Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.065 questões
Um plano de ação pedagógica docente que contemple o global e o local no ensino de língua inglesa para Educação de Jovens Adultos − EJA envolve
No ensino e na aprendizagem de língua estrangeira, de acordo com uma proposta educacional, o conceito de que o ser humano é um ser social significa que
Segundo os documentos oficiais, o Projeto Pedagógico da escola
Misturar conteúdos das vidas específicas dos alunos com conteúdos formais da escola
Trabalhar a intertextualidade na sala de aula significa
Entender a linguagem como uma prática social significa
A ausência da consciência crítica no processo de ensino e aprendizagem de inglês contribui para a manutenção do status quo ao invés de cooperar para sua transformação.
A assertiva acima permite concluir, corretamente, que é importante
De acordo com os PCNs, aprender uma língua estrangeira como libertação no conceito freireano significa
Leia o texto abaixo.
Dear Ms Rowling, you have overstayed your welcome. Please stick to Harry Potter and quit writing other fiction. You are beyond needing either the shelf space or the column inches, but other writers desperately do. Enjoy your huge wealth and legions of fans. It´s high time you gave other writers and other writing room to breathe.
O texto recomenda que a autora Rowling
Choose the correct alternative to fill out the dialogues from 30 to 33.
Thomas: When does this restaurant shut?
William: …....
Despite the extraordinary changes of the last few years, one thing appears to remain the same. More people than ever want to learn English. The projections given in this book confirm that English learners are increasing in number and decreasing in age. As a news headline it is not much of a story. We’ve become used to the idea of English growing in popularity across the world. Far from being news, it has become one of the few enduring facts of global modern life – a trend which began in the late 19th century when English was heralded, from Europe to Japan, as the new rising world language.
But at what point do we pause, take a fresh look at what is happening and decide that what is going on now is not just ‘more of the same’. After scrutinising current trends, including those which have not yet reached the statistical yearbooks, I conclude that there has been a significant – even dramatic – qualitative change: one that may be taking the language in a very new direction.
(From Graddol, D., 2006, INTRODUCTION, ENGLISH NEXT, pages 10-11 http://englishagenda.britishcouncil.org/sites/ec/files/booksenglish-next.pdf)
The text shows
Reciprocating Surface Grinding Machine
The reciprocating surface grinding machine is a horizontal-type surface grinding machine. Workpieces are fastened to the table and can be moved beneath the grinding abrasive wheel by hand or power feed. A magnetic chuck maybe used for fastening the workpiece to the table. This grinding machine has an internal pump and piping network for automatic application and recirculation of a coolant to the workpiece and wheel. The grinding abrasive wheel, mounted to the horizontal spindle is straight and cuts on its circumferential surface only. Grinding wheel speeds are adjustable.
Considere as afirmações:
I. As ferramentas de trabalho são fixadas à mesa e podem ser movidas manualmente ou por um alimentador poderoso por baixo do disco abrasivo.
II. Os itens a serem trabalhados são fixados à mesa e podem ser movidos manualmente ou por um alimentador motorizado por baixo do disco abrasivo.
III. A superfície recíproca da máquina de moagem é do tipo superfície horizontal.
IV. A máquina de desbaste tem uma rede de alimentação e uma bomba interna que promove a recirculação do refrigerante na ferramenta e na roda.
V. A máquina em questão é provida de uma bomba interna e uma rede de abastecimento de fluido refrigerante que refrigera o item a ser trabalhado e a roda.
Está correto o que se afirma APENAS em
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
( ) Professional identity results from a specific discursive model; ( ) Developing an identity is not a simple and effortless endeavor; ( ) Professional identities, including those of new English teachers, are in a constant flux.
The statements are, respectively:
Observe the following cartoon and answer the question.
Text 3
Match the frameworks and the focus of their methods:
1. Behaviorism 2. Constructivism 3. Sociocultural theories
( ) Learner-centered methods ( ) Language-centered methods ( ) Learning-centered methods
Indicate the option that shows the correct matching, from top to bottom.
Observe the following cartoon and answer the question.
Text 3
Observe the following cartoon and answer the question.
Text 3
Conheça nossos planos