Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.992 questões
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047644
Inglês
Read the following text to answer the
question bellow:
Literacy involves having the wherewithal to base one’s interpretive and creative decisions on one’s personal purposes, one’s understanding of the medium one is working with, and the conditions of possibility of reception, acceptance, or rejection by others. The importance of the medium translates into a number of pedagogical goals for language and literacy education:
• To develop learners’ ability to reflect on relationships between language forms and their material contexts.
• To make learners aware of how those relationships change over time and through different mediums and different cultures of reading (i.e., to make learners aware of the historical precedents that have helped shape the communication technologies they use).
• To develop learners’ ability to analyze mediums to identify their ideological (or commercial) underpinnings, and to be aware of how mediums can be used to manipulate consumers and citizens, and to resist such manipulation. To accomplish these goals, teachers should engage learners with questions about how the new media born of the digital age relate to ‘old’ media, and perhaps even ancient media, to allow them to discover what aspects of literacy have remained relatively constant, which have changed, and what the significance of those changes might be.
KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.
Based on the text, which of the following best describes the pedagogical goals for language and literacy education in the context of media?
Literacy involves having the wherewithal to base one’s interpretive and creative decisions on one’s personal purposes, one’s understanding of the medium one is working with, and the conditions of possibility of reception, acceptance, or rejection by others. The importance of the medium translates into a number of pedagogical goals for language and literacy education:
• To develop learners’ ability to reflect on relationships between language forms and their material contexts.
• To make learners aware of how those relationships change over time and through different mediums and different cultures of reading (i.e., to make learners aware of the historical precedents that have helped shape the communication technologies they use).
• To develop learners’ ability to analyze mediums to identify their ideological (or commercial) underpinnings, and to be aware of how mediums can be used to manipulate consumers and citizens, and to resist such manipulation. To accomplish these goals, teachers should engage learners with questions about how the new media born of the digital age relate to ‘old’ media, and perhaps even ancient media, to allow them to discover what aspects of literacy have remained relatively constant, which have changed, and what the significance of those changes might be.
KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.
Based on the text, which of the following best describes the pedagogical goals for language and literacy education in the context of media?
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047643
Inglês
KUMARAVADIVELU, B. (1994, p.28-29)
points out three important categories of language
teaching method: language-centered, learnercentered and learning-centered. Although, from the
practitioner’s point of view, none of these methods can
be realized in their purest form in the actual classroom,
the sample below can be classified as follow:
Introductory classroom Young EFL learners in an English language school. Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn: Teacher: Sophia, how are you? Student: Fine, how are you? Teacher: Francisco, how are you? Student: Fine, how are you? Teacher: Valentina, how are you? Student: Fine, how are you? If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.
Introductory classroom Young EFL learners in an English language school. Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn: Teacher: Sophia, how are you? Student: Fine, how are you? Teacher: Francisco, how are you? Student: Fine, how are you? Teacher: Valentina, how are you? Student: Fine, how are you? If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047642
Inglês
“Em termos práticos, a acepção convencional de conhecimento e sujeito, fundamentada na
lógica da concentração, do individualismo e da
normatização, remonta ao modelo liberal-positivista de educação que “transmite” uma verdade
universal e acabada a um sujeito que a recebe de
maneira diretiva e que a devolve a contento de
modelos previamente determinados pela instituição escolar. Ao passo que a acepção pós-moderna
de conhecimento e de sujeito tenta romper com
a ideia de transmissão ao compreender o conhecimento como construção sociocultural. Nessa
perspectiva, a produção de sentidos passa a ser
compreendida sob o viés da colaboração, cujas
significações devem ser mediadas pela escola.”
(Duboc, 2015, p. 668)
In Avaliação da aprendizagem de línguas e os multiletramentos, Duboc (2015) states that the emergence of new literacies in the post-typographical society is closely related to a new understanding of subject, language and meaning making processes. Regarding knowledge construction in both moments discussed by the author, it is correct to say that:
In Avaliação da aprendizagem de línguas e os multiletramentos, Duboc (2015) states that the emergence of new literacies in the post-typographical society is closely related to a new understanding of subject, language and meaning making processes. Regarding knowledge construction in both moments discussed by the author, it is correct to say that:
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047641
Inglês
Fonte: Disponível em: https://phdcomics.com/comics.php?f=1374.Acesso em: 30 ago. 2024.
Fonte: Disponível em: https://worldofmirth.com/products/ ugh-as-if-clueless-vinyl-sticker. Acesso em: 30 ago. 2024.
How does the semantic use of ‘as if’ in the final panel of the comic strip in Text 1 contrast with its application in Text 2?
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047640
Inglês
Fonte: Disponível em: https://www.cartoonstock.com/ cartoon?searchID=CS249584. Acesso em: 2 ago. 2024.
The comic cartoons, frequently, highlight an interesting linguistic construction often censured by grammarians: the use of double negatives to articulate a single negation. The critique of double negatives is based on the notion that negation is an absolute concept; something is either present or absent, and adding a second negative into a sentence does not make it more negative than it was before. However, Swan (2005, p. 364) reminds us that “multiple negatives are sometimes used instead of simple positive structures for special stylistic effects. This is rather literary; in spoken English, it can seem unnatural or old-fashioned”. In which of the alternatives bellow there is a purposeful use of a double negative structure for stylistic gains?
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047639
Inglês
Read the following text to answer the
question bellow:
The use of the word ‘America’ in the singular and without an adjective may shock the reader. In the expressions ‘God bless America’ or ‘Make America great again’, the part is taken for the whole. In Latin America, people speak more accurately of the Americas - Las Americas. ‘America’ was the baptismal name given in I507 by the German cartographer Martin Waldseemüller in Saint-Diédes-Vosges, based on the voyage of the Italian Amerigo Vespucci to only the southern half of the Western hemisphere. The symbolic cornering of its two continents by English-speaking and Protestant America, ignoring the Romance languages and Catholic traditions in the rest of the New World, has since expressed the relationship of forces between them. In what follows, the word designates less a state and a territory than a certain form of civilization.
DEBRAY, Regis. Civilization. How we all became American. Verso: London, 2019.
According to the text, what does the use of the term ‘America’ without an adjective signify in the context of English-speaking and Protestant America?
The use of the word ‘America’ in the singular and without an adjective may shock the reader. In the expressions ‘God bless America’ or ‘Make America great again’, the part is taken for the whole. In Latin America, people speak more accurately of the Americas - Las Americas. ‘America’ was the baptismal name given in I507 by the German cartographer Martin Waldseemüller in Saint-Diédes-Vosges, based on the voyage of the Italian Amerigo Vespucci to only the southern half of the Western hemisphere. The symbolic cornering of its two continents by English-speaking and Protestant America, ignoring the Romance languages and Catholic traditions in the rest of the New World, has since expressed the relationship of forces between them. In what follows, the word designates less a state and a territory than a certain form of civilization.
DEBRAY, Regis. Civilization. How we all became American. Verso: London, 2019.
According to the text, what does the use of the term ‘America’ without an adjective signify in the context of English-speaking and Protestant America?
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047638
Inglês
Read the following text to answer the
question bellow:
According to Dudley-Evans and St John (1998, 10-11), there are several widely-believed essential advantages of ESP courses: they are more motivating than EGP courses as they focus on the learner’s needs, more cost-effective, and the aims are widely accepted by learners. However, the level of motivation depends on the individual learner especially in ESP as learners seek variety from the commonly addressed topics. The problem here is that it is, naturally, easier to do specific work with highly motivated students whereas with less motivated students teachers tend to stick with more general work and topics. In ESP, it is crucial to present any teaching activity in a context regardless of the aim. Dudley-Evans and St John distinguish in this respect “carrier content” and “real content” (1998, 11): carrier content describes an authentic topic to teach the real content which is the language of process.
KOPPITSCH, Gerlinde. Teaching English for Specific Purposes. An action research project. Master Thesis. Alpen-Adria-Universität Klagenfurt, Klagenfurt, 2019.
According to the text, what is a crucial aspect of teaching English for Specific Purposes (ESP) courses?
According to Dudley-Evans and St John (1998, 10-11), there are several widely-believed essential advantages of ESP courses: they are more motivating than EGP courses as they focus on the learner’s needs, more cost-effective, and the aims are widely accepted by learners. However, the level of motivation depends on the individual learner especially in ESP as learners seek variety from the commonly addressed topics. The problem here is that it is, naturally, easier to do specific work with highly motivated students whereas with less motivated students teachers tend to stick with more general work and topics. In ESP, it is crucial to present any teaching activity in a context regardless of the aim. Dudley-Evans and St John distinguish in this respect “carrier content” and “real content” (1998, 11): carrier content describes an authentic topic to teach the real content which is the language of process.
KOPPITSCH, Gerlinde. Teaching English for Specific Purposes. An action research project. Master Thesis. Alpen-Adria-Universität Klagenfurt, Klagenfurt, 2019.
According to the text, what is a crucial aspect of teaching English for Specific Purposes (ESP) courses?
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047637
Inglês
It is believed students should develop their
communicative competence since the main aim of
learning a foreign language is to communicate in
an effective way. In order to do so, teachers play
a pivotal role when planning and delivering their
lessons which are expected to develop students’
competences in the language.
What are the four main elements of the communicative competence framework presented by Canale and Swain (1980) which is the foundation of many studies on English language teaching like Almeida Filho (2005)?
What are the four main elements of the communicative competence framework presented by Canale and Swain (1980) which is the foundation of many studies on English language teaching like Almeida Filho (2005)?
Ano: 2024
Banca:
IGEDUC
Órgão:
Prefeitura de Garanhuns - PE
Prova:
IGEDUC - 2024 - Prefeitura de Garanhuns - PE - Professor Especialista em Língua Inglesa (Integral) |
Q3046779
Inglês
Julgue o item a seguir.
Human Rights Education is a permanent, ongoing, and global approach.
Human Rights Education is a permanent, ongoing, and global approach.
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Tucuruí - PA
Prova:
FUNATEC - 2024 - Prefeitura de Tucuruí - PA - Professor Nível Superior - Inglês |
Q3046322
Inglês
Texto associado
PAPER OF PINS
(Tradicional canção estadunidense)
I'll give to you this paper of pins
If that's the way our love begins
If you will marry me, me, me
If you will marry me
I'll not accept your paper of pins
If that's the way our love begins
And I'll not marry you, you, you
No, I'll not marry you
I'll give to you this dress of red
All stitched around with golden thread
If you will marry me, me, me
If you will marry me
I'll not accept your dress of red
All stitched around with golden thread
And I'll not marry you, you, you
No, I'll not marry you
I'll give to you this golden chest
So you may have money at your request
If you will marry me, me, me
If you will marry me
I'll not accept your golden chest
So I may have money at my request
And I won't marry you, you, you
No, I won't marry you
Well, I'll give to you my hand and my heart
So we may marry and never part
If you will marry me, me, me
If you will marry me
I will accept you hand and your heart
That we may marry and never part
And I will marry you, you, you
And you will marry me, me, me
Yes, I will marry you
Podemos dizer que a música tem um tom
predominantemente:
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Tucuruí - PA
Prova:
FUNATEC - 2024 - Prefeitura de Tucuruí - PA - Professor Nível Superior - Inglês |
Q3046320
Inglês
Texto associado
PAPER OF PINS
(Tradicional canção estadunidense)
I'll give to you this paper of pins
If that's the way our love begins
If you will marry me, me, me
If you will marry me
I'll not accept your paper of pins
If that's the way our love begins
And I'll not marry you, you, you
No, I'll not marry you
I'll give to you this dress of red
All stitched around with golden thread
If you will marry me, me, me
If you will marry me
I'll not accept your dress of red
All stitched around with golden thread
And I'll not marry you, you, you
No, I'll not marry you
I'll give to you this golden chest
So you may have money at your request
If you will marry me, me, me
If you will marry me
I'll not accept your golden chest
So I may have money at my request
And I won't marry you, you, you
No, I won't marry you
Well, I'll give to you my hand and my heart
So we may marry and never part
If you will marry me, me, me
If you will marry me
I will accept you hand and your heart
That we may marry and never part
And I will marry you, you, you
And you will marry me, me, me
Yes, I will marry you
Acerca da canção acima, podemos dizer corretamente
que:
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Tucuruí - PA
Prova:
FUNATEC - 2024 - Prefeitura de Tucuruí - PA - Professor Nível Superior - Inglês |
Q3046318
Inglês
Qual é a dúvida do menino na tirinha?
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Tucuruí - PA
Prova:
FUNATEC - 2024 - Prefeitura de Tucuruí - PA - Professor Nível Superior - Inglês |
Q3046317
Inglês
Pela leitura da tirinha abaixo, podemos dizer
corretamente que:
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Tucuruí - PA
Prova:
FUNATEC - 2024 - Prefeitura de Tucuruí - PA - Professor Nível Superior - Inglês |
Q3046315
Inglês
Na frase: “Be careful not to jump the gun with Carol. I
suggest at least a year-long engagement before you get
married”. Há o destaque de uma expressão idiomática
que, no contexto, tem o tom de:
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Tucuruí - PA
Prova:
FUNATEC - 2024 - Prefeitura de Tucuruí - PA - Professor Nível Superior - Inglês |
Q3046314
Inglês
De acordo com a tirinha, qual das palavras abaixo teria
sentido mais próximo da palavra CREEP?
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Tucuruí - PA
Prova:
FUNATEC - 2024 - Prefeitura de Tucuruí - PA - Professor Nível Superior - Inglês |
Q3046312
Inglês
De acordo com a leitura da tirinha acima, podemos dizer,
EXCETO:
Ano: 2024
Banca:
IGEDUC
Órgão:
Prefeitura de Afogados da Ingazeira - PE
Prova:
IGEDUC - 2024 - Prefeitura de Afogados da Ingazeira - PE - Professor II: Língua Inglesa |
Q3044819
Inglês
Regarding the use of reading strategies, judge the statement below:
Effective use of skimming requires the reader to
process every word in a text to ensure complete
understanding of the material before moving on to scanning for specific information.
Ano: 2024
Banca:
IGEDUC
Órgão:
Prefeitura de Afogados da Ingazeira - PE
Prova:
IGEDUC - 2024 - Prefeitura de Afogados da Ingazeira - PE - Professor II: Língua Inglesa |
Q3044818
Inglês
Regarding the use of reading strategies, judge the statement below:
Skimming is primarily used to locate specific
information within a text, such as dates or names, by
quickly moving the eyes over the content to find these
details without focusing on the entire text.
Ano: 2024
Banca:
IGEDUC
Órgão:
Prefeitura de Afogados da Ingazeira - PE
Prova:
IGEDUC - 2024 - Prefeitura de Afogados da Ingazeira - PE - Professor II: Língua Inglesa |
Q3044817
Inglês
Regarding the use of reading strategies, judge the statement below:
Prediction as a reading strategy involves making
educated guesses about the content and direction of a
text based on its title, headings, and any accompanying
visuals before engaging in the actual reading.
Ano: 2024
Banca:
IGEDUC
Órgão:
Prefeitura de Afogados da Ingazeira - PE
Prova:
IGEDUC - 2024 - Prefeitura de Afogados da Ingazeira - PE - Professor II: Língua Inglesa |
Q3044816
Inglês
Regarding the use of reading strategies, judge the statement below:
Scanning is an effective reading strategy when the
reader needs to quickly identify the overall gist of a text,
focusing on understanding the main ideas rather than
specific details.
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