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Q1095642 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
One common language practice teachers should abandon if they believe the argument presented in the second paragraph is:
Alternativas
Q1095641 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
In the fragment of the second paragraph – According to this metaphor… – the terms in bold refer to
Alternativas
Q1095640 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
A palavra however, que introduz o segundo parágrafo, estabelece entre este e o parágrafo anterior uma relação de
Alternativas
Q1095639 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
The first paragraph illustrates language teaching and learning within the view of
Alternativas
Q1095636 Pedagogia
Analise o texto a seguir.
O sapo
O sapo é bom. O sapo come insetos. O sapo é feio. O sapo vive na água e na terra. Ele solta um líquido pela espinha. O sapo é verde.
Trata-se de um texto produzido oral e coletivamente pelos alunos de série inicial, grafado na lousa pela professora. À luz das reflexões de Weizs (2000), o texto produzido pelas crianças
Alternativas
Q1076949 Medicina

Mulher, 36 anos, procura atendimento médico com queixa de dispneia em repouso, ortopneia e tosse seca. Apresenta sopro diastólico +++/6+, aspirativo, no 2º espaço intercostal à esquerda, e sopro diastólico em ruflar, ++++/6+, com B1 e P2 hiperfonéticas. Os pulsos periféricos são simétricos, com amplitude e ascenso normais.

Assinale a alternativa que contém as hipóteses diagnósticas corretas.

Alternativas
Q1076948 Medicina
Em relação ao diagnóstico de insuficiência cardíaca (IC), é correto afirmar:
Alternativas
Q1076947 Medicina
São considerados critérios maiores, de acordo com os critérios de Jones, para o diagnóstico de febre reumática:
Alternativas
Q1076946 Medicina

Mulher, 69 anos, hipertensa sem uso atual de medicação, procura ambulatório de cardiologia com queixa de dispneia aos grandes esforços habituais. O exame físico, revela PA = 168x85 mmHg, FC = 88 bpm e ausculta cardíaca normal. Exames complementares: eletrocardiograma mostra ritmo sinusal e alterações inespecíficas da repolarização ventricular; ecocardiograma evidencia aumento discreto do átrio esquerdo e hipertrofia ventricular concêntrica, com função preservada.

Assinale a alternativa que contém a estratégia terapêutica anti-hipertensiva mais adequada. 

Alternativas
Q1076945 Medicina
Em relação à angina de Prinzmetal, é correto afirmar:
Alternativas
Q1076944 Medicina

Mulher, 55 anos, apresenta hipertensão arterial resistente à terapia que vem sendo adotada. Durante consulta de rotina, o cardiologista está em dúvida em relação à introdução de metildopa ou clonidina, como agente anti-hipertensivo adicional.

Na comparação entre os dois fármacos, opta-se pela clonidina.Assim, a paciente estará livre de um efeito induzido, que é a

Alternativas
Q1076943 Medicina

Mulher, 68 anos, refere febre vespertina de até 38,8 º C, prostração, adinamia e perda de 8 kg nos últimos 3 meses. Foi internada para investigação diagnóstica e o exame físico não acrescentou maiores detalhes à investigação. Realizada ultrassonografia de abdome que evidenciou imagem sugestiva de abscesso hepático e, em exame de hemocultura, durante pico febril, foi isolado Streptoccocus bovis.

São exames obrigatórios no caso descrito:


Alternativas
Q1076942 Medicina
O tratamento endovascular percutâneo para pacientes com dissecção aórtica é viável e deve ser considerado em pacientes classificados como
Alternativas
Q1076941 Medicina
Considerando a cardiomiopatia hipertrófica, assinale a alternativa que contém apenas indicações inequívocas para a indicação de cardioversor desfibrilador implantável.
Alternativas
Q1076938 Medicina
Assinale a alternativa que contém apenas medicamentos que podem ser utilizados com segurança na gestação, sem evidências de risco fetal, na literatura.
Alternativas
Q1076937 Medicina

Paciente do sexo feminino, 55 anos, tem diagnóstico de esclerodermia na forma sistêmica há 10 anos. Procura atendimento cardiológico e é diagnosticada disfunção importante do ventrículo direito.

Assinale a alternativa que contém a causa mais provável desse achado.

Alternativas
Q1076936 Medicina

Homem, 56 anos, portador de espondiloartrose, faz tratamento crônico com anti-inflamatório não hormonal. Durante avaliação de rotina, é diagnosticada hipertensão arterial nível I, sendo indicado tratamento farmacológico em monoterapia.

Assinale a alternativa que contém o medicamento que deve ser prescrito, visando o melhor efeito anti-hipertensivo e menor interação medicamentosa. 

Alternativas
Q1076929 Medicina

Homem negro, 63 anos, hipertenso há muitos anos, procura pronto-atendimento com queixa de cefaleia intensa e turvação visual. Encontra-se lúcido e orientado, sem déficits neurológicos focais. Sua pressão arterial é 240x130 mmHg, e, ao exame físico, há edema perimaleolar bilateral. Exames complementares: radiografia de toráx normal, creatinina = 2,4 mg/dL e fundo de olho com borramento da papila.

Assinale a alternativa que contém a hipótese diagnóstica correta.

Alternativas
Q1076928 Medicina

Mulher, 29 anos, é encaminhada ao ambulatório de cardiologia por ter apresentado três episódios de síncopes no último ano. Relata que as síncopes sempre são precedidas de mal-estar, escurecimento visual e sensação intensa de fraqueza. Refere que o primeiro episódio ocorreu durante coleta de sangue para exames de rotina. Os outros episódios ocorreram em dois shows de rock, com grande aglomeração de pessoas.

Considerando que o exame físico é normal, assinale a alternativa que contém o diagnóstico mais provável.

Alternativas
Q1076927 Medicina
Em relação às indicações de marcapasso provisório, assinale a alternativa correta.
Alternativas
Respostas
181: D
182: B
183: E
184: C
185: D
186: A
187: B
188: D
189: B
190: A
191: D
192: B
193: C
194: A
195: E
196: B
197: E
198: A
199: D
200: B