Questões de Concurso Sobre inglês
Foram encontradas 25.431 questões
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503717
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
Assuming that current language teaching tends to be eclectic in terms of approaches and that this might result in inconsistent and unfounded practice, Harmer (2007) recommends three essential elements for any teaching sequence: engage, study and activate. The alternative with a correct example of one of these elements is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503716
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
When teaching vocabulary, teachers should be aware of the purpose of the activities they propose. Harmer (2007) presents some examples of vocabulary activities associated with a specific purpose. One example of correct association between the activity and its purpose is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503715
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
According to Harmer (2007) in “How to teach English”, the discovery approach is a possible way of teaching grammar. In this approach, teachers lead learners to build the target knowledge. One example of a discovery activity is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503714
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
According to the “Parâmetros Curriculares Nacionais”, communicative competence is composed of the following three types of knowledge:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503713
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In language teaching studies, some attempts of modeling the reading process have been made. The approach to reading that is generally accepted today is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503712
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In “Oficina de Linguística Aplicada”, Moita Lopes (1996) discusses the concept of “self-ful?lling prophecy”, presented by Rosenthal and Jacobson in 1973. The author particularly uses this concept to tackle the belief of failure, which:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503711
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The “Parâmetros Curriculares Nacionais" claim that learning a foreign language contributes to the learning of the first language. According to this document, that can be explained by the fact that learning a foreign language:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503710
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The “Currículo Mínimo – Língua Estrangeira” (2012) has the purpose of developing the following competence in basic school education:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503709
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The “Currículo Mínimo – Língua Estrangeira” (2012) aims at promoting interdisciplinarity, majorly with the discipline of Portuguese language. The document suggests that this promotion be achieved by means of:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503708
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In “Dimensões Comunicativas no Ensino de Línguas", Almeida Filho (2007) discusses the types of competence a language teacher should achieve. For the author, “implicit competence" is the most basic one and should be surpassed. This competence can be defined as a/an:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503707
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The current state of the reflections about language teaching is broadly associated to the idea of “postmethod". This term was proposed by Kuramadivelu in 1994 and it includes ten macrostrategies. Three of these macrostrategies are:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503706
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The conceptual difference between “method” and “approach” is an interesting point to start discussing English language teaching. According to Richards and Rogers (2001), in “Approaches and Methods in Language Teaching”, “method” and “approach” can be translated into the two following phrases, respectively:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503705
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In the article “Ensino de Línguas: passado, presente e futuro”, Vilson Leffa (2012) predicts a certain “invisibility” to teachers in the future. According to the author, this “invisibility” means:
Q499767
Inglês
Texto associado
Cataloging Electronic Resources
Within the last few years, electronic resources have
become a prominent, if not the most dominant, means of
discovery and research for users of all types of libraries.
Although much of the electronic content for which libraries
provide access is in the form of electronic journals, there is
a growing proliferation of databases and indexes that lead
users directly to full-text content, both serial and monographic.
The variety of electronic resources and means of accessing
them has led to discussions regarding cataloging and online
resource management. Workflow and concomitant staffing
issues have also become prevalent in the literature as libraries
adjust to the realities of acquiring and processing these non-
print materials. Electronic resources have challenged the
principles and practices of cataloging over the last several
years. The complex nature of cataloging and the changes
necessitated by electronic resources have led to the need for
guides to explain the rules in what may be perceived as more
“practical” terms.
(http://www.ala.org/alcts/resources/org/cat/research/cat_eresource06.Adaptado)
A frase do texto – Electronic resources have challenged the principles and practices of cataloging over the last several years. – indica que
Q499766
Inglês
Texto associado
Cataloging Electronic Resources
Within the last few years, electronic resources have
become a prominent, if not the most dominant, means of
discovery and research for users of all types of libraries.
Although much of the electronic content for which libraries
provide access is in the form of electronic journals, there is
a growing proliferation of databases and indexes that lead
users directly to full-text content, both serial and monographic.
The variety of electronic resources and means of accessing
them has led to discussions regarding cataloging and online
resource management. Workflow and concomitant staffing
issues have also become prevalent in the literature as libraries
adjust to the realities of acquiring and processing these non-
print materials. Electronic resources have challenged the
principles and practices of cataloging over the last several
years. The complex nature of cataloging and the changes
necessitated by electronic resources have led to the need for
guides to explain the rules in what may be perceived as more
“practical” terms.
(http://www.ala.org/alcts/resources/org/cat/research/cat_eresource06.Adaptado)
De acordo com o trecho,
Q499765
Inglês
Texto associado
Leia o texto a seguir para responder a questão.
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
No fragmento – ... developing broad awareness of the full array of responsibilities that define the field as a whole. – a expressão em destaque, no contexto em que aparece, associa-se, em português, à ideia de desenvolver
Q499764
Inglês
Texto associado
Leia o texto a seguir para responder a questão.
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
A quarta frase do texto – Even those who remain focused on a single functional specialty within one institution… – aponta para um profissional cujo perfil
Q499763
Inglês
Texto associado
Leia o texto a seguir para responder a questão.
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
De acordo com o trecho, as chamadas Coleções Especiais em bibliotecas
Ano: 2015
Banca:
IDECAN
Órgão:
INMETRO
Provas:
IDECAN - 2015 - INMETRO - Pesquisador - Tecnologista em Metrologia e Qualidade - Engenharia Química
|
IDECAN - 2015 - INMETRO - Analista Executivo em Metrologia e Qualidade - Administração Geral e Pública |
IDECAN - 2015 - INMETRO - Analista Executivo em Metrologia e Qualidade - Análise e Desenvolvimento de Sistemas |
IDECAN - 2015 - INMETRO - Analista Executivo em Metrologia e Qualidade - Ciências Contábeis |
Q499577
Inglês
A man stepped onto the overnight train and told the conductor, “I need you to wake me up in Philadelphia. I'm a deep sleeper and can be angry when I get up, but no matter what, I want you to help me make that stop. Here's $100 to make sure".
The conductor agreed. The man fell asleep, and when he awoke he heard the announcement that the train was approaching New York, which meant they had passed Philadelphia a long time ago. Furious, he ran to the conductor. “I gave you $100 to make sure I got off in Philadelphia, you idiot!" “Wow," another passenger said to his traveling companion. “Is that guy mad!" “Yeah," his companion replied. “But not half as mad as that guy they forced off the train in Philadelphia."
(English2Go, No 7,The Reader's Digest Association, 2005. P. 80.)
In “ ...the train was approaching New York" a gerund is used as a/an
The conductor agreed. The man fell asleep, and when he awoke he heard the announcement that the train was approaching New York, which meant they had passed Philadelphia a long time ago. Furious, he ran to the conductor. “I gave you $100 to make sure I got off in Philadelphia, you idiot!" “Wow," another passenger said to his traveling companion. “Is that guy mad!" “Yeah," his companion replied. “But not half as mad as that guy they forced off the train in Philadelphia."
(English2Go, No 7,The Reader's Digest Association, 2005. P. 80.)
In “ ...the train was approaching New York" a gerund is used as a/an
Ano: 2015
Banca:
IDECAN
Órgão:
INMETRO
Provas:
IDECAN - 2015 - INMETRO - Pesquisador - Tecnologista em Metrologia e Qualidade - Engenharia Química
|
IDECAN - 2015 - INMETRO - Analista Executivo em Metrologia e Qualidade - Administração Geral e Pública |
IDECAN - 2015 - INMETRO - Analista Executivo em Metrologia e Qualidade - Análise e Desenvolvimento de Sistemas |
IDECAN - 2015 - INMETRO - Analista Executivo em Metrologia e Qualidade - Ciências Contábeis |
Q499576
Inglês
A man stepped onto the overnight train and told the conductor, “I need you to wake me up in Philadelphia. I'm a deep sleeper and can be angry when I get up, but no matter what, I want you to help me make that stop. Here's $100 to make sure".
The conductor agreed. The man fell asleep, and when he awoke he heard the announcement that the train was approaching New York, which meant they had passed Philadelphia a long time ago. Furious, he ran to the conductor. “I gave you $100 to make sure I got off in Philadelphia, you idiot!" “Wow," another passenger said to his traveling companion. “Is that guy mad!" “Yeah," his companion replied. “But not half as mad as that guy they forced off the train in Philadelphia."
(English2Go, No 7,The Reader's Digest Association, 2005. P. 80.)
In “They had passed Philadelphia a long time ago" the verb tense is a:
The conductor agreed. The man fell asleep, and when he awoke he heard the announcement that the train was approaching New York, which meant they had passed Philadelphia a long time ago. Furious, he ran to the conductor. “I gave you $100 to make sure I got off in Philadelphia, you idiot!" “Wow," another passenger said to his traveling companion. “Is that guy mad!" “Yeah," his companion replied. “But not half as mad as that guy they forced off the train in Philadelphia."
(English2Go, No 7,The Reader's Digest Association, 2005. P. 80.)
In “They had passed Philadelphia a long time ago" the verb tense is a:
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