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As questões de números 31 a 35 referem-se ao texto a seguir.
Teaching Children Literacy Skills in a Second Language
by ANNE EDIGER
In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.
Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.
Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.
(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)
In the fragment from the third paragraph – Although many different definitions of literacy can be found in the literature on the subject –, the word in bold may be correctly replaced, with no change in sense, by
As questões de números 31 a 35 referem-se ao texto a seguir.
Teaching Children Literacy Skills in a Second Language
by ANNE EDIGER
In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.
Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.
Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.
(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)
O segundo parágrafo destaca a importância da leitura no ensino de inglês em países em que o inglês não é a língua materna, devido ao fato de que nesses países
As questões de números 31 a 35 referem-se ao texto a seguir.
Teaching Children Literacy Skills in a Second Language
by ANNE EDIGER
In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.
Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.
Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.
(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)
In the first paragraph, the modal verb may is used several times to convey the idea of
As questões de números 31 a 35 referem-se ao texto a seguir.
Teaching Children Literacy Skills in a Second Language
by ANNE EDIGER
In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.
Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.
Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.
(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)
De acordo com o primeiro parágrafo, o ensino da leitura no contexto de língua estrangeira tem recebido mais atenção porque
Considering the description below, choose the corresponding type of interpreting:
“The interpreter listens to a unit of the source language, often making notes, then delivers a translation of the content after the original speaker. This type is often used for meetings, seminars, speeches, presentations, and so on where the listeners all understand one of two languages. It does not require any special equipment. Often the interpreter will have a microphone and interpret the source language from off-stage; at other times the interpreter will be alongside the speaker.”
Examine the excerpt extracted from “Localization from the Perspective of Translation Studies” (p. 2-3) by Anthony Pym and choose the alternative which DOES NOT CONTAIN features of the localization discourse:
Within localization models, translation is reduced to just one small step in a larger process. Most theorists of translation, of the other hand, would want to see localization as just a part of translation. This has given rise to considerable debate and more than a little discontent (see ISG 2003). Localization models mostly recognize two kinds of processes: internationalisation (for the centralized preparation of products) and localization proper (for the adaptation of the product to locales). Translation Studies, on the other hand, has long worked with three spaces for processes: production of the source text, intervention of the translator, and reception of the target text (or translation). From that perspective, some things seem to be missing in the localizer’s view of the world.
The following fragment is part of a Cooperation Agreement set between a Brazilian university and a foreign university:
3.7 – RESPONSIBILITIES OF THE HOSTING UNIVERSITIES
The host will agree to accept the prescribed number of exchange students, to enroll them as full time students of home university for the agreed upon period of study. The host university will assist students participating under the terms of this agreement, as far as possible, in finding suitable accommodation and will provide appropriate assistance in matters of health, language and local custom that may arise. The host university will appoint an individual who will provide advisory and other academic services to students participating in the exchange under the terms of this agreement.
With regards to the fragment above, please choose the CORRECT answer:
Sistemas de tradução automática disponíveis na internet apresentam-se como uma ferramenta alternativa de apoio ao tradutor. Todavia, traduções de alta qualidade exigem análise crítica e intervenção ativa, por parte do tradutor, sobre o texto apresentado pela ferramenta eletrônica. Abaixo, encontra-se o resumo em português de um artigo na área de Direito. Analise as duas versões apresentadas pelos tradutores automáticos Google e BabelFish e em seguida marque a alternativa INCORRETA.
O Direito não se desenvolve na exatidão de um cálculo matemático. É necessário o reconhecimento dos fatores históricos e axiológicos que permeiam a produção jurídica, sob o risco de se cair na escuridão do resumo do Direito à lei.
Tradução automática apresentada pelo Google Tradutor:
The law does not develop in the accuracy of a mathematical calculation. recognition of historical and value factors is necessary that permeate the legal production, at the risk of falling in the darkness of the summary of law to law.
Tradução automática apresentada pelo BabelFish:
The law develops in a mathematical calculation accuracy. It is necessary to the recognition of historical and axiológicos factors that permeate the legal production, under the risk of falling into the darkness of the summary of the law.
De acordo com os autores de Traduzir com autonomia, é importante identificar Uts, unidades de tradução, que seriam itens lexicais desconhecidos, estruturas sintáticas incompreensíveis e ambiguidades semânticas de difícil solução. Com base nessa informação, assinale a alternativa mais adequada para a tradução do título do artigo “Experiências de enfermeiras brasileiras profissionais no cuidado de pacientes com AIDS”:
A versão mais apropriada para: “Proporcionar ao aluno a compreensão básica da importância do trabalho de atenção à saúde” é:
Abaixo, encontra-se o fragmento de um Plano de Ensino que deverá ser vertido para o inglês e encaminhado para uma universidade americana nos Estados Unidos.
CURSO DE GRADUAÇÃO EM NUTRIÇÃO |
DISCIPLINA: Prática Orientada VI |
NATUREZA DA DISCIPLINA: Obrigatória |
|
OBJETIVO GERAL DA DISCIPLINA: Proporcionar ao aluno a compreensão básica da importância do trabalho de atenção à saúde (...). |
As versões apropriadas para “Curso de Graduação em Nutrição” e para “Prática Orientada VI” são, respectivamente:
Em Vocabulando (p. 416), Isa Mara Lando analisa dois diferentes usos e contextos de emprego do verbo “realize”:
1. Realizar, concretizar, cumprir, empreender; implementar; pôr em prática, levar a cabo, fazer acontecer, tornar realidade.
2. Perceber, atinar, dar-se conta, captar, compreender, concluir, conscientizar-se, descobrir, entender, ver, ter um clique, cair a ficha.
Em cada alternativa abaixo, relacione o contexto dos verbos sublinhados aos campos semânticos 1 ou 2 e então marque a alternativa correspondente:
(_) In some cases, a woman with sexually transmitted disease may not learn of her infection until, for example, she tries to become pregnant and realizes she is infertile.
(_) Scientists have realized that they need to make a more serious effort to engage with how their work is presented to the public.
(_) How can we, as researchers, be optimistic about climate change if the level of dangerous anthropogenic impact is actually higher than we realized?
(_) Advances in technology are helping investigators realize their goal of unlocking the secrets of the brains.
Analise o título e o resumo do artigo científico abaixo para responder às questões 29 e 30
Effect of Ileal Release of palm oil and glutamine on intestinal peptides PYY and GLP-1 in patients with type 2 diabetes and obesity
Abstract: The incretin based therapy constitutes one of the alternatives for the treatment of type 2 diabetes and for weight reduction. For this purpose, functional foods such as palm oil and glutamine provide dietary strategies for the stimulation of intestinal peptides.
The aim of this study was to evaluate whether the capsules of palm oil and glutamine (both of ileal release) result in increased secretion of GLP-1 and PYY.
Quanto ao título do artigo, a tradução mais adequada é:
Analise o título e o resumo do artigo científico abaixo para responder às questões 29 e 30
Effect of Ileal Release of palm oil and glutamine on intestinal peptides PYY and GLP-1 in patients with type 2 diabetes and obesity
Abstract: The incretin based therapy constitutes one of the alternatives for the treatment of type 2 diabetes and for weight reduction. For this purpose, functional foods such as palm oil and glutamine provide dietary strategies for the stimulation of intestinal peptides.
The aim of this study was to evaluate whether the capsules of palm oil and glutamine (both of ileal release) result in increased secretion of GLP-1 and PYY.
Selecione a tradução mais adequada do resumo acima:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
The main purpose of the text is to:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
One of the scientists tried to make a funny comment by saying:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
The pronoun THEY in “...they are now shipped by four-wheeled means” (paragraph 3) refers to:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
The word LIKE in “Premier researchers use the NET to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes (paragraph 2) introduces elements of:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
The areas in which scientists mostly use the Internet are:
Atenção: As questões de números 29 e 30 referem-se ao texto abaixo.
Subway and local train systems pose many of the same obstacles as airports for security professionals. Their efficacy relies on efficiency: People want to be able to get in and out as quickly as possible. But in both Delhi and Mumbai, subway lines often stretch out of the stations, as people patiently wait to put their bags through an X-ray machine and walk through a metal detector. Do citizens accept it because it’s always been that way? Or is the memory of the 2006 and 2008 attacks in Mumbai fresh enough that they are willing to take on the inconvenience, as long as it translates to safety? Programs like Global Entry and TSA PreCheck in the U.S. have been employed to increase the number of "known travelers" (and speed up the process when security risks are low), but recent news of a flight attendant who was part of TSA's Known Crewmember program − found with 70 pounds of cocaine in her carry-on − shows that no system is flawless.
Subways hold mass appeal because of their convenience, and it seems unlikely that the Delhi model could be replicated in other large public transit systems. Delhi has a daily ridership of about 2.3 million passengers, and the X-ray machines and metal detectors already act as a bottleneck to service. (New York, by comparison, has a daily ridership of about 6 million.) "Airport-style security in a train station or metro would be extremely cumbersome, given the much larger number of passengers using metro systems on a daily basis," says Matthew Finn, a London-based security specialist. Instead, he sees a different approach as a solution to metro security: "There are roles for other security layers, such as explosive detection canine units, real-time video analysis, behavioral analysis, and passive explosive trace detection systems."
(Adapted from http://www.cntraveler.com/stories/2016-03-25/brussels-attacks-expose-global-weaknesses-in-airport-subway-security)
Segundo o texto,
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