Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
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Read the following article and answer question based on the text.
Faced with the unprecedented stream of migrants fleeing war and trauma in the Middle East and North Africa, Europe needs to take clear-sighted action.
For its part, the UK has agreed to take 20,000 refugees, a significant portion of whom will likely be children and orphans according to report. One key aspect in ensuring their smooth settlement in the UK will be providing these refugees with language training.
Many Syrians are well-educated and many speak fluent English. Others, however, do not speak English well enough to function professionally within the UK. The issue of language is so fundamental to our lives that we often overlook it. Several multi-million pound training contracts have failed to be delivered on account of not addressing the language barrier. All the goodwill, financial backing, and technical expertise to deliver needed medical, economic, military,engineering, or navigational training may be present; but unless there is a shared language in which to impart that knowledge, little will be accomplished.
One of the biggest misconceptions about language is that if you “just go to the country,” you’ll pick it up. Many people believe that immersion will guarantee fluency; yet you may well know several immigrants who have been in this country for years and still only speak broken English. You might also know dozens of expats in various countries across the world who have failed to pick up the local languages of their host countries. Training and effort are both necessary.
Though not a guarantee of fluency, immersion is a wonderful opportunity. The first issue we need to address with respect to refugees is ensuring that those who come will actually be immersed. That is, that they will be welcomed as part of larger communities, and not simply join communities of other refugees. On the other hand, immersion is just an opportunity, and in order to take full advantage of it, training and education are required. In terms of refugees, we need to consider options for the provision of language training, whether by self-study, classroom instruction, private tuition, or some combination of the three.
The array of needs is staggering. In truth, every language learner has a different set of learning objectives, and will require different training to meet those objectives. Coordinating the actual needs with providers in different regions and accounting for different personal schedules and start dates is a significant challenge. It is, however, a challenge that must be addressed immediately, as proficiency in English will be a key enabler of success for refugees in this country.
(Adapted from Aaron Ralby http://www.blogs.jbs.cam.ac.uk/ socialinnovation/2015/11/16/)
Texto para as questões 20 a 22.
The passage below is an extract from the preface of the centenary edition of Animal Farm, written by George Orwell. Read the text to answer questions 20 - 22.
(…)
Orwell called the book “a fairy story.” Like Voltaire’s Candide, however, with which it bears comparison, it is too many other things to be so handily classified. It is also a political tract, a satire on human folly, a loud hee-haw at all who yearn for Utopia, an allegorical lesson, and a pretty good fable in the Aesop tradition. It is also a passionate sermon against the dangers of political innocence. The passage in which the loyal but stupid workhorse Boxer is sold to be turned into glue, hides, and bone meal because he is no longer useful is written out of a controlled and icy hatred for the cynicism of the Soviet system – but also out of despair for all deluded people who served it gladly.
Maybe because it gilds the philosophic pill with fairy-story trappings, Animal Farm has had an astonishing success for a book rooted in politics. Since its first publication at the end of World War II, it has been read by millions. With 1984, published three years later, it established Orwell as an important man of letters. It has enriched modern political discourse with the observation that “All animals are equal, but some animals are more equal than others.” How did we ever grasp the true nature of the politics of uplift before Orwell explained it so precisely?
George Orwell is the pen name of Eric Blair, the son of a colonial official with long service in British India. Eric was educated as a scholarship boy at Eton and seemed to be miserable there most of the time, largely, one guesses, because of the money gap that divided him from so many of his well-heeled schoolmates. His dislike of the moneyed classes in turn influenced him toward a lifelong loyalty to democratic socialism. After Eton he went to Burma as a member of the Imperial constabulary and had the enlightening experience of discovering he was hated by the Burmese people as a symbol of British Imperialism. Hating the work himself, he quit and went back to England to try making a living by writing.
During the years when he was not very successful, he began to devote himself to work for British socialism. Afterwards he said he had never written anything good that was not about politics. Before he went to work on Animal Farm, his books were well enough received by the critics but sold modestly.
Those old enough to remember the wartime spirit of the 1940s may be startled to realize that Orwell started work on Animal Farm in 1943. As he discovered when he went looking for a publisher, Stalin’s Soviet Union was so popular that year in Britain and America that few wanted to hear or read anything critical of it. It was as though a great deal of the West had willingly put on blinders, and this was because the Red Army that year had fought the Nazis to a standstill and forced it to retreat. Suddenly Hitler’s army, which had looked invincible for so long, had begun to look vincible.
In this period the air on both sides of the Atlantic was filled with a great deal of justifiable praise for the Soviet people and their fighting forces. Stalin’s political system, with its bloody purges and police-state brutality, was an important beneficiary of all this. Looking for a publisher for his small book, Orwell was reminded that British socialists, who idealized the Russian Revolution, had never been hospitable to critics of the Soviet Union. In 1943, however, even conservatives were pro-Soviet.
It became hard to write candidly of the Soviet system without being accused of playing dupe to the Nazis. Orwell discovered how hard when he began receiving publishers’ rejections on Animal Farm. With its swinish communists, the book seemed heretical. As no wonder. Stalin and Trotsky, after all, were unmistakably Orwell’s feuding pigs, Napoleon and Snowball. It was not until the war had ended that Frederic Warburg finally published it, on August 17, 1945.
(…)
Source: ORWELL, George. Animal Farm. London: Penguin Books, 2003. Preface by Russel Baker.
Observe the extract below and choose the alternative that is closest in meaning to it:
With its swinish communists, the book seemed heretical. And no wonder. Stalin and Trotsky, after all, were unmistakably Orwell’s feuding pigs, Napoleon and Snowball. It was not until the war had ended that Frederic Warburg finally published it, on August 17, 1945.
Texto para as questões 20 a 22.
The passage below is an extract from the preface of the centenary edition of Animal Farm, written by George Orwell. Read the text to answer questions 20 - 22.
(…)
Orwell called the book “a fairy story.” Like Voltaire’s Candide, however, with which it bears comparison, it is too many other things to be so handily classified. It is also a political tract, a satire on human folly, a loud hee-haw at all who yearn for Utopia, an allegorical lesson, and a pretty good fable in the Aesop tradition. It is also a passionate sermon against the dangers of political innocence. The passage in which the loyal but stupid workhorse Boxer is sold to be turned into glue, hides, and bone meal because he is no longer useful is written out of a controlled and icy hatred for the cynicism of the Soviet system – but also out of despair for all deluded people who served it gladly.
Maybe because it gilds the philosophic pill with fairy-story trappings, Animal Farm has had an astonishing success for a book rooted in politics. Since its first publication at the end of World War II, it has been read by millions. With 1984, published three years later, it established Orwell as an important man of letters. It has enriched modern political discourse with the observation that “All animals are equal, but some animals are more equal than others.” How did we ever grasp the true nature of the politics of uplift before Orwell explained it so precisely?
George Orwell is the pen name of Eric Blair, the son of a colonial official with long service in British India. Eric was educated as a scholarship boy at Eton and seemed to be miserable there most of the time, largely, one guesses, because of the money gap that divided him from so many of his well-heeled schoolmates. His dislike of the moneyed classes in turn influenced him toward a lifelong loyalty to democratic socialism. After Eton he went to Burma as a member of the Imperial constabulary and had the enlightening experience of discovering he was hated by the Burmese people as a symbol of British Imperialism. Hating the work himself, he quit and went back to England to try making a living by writing.
During the years when he was not very successful, he began to devote himself to work for British socialism. Afterwards he said he had never written anything good that was not about politics. Before he went to work on Animal Farm, his books were well enough received by the critics but sold modestly.
Those old enough to remember the wartime spirit of the 1940s may be startled to realize that Orwell started work on Animal Farm in 1943. As he discovered when he went looking for a publisher, Stalin’s Soviet Union was so popular that year in Britain and America that few wanted to hear or read anything critical of it. It was as though a great deal of the West had willingly put on blinders, and this was because the Red Army that year had fought the Nazis to a standstill and forced it to retreat. Suddenly Hitler’s army, which had looked invincible for so long, had begun to look vincible.
In this period the air on both sides of the Atlantic was filled with a great deal of justifiable praise for the Soviet people and their fighting forces. Stalin’s political system, with its bloody purges and police-state brutality, was an important beneficiary of all this. Looking for a publisher for his small book, Orwell was reminded that British socialists, who idealized the Russian Revolution, had never been hospitable to critics of the Soviet Union. In 1943, however, even conservatives were pro-Soviet.
It became hard to write candidly of the Soviet system without being accused of playing dupe to the Nazis. Orwell discovered how hard when he began receiving publishers’ rejections on Animal Farm. With its swinish communists, the book seemed heretical. As no wonder. Stalin and Trotsky, after all, were unmistakably Orwell’s feuding pigs, Napoleon and Snowball. It was not until the war had ended that Frederic Warburg finally published it, on August 17, 1945.
(…)
Source: ORWELL, George. Animal Farm. London: Penguin Books, 2003. Preface by Russel Baker.
According to the passage read, a possible reason why Animal Farm was acknowledged is:
Read the text and answer the question.
Nudges That Help Struggling Students Succeed
David L. Kirp
When I was in high school, I earned A’s in all my math classes — until I took calculus. In algebra and geometry, I could coast on memorizing formulas, but now I had to think for myself.
It was disastrous, culminating in my getting a charity “C,” and I barely passed my college calculus class.
The reason, I was convinced, was that I didn’t have a math mind. I have avoided the subject ever since.
It turns out that I got it wrong. While it’s unlikely that I could have become a math whiz, it wasn’t my aptitude for math that was an impediment; it was my belief that I had the impediment to begin with.
I’m not the only person convinced that he can’t like math. Millions of college freshmen flunk those courses and, because algebra is often required, many drop out of school altogether. A report from the Mathematical Association of America flagged math as “the most significant barrier” to graduation.
This fatalistic equation can be altered. In scores of rigorously conducted studies, social psychologists have demonstrated that brief experiences can have a powerful and long-lasting impact on students’ academic futures by changing their mind-sets before they get to college.
Consider these examples from three recent studies:
• A cohort of sixth-grade students was taught, in eight lessons, that intelligence is malleable, not fixed, and that the brain is a muscle that grows stronger with effort. Their math grades, which had been steadily declining, rose substantially, while the grades of classmates who learned only about good study habits continued to get worse.
When an English teacher critiqued black male adolescents’ papers, she added a sentence stating that she had high expectations and believed that, if the student worked hard, he could meet her exacting standards. Eighty-eight percent of those students rewrote the assignment and put more effort into rewriting, while just a third of their peers, who were given comments that simply provided feedback, did the same.
• In a series of short written exercises, sixth graders wrote about values that were meaningful to them, like spending time with their family and friends. After this experience, white students did no better, but their black and Latino classmates improved so much that the achievement gap shrank by 40 percent.
There is every reason to be skeptical of these findings. Like magic spells cast by a modern-day Merlin, they sound much too good to be true. Why should brief interventions carry so much punch when more intricate and costly strategies — everything from summer school to single-sex education — are often less effective?
Innovative social-psychological thinking, not magic, is at work here. These interventions focus on how kids, hunched over their desks in the back of the classroom, make sense of themselves and their environment. They can be brief but powerful because they concentrate on a single core belief.
There are three strategies represented here. The first, pioneered by the Stanford social psychology professor Carol Dweck and illustrated by the initial example, aims to change students’ mind-sets by showing them that their intelligence can grow through deliberate work. I’ve written about Dr. Dweck’s theories as applied to college students, but they are just as successful with students in middle school.
The second uses constructive critical feedback to instill trust in minority adolescents, a demonstrably powerful way to advance their social and intellectual development.
The third intervention — and in some ways, the most powerful — invites students to acknowledge their selfworth, combating the corrosive effects of racial stereotypes, by having them focus on a self-affirming value.
These interventions are designed to combat students’ negative feelings. I’m dumb, some believe; I don’t belong here; the school views me only as a member of an unintelligent group. The first two experiences give students the insight that brain work will make them smarter. The third invites them to situate themselves on the path to belonging or to connect with their values in a classroom setting. The goals are to build up their resilience and prepare them for adversity.
The impact, in all these studies, is greatest on black and Latino students. That makes sense, since as adolescents they are far more inclined to see teachers as prejudiced and school as a hostile environment. As these youths come to feel more secure, they are likely to make a greater effort. Success begets success. They start earning A’s and B’s instead of C’s, they take tougher classes and connect more readily with likeminded students.
An unpublished study by social psychologists shows that the impact echoes years later. African-American seventh graders who were asked to write about the most important value in their lives were propelled on an entirely different path from classmates who wrote about neutral topics. Two years later, the students in the first group were earning better grades and were more likely to be on track for college, rather than in remedial classes.
The reverberations persisted beyond high school. These students were more likely to graduate, to enroll in college and to attend more selective institutions.
Can this kind of intervention work on a grander scale? A 2015 study conducted by researchers at Stanford and the University of Texas suggests so. When 45-minute growth-mind-set interventions were delivered online to 1,500 students in 13 high schools scattered across the country, the weakest students were significantly more likely to earn satisfactory grades in their core courses than classmates who didn’t have the same intervention.
Using the same approach nationwide, the researchers conclude, would mean 1.8 million more completed courses each year, hundreds of thousands fewer students departing high school with no diploma, slotted into dead-end futures.
Let’s be clear — these brief interventions aren’t a silver bullet, a quick-and-easy way to transform K-12 education. While they can complement good educational practice, they are no substitute for quality in the classroom.
Students who come to see themselves as the masters of their own destiny can take advantage of opportunities to learn, but only if those opportunities exist. They won’t learn biology unless there’s a biology class, and they won’t learn to be critical thinkers unless the school makes that a priority. What’s more, as the researchers are quick to point out, a brief intervention can’t even begin to address the pernicious effects of poverty and discrimination.
Still, these experiences require a trivial amount of time, cost next to nothing and can make an outsize difference in students’ lives. What’s not to like?
Disponível em: http://www.nytimes.com/2016/10/30/opinion/nudges-that-help-struggling-students-succeed.html?action=click&pgtype=Homepage&clickSource=story-heading&module=opinion-c-col-top-region®ion=opinion-c-col-topregion&WT.nav=opinion-c-col-top-region&_r=0 Accessed on 30-10-16
According to the text, students must understand that
Read the text and answer the question.
About active learning
In Scotland, as in many countries throughout the world, active learning is seen as an appropriate way for children and young people to develop vital skills and knowledge and a positive attitude to learning.
Active learning is learning which engages and challenges children and young people’s thinking using real-life and imaginary situations. It takes full advantage of the opportunities for learning presented by:
All active learning opportunities can be supported when necessary through sensitive intervention to support or extend learning. All areas of the curriculum, at all stages, can be enriched and developed through an active approach.
Active learning has long been an established approach in early years settings, and when asked to reflect on what active learning might look like in early primary school, delegates to a Curriculum for Excellence conference for early years suggested:
'A true building on experiences in nursery. Hands-on independent play with appropriate skilled intervention/teaching.'
'Children learn by doing, thinking, exploring, through quality interaction, intervention and relationships, founded on children’s interests and abilities across a variety of contexts. All combining to building the four capacities for each child.'
'Environments that offer differential play and challenge, staff who are well informed and able to challenge learning, child-centred and building on previous experiences, fun absolutely essential, children planning and evaluating their learning.'
Active learning and the four capacities
Active learning can support learners' development of the four capacities in many ways. For example, they can develop as:
Disponível em: http://www.educationscotland.gov.uk/learningandteaching/approaches/activelearning/about/what.asp Accessed on 30-10-16
According to the text, it is correct to state that
Read the text and answer the question.
Technology-Enhanced Learning
Technology-enhanced learning is not a new concept. Educators have integrated technology into their instruction for as long as there have been classrooms. Whether it be through textbooks made possible through the invention of the printing press, an overhead projector, a film strip, or an online simulation, teachers have always looked toward technology to provide students with higher quality learning experiences.
However, innovations in content delivery, assessment methods, and adaptive learning are changing what it means to educate students in the 21st century. New technologies are enhancing our understanding of how students learn and providing instructors the ability to customize course materials and create personalized learning experiences tailored to students’ individual needs.
As technology and instructional methods evolve, so do students’ expectations for a technology-driven learning experience. Emerging online learning models encourage students to be more active participants in their own learning - allowing them to not just be content consumers, but content creators as well. As digital natives, students want to attend a university that effectively integrates the latest technologies and teaching methods into their education.
Every instructor can use technology to enhance their teaching in uniquely effective ways. Throughout the UT campus, innovative faculty are exploring new and interesting ways to integrate technology into their curriculum. Whether you want to put your course online, make better use of Canvas, flip your classroom or experiment with other forms of technology-enhanced active learning, we have chosen and organized these resources to help guide your thinking and begin the conversation.
Adapted text.
Disponível em https://facultyinnovate.utexas.edu/teaching/technology-enhanced-learning. Accessed on 30-10-16.
According to the text, it is possible to state that
A revolution in communication
When cell phones first became available in the 1980s, they were considered to be expensive playthings for business people. No one thought that they were going to change the world. People knew that the internet had the power to transform lives, but the expectation was that this would happen through the dissemination of personal computers. However, it is now predicted that by 2020, cell phones will have replaced laptops as the main point of access to the internet worldwide. So, why will more people be using cell phones than laptop computers in the future? One reason is that the price of even a fairly cheap laptop makes it inaccessible for a lot of people in developing countries. Computers rely on a regular power supply, which is a problem in many developing countries where outages are frequent, and internet connections unreliable. Cell phones, on the other hand, are cheap to buy (especially recycled ones), require little electricity for recharging, and have good access to the internet in most parts of the world via cell phone networks. It is therefore cell phones, rather than computers, which are revolutionizing life and communication in many developing countries.
How cell phones are transforming the developing world
NextDrop is an app which is now being used in rural parts of India. In many parts of the country, people rely on weekly or twice weekly deliveries of clean water. The problem is that villagers never know exactly when deliveries will take place, meaning that they waste time waiting by their village well for the water tanker to turn up. NextDrop is a simple app that sends automatic text messages to people notifying them when their next water delivery will be. It’s a simple idea which greatly improves people’s lives.
Transferring money between countries can be tricky, and this causes problems for the thousands of people who work abroad and need to send money to their families back home. A piece of software called Boom allows Mexicans who work in the US to send money back to family members in Mexico through their cell phones. Once the link is established and the software is installed on both phones, money can be transferred using a simple text message.
Cell phones are also bringing health benefits to developing countries. A project called TulaSalud in Guatemala uses cell phone technology to communicate with nurses in remote areas of the country, who are working to reduce the infant mortality rate. The software allows nurses access to their patients’ medical records wherever they are. The service provides free phone numbers that both nurses and patients can call to ask questions about health.
Maria Neander is a nurse who works on the TulaSalud project.
Before we had TulaSalud, patients’ medical records were only available........ the health center. When I went..........into the villages, I couldn’t take the records with me, so I didn’t know if a woman I was visiting had any health problems. Now I have all.........information I need.............my cell phone. It helps me monitor women during pregnancy, giving them a better chance of having a healthy baby. When I’m with a woman who is giving birth, I have phone numbers that I can use if there are any problems, so I can get help and advice about what to do. TulaSalud has definitely saved lives.
The word “dissemination” (1st paragraph) means:
A revolution in communication
When cell phones first became available in the 1980s, they were considered to be expensive playthings for business people. No one thought that they were going to change the world. People knew that the internet had the power to transform lives, but the expectation was that this would happen through the dissemination of personal computers. However, it is now predicted that by 2020, cell phones will have replaced laptops as the main point of access to the internet worldwide. So, why will more people be using cell phones than laptop computers in the future? One reason is that the price of even a fairly cheap laptop makes it inaccessible for a lot of people in developing countries. Computers rely on a regular power supply, which is a problem in many developing countries where outages are frequent, and internet connections unreliable. Cell phones, on the other hand, are cheap to buy (especially recycled ones), require little electricity for recharging, and have good access to the internet in most parts of the world via cell phone networks. It is therefore cell phones, rather than computers, which are revolutionizing life and communication in many developing countries.
How cell phones are transforming the developing world
NextDrop is an app which is now being used in rural parts of India. In many parts of the country, people rely on weekly or twice weekly deliveries of clean water. The problem is that villagers never know exactly when deliveries will take place, meaning that they waste time waiting by their village well for the water tanker to turn up. NextDrop is a simple app that sends automatic text messages to people notifying them when their next water delivery will be. It’s a simple idea which greatly improves people’s lives.
Transferring money between countries can be tricky, and this causes problems for the thousands of people who work abroad and need to send money to their families back home. A piece of software called Boom allows Mexicans who work in the US to send money back to family members in Mexico through their cell phones. Once the link is established and the software is installed on both phones, money can be transferred using a simple text message.
Cell phones are also bringing health benefits to developing countries. A project called TulaSalud in Guatemala uses cell phone technology to communicate with nurses in remote areas of the country, who are working to reduce the infant mortality rate. The software allows nurses access to their patients’ medical records wherever they are. The service provides free phone numbers that both nurses and patients can call to ask questions about health.
Maria Neander is a nurse who works on the TulaSalud project.
Before we had TulaSalud, patients’ medical records were only available........ the health center. When I went..........into the villages, I couldn’t take the records with me, so I didn’t know if a woman I was visiting had any health problems. Now I have all.........information I need.............my cell phone. It helps me monitor women during pregnancy, giving them a better chance of having a healthy baby. When I’m with a woman who is giving birth, I have phone numbers that I can use if there are any problems, so I can get help and advice about what to do. TulaSalud has definitely saved lives.
It’s correct to say, according to the article, that Mexicans who work in the US:
A revolution in communication
When cell phones first became available in the 1980s, they were considered to be expensive playthings for business people. No one thought that they were going to change the world. People knew that the internet had the power to transform lives, but the expectation was that this would happen through the dissemination of personal computers. However, it is now predicted that by 2020, cell phones will have replaced laptops as the main point of access to the internet worldwide. So, why will more people be using cell phones than laptop computers in the future? One reason is that the price of even a fairly cheap laptop makes it inaccessible for a lot of people in developing countries. Computers rely on a regular power supply, which is a problem in many developing countries where outages are frequent, and internet connections unreliable. Cell phones, on the other hand, are cheap to buy (especially recycled ones), require little electricity for recharging, and have good access to the internet in most parts of the world via cell phone networks. It is therefore cell phones, rather than computers, which are revolutionizing life and communication in many developing countries.
How cell phones are transforming the developing world
NextDrop is an app which is now being used in rural parts of India. In many parts of the country, people rely on weekly or twice weekly deliveries of clean water. The problem is that villagers never know exactly when deliveries will take place, meaning that they waste time waiting by their village well for the water tanker to turn up. NextDrop is a simple app that sends automatic text messages to people notifying them when their next water delivery will be. It’s a simple idea which greatly improves people’s lives.
Transferring money between countries can be tricky, and this causes problems for the thousands of people who work abroad and need to send money to their families back home. A piece of software called Boom allows Mexicans who work in the US to send money back to family members in Mexico through their cell phones. Once the link is established and the software is installed on both phones, money can be transferred using a simple text message.
Cell phones are also bringing health benefits to developing countries. A project called TulaSalud in Guatemala uses cell phone technology to communicate with nurses in remote areas of the country, who are working to reduce the infant mortality rate. The software allows nurses access to their patients’ medical records wherever they are. The service provides free phone numbers that both nurses and patients can call to ask questions about health.
Maria Neander is a nurse who works on the TulaSalud project.
Before we had TulaSalud, patients’ medical records were only available........ the health center. When I went..........into the villages, I couldn’t take the records with me, so I didn’t know if a woman I was visiting had any health problems. Now I have all.........information I need.............my cell phone. It helps me monitor women during pregnancy, giving them a better chance of having a healthy baby. When I’m with a woman who is giving birth, I have phone numbers that I can use if there are any problems, so I can get help and advice about what to do. TulaSalud has definitely saved lives.
According to the article, when cell phones first became available:
A dictionary is a very important tool for anyone who is learning a new language. With a good dictionary you can do the following:
I - Look up the meaning of an English word you see or hear and find the English translation of a word in your language
II - Check the spelling of a word and check the plural of a noun or past tense of a verb
III - Find out other grammatical information about a word and find the synonym or antonym of a word
IV - Look up the collocations of a word and check the part of speech of a word
V- Find out how to say a word and find out about the register of a word
VI - Find examples of the use of a word in natural language
“ … it should be a once-in-a-lifetime memory.” Essa afirmação de Curry remete:
I - “ I’m a big fan of Messi…”
II - “ I had a great time in Brazil during a week´s holiday with my family…”
III - “I’m definitely excited to be part of the Olympic team.”
IV –“I was very disappointed with NBA about not be selected for the olimpics before.”
Sobre as falas de Stephen Curry no texto é correto dizer que as corretas são:
The first time Stephen Curry came to Brazil was.
Assinale a única alternativa que não faz referência com as informações do texto.
De acordo com as informações no texto, Stephen Curry
Como em grande parte das línguas, também na LI algumas palavras podem apresentar-se com vários significados.
Estão corretas todas as construções abaixo, exceto:
As questões de números 52 a 55 verificam conhecimentos relativos à cultura e a escritores dos países de língua inglesa. Em cada uma delas, assinale a alternativa correta.
In one of his best known works, Ernest Hemingway focus on heroism, stoicism and ceremony. This simple novel is a beautiful allegory of human life. It talks about an old Cuban fisherman who catches a huge fish after a long patient fight. But sharks come and eat it down to the bones. He then returns with just a skeleton. When tourists laugh at him, he does not complain. The reader sees this as a sign of heroism. He showed courage in the fight and stoicism in defeat. The novel discussed here is called
As questões de números 31 a 35 referem-se ao texto a seguir.
Teaching Children Literacy Skills in a Second Language
by ANNE EDIGER
In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.
Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.
Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.
(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)
O segundo parágrafo destaca a importância da leitura no ensino de inglês em países em que o inglês não é a língua materna, devido ao fato de que nesses países
Considering the description below, choose the corresponding type of interpreting:
“The interpreter listens to a unit of the source language, often making notes, then delivers a translation of the content after the original speaker. This type is often used for meetings, seminars, speeches, presentations, and so on where the listeners all understand one of two languages. It does not require any special equipment. Often the interpreter will have a microphone and interpret the source language from off-stage; at other times the interpreter will be alongside the speaker.”
Examine the excerpt extracted from “Localization from the Perspective of Translation Studies” (p. 2-3) by Anthony Pym and choose the alternative which DOES NOT CONTAIN features of the localization discourse:
Within localization models, translation is reduced to just one small step in a larger process. Most theorists of translation, of the other hand, would want to see localization as just a part of translation. This has given rise to considerable debate and more than a little discontent (see ISG 2003). Localization models mostly recognize two kinds of processes: internationalisation (for the centralized preparation of products) and localization proper (for the adaptation of the product to locales). Translation Studies, on the other hand, has long worked with three spaces for processes: production of the source text, intervention of the translator, and reception of the target text (or translation). From that perspective, some things seem to be missing in the localizer’s view of the world.
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