Questões de Concurso Sobre inglês
Foram encontradas 25.408 questões
Q929009
Inglês
Considering the text 6A4AAA, judge the following items.
The article concerns legal aspects of heritage as well as
anthropological matters that may guide the legal decisions.
Q929008
Inglês
Considering the text 6A4AAA, judge the following items.
Tangible and intangible programs of protection differ in the
sense that the former can rely on existing laws in national
levels whereas the latter demands the creation of new
institutional instruments.
Q929007
Inglês
Considering the text 6A4AAA, judge the following items.
The protection of historical monuments is one of the
precursors which shapes the concept of heritage.
Q929006
Inglês
Considering the text 6A4AAA, judge the following items.
The Portuguese word imaterial is a suitable translation for
the word “intangible” (ℓ.2) in the text.
Q929005
Inglês
Considering the text 6A4AAA, judge the following items.
The research on intangible heritage started only in the
21st century as the result of international negotiation.
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923185
Inglês
Texto associado
Read the text and answer to the question.
(Nicholls and Nicholls, 1972.)
“Trial use” (L05), in the context, means:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923184
Inglês
Texto associado
Read the text and answer to the question.
(Nicholls and Nicholls, 1972.)
According to the text, debate over teaching method cannot
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923183
Inglês
The item that does NOT describe a Communicative Language Teaching feature is:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923182
Inglês
Texto associado
Read the text and answer to the question.
(Approaches and Methods in Language Teaching, Richards and Rodgers.)
According to the text, it’s correct to state that:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923181
Inglês
Texto associado
Read the text and answer to the question.
(Approaches and Methods in Language Teaching, Richards and Rodgers.)
“Sample sentences” (L02) means:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923180
Inglês
Texto associado
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
(Available: www.wseas.us/e-library/conferences/2013. Adapted.)
According to the text, identity difies
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923179
Inglês
Texto associado
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
(Available: www.wseas.us/e-library/conferences/2013. Adapted.)
National identities have been strengthened by
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923178
Inglês
Texto associado
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
(Available: www.wseas.us/e-library/conferences/2013. Adapted.)
“Which” (L16) refers back to
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923177
Inglês
Texto associado
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
(Available: www.wseas.us/e-library/conferences/2013. Adapted.)
“Media” (L04) was used as
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923176
Inglês
Texto associado
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
(Available: www.wseas.us/e-library/conferences/2013. Adapted.)
"Enables” (L05) means
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923175
Inglês
Texto associado
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
(Available: www.wseas.us/e-library/conferences/2013. Adapted.)
Gerund use does NOT follow the same pattern of “spreading” (L05) in
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923174
Inglês
Texto associado
Read the text and answer to the question.
Classroom interaction is studied from a social interaction perspective to unearth the mechanisms teachers and
students use to conduct their classroom business. Classroom interaction research originated, like all social interaction
research, when in the 1960s recording technology such as cameras and microphones became accessible for researchers.
Recording techniques have ranged from one hand-held camera to several cameras on poles, and from researchers sitting
or even participating in the classroom, to those who witnessed the lesson on a monitor in an adjacent room, or only saw
the recordings afterwards. Audio has been recorded following the available technology and research aims with cameramounted
or separate microphones, or wireless individual microphones on the teacher or on individual students. Recent
digital technology has allowed these different streams to be fed directly into a computer where they can be synchronised
with each other and with subsequent transcripts. Sometimes, classroom recordings have been supplemented by
interviews of different kinds, and ethnographic information on factors such as ethnicity or social class. Also, additional
information has been assembled on school policy or teacher planning, and additional recordings have been in the school
yard, all depending on research aims and researchers’ views on methodology and epistemology.
(Available: www.rug.nl/staff/tom.koole/classroominteractionkoole.)
Some of instances of ethnographic information given in the text are
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923173
Inglês
Texto associado
Read the text and answer to the question.
Classroom interaction is studied from a social interaction perspective to unearth the mechanisms teachers and
students use to conduct their classroom business. Classroom interaction research originated, like all social interaction
research, when in the 1960s recording technology such as cameras and microphones became accessible for researchers.
Recording techniques have ranged from one hand-held camera to several cameras on poles, and from researchers sitting
or even participating in the classroom, to those who witnessed the lesson on a monitor in an adjacent room, or only saw
the recordings afterwards. Audio has been recorded following the available technology and research aims with cameramounted
or separate microphones, or wireless individual microphones on the teacher or on individual students. Recent
digital technology has allowed these different streams to be fed directly into a computer where they can be synchronised
with each other and with subsequent transcripts. Sometimes, classroom recordings have been supplemented by
interviews of different kinds, and ethnographic information on factors such as ethnicity or social class. Also, additional
information has been assembled on school policy or teacher planning, and additional recordings have been in the school
yard, all depending on research aims and researchers’ views on methodology and epistemology.
(Available: www.rug.nl/staff/tom.koole/classroominteractionkoole.)
Classroom interaction research does NOT do without
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923172
Inglês
Texto associado
Read the text and answer to the question.
Empowering teachers to promote inclusive education, a literature review
It is important that assessment processes and procedures in ITE (Inclusive Teaching Education) are coherent, using a
variety of assessment modes, for formative as well as summative purposes (Teaching Council, 2011a). The European
Commission (2014) notes that prospective teachers are often assessed using portfolios, which might prepare them to use
this type of assessment in their teaching. Literature Review 25 The Agency’s TE4I report noted the need for assessment in
ITE to change in line with more active teaching methods. It stressed that across both academic assignments and school
practice there is a need for: ‘assessment for learning’ approaches that encourage student/teachers to reflect on their
own work and performance and […] formulate their own targets for improvement (European Agency, 2011a, p. 23). It also
noted the importance of guided reflection and teacher educators developing knowledge of students’ understanding to
provide appropriate challenges together with good models of inclusive assessment practice. Echeita (2014) mentions that
at a national or regional level, it is also necessary to set out clear standards for graduating student/teachers, allowing
them to monitor whether they have correctly learned the competences related to inclusive education.
(Available: https://www.european-agency.org.)
In order to cater to Inclusive Teaching Education, assessment should
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923171
Inglês
Texto associado
Read the text and answer to the question.
Empowering teachers to promote inclusive education, a literature review
It is important that assessment processes and procedures in ITE (Inclusive Teaching Education) are coherent, using a
variety of assessment modes, for formative as well as summative purposes (Teaching Council, 2011a). The European
Commission (2014) notes that prospective teachers are often assessed using portfolios, which might prepare them to use
this type of assessment in their teaching. Literature Review 25 The Agency’s TE4I report noted the need for assessment in
ITE to change in line with more active teaching methods. It stressed that across both academic assignments and school
practice there is a need for: ‘assessment for learning’ approaches that encourage student/teachers to reflect on their
own work and performance and […] formulate their own targets for improvement (European Agency, 2011a, p. 23). It also
noted the importance of guided reflection and teacher educators developing knowledge of students’ understanding to
provide appropriate challenges together with good models of inclusive assessment practice. Echeita (2014) mentions that
at a national or regional level, it is also necessary to set out clear standards for graduating student/teachers, allowing
them to monitor whether they have correctly learned the competences related to inclusive education.
(Available: https://www.european-agency.org.)
According to the text:
Conheça nossos planos