Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
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The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The two factors responsible for 'opening the door' and 'keeping this door open' to a museum visitor (paragraph 4) are, respectively:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
'The word egalitarian in “Museums are uniquely egalitarian spaces.” (paragraph 2) means that museums are places for:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
All the alternatives below are correct according to the text, EXCEPT:
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
The word in parentheses describes the idea expressed by the term in boldtype in
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
Nuclear power is true ‘green’ energy
Stuart Butler
• Stuart Butler is vice president for domestic-policy issues for the Heritage Foundation (heritage.org). Available in: http://www.washingtontimes.com/news/2009/jan/29/ nuclear-power-is-true-green-energy/print/ Access on April 10, 2010
A correção com os pares (peer correction) é uma forma de correção, na qual os alunos, em duplas ou trios, corrigem os textos uns dos outros. Esse tipo de correção
When giving instructions, teachers should
Pre-listening activities help learners to listen more effectively. Read the following pre-listening activity:
The teacher says: “You are going to listen to a conversation between a boy and his grandfather, Mr. Harris. His grandson is asking Mr. Harris what life was like in the 1940s, when Mr. Harris was a boy. Work in groups of four and together try to guess ten words which you think you will hear in this conversation. Write down the ten words in your notebook.” Learners listen to the dialogue to check how many words they guessed. (adapted from TANNER, R.; GREEN, C. Tasks for Teacher Education: a reflective approach. Essex: Longman, 1998, p. 36)
What type of pre-listening activity did the teacher use?
What aim applies to the following listening activity?
“Listen to the story about Sarah's birthday surprise. Write down what Sarah's birthday surprise is.”
Consider the following way of teaching reading:
When I teach reading, I like my learners to use the other skills, too. I do various things. For example, before reading a passage, my learners discuss the topic or think about vocabulary they might find in the text; or they listen to a short passage on a related topic and discuss it. At the reading stage, I make sure to spell out why they are reading. We read the passage more than once, each time with a new task. The learners fill in a chart, or match pictures to paragraphs or answer true/false questions. Finally, I save enough time for a follow-up, like a role-play or group work where the learners write a different ending or discuss the issue in the text. (TANNER, R.; GREEN, C. Tasks for Teacher Education: a reflective approach. Essex:Longman, 1998, p. 61). [adapted]
Which reading stage is absent from the teacher's report on the way s/he teaches reading?
Do seguinte comentário feito por um aluno, “In class, I like to be physically involved in the activities, so that I can participate actively by means of hands-on experience.”, pode-se inferir que esse aluno tem preferência pelo seguinte estilo cognitivo de aprendizagem:
Analyse the following cartoon. Questions 36 and 37 are based on it.
The teaching approach and the technique used by the teacher in the cartoon are coherent with which method/approach?
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