Questões Prefeitura de Ervália - MG 2018 para Professor Docente para Ensino Fundamental e Médio - CESU (Inglês)

Q1731017

Q1731017 Legislação dos Municípios do Estado de Minas Gerais

Analise o caso hipotético a seguir. Aprovado em um concurso público, Pedro encontra-se em estágio probatório na administração pública do Poder Executivo do município de Ervália. Considerando o que dispõe o estatuto do servidor público do referido município, assinale a alternativa incorreta.

A

Uma vez aprovado no estágio probatório, Pedro passará a ser detentor do direito à estabilidade, mediante ato formal do prefeito.

B

O estágio probatório terá a duração de três anos.

C

A avaliação final do estágio probatório será feita por uma comissão de avaliação de desempenho.

D

Durante o estágio, Pedro não poderá ser cedido para o exercício de cargos de provimento em comissão ou funções de direção, chefia ou assessoramento do município.

Incorreta. Gabarito oficial da banca:

Veja como esse erro impacta seu desempenho geral. Ver estatísticas

Parabéns! Você acertou!

Esse acerto melhora seu desempenho! Veja suas estatísticas

Q1733100

Q1733100 Português

Texto associado

Leia o texto II a seguir para responder à questão

[...]

Os pensadores que defendem que o ser humano é sempre livre sabem que existem determinações externas e internas, fatores sociais e subjetivos, mas a liberdade de decidir sobre suas escolhas é superior à força dessas determinações. Um exemplo que poderia ser dado para entendermos essa noção seria a de dois irmãos que têm a mesma origem social, mas um se torna um criminoso e o outro não.

Vejamos o que o filósofo francês Jean-Paul Sartre disse sobre isso:

“[...] Por outras palavras, não há determinismo, o homem é livre, o homem é liberdade. […] Não encontramos diante de nós valores ou imposições que nos legitimem o comportamento. Assim, não temos nem atrás de nós nem diante de nós, no domínio luminoso dos valores, justificações ou desculpas. Estamos sós e sem desculpas.

É o que traduzirei dizendo que o homem está condenado a ser livre. Condenado porque não criou a si próprio; e, no entanto, livre porque, uma vez lançado ao mundo, é responsável por tudo o que fizer.”

[...]

SANTOS, Wigvan. Mundo Educação. Disponível em: < https://bit.ly/2OXrrZf>. Acesso em: 21 ago. 2018. [Fragmento adaptado].

Releia o trecho a seguir.

“Um exemplo que poderia ser dado para entendermos essa noção seria a de dois irmãos que têm a mesma origem social, mas um se torna criminoso e o outro não.”

De acordo com a norma-padrão, o desvio gramatical dessa frase está relacionado à(ao)

A

ortografia.

B

conjugação verbal.

C

concordância.

D

paralelismo sintático.

Incorreta. Gabarito oficial da banca:

Treine mais com um simulado focado no seu concurso. Criar simulado

Parabéns! Você acertou!

Está mandando bem! Treine mais em um simulado completo. Criar simulado

Q1733102

Q1733102 Português

Texto associado

Leia o texto II a seguir para responder à questão

[...]

Os pensadores que defendem que o ser humano é sempre livre sabem que existem determinações externas e internas, fatores sociais e subjetivos, mas a liberdade de decidir sobre suas escolhas é superior à força dessas determinações. Um exemplo que poderia ser dado para entendermos essa noção seria a de dois irmãos que têm a mesma origem social, mas um se torna um criminoso e o outro não.

Vejamos o que o filósofo francês Jean-Paul Sartre disse sobre isso:

“[...] Por outras palavras, não há determinismo, o homem é livre, o homem é liberdade. […] Não encontramos diante de nós valores ou imposições que nos legitimem o comportamento. Assim, não temos nem atrás de nós nem diante de nós, no domínio luminoso dos valores, justificações ou desculpas. Estamos sós e sem desculpas.

É o que traduzirei dizendo que o homem está condenado a ser livre. Condenado porque não criou a si próprio; e, no entanto, livre porque, uma vez lançado ao mundo, é responsável por tudo o que fizer.”

[...]

SANTOS, Wigvan. Mundo Educação. Disponível em: < https://bit.ly/2OXrrZf>. Acesso em: 21 ago. 2018. [Fragmento adaptado].

Releia o trecho a seguir.

“Assim, não temos nem atrás de nós nem diante de nós, no domínio luminoso dos valores, justificações ou desculpas.”

A conjunção destacada nesse trecho confere a ele um valor

A

explicativo.

B

temporal.

C

conclusivo

D

adversativo.

Incorreta. Gabarito oficial da banca:

Salve essa questão em um caderno para revisar depois. Adicionar a um caderno

Parabéns! Você acertou!

Mantenha o ritmo! Salve no caderno para revisar depois. Adicionar a um caderno

Q1733108

Q1733108 Geografia

Analise os trechos a seguir.
“No Brasil, de acordo com os dados do Centro de Inteligência em Orgânicos, da Sociedade Nacional de Agricultura (SNA), a área plantada com orgânicos chega a 750 mil hectares. O país ocupa a 12ª posição entre os principais produtores e o quinto lugar entre os países emergentes, atrás do Uruguai e da Argentina [...]” CARTA CAPITAL. Os frutos da Reforma Agrária. 20 de junho de 2018. p. 31.
“[...] Projeto de Lei nº. 6.299, de 2002, chamado ‘Pacote do Veneno’, [está] em discussão na comissão especial da Câmara dos Deputados [...] O colegiado que vai decidir se o texto segue para a votação em plenário é composto de 26 deputados, dos quais 20 fazem parte da bancada ruralista, ligados ao lobby da indústria de agrotóxicos. Além de pequenas firulas, como mudar a expressão ‘agrotóxico’ por ‘defensivos fitossanitários’, o projeto regulamenta o uso de novos venenos nocivos à saúde humana e ao meio ambiente [...]” CARTA CAPITAL. Os frutos da Reforma Agrária. 20 de junho de 2018. p. 31.
Com relação à produção agrícola no Brasil, a leitura dos dois trechos permite prever que

A

há uma oposição de interesses entre a agricultura orgânica e o agronegócio, sendo que este último está em vantagem nas instâncias governamentais.

B

na medida em que o país tem boa colocação no ranking dos produtores orgânicos, a produção agrícola conta com a simpatia da bancada ruralista, que vê nesse campo futuras oportunidades de lucratividade.

C

o avanço da área plantada com produtos orgânicos tem se constituído em forte álibi para coibir o agronegócio. Este, ao reagir contra aquele, busca aprovar leis para a redução de venenos na agricultura.

D

o Projeto de Lei nº 6.299, afinado com programas de vida saudável, quer barrar a agricultura orgânica, que vem de assentamentos rurais, decorrentes da reforma agrária, propondo substituir agrotóxicos por defensivos fitossanitários.

Incorreta. Gabarito oficial da banca:

Veja esse conteúdo explicado passo a passo em nossos cursos. Buscar curso

Parabéns! Você acertou!

Mandou bem! Revise esse tema nos nossos cursos. Buscar curso

Q1733110

Q1733110 Atualidades

Analise os trechos a seguir. “Verificamos que 123 municípios mais violentos do país concentram 50% dos homicídios brasileiros. E, como é muito difícil mudar o Brasil de uma hora para outra, isso indica que, a despeito de uma política universal é preciso pensar em ações territoriais nessas cidades. [...] Ou seja, concentrando as atenções nessas comunidades, podemos mudar seu quadro e do país.”
Cidades mais pacíficas têm menos pobreza e desemprego. In: O Tempo. 16 de junho de 2016. p. 16.
“O relatório (Atlas da Violência 2018: Retrato dos Municípios – IPEA) mostra que as dez cidades com maiores taxas de assassinatos no Brasil têm nove vezes mais pessoas na extrema pobreza do que as cidades menos violentas. Nas cidades com menos mortes, 6,2% das crianças são pobres, percentual que sobe para 25,3% nas cidades mais violentas. Onde há paz, apenas 0,5% mora em domicílios sem água encanada nem esgoto adequados; onde há violência, são 5,9%.” Cidades mais pacíficas têm menos pobreza e desemprego. In: O Tempo. 16 de junho de 2016. p. 16. De acordo com os dois trechos da reportagem, um possível encaminhamento com vistas à redução de assassinatos no Brasil seria

A

ampliar de investimentos em infraestrutura urbana, de maneira a favorecer melhores formas de viver, o que pode incidir na redução da pobreza e da violência.

B

apelar para a intervenção federal com o apoio das forças militares, já que estas podem acabar com a violência, causa da pobreza, e investir em infraestrutura.

C

aplicar em regiões vulneráveis políticas eugênicas, condicionando a proteção e o investimento à diminuição da prole, evitando-se mais pobreza no futuro. D) aumentar o policiamento

D

aumentar o policiamento em áreas vulneráveis, dado que a ação policial tem se mostrado eficaz na diminuição de crimes, já que violência se trata com apoio das forças militares.

Incorreta. Gabarito oficial da banca:

Veja como esse erro impacta seu desempenho geral. Ver estatísticas

Parabéns! Você acertou!

Esse acerto melhora seu desempenho! Veja suas estatísticas

Q1790314

Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Ervália - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |

Q1790314 Inglês

Texto associado

TEXT :

Foreign Language Teaching Methods

Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.

A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

• Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

• Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

• Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at: <https://coerll.utexas.edu>.

Acessed on: August 8th, 2018.

According to the text, reading is a process that

A

depends on the knowledge the reader has of the text.

B

needs the cooperation between the text and the reader.

C

can only lead to a single universal understanding of the text.

D

is independent of the understanding of the immediate reader.

Incorreta. Gabarito oficial da banca:

Veja como esse erro impacta seu desempenho geral. Ver estatísticas

Parabéns! Você acertou!

Esse acerto melhora seu desempenho! Veja suas estatísticas

Q1790315

Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Ervália - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |

Q1790315 Inglês

Texto associado

TEXT :

Foreign Language Teaching Methods

Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.

A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

• Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

• Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

• Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at: <https://coerll.utexas.edu>.

Acessed on: August 8th, 2018.

The text is very specific when dealing with foreign language learners. It says they

A

will have to use the skills they acquired for reading in their own language.

B

must learn a complete lot of new abilities in order to learn reading.

C

have to be prepared to use their deep knowledge of the foreign language.

D

can accomplish their reading learning process using a linear strategy.

Incorreta. Gabarito oficial da banca:

Esse erro também aparece no seu Resumão. Veja o que melhorar

Parabéns! Você acertou!

Esse acerto está no seu Resumão. Ver Resumão da semana

Q1790316

Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Ervália - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |

Q1790316 Inglês

Texto associado

TEXT :

Foreign Language Teaching Methods

Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.

A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

• Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

• Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

• Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at: <https://coerll.utexas.edu>.

Acessed on: August 8th, 2018.

The text advises that a teacher should

A

anticipate what a text may teach to reading learners.

B

specify a reading goal when asking a learner to read.

C

concentrate on grammatical points with a learner.

D

assign minimal goals for themselves when teaching reading.

Incorreta. Gabarito oficial da banca:

Compare seu desempenho com quem faz o mesmo concurso. Ver concorrência

Parabéns! Você acertou!

Compare seu desempenho com quem faz o mesmo concurso. Ver concorrência

Q1790317

Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Ervália - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |

Q1790317 Inglês

Texto associado

TEXT :

Foreign Language Teaching Methods

Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.

A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

• Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

• Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

• Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at: <https://coerll.utexas.edu>.

Acessed on: August 8th, 2018.

According to the text, a holistic education does not include connections between

A

the mind and the body.

B

an individual and his/her community.

C

the teacher and the learner.

D

intuitive ways of knowing and linear thinking.

Incorreta. Gabarito oficial da banca:

Errou um tema comum da banca? Veja o que mais costuma cair no Raio-X. Ver raio-X

Parabéns! Você acertou!

Essa questão segue o padrão da banca! Veja o que mais costuma cair. Ver raio-X

Q1790318

Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Ervália - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |

Q1790318 Inglês

Texto associado

TEXT :

Foreign Language Teaching Methods

Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.

A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

• Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

• Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

• Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at: <https://coerll.utexas.edu>.

Acessed on: August 8th, 2018.

According to the text, in order to lead the learner from the reading stage into the task of production,

A

the teacher must be pedagogically prepared to help.

B

the teacher is supposed to ask learners to produce texts first.

C

the learner should undergo three steps in the reading process.

D

the learner has to feel the increasing cognitive difficulty of the process.

Incorreta. Gabarito oficial da banca:

Treine mais com um simulado focado no seu concurso. Criar simulado

Parabéns! Você acertou!

Está mandando bem! Treine mais em um simulado completo. Criar simulado

Q1790319

Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Ervália - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |

Q1790319 Inglês

Texto associado

TEXT:

After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’

It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.

The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.

Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.

Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.

Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.

Marcia said “Please don’t tell me you’ve been taking cold again.”

Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister.

The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.

DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &

Son Corporation, 1936.

After the second ring of the doorbell, Marcia

A

wondered who might be ringing the bell in this foul weather.

B

knew it was her agent selling Christmas cards at a later date.

C

decided it was the neighboring children selling basketball tickets.

D

asked her boy to go and open the door to whomever was there.

Incorreta. Gabarito oficial da banca:

Veja esse conteúdo explicado passo a passo em nossos cursos. Buscar curso

Parabéns! Você acertou!

Mandou bem! Revise esse tema nos nossos cursos. Buscar curso

Q1790320

Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Ervália - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |

Q1790320 Inglês