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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)
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
Poderão manter serviços de atendimento ao público para a aplicação de injeções e curativos de pequeno porte, sob responsabilidade do técnico habilitado, as
Observe a imagem a seguir.
(Apostila ACS 2016 VUNESP)
A figura retrata qual dos princípios do Sistema Único de Saúde?
Uma edificação que abriga 50 idosos possui 1 sala de convivência (12 m2), 1 refeitório (10 m2), 5 dormitórios com sanitário e 1 sala para a equipe técnico-administrativa. Todos os ambientes possuem janelas amplas que possibilitam ventilação e iluminação naturais e piso frio antiderrapante. A edificação ocupa todo o terreno, não havendo área externa (jardim e quintal). O fiscal sanitário pode afirmar que esta edificação atende ao preconizado na Lei no 10.083/98 no que diz respeito à
É dever de todo cidadão submeter-se à vacinação obrigatória, assim como os menores sob sua guarda ou responsabilidade, mas poderá ser dispensado quando
A universalidade, princípio doutrinário do Sistema Único de Saúde (SUS), garante
Quando o infrator autuado for analfabeto, o auto de infração
Entre os princípios do Sistema Único de Saúde (SUS), aqueles que servem de base ao sistema (doutrinários), são:
O fiscal sanitário deve estar atento aos ritos administrativos para que o processo não seja invalidado. Assim, é importante
Em uma pequena localidade do interior, onde não existe serviço de verificação de óbito, ocorreu um óbito por causas mal definidas e sem assistência médica, não havendo suspeita deste ter ocorrido por causas não naturais. Nessas circunstâncias, o atestado de óbito será fornecido
Com relação a algumas doenças transmissíveis, as ações de controle devem ser complementadas por medidas de combate a vetores biológicos e seus reservatórios. Entre essas doenças, pode-se citar, corretamente:
No artigo 30 da Lei no 10.083/98, consta que é obrigação do empregador
As infrações sanitárias, sem prejuízo das sanções de natureza civil ou penal cabíveis, serão punidas, alternativa ou cumulativamente, com penalidades de advertência, prestação de serviços à comunidade, multa, apreensão, interdição, inutilização de produtos, suspensão de vendas, suspensão de fabricação, interdição parcial ou total do estabelecimento, cancelamento de autorização para funcionamento de empresa, cancelamento do cadastro e intervenção.
Assinale a alternativa correta referente à punição das infrações sanitárias.
No Sistema Único de Saúde (SUS), a igualdade pode ser definida como a
As amostras grátis distribuídas pelos estabelecimentos industriais de produtos farmacêuticos deverão ser dirigidas
Para efeito de análise fiscal de insumos, matérias primas, aditivos, coadjuvantes, recipientes, equipamentos, utensílios, embalagens, substâncias e produtos de interesse à saúde,
A preservação da autonomia das pessoas na defesa de sua integridade física e moral, a igualdade da assistência à saúde, sem preconceitos ou privilégios de qualquer espécie e o direito à informação às pessoas sobre sua saúde compõem _____________ do Sistema Único de Saúde.
Assinale a alternativa que completa corretamente a lacuna do texto.
Em uma vistoria a determinada empresa, o fiscal sanitário orientou o empregador a adotar medidas para manter as condições e a organização de trabalho adequadas às condições psicofísicas dos trabalhadores. Assinale a alternativa em que essas medidas são citadas obedecendo a ordem de prioridade.
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