parts of Australia __________ (devastate) by the worst wildfires the country __________ (see) in decades, with huge blazes tearing through bush, woodland and national parks. Record-breaking temperatures and months of drought __________ (help) the fires burn an estimated 10 million hectares (100,000 sq km) of land since 1 July.
Bushfire conditions EASED over the weekend, giving fire crews a period of temporary respite. But authorities __________ (say) the huge fires will persist until there is substantial rainfall. More hot weather is __________ (expect) next week and the risk was far from over, they said. Thousands of firefighters are still battling blazes across large swathes of Australia - ranging in size from small fires to infernos burning across hectares of land. Entire towns have been engulfed and residents across several states have lost their homes. At least 28 people have died.
State and federal authorities have been working together to try to stem the spread. While they have managed to contain some within a matter of days, the biggest blazes have been burning for months.
At least 3,700 firefighters are on the ground at any one time across the country during the worst periods, according to the country's state fire services. Most are in the worst-hit states of New South Wales (NSW) and Victoria. When fires have been at their worst, about 2,700 firefighters have been battling the blazes at any one time in NSW alone. Ben Shepherd, of the NSW Rural Fire Service, said his colleagues had dealt with 4.2m hectares of burning land this season, compared with the typical 300,000 hectares. "It's been an incredibly long campaign," he said.
Fire crews across the country have been joined by 3,000 army, navy and air force reservists who are assisting with search and rescue and clean-up efforts. Further support coming from the US, Canada, and New Zealand, who have sent additional teams and equipment to help.
(https://www.bbc.com/news/world-australia-51008051 )
Off to 'big school'? Some pupils need extra support, says Ofsted
Primary schools should identify pupils whose behaviour may be at risk of deteriorating when they reach secondary school, a report for Ofsted suggests. Head teachers told Ofsted some pupils could struggle more than others with the move to "big school" and might benefit from extra support. This could be offered to help minimise the risk of such pupils misbehaving when they arrive, they said. It comes as thousands of pupils have just started secondary school. England's education watchdog, Ofsted, has announced a new push on behaviour management for teachers.
Ofsted says it will be adopting a new focus on behaviour management when it inspects teacher training providers. Its aim is to ensure that teachers are well trained in principles of behaviour management, so that all pupils can be offered quality education. Poor behaviour is increasingly seen as a communication of need, rather than a child simply being badly behaved.
Ofsted chief inspector Amanda Spielman said: "Positive behaviour needs to be taught as early on as possible, and expectations raised as children get older. “For some pupils, going from a relatively small primary community, where you're known by everyone and where you have a close relationship with a small number of teachers, to a much larger secondary school with several teachers, will be particularly challenging," she added. "The schools in our sample felt that it was important to identify pupils who were particularly at risk well before they started secondary school, so that they could provide appropriate support and prepare them for life in the 'big school'. "
The aim is to prevent pupils from falling behind as they struggle with the transition, which head teachers said could lead to a SPIKE in challenging behaviour. But the report was keen to point out that early identification of potential issues should not result in secondary schools discouraging entries from certain pupils. Ms Spielman is clear that good behaviour benefits everyone, by providing a positive setting for learning.
( hdttps://www.bbc.com/news/education-49661576 )
Off to 'big school'? Some pupils need extra support, says Ofsted
Primary schools should identify pupils whose behaviour may be at risk of deteriorating when they reach secondary school, a report for Ofsted suggests. Head teachers told Ofsted some pupils could struggle more than others with the move to "big school" and might benefit from extra support. This could be offered to help minimise the risk of such pupils misbehaving when they arrive, they said. It comes as thousands of pupils have just started secondary school. England's education watchdog, Ofsted, has announced a new push on behaviour management for teachers.
Ofsted says it will be adopting a new focus on behaviour management when it inspects teacher training providers. Its aim is to ensure that teachers are well trained in principles of behaviour management, so that all pupils can be offered quality education. Poor behaviour is increasingly seen as a communication of need, rather than a child simply being badly behaved.
Ofsted chief inspector Amanda Spielman said: "Positive behaviour needs to be taught as early on as possible, and expectations raised as children get older. “For some pupils, going from a relatively small primary community, where you're known by everyone and where you have a close relationship with a small number of teachers, to a much larger secondary school with several teachers, will be particularly challenging," she added. "The schools in our sample felt that it was important to identify pupils who were particularly at risk well before they started secondary school, so that they could provide appropriate support and prepare them for life in the 'big school'. "
The aim is to prevent pupils from falling behind as they struggle with the transition, which head teachers said could lead to a SPIKE in challenging behaviour. But the report was keen to point out that early identification of potential issues should not result in secondary schools discouraging entries from certain pupils. Ms Spielman is clear that good behaviour benefits everyone, by providing a positive setting for learning.
( hdttps://www.bbc.com/news/education-49661576 )
Off to 'big school'? Some pupils need extra support, says Ofsted
Primary schools should identify pupils whose behaviour may be at risk of deteriorating when they reach secondary school, a report for Ofsted suggests. Head teachers told Ofsted some pupils could struggle more than others with the move to "big school" and might benefit from extra support. This could be offered to help minimise the risk of such pupils misbehaving when they arrive, they said. It comes as thousands of pupils have just started secondary school. England's education watchdog, Ofsted, has announced a new push on behaviour management for teachers.
Ofsted says it will be adopting a new focus on behaviour management when it inspects teacher training providers. Its aim is to ensure that teachers are well trained in principles of behaviour management, so that all pupils can be offered quality education. Poor behaviour is increasingly seen as a communication of need, rather than a child simply being badly behaved.
Ofsted chief inspector Amanda Spielman said: "Positive behaviour needs to be taught as early on as possible, and expectations raised as children get older. “For some pupils, going from a relatively small primary community, where you're known by everyone and where you have a close relationship with a small number of teachers, to a much larger secondary school with several teachers, will be particularly challenging," she added. "The schools in our sample felt that it was important to identify pupils who were particularly at risk well before they started secondary school, so that they could provide appropriate support and prepare them for life in the 'big school'. "
The aim is to prevent pupils from falling behind as they struggle with the transition, which head teachers said could lead to a SPIKE in challenging behaviour. But the report was keen to point out that early identification of potential issues should not result in secondary schools discouraging entries from certain pupils. Ms Spielman is clear that good behaviour benefits everyone, by providing a positive setting for learning.
( hdttps://www.bbc.com/news/education-49661576 )
Based on the text decide whether the sentences below are true (T) or false (F):
– Ofsted claims that, once tracking student’s
behaviour in primary school, it will increase the
rate of challenging behaviour in secondary
school.
– The text supports that the move from primary to secondary school can be a difficult transition for all students.
– Poor behaviour is a way of asking for help and teachers should be trained to spot them.
– Going from a small and comfortable environment to a new school could lead to insecurities, which could cause bad behaviour and poor learning.
– Teachers are being trained to spot behaviour that could indicate possible transition difficulties in the future.
According to Brown (2007), which of the strategies below is not a strategy for ESL reading comprehension:
Questions 37 and 38 refer to the text below
Listening challenges for English language learners
There are many difficulties an individual may face in understanding a talk, lecture or conversation in a second language (and sometimes even in their first language). The speaker, the situation and the listener can all be the cause of these difficulties.
Contributing factors include the speaker talking quickly, background noise, a lack of visual clues (such as on the telephone), the listener’s limited vocabulary, a lack of knowledge of the topic, and an inability to distinguish individual sounds.
While the challenges posed by the speaker or the situation may be out of the listener’s hands, there are a few skills or 'strategies' that English learners can use to help them along
.
Choose the option that contains an INCORRECT definition of the words according to their meaning in the text above.
Questions 37 and 38 refer to the text below
Listening challenges for English language learners
There are many difficulties an individual may face in understanding a talk, lecture or conversation in a second language (and sometimes even in their first language). The speaker, the situation and the listener can all be the cause of these difficulties.
Contributing factors include the speaker talking quickly, background noise, a lack of visual clues (such as on the telephone), the listener’s limited vocabulary, a lack of knowledge of the topic, and an inability to distinguish individual sounds.
While the challenges posed by the speaker or the situation may be out of the listener’s hands, there are a few skills or 'strategies' that English learners can use to help them along
.
Choose the alternative with the CORRECT order of procedures for learners to improve their listening skills.
Questions 32 and 33 refer to the text below:
The most striking aspect of linguistic competence is what we may call the creativity of language, that is, the speaker’s ability to produce new sentences, sentences that are immediately understood by other speakers although they bear no physical resemblance to sentences which are familiar. The fundamental importance of this creative aspect of language has been recognized since the seventeenth century.
The best word to replace the term “bear” in the text is
Questions 32 and 33 refer to the text below:
The most striking aspect of linguistic competence is what we may call the creativity of language, that is, the speaker’s ability to produce new sentences, sentences that are immediately understood by other speakers although they bear no physical resemblance to sentences which are familiar. The fundamental importance of this creative aspect of language has been recognized since the seventeenth century.
Which is the topic addressed in the text?
According to the New World Encyclopedia, Philosophy of language is the reasoned inquiry into the nature, origins, and usage of language. As a topic, the philosophy of language for Analytic Philosophers has been concerned with four central problems, which are:
(Available at: https://www.newworldencyclopedia.org/entry/Philosophy_of_language )
Concerning Bilingualism, analyze the following statements (Gleason, J. B. e Ratner, N. B. The Development of Language. Pearson: Boston, 2009):
I. When a speaker gains a second language while retaining a first language, the process is called additive language. Often, the acquisition of the second language is seen as an asset, as enhancing the prestige and social and economic prowess of the speaker.
II. Subtractive bilingualism refers to the loss of fluency in one’s native language that occurs when acquiring a second language.
III. Being younger is an advantage in terms of the rate of acquisition, as younger learners acquire a second language more rapidly than older learners in untutored settings.
IV. The acquisition of a second language could occur in submersion settings in which the person is surrounded by native speakers of that second language, or in immersion settings, in which the person and other people received instruction in that second language only.
V. Children growing up learning two or more languages simultaneously can do so without difficulty and in much the same way as do monolingual children.
Check the alternative that presents the number of the CORRECT statements:
Norman Fairclough is one of the founders of Critical discourse analysis (CDA), which studies how power is exercised through language. According to him, CDA is a positioning concerning language that associates linguistic text analysis with a social theory of the functioning of language in political and ideological processes (Fairclough, N. Critical Language Awareness. Routledge: London, 1992). Write (T) for those that are true and (F) for those that are false in relation to the CDA theoretical basis.
( ) The object of analysis is linguistic texts which are analyzed in terms of their own specificity.
( ) In addition to text, the processes of text production and interpretation are themselves analyzed. Analysis is interpretation.
( ) Texts must be homogeneous and ambiguous and features of different genre types might be drawn upon in interpreting them.
( ) Discourse is socially constructive, constituting social subjects, social relations and systems of knowledge and belief.
( ) Discourse analysis is concerned only with power relations in discourse and how it transform the social practices of a society.
( ) Analysis of discourse attends to its functioning in the creative transformation of ideologies and practices as well as its function in securing their reproduction.
Check the alternative that shows the CORRECT sequence:
The use of authentic materials in the classroom can be beneficial to the learner because of the real language exposure supporting a more creative approach to teaching, the possibility of practicing skimming and scanning, the encouragement to reading for pleasure, among others. Nevertheless, using authentic materials in ESP classes can also have some disadvantages, such as:
In relation to designing translation courses, three approaches, or three organizing principles can be followed: (1) the inductive approach, (2) the deductive approach, or (3) the functional approach. Associate the approaches (1), (2) and (3) on the right column, to the propositions that characterize them on the left column.
(1) the inductive approach
(2) the deductive approach
(3) the functional approach
( ) Teaching is based on certain topics related to translation techniques
( ) Teachers decide what skills are necessary for translation and aim to develop these skills without necessarily using translation tasks.
( ) In this approach, teaching does not begin with a text but with a translation problem
( ) The process of teaching is organized by text-selection
( ) In this approach teaching is organized around particular skills to be developed
( ) Since in a text-based class only problems occurring in the given text appear, it might happen that important translation problems remain untackled.
The CORRECT sequence, from top to bottom, is:
The following are aspects or concerns of a Genre Approach to English as a second language:
I. The relationship between texts and their contexts.
II. The purpose or intention of a text.
III. Reader has the main role.
IV. Writing as a social activity.
V. Teacher’s role is authoritarian.
Choose the CORRECT option:
Raimes (1998) classifies the teaching practices of writing in L2 according to four main focuses: the form, the author, the content and the reader. Associate the column on the right side to the column on the left.
(1) This approach links writing to the content of the student's area of study, seeking to teach the specific rhetorical conventions of the subject.
(2) This approach understands that writing is influenced by the values, expectations and conventions of the discourse communities that will consume the written work.
(3) This proposal is centered on the final product, which should show the domain of certain grammatical, semantic and rhetorical.
(4) This proposal focuses on the process and use of cognitive strategies for producing texts. This is why it is called a "procedural" proposal, which emphasizes a pedagogy focused on the planning and development of ideas and the production of multiple drafts of a text, giving relevance to the recursive, non-linear character of writing.
( ) The form
( ) The author
( ) The content
( ) The reader
The CORRECT sequence, from top to bottom, is:
Read the following statements and decide if they are true (T) or false (F).
( ) Technologies of information and communication create new genres as Twitter and YouTube. These novelties demand a new way to think teaching English as a second language.
( ) Reading and writing have been affected by new technologies. Images and hyperlinks have become an integrated part of the new genres.
( ) Teaching English as a second language has to follow different concepts of language learning and abstract from the changes society goes through.
( ) Intertextuality is a relevant characteristic of the technological genres.
( ) Multimedia educational proposals contribute to a contextualized teaching and to a better understanding of the world.
Choose the alternative which CORRECTLY shows if the statements are true of false:
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