Questões de Concurso Sobre inglês
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Read TEXT and answer question.
TEXT
CASE STUDY ON THE IMPLEMENTATION OF REVERSE LOGISTICS PRACTICES IN A COMPANY PRODUCING HYGIENE PRODUCTS
Currently, it is necessary for companies to understand both distribution logistics processes and those involving reverse logistics, which is characterized by the treatment and final destination of post-consumption and post-sale products. The implementation of the reverse logistics features propelling forces and restrictive forces that assist and inhibit, respectively, its implementation. The objective of this paper is to study the propelling and restrictive forces of reverse logistics and to identify through a case study of a company producing hygiene products whether reverse logistics practices are applied, and in what form. In addition, we sought to identify the existence of specific performance indicators. It was found that the company considers reverse logistics a strategic issue and that, despite the existence of few performance indicators related to this topic, waste generation was reduced from 10% to 7% on the production volume, indicating that materials were being reused.
(ANDRADE, R. P.; VIEIRA JR., M.; VANALLE, R. M. Estudo de caso sobre a implementação das
práticas de logística reversa em uma empresa de produtos de higiene. Exacta – EP, São Paulo, v. 11, n.
2, p. 13-22, 2013. Disponível em:
Read TEXT and answer question.
TEXT
CASE STUDY ON THE IMPLEMENTATION OF REVERSE LOGISTICS PRACTICES IN A COMPANY PRODUCING HYGIENE PRODUCTS
Currently, it is necessary for companies to understand both distribution logistics processes and those involving reverse logistics, which is characterized by the treatment and final destination of post-consumption and post-sale products. The implementation of the reverse logistics features propelling forces and restrictive forces that assist and inhibit, respectively, its implementation. The objective of this paper is to study the propelling and restrictive forces of reverse logistics and to identify through a case study of a company producing hygiene products whether reverse logistics practices are applied, and in what form. In addition, we sought to identify the existence of specific performance indicators. It was found that the company considers reverse logistics a strategic issue and that, despite the existence of few performance indicators related to this topic, waste generation was reduced from 10% to 7% on the production volume, indicating that materials were being reused.
(ANDRADE, R. P.; VIEIRA JR., M.; VANALLE, R. M. Estudo de caso sobre a implementação das
práticas de logística reversa em uma empresa de produtos de higiene. Exacta – EP, São Paulo, v. 11, n.
2, p. 13-22, 2013. Disponível em:
Read TEXT and answer question.
TEXT
CASE STUDY ON THE IMPLEMENTATION OF REVERSE LOGISTICS PRACTICES IN A COMPANY PRODUCING HYGIENE PRODUCTS
Currently, it is necessary for companies to understand both distribution logistics processes and those involving reverse logistics, which is characterized by the treatment and final destination of post-consumption and post-sale products. The implementation of the reverse logistics features propelling forces and restrictive forces that assist and inhibit, respectively, its implementation. The objective of this paper is to study the propelling and restrictive forces of reverse logistics and to identify through a case study of a company producing hygiene products whether reverse logistics practices are applied, and in what form. In addition, we sought to identify the existence of specific performance indicators. It was found that the company considers reverse logistics a strategic issue and that, despite the existence of few performance indicators related to this topic, waste generation was reduced from 10% to 7% on the production volume, indicating that materials were being reused.
(ANDRADE, R. P.; VIEIRA JR., M.; VANALLE, R. M. Estudo de caso sobre a implementação das
práticas de logística reversa em uma empresa de produtos de higiene. Exacta – EP, São Paulo, v. 11, n.
2, p. 13-22, 2013. Disponível em:
I. It´s a proverb that talks about not judge by appearances. II. It´s about mental health. III. It´s about a winter campaign which benefits poor children and young people every year. IV. It´s a quote that talks about greed and poverty.
I. Human rights must be based on the principle of respect for the individual. II. Each person is a moral and rational being who should be treated with dignity. III. Human rights are rights for everyone- no matter who they might be.
They express, respectively:
I. He never came back, ______? II. She can rarely come these days, _______? III. The boys were playing soccer, _________?
Respectively, the correct order is:
The Question,relate to the contents of the Parâmetros Curriculares Nacionais (PCN).
One important issue to be considered in the teaching of a foreign
language is the impact of technology on society. The PCN
recognize that a foreign language is essential because:
The Question,relate to the contents of the Parâmetros Curriculares Nacionais (PCN).
The PCN state that the development of listening skills:
The Question,relate to the contents of the Parâmetros Curriculares Nacionais (PCN).
According to the PCN, while engaged in socio-interaction,
people make use of three types of knowledge to construct
meaning: systemic knowledge, world knowledge and knowledge
of text organization. One example which illustrates the
knowledge of text organization is the ability to:
The Question,relate to the contents of the Parâmetros Curriculares Nacionais (PCN).
One theoretical issue which serves as the basis for the PCN for
foreign languages is the socio-interactional nature of language
and language learning. This means that, when engaged in
discourse, speakers:
The Question,relate to the contents of the Parâmetros Curriculares Nacionais (PCN).
The PCN state that learning a foreign language helps the
educational process as a whole because:
Based on text 2, an adapted forum discussion, answer question below.
Teaching with no books
Dianne Bell
I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks.
Comments
Mila Junior and Senior Teacher
Posted on 02/22/2015
What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.
Flore
Secondary Teacher
Posted on 01/07/2015
Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming.
Jake
Science Educator
Posted on 11/22/2015
There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.
(Adapted from https://www.englishclub.com/)
Based on text 2, an adapted forum discussion, answer question below.
Teaching with no books
Dianne Bell
I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks.
Comments
Mila Junior and Senior Teacher
Posted on 02/22/2015
What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.
Flore
Secondary Teacher
Posted on 01/07/2015
Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming.
Jake
Science Educator
Posted on 11/22/2015
There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.
(Adapted from https://www.englishclub.com/)
Based on text 2, an adapted forum discussion, answer question below.
Teaching with no books
Dianne Bell
I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks.
Comments
Mila Junior and Senior Teacher
Posted on 02/22/2015
What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.
Flore
Secondary Teacher
Posted on 01/07/2015
Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming.
Jake
Science Educator
Posted on 11/22/2015
There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.
(Adapted from https://www.englishclub.com/)
Based on text 2, an adapted forum discussion, answer question below.
Teaching with no books
Dianne Bell
I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks.
Comments
Mila Junior and Senior Teacher
Posted on 02/22/2015
What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.
Flore
Secondary Teacher
Posted on 01/07/2015
Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming.
Jake
Science Educator
Posted on 11/22/2015
There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.
(Adapted from https://www.englishclub.com/)
Based on text 2, an adapted forum discussion, answer question below.
Teaching with no books
Dianne Bell
I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks.
Comments
Mila Junior and Senior Teacher
Posted on 02/22/2015
What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.
Flore
Secondary Teacher
Posted on 01/07/2015
Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming.
Jake
Science Educator
Posted on 11/22/2015
There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.
(Adapted from https://www.englishclub.com/)
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