Questões de Concurso Comentadas sobre 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 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
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
In order to introduce new vocabulary, the teacher shows the students her handbag and everything that is in it. In this situation, which technique is the teacher using to teach new words?
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.”
When teaching speaking, one of the typical problems faced by teachers is the following: some learners don't like speaking in English. A possible solution to this problem would be:
A aula de inglês pode ser entendida como um evento comunicativo que ocorre em um contexto bastante específico. Faz parte deste evento:
De acordo com a proposta da abordagem comunicativa, ensinar uma língua estrangeira (LE) significa
Em uma aula de língua inglesa, para que o professor efetivamente amplie os três tipos de conhecimento dos alunos (conhecimento de mundo, sistêmico e de organização textual), é essencial que ele
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:
Leia os diálogos abaixo:
1. A: Your sister cleaned the house yesterday.
B: No, I cleaned the house yesterday.
2. A: Your sister cleaned the house yesterday.
B: No, I cleaned the house yesterday.
3. A: Your sister cleaned the house yesterday.
B: No, I cleaned the house yesterday.
Com base na ênfase dada na produção de cada uma das respostas de “B” nos diálogos 1, 2 e 3, pode-se concluir que a aprendizagem de aspectos fonológicos da língua inglesa está intimamente relacionada à
Atenção: A questão se refere ao seguinte texto:
Many businesses believe that if they purchase enough equipment, they can create a secure infrastructure. Firewalls, intrusion detection systems and antivirus programs are just some of the tools available to assist in protecting a network and its data. It is important to keep in mind that no product or combination of products will create a secure organization by itself. Security is a process; there is no tool that you can “set and forget”. All security products are only as secure as the people who configure and maintain them. The purchasing and implementation of security products should be only a percentage of the security budget. The employees tasked with maintaining the security devices should be provided with enough time, training, and equipment to properly support the products. Unfortunately, in many organizations security activities are less important than support activities. Highly skilled security professionals are often tasked with help-desk projects such as resetting forgotten passwords, fixing jammed printers, and setting up new employee workstations. For most organizations, the cost of creating a strong security posture is seen as a necessary evil, similar to purchasing insurance. Organizations don’t want to spend the money on it, but the risks of not making the purchase outweigh the costs. Because of this attitude, it is extremely challenging to create a secure organization. The attitude is enforced because requests for security tools are often supported by documents providing the average cost of a security incident instead of showing more concrete benefits of a strong security posture. The problem is exacerbated by the fact that IT professionals speak a different language than management. IT professionals are generally focused on technology. Management is focused on revenue. Concepts such as profitability, asset depreciation, return on investment, and total cost of ownership are the mainstays of management. These are alien concepts to most IT professionals.
Adaptado de: VACCA, John R. Computer and Information Security Handbook. Pg 5.
Atenção: A questão se refere ao seguinte texto:
Many businesses believe that if they purchase enough equipment, they can create a secure infrastructure. Firewalls, intrusion detection systems and antivirus programs are just some of the tools available to assist in protecting a network and its data. It is important to keep in mind that no product or combination of products will create a secure organization by itself. Security is a process; there is no tool that you can “set and forget”. All security products are only as secure as the people who configure and maintain them. The purchasing and implementation of security products should be only a percentage of the security budget. The employees tasked with maintaining the security devices should be provided with enough time, training, and equipment to properly support the products. Unfortunately, in many organizations security activities are less important than support activities. Highly skilled security professionals are often tasked with help-desk projects such as resetting forgotten passwords, fixing jammed printers, and setting up new employee workstations. For most organizations, the cost of creating a strong security posture is seen as a necessary evil, similar to purchasing insurance. Organizations don’t want to spend the money on it, but the risks of not making the purchase outweigh the costs. Because of this attitude, it is extremely challenging to create a secure organization. The attitude is enforced because requests for security tools are often supported by documents providing the average cost of a security incident instead of showing more concrete benefits of a strong security posture. The problem is exacerbated by the fact that IT professionals speak a different language than management. IT professionals are generally focused on technology. Management is focused on revenue. Concepts such as profitability, asset depreciation, return on investment, and total cost of ownership are the mainstays of management. These are alien concepts to most IT professionals.
Adaptado de: VACCA, John R. Computer and Information Security Handbook. Pg 5.
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