Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.387 questões
Ano: 2024
Banca:
Máxima
Órgão:
Prefeitura de Santo Antônio do Grama - MG
Prova:
Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208658
Inglês
Texto associado
Leia o texto a seguir.
For decades, it seemed that the purpose of our education system was to
encourage competition. Schools would award prizes to the most talented
student and proudly display their names on bulletin boards. Nowadays, in
many institutions, the key word has become "inclusion": no one should be left
behind. Resources are channeled into helping the east capable; everyone's
work (good or bad) is on the walls; and prize tables are heavily loaded with
awards to make sure everyone is awarded a prize for something. Which
approach is right?
Attempts to make education more inclusive are frequently criticized. Many
point out that once students leave the protective environment of the
classroom, they will face the challenges of the working world: what use will
false reassurance be then? The purpose of school must be to reveal to
people their limitations, so that they can find a vocation that suits them.
In the past, allowing the talented to rise to the top through competition would
certainly have been important. In most factories, it was useful to separate the
potential managers from the unskilled workforce, and companies relied on
finding talented individuals to win business before their competitors did. An
ethos of competition also helped countries to compete effectively with other
nations as they scrambled for territory, raced to accumulate armaments or
even traveled into space ahead of rivals.
But in the 21st century, are we really preparing young people for a world of
competition? The academic James F. Moore argues that the days when
businesses competed with each other are ending. Moore believes we should
talk of "business ecosystems" nowadays. International corporations operate
in global networks of suppliers and partners. Sometimes; even rival
corporations work together. For example: companies often have to
collaborate to define common industry standards.
What's more, hierarchies are disappearing within organizations. Modern
companies have a wider range of business functions (public relations, IT,
research and development), and so skills. Knowledge and decision-making
are spread throughout the organization. In a modern marketing department
alone, there are teams for collecting and analyzing a wealth of customer data,
designing brands, advertising, etc. Each individual contributes vital skills and
must receive equal training. Low-skilled work, by comparison, is increasingly
being performed by automated labor; that is, robots.
But it isn't just in businesses that cooperation is becoming the norm. In the
past, individuals, colleges, governments, and companies didn't have to
collaborate. Now', 'collective impact" is becoming the gold standard. For
example, an anti-obesity project called "Shape Up Somerville" managed to
significantly bring down the average BMI (body mass index) in the town in
just three years, by involving schools, colleges, local businesses, charities,
government, and local citizens in a program of collective action. Led by
academics, and funded by four agencies. The work involved designing
school lunch menus, improving walkways, introducing gym membership
packages, and running campaigns amongst the public.
Competition can still be useful. It's stimulating and can help us learn about
ourselves. But it should not become a dominant feature of education
systems. Those who do not receive investment will find it increasingly hard to
fit into the modern world. It really is learning to take part that counts.
Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
Dentre as palavras presentes no texto analisado, aquela que NÃO é
cognato é:
Ano: 2024
Banca:
Máxima
Órgão:
Prefeitura de Santo Antônio do Grama - MG
Prova:
Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208657
Inglês
Texto associado
Leia o texto a seguir.
For decades, it seemed that the purpose of our education system was to
encourage competition. Schools would award prizes to the most talented
student and proudly display their names on bulletin boards. Nowadays, in
many institutions, the key word has become "inclusion": no one should be left
behind. Resources are channeled into helping the east capable; everyone's
work (good or bad) is on the walls; and prize tables are heavily loaded with
awards to make sure everyone is awarded a prize for something. Which
approach is right?
Attempts to make education more inclusive are frequently criticized. Many
point out that once students leave the protective environment of the
classroom, they will face the challenges of the working world: what use will
false reassurance be then? The purpose of school must be to reveal to
people their limitations, so that they can find a vocation that suits them.
In the past, allowing the talented to rise to the top through competition would
certainly have been important. In most factories, it was useful to separate the
potential managers from the unskilled workforce, and companies relied on
finding talented individuals to win business before their competitors did. An
ethos of competition also helped countries to compete effectively with other
nations as they scrambled for territory, raced to accumulate armaments or
even traveled into space ahead of rivals.
But in the 21st century, are we really preparing young people for a world of
competition? The academic James F. Moore argues that the days when
businesses competed with each other are ending. Moore believes we should
talk of "business ecosystems" nowadays. International corporations operate
in global networks of suppliers and partners. Sometimes; even rival
corporations work together. For example: companies often have to
collaborate to define common industry standards.
What's more, hierarchies are disappearing within organizations. Modern
companies have a wider range of business functions (public relations, IT,
research and development), and so skills. Knowledge and decision-making
are spread throughout the organization. In a modern marketing department
alone, there are teams for collecting and analyzing a wealth of customer data,
designing brands, advertising, etc. Each individual contributes vital skills and
must receive equal training. Low-skilled work, by comparison, is increasingly
being performed by automated labor; that is, robots.
But it isn't just in businesses that cooperation is becoming the norm. In the
past, individuals, colleges, governments, and companies didn't have to
collaborate. Now', 'collective impact" is becoming the gold standard. For
example, an anti-obesity project called "Shape Up Somerville" managed to
significantly bring down the average BMI (body mass index) in the town in
just three years, by involving schools, colleges, local businesses, charities,
government, and local citizens in a program of collective action. Led by
academics, and funded by four agencies. The work involved designing
school lunch menus, improving walkways, introducing gym membership
packages, and running campaigns amongst the public.
Competition can still be useful. It's stimulating and can help us learn about
ourselves. But it should not become a dominant feature of education
systems. Those who do not receive investment will find it increasingly hard to
fit into the modern world. It really is learning to take part that counts.
Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
A palavra "argues" pode ser substituída por diferentes termos sem perder
o sentido, EXCETO por:
"The academic James F. Moore argues that the days when businesses competed with each other are ending."
"The academic James F. Moore argues that the days when businesses competed with each other are ending."
Ano: 2024
Banca:
Máxima
Órgão:
Prefeitura de Santo Antônio do Grama - MG
Prova:
Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208656
Inglês
Texto associado
Leia o texto a seguir.
For decades, it seemed that the purpose of our education system was to
encourage competition. Schools would award prizes to the most talented
student and proudly display their names on bulletin boards. Nowadays, in
many institutions, the key word has become "inclusion": no one should be left
behind. Resources are channeled into helping the east capable; everyone's
work (good or bad) is on the walls; and prize tables are heavily loaded with
awards to make sure everyone is awarded a prize for something. Which
approach is right?
Attempts to make education more inclusive are frequently criticized. Many
point out that once students leave the protective environment of the
classroom, they will face the challenges of the working world: what use will
false reassurance be then? The purpose of school must be to reveal to
people their limitations, so that they can find a vocation that suits them.
In the past, allowing the talented to rise to the top through competition would
certainly have been important. In most factories, it was useful to separate the
potential managers from the unskilled workforce, and companies relied on
finding talented individuals to win business before their competitors did. An
ethos of competition also helped countries to compete effectively with other
nations as they scrambled for territory, raced to accumulate armaments or
even traveled into space ahead of rivals.
But in the 21st century, are we really preparing young people for a world of
competition? The academic James F. Moore argues that the days when
businesses competed with each other are ending. Moore believes we should
talk of "business ecosystems" nowadays. International corporations operate
in global networks of suppliers and partners. Sometimes; even rival
corporations work together. For example: companies often have to
collaborate to define common industry standards.
What's more, hierarchies are disappearing within organizations. Modern
companies have a wider range of business functions (public relations, IT,
research and development), and so skills. Knowledge and decision-making
are spread throughout the organization. In a modern marketing department
alone, there are teams for collecting and analyzing a wealth of customer data,
designing brands, advertising, etc. Each individual contributes vital skills and
must receive equal training. Low-skilled work, by comparison, is increasingly
being performed by automated labor; that is, robots.
But it isn't just in businesses that cooperation is becoming the norm. In the
past, individuals, colleges, governments, and companies didn't have to
collaborate. Now', 'collective impact" is becoming the gold standard. For
example, an anti-obesity project called "Shape Up Somerville" managed to
significantly bring down the average BMI (body mass index) in the town in
just three years, by involving schools, colleges, local businesses, charities,
government, and local citizens in a program of collective action. Led by
academics, and funded by four agencies. The work involved designing
school lunch menus, improving walkways, introducing gym membership
packages, and running campaigns amongst the public.
Competition can still be useful. It's stimulating and can help us learn about
ourselves. But it should not become a dominant feature of education
systems. Those who do not receive investment will find it increasingly hard to
fit into the modern world. It really is learning to take part that counts.
Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
Em “Attempts to make education more inclusive are frequently criticized',
a palavra 'frequently' refere-se a um:
Ano: 2024
Banca:
Máxima
Órgão:
Prefeitura de Santo Antônio do Grama - MG
Prova:
Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208655
Inglês
Texto associado
Leia o texto a seguir.
For decades, it seemed that the purpose of our education system was to
encourage competition. Schools would award prizes to the most talented
student and proudly display their names on bulletin boards. Nowadays, in
many institutions, the key word has become "inclusion": no one should be left
behind. Resources are channeled into helping the east capable; everyone's
work (good or bad) is on the walls; and prize tables are heavily loaded with
awards to make sure everyone is awarded a prize for something. Which
approach is right?
Attempts to make education more inclusive are frequently criticized. Many
point out that once students leave the protective environment of the
classroom, they will face the challenges of the working world: what use will
false reassurance be then? The purpose of school must be to reveal to
people their limitations, so that they can find a vocation that suits them.
In the past, allowing the talented to rise to the top through competition would
certainly have been important. In most factories, it was useful to separate the
potential managers from the unskilled workforce, and companies relied on
finding talented individuals to win business before their competitors did. An
ethos of competition also helped countries to compete effectively with other
nations as they scrambled for territory, raced to accumulate armaments or
even traveled into space ahead of rivals.
But in the 21st century, are we really preparing young people for a world of
competition? The academic James F. Moore argues that the days when
businesses competed with each other are ending. Moore believes we should
talk of "business ecosystems" nowadays. International corporations operate
in global networks of suppliers and partners. Sometimes; even rival
corporations work together. For example: companies often have to
collaborate to define common industry standards.
What's more, hierarchies are disappearing within organizations. Modern
companies have a wider range of business functions (public relations, IT,
research and development), and so skills. Knowledge and decision-making
are spread throughout the organization. In a modern marketing department
alone, there are teams for collecting and analyzing a wealth of customer data,
designing brands, advertising, etc. Each individual contributes vital skills and
must receive equal training. Low-skilled work, by comparison, is increasingly
being performed by automated labor; that is, robots.
But it isn't just in businesses that cooperation is becoming the norm. In the
past, individuals, colleges, governments, and companies didn't have to
collaborate. Now', 'collective impact" is becoming the gold standard. For
example, an anti-obesity project called "Shape Up Somerville" managed to
significantly bring down the average BMI (body mass index) in the town in
just three years, by involving schools, colleges, local businesses, charities,
government, and local citizens in a program of collective action. Led by
academics, and funded by four agencies. The work involved designing
school lunch menus, improving walkways, introducing gym membership
packages, and running campaigns amongst the public.
Competition can still be useful. It's stimulating and can help us learn about
ourselves. But it should not become a dominant feature of education
systems. Those who do not receive investment will find it increasingly hard to
fit into the modern world. It really is learning to take part that counts.
Fonte: (Texto retirado do livro Accelerate 2 p. 56.)
Após a leitura do texto, analise as assertivas abaixo.
I. Ao longo do tempo, as instituições de ensino sempre priorizaram a "inclusão".
II. As escolas modernas procuram assegurar que todos os alunos recebam prêmios.
III. As tentativas de tornar a educação mais inclusiva não são alvo de críticas.
I. Ao longo do tempo, as instituições de ensino sempre priorizaram a "inclusão".
II. As escolas modernas procuram assegurar que todos os alunos recebam prêmios.
III. As tentativas de tornar a educação mais inclusiva não são alvo de críticas.
Q4197170
Inglês
Texto associado
Leia o texto para responder à questão.
Rising sea levels could severely disrupt crude oil
shipments and erode energy security in import-dependent
countries like China, South Korea and Japan, with many of the
world’s biggest terminals vulnerable to flooding, researchers
said on Tuesday.
Melting ice and swelling seas caused by rising
temperatures could “unleash unstoppable multi-metre sea
level rise which will not only sink key oil ports and disrupt
global oil trade but also swamp coastal refineries and
petrochemical facilities”, the China Water Risk (CWR) think
tank warned in a report.
A 2021 report by the Intergovernmental Panel on Climate
Change estimated that on current trends, average sea levels
could rise by more than a metre by the end of the century,
adding that a two-metre rise could not be ruled out.
(www.reuters.com/business/energy/. Adaptado)
No trecho do terceiro parágrafo – … a two-metre rise
could not be ruled out… – a expressão em negrito pode
ser substituída, sem alteração de sentido, por
Q4197169
Inglês
Texto associado
Leia o texto para responder à questão.
Rising sea levels could severely disrupt crude oil
shipments and erode energy security in import-dependent
countries like China, South Korea and Japan, with many of the
world’s biggest terminals vulnerable to flooding, researchers
said on Tuesday.
Melting ice and swelling seas caused by rising
temperatures could “unleash unstoppable multi-metre sea
level rise which will not only sink key oil ports and disrupt
global oil trade but also swamp coastal refineries and
petrochemical facilities”, the China Water Risk (CWR) think
tank warned in a report.
A 2021 report by the Intergovernmental Panel on Climate
Change estimated that on current trends, average sea levels
could rise by more than a metre by the end of the century,
adding that a two-metre rise could not be ruled out.
(www.reuters.com/business/energy/. Adaptado)
No trecho do segundo parágrafo – … which will not only
sink key oil ports and disrupt global oil trade but also
swamp coastal refineries… – as expressões em negrito
indicam
Q4197168
Inglês
Texto associado
Leia o texto para responder à questão.
Rising sea levels could severely disrupt crude oil
shipments and erode energy security in import-dependent
countries like China, South Korea and Japan, with many of the
world’s biggest terminals vulnerable to flooding, researchers
said on Tuesday.
Melting ice and swelling seas caused by rising
temperatures could “unleash unstoppable multi-metre sea
level rise which will not only sink key oil ports and disrupt
global oil trade but also swamp coastal refineries and
petrochemical facilities”, the China Water Risk (CWR) think
tank warned in a report.
A 2021 report by the Intergovernmental Panel on Climate
Change estimated that on current trends, average sea levels
could rise by more than a metre by the end of the century,
adding that a two-metre rise could not be ruled out.
(www.reuters.com/business/energy/. Adaptado)
The text mainly intends to
Q4197167
Inglês
Texto associado
Leia o texto para responder à questão
What are human rights?
Human rights are rights we have simply because we exist
as human beings – they are not granted by any state. These
universal rights are inherent to us all, regardless of nationality,
sex, national or ethnic origin, color, religion, language, or any
other status. They range from the most fundamental – the
right to life – to those that make life worth living, such as the
rights to food, education, work, health, and liberty.
(www.ohchr.org/en/what-are-human-rights. Adaptado)
No trecho do texto – … such as the rights to food,
education, work, health, and liberty. – a expressão destacada em negrito introduz uma
Q4197166
Inglês
Texto associado
Leia o texto para responder à questão
What are human rights?
Human rights are rights we have simply because we exist
as human beings – they are not granted by any state. These
universal rights are inherent to us all, regardless of nationality,
sex, national or ethnic origin, color, religion, language, or any
other status. They range from the most fundamental – the
right to life – to those that make life worth living, such as the
rights to food, education, work, health, and liberty.
(www.ohchr.org/en/what-are-human-rights. Adaptado)
According to the text, human rights are
Q4158888
Inglês
A High School English teacher prepared an activity in order to engage students in critical reflection on the
impact of social media on teenager’s lives and promote responsible digital citizenship. Initially, the teacher
introduced the concept of responsible digital citizenship, stressing the importance of understanding both
the positive and negative aspects of social media use. Then, students were divided into small groups and
assigned specific aspects of social media impact to research, such as cyberbullying, body image and privacy
concerns. Their task was to create presentations to share their findings with other groups, employing
creative visual tools like infographics and incorporating real-life examples to reinforce their arguments.
Based on this case study, we can state that the approach used is communicative because the teacher
Based on this case study, we can state that the approach used is communicative because the teacher
Q4158886
Inglês
Scenario I: In an Elementary School, we observed a dialogue between the teacher (T) and his students (Ss):
T: Hello, class!
Ss: Hi, teacher.
T: Today, I am going to introduce a new verb tense to you: the simple past. The simple past tense is used to describe actions or events that happened in the past. For example, If I say, “I walked to school yesterday,” what tense am I using?
(The teacher writes the sentences on the blackboard)
Ss: It is easy. It is simple past.
T: Ok, very good. What happened to the verb in the sentence?
Ss: You added “-ed.”
(The teacher underlines “-ed” in a different color)
T: Great. So, to change from the present tense to the past tense, with regular verbs, we simply add “-ed” to the verb. If the verb ends in “-y” preceded by a consonant, we drop the “-e” and add “-ied”, ok? Now let’s practice. Change the verbs below from present to past tense.
Scenario II: An English teacher (T) introduces the simple past tense to a group of 7th-grade students (Ss, S1, S2).
T: Hello, class!
Ss: Hello, teacher.
T: What day is today?
Ss: It is Monday.
T: Excellent. So, can you tell me what you did yesterday?
S1: I watch a movie on TV.
T: You watched a movie on TV, how nice.
S2: I played soccer with my friends.
T: Great. Now let’s practice. Sit in pairs and talk to your friend about things you did last week. (The teacher observes their performances and assists them when required).
We can state about scenario I and scenario II, respectively, that
T: Hello, class!
Ss: Hi, teacher.
T: Today, I am going to introduce a new verb tense to you: the simple past. The simple past tense is used to describe actions or events that happened in the past. For example, If I say, “I walked to school yesterday,” what tense am I using?
(The teacher writes the sentences on the blackboard)
Ss: It is easy. It is simple past.
T: Ok, very good. What happened to the verb in the sentence?
Ss: You added “-ed.”
(The teacher underlines “-ed” in a different color)
T: Great. So, to change from the present tense to the past tense, with regular verbs, we simply add “-ed” to the verb. If the verb ends in “-y” preceded by a consonant, we drop the “-e” and add “-ied”, ok? Now let’s practice. Change the verbs below from present to past tense.
Scenario II: An English teacher (T) introduces the simple past tense to a group of 7th-grade students (Ss, S1, S2).
T: Hello, class!
Ss: Hello, teacher.
T: What day is today?
Ss: It is Monday.
T: Excellent. So, can you tell me what you did yesterday?
S1: I watch a movie on TV.
T: You watched a movie on TV, how nice.
S2: I played soccer with my friends.
T: Great. Now let’s practice. Sit in pairs and talk to your friend about things you did last week. (The teacher observes their performances and assists them when required).
We can state about scenario I and scenario II, respectively, that
Q4158882
Inglês
West Side Story is a contemporary film inspired in William Shakespeare’s Romeo and Juliet. The central
theme of forbidden love between young lovers from opposing groups portrays the destructive nature of
prejudice and hatred, leading to tragic outcomes. The lovers, Romeo and Juliet, and Tony and Maria, face
immense societal pressures and personal sacrifices. Ultimately, both narratives highlight the senselessness
of violence and the enduring power of love amidst conflict.
A teacher presents to her High School students the film West Side Story, and then associates it with the play Romeo and Juliet to conduct a thematic comparative analysis; by doing this, she
A teacher presents to her High School students the film West Side Story, and then associates it with the play Romeo and Juliet to conduct a thematic comparative analysis; by doing this, she
Q4158878
Inglês
As perspectivas psicológicas e socioemocionais da autonomia baseiam-se na compreensão dos processos
internos, emoções e comportamentos que influenciam a capacidade de um indivíduo assumir o controle
de sua aprendizagem. Ao integrar tais perspectivas em suas práticas, os professores podem obter uma
compreensão holística dos fatores internos e externos que influenciam a autonomia dos alunos e
adaptar intervenções para apoiá-los no desenvolvimento de uma maior autonomia nos seus percursos
de aprendizagem.
OXFORD, R. L. Expanded perspectives on autonomous learners. Innovation in language learning and teaching. v. 9, n. 1, p. 58-71, 2015 (adaptado).
Uma estratégia que, efetivamente, contribuiria para o desenvolvimento da autonomia discente, considerando-se a perspectiva do texto apresentado, é a utilização de
OXFORD, R. L. Expanded perspectives on autonomous learners. Innovation in language learning and teaching. v. 9, n. 1, p. 58-71, 2015 (adaptado).
Uma estratégia que, efetivamente, contribuiria para o desenvolvimento da autonomia discente, considerando-se a perspectiva do texto apresentado, é a utilização de
Q4158872
Inglês
The belief that students don’t learn English effectively in public schools can have a great impact on the
emotions, beliefs, and professional identity of Brazilian English teachers. This belief may stem from a
variety of factors, such as limited resources, large class sizes, and inadequate language proficiency among
students. As a result, teachers may experience a range of emotions, including frustration, disappointment,
and a sense of helplessness in their efforts to facilitate language learning in such environments. Emotions
influence beliefs and vice-versa. Understanding this relationship is necessary to offer a more supportive
environment to help teachers to re-signify their beliefs and emotions. Numerous studies have shown that
emotions are also interconnected with various other concepts, including identities and motivations.
BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted).
Considering the text, we can state that
BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted).
Considering the text, we can state that
Q4158870
Inglês
TEXT 1
Critical literacy refers to the ability to actively and critically engage with texts, media, and information in order to understand, question, and analyze underlying power structures, ideologies, and assumptions. It goes beyond basic reading comprehension to involve a deeper examination of the social, political, and cultural contexts in which texts are produced and interpreted.
TEXT 2
The earliest accounts describe The Handmaid’s Tale (by Margaret Atwood) as a feminist dystopia: (a) it contrasts the present with an envisioned idealized society (separated from the present by time or space); (b) it offers a comprehensive critique of present values/conditions; (c) it sees men or male institutions as a major cause of present social ills; (d) it presents women not only as at least the equals of men but also as the sole arbiters of their reproductive functions.
The quotation also applies to dystopia, except that it deals with a negative society rather than an idealized one. Unlike a negative utopia or anti-utopia, [The Handmaid’s Tale] includes the promise of a return to our norm or to a more desirable state.
LECLAIRE, J. The Handmaid’s Tale: a Feminist Dystopia? In: LACROIX, J. M. et al. The Handmaid’s Tale, roman protéen. Presses universitaires de Rouen et du Havre, p. 85, 1999 (adapted).
Considering the texts, select the alternative that justifies why The Handmaid’s Tale is a viable option for a pedagogical activity involving critical literacy and the thematic of dystopia.
Critical literacy refers to the ability to actively and critically engage with texts, media, and information in order to understand, question, and analyze underlying power structures, ideologies, and assumptions. It goes beyond basic reading comprehension to involve a deeper examination of the social, political, and cultural contexts in which texts are produced and interpreted.
TEXT 2
The earliest accounts describe The Handmaid’s Tale (by Margaret Atwood) as a feminist dystopia: (a) it contrasts the present with an envisioned idealized society (separated from the present by time or space); (b) it offers a comprehensive critique of present values/conditions; (c) it sees men or male institutions as a major cause of present social ills; (d) it presents women not only as at least the equals of men but also as the sole arbiters of their reproductive functions.
The quotation also applies to dystopia, except that it deals with a negative society rather than an idealized one. Unlike a negative utopia or anti-utopia, [The Handmaid’s Tale] includes the promise of a return to our norm or to a more desirable state.
LECLAIRE, J. The Handmaid’s Tale: a Feminist Dystopia? In: LACROIX, J. M. et al. The Handmaid’s Tale, roman protéen. Presses universitaires de Rouen et du Havre, p. 85, 1999 (adapted).
Considering the texts, select the alternative that justifies why The Handmaid’s Tale is a viable option for a pedagogical activity involving critical literacy and the thematic of dystopia.
Q4158869
Inglês
A High School teacher brought to his English class a text about English as a lingua franca. After reading the
text and discussing it with the students, he asked them to write a text related to the theme. The students
argued that they would have difficulties with linguistic issues to accomplish the task. The teacher told
them that there was a technology lab at the school with internet access, so he took the students there
and taught them how to use some translation tools available.
Considering this situation, the teacher’s decision to allow students to use electronic translation tools to accomplish the task will
Considering this situation, the teacher’s decision to allow students to use electronic translation tools to accomplish the task will
Q4158864
Inglês
In a High School English class, the teacher decides to use a documentary about cultural travels around the
world. The video presents different tourist destinations, local customs, and different cultural traditions
of some English-speaking countries. The activity aims to develop the students’ knowledge about cultural
diversity and stimulate oral comprehension of English language varieties.
Considering the goal of the activity planned, the directions that the teacher should give to the students after they watch the video is
Considering the goal of the activity planned, the directions that the teacher should give to the students after they watch the video is
Q4151688
Inglês
Burgeoning online environments offer completely new opportunities for ethnographic and other forms of
qualitative research. Yet there are no clear standards for how we study online texts from an ethnographic
perspective. In this article, we identify barriers to the application of traditional qualitative methods online,
using the example of a systematic thematic analysis of weight-loss blogs. These barriers include the influence
of the technology structuring online content, the fluid nature of online texts such as blogs and the highly
connected and public nature of online identities, which may span multiple social media platforms. We
discuss some potential approaches to addressing these challenges as preliminary steps toward developing
a tool kit suited to ethical, high-quality online modes of ethnographic research.
Available at: https://journals.sagepub.com/. Accessed on: August 27, 2024 (adapted).
According to the text, it is correct to state that
Available at: https://journals.sagepub.com/. Accessed on: August 27, 2024 (adapted).
According to the text, it is correct to state that
Q4151687
Inglês
When planning a reading test for her 9th grade class, a teacher inserted sentences in the text that did not initially belong there, but discussed the same topic. She then asked students to locate these sentences.
In this case, what reading strategy is this test assessing?
Q4151681
Inglês
In a multicultural classroom setting, students from diverse linguistic backgrounds collaborate on a group
project discussing global literature. While English is the medium of instruction, students naturally switch
between their native languages and English to express complex ideas effectively. The teacher observes this
dynamic interchange and encourages students to embrace English as a lingua franca.
Based on this scenario, the approach that best fosters critical reflection and promotes understanding of English as a lingua franca should require the teacher to
Based on this scenario, the approach that best fosters critical reflection and promotes understanding of English as a lingua franca should require the teacher to
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