Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.692 questões
Ano: 2018
Banca:
EDUCA
Órgão:
Prefeitura de Patos - PB
Prova:
EDUCA - 2018 - Prefeitura de Patos - PB - Professor de Educação Básica II - Língua Inglesa |
Q1801493
Inglês
Assinale a alternativa que corresponde à sequência que
completa as lacunas a seguir:
__________ Indian the ecologist saw, started
__________ horrible fire because of __________ ordinary yellow bird __________ flew over his head.
Ano: 2018
Banca:
EDUCA
Órgão:
Prefeitura de Patos - PB
Prova:
EDUCA - 2018 - Prefeitura de Patos - PB - Professor de Educação Básica II - Língua Inglesa |
Q1801487
Inglês
Is ‘Facebook’, the social networking website, making us narcissist? A new book argues we are much more
self-absorbed nowadays, stating that technology is to
blame. I tweet, therefore I am. Or is it, I tweet, therefore
I am insufferable? As if adult celebrities that pop out on
the red carpets were not clue enough, we now have
statistical evidence that we are a lot more in love with
ourselves than we used to be. This social phenomenon
has raised fields of research to academic studies
nowadays. In the book ‘The Narcissism Epidemic:
Living in the Age of Entitlement’, Jean M. Twenge, a
professor of psychology at San Diego State University,
and W. Keith Campbell, a social psychologist at the
University of Georgia, look to the Narcissistic
Personality Inventory, which measures self-regard, materialism, and lack of empathy. They found that the
number of college students scoring high on the test has
risen by 30 percent since the early 1980’s.
What kind of human behavior is central to the study
mentioned in the text?
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798484
Inglês
Texto associado
QUESTION
Technological change – from consumers to producers
Chris Pim
Over the last 20 years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into the educational sector, but slowly teachers have realised the need to adapt their practice in order to reflect the changing nature of technological use in the wider world.
In the past, technology has predominately been used to source and consume information, whereas today‟s learners have become particularly adept at creating and collaboratively developing content for a wide variety of purposes, for example so-called Web 2.0 tools such as blogs, forums and wikis. Moreover, children and young people are now becoming increasingly interested in the concept of „content curation‟ –selecting, sifting, showcasing and sharing content with friends, family and peers.
The change from a „read Web‟ to a „read/write Web‟ has encouraged teachers to become increasingly inventive in their approach to engaging technologically savvy learners who want to publish their work within an ever expanding arena.
(…)
PIM, Chris. Emerging Technologies, emerging minds:
digital innovations within the primary sector. In
MOTTERAM, Gary (Ed.) Innovations in learning
technologies for English language teaching.
London: British Council, 2013.
(Concurso Milagres/2018) According
to Chris Pim’s words:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798470
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018) From the
information presented in the text, one
can NOT infer that:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798469
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018)
According to the text, authentic
materials:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798466
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) The
expression target language refers to:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798463
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) The text
suggests that:
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798462
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) According
to the text, it is correct to say that:
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790323
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
The words Marcia uses in the sentence “Please don’t tell
me you’ve been taking cold again” show that
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790322
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
The phrase “two previous campaigns in behalf of
humanity’s perpetuity” means that Marcia
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790320
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
When the narrator of the text says that the doctor had advised against the stairs, the understanding is that
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790319
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
After the second ring of the doorbell, Marcia
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790318
Inglês
Texto associado
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
According to the text, in order to lead the learner from the
reading stage into the task of production,
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787509
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
The underlined word in “Or, they may be caused
by missing parts.”, is being used to express:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787507
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
In the sentence “Such bottlenecks creep up on
management and demand more thorough investigation.“, the underlined words refer to the ones:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787506
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
We can conclude from the last paragraph of the
text that subtle bottlenecks are the ones that:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787504
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
Study the following sentence:
“… with production demands that should not have been placed on them.”
The underlined words are being used to express:
“… with production demands that should not have been placed on them.”
The underlined words are being used to express:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787502
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
One of the causes for bottlenecks be stationary is:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787501
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
Which of the sentences below best describes the
word Bottleneck according to the text:
Ano: 2018
Banca:
FEPESE
Órgão:
ABEPRO
Prova:
FEPESE - 2018 - ABEPRO - Processo de Seleção - Edital 001/2018 |
Q1787498
Inglês
Texto associado
(Title)
Production bottlenecks are generally considered to be temporary blockades to increased output; they can be thrown up anywhere along the course of a production process. Some are easy to identify and to remedy, while others are devilish.
The bottleneck that is easy to cope................................. is stationary. Work-in-process inventory piles..................... quickly behind it; clearly, little is getting through. Its cause is usually also clear – a machine has broken........................ or key workers are absent or demand has simply outstripped the clear, rated capacity of a machine – and the remedy follows easily. Such bottlenecks often occur........................ service operations, causing customer waits.
More subtle are bottlenecks that shift from one part of the process to another or that have no clear cause. Inventories build up in different places and at different times. Such bottlenecks creep up on management and demand more thorough investigation. Perhaps they were detected as flaws in a product’s quality caused inadvertently by one or more workers trying to keep pace with production demands that should not have been placed on them. Or, they may be caused by missing parts. They may be caused by new product startup or changes in the mix of products through the factory. In such cases the remedies are less clear-cut, and some analysis is called for.
The word they in paragraph 1, refers to:
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