Questões de Concurso
Para prefeitura de uberlândia - mg
Foram encontradas 1.967 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Geografia |
Q1108082
Geografia
Os mapas e gráficos armazenam informação espacial
abstrata e estruturada e devem ser considerados
instrumentos indispensáveis ao aprendizado dos temas
relacionados com o ambiente, o território e a Geografia
como um todo. O mapa fornece uma perspectiva
simultânea de uma área e organiza o conhecimento
espacial, expressando relações.Apessoa com deficiência
visual não pode prescindir desse meio de comunicação,
que, adaptado ao tato, ajuda na organização de suas
imagens espaciais internas.
ALMEIDA, R.D. Cartografia escolar. São Paulo: Contexto, 2007. Considere as seguintes adaptações.
I. Transcrição completa das informações visuais dos mapas convencionais para uma forma perceptível pelo tato.
II. Uso de maquetes elaboradas a partir de dados de curvas de nível para o trabalho com as representações do relevo e suas dinâmicas.
III. Exercícios sobre escala cartográfica utilizando brinquedos como carrinhos, bonecas e bichos de vários tamanhos.
IV. Utilização de texturas para representar a variação de cores dos mapas convencionais, geralmente associadas a informações qualitativas, quantitativas ou ordenadas.
Estão adequadas ao público com deficiência visual para o trabalho da cartografia e suas aplicações na Educação Básica as adaptações
ALMEIDA, R.D. Cartografia escolar. São Paulo: Contexto, 2007. Considere as seguintes adaptações.
I. Transcrição completa das informações visuais dos mapas convencionais para uma forma perceptível pelo tato.
II. Uso de maquetes elaboradas a partir de dados de curvas de nível para o trabalho com as representações do relevo e suas dinâmicas.
III. Exercícios sobre escala cartográfica utilizando brinquedos como carrinhos, bonecas e bichos de vários tamanhos.
IV. Utilização de texturas para representar a variação de cores dos mapas convencionais, geralmente associadas a informações qualitativas, quantitativas ou ordenadas.
Estão adequadas ao público com deficiência visual para o trabalho da cartografia e suas aplicações na Educação Básica as adaptações
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Geografia |
Q1108081
Pedagogia
A respeito do emprego da aula de campo como prática pedagógica no ensino de Geografia para o Ensino Fundamental, assinale com V as verdadeiras e com F as falsas.
( ) Além de aproximar a teoria da realidade, possibilita vincular a leitura e a observação, assim como situações e ações que, associadas à problematização e à contextualização encaminhadas pelo docente, ampliam a construção do conhecimento pelo aluno.
( ) Estimula o desenvolvimento de várias inteligências, sobretudo a espacial, ou seja, a capacidade de perceber com precisão o mundo visuoespacial e de realizar transformações sobre essas percepções.
( ) Diante de alguns fatores dificultadores (como riscos à segurança, custo financeiro e indisciplina), cabe ao professor avaliar a viabilidade dessa prática – em algumas situações, ela pode não ser adequada ao perfil ou à faixa etária de uma determinada turma.
( ) Diferente de um passeio, uma aula de campo deve ser planejada nas etapas de pré-campo, campo e pós-campo, orientada por objetivos pedagógicos e conteúdos curriculares predefinidos.
( ) Dentre suas contribuições para a educação geográfica, destaca-se que: instiga os alunos à observação e à comparação, permite associar teoria e prática, favorece a contextualização dos conteúdos, estimula os alunos à análise interdisciplinar.
Assinale a sequência correta.
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Geografia |
Q1108080
Geografia
Diretor de “Araguaia” quer novela “densa” para alavancar
ibope – O diretor Marcos Schechtman é um entusiasta
do seu trabalho. Graduado em ciências sociais e filosofia
pela UFRJ, Schechtman é um intelectual. Estreou na
TV fazendo uma adaptação da “Comédia Humana”,
de Balzac. Para caracterizar o ambiente de “Araguaia”,
vale-se do conceito “rurbano”. “O interior projetado na
nossa literatura não é o que existe na prática. Encontrei
na região fazendeiros que passavam o fim de semana
em Nova York”, diz.
Disponível em: <https://www1.folha.uol.com.br/ ilustrada/2010/09/804411-diretor-de-araguaia-quer-novela densa-para-alavancar-ibope.shtml>. Acesso em: 12 jul. 2019 (Adaptação).
A respeito do conceito de “rurbano”, considere as afirmativas a seguir.
I. O termo indica um tipo de sociedade intermediária que concilia os aspectos contraditórios de uma vida rural e urbana; assim, remete à ideia de um atravessamento do rural pelo urbano, e vice-versa.
II. O termo foi originalmente cunhado pelo geógrafo Gilberto Freyre, que o usou pela primeira vez em meados da década de 1940, quando a população brasileira deixou de ser majoritariamente rural para ser majoritariamente urbana.
III. Um retrato das áreas “rurbanas” pode ser observado no trânsito, onde se encontram bicicletas, carroceiros e cavalos transitando e disputando lugar com automóveis nas vias mais urbanizadas das cidades.
IV. Um reflexo da rurbanização está na geração de emprego e renda no meio rural, impulsionada por demandas não agrícolas das populações urbanas, como é o caso das demandas geradas por residência no campo e de serviços ligados ao lazer (turismo rural e preservação ambiental, por exemplo).
Estão corretas as afirmativas
Disponível em: <https://www1.folha.uol.com.br/ ilustrada/2010/09/804411-diretor-de-araguaia-quer-novela densa-para-alavancar-ibope.shtml>. Acesso em: 12 jul. 2019 (Adaptação).
A respeito do conceito de “rurbano”, considere as afirmativas a seguir.
I. O termo indica um tipo de sociedade intermediária que concilia os aspectos contraditórios de uma vida rural e urbana; assim, remete à ideia de um atravessamento do rural pelo urbano, e vice-versa.
II. O termo foi originalmente cunhado pelo geógrafo Gilberto Freyre, que o usou pela primeira vez em meados da década de 1940, quando a população brasileira deixou de ser majoritariamente rural para ser majoritariamente urbana.
III. Um retrato das áreas “rurbanas” pode ser observado no trânsito, onde se encontram bicicletas, carroceiros e cavalos transitando e disputando lugar com automóveis nas vias mais urbanizadas das cidades.
IV. Um reflexo da rurbanização está na geração de emprego e renda no meio rural, impulsionada por demandas não agrícolas das populações urbanas, como é o caso das demandas geradas por residência no campo e de serviços ligados ao lazer (turismo rural e preservação ambiental, por exemplo).
Estão corretas as afirmativas
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Geografia |
Q1108079
Pedagogia
No decorrer do período escolar, cada estudante entra
em contato com um grande volume de informações
a respeito do espaço geográfico brasileiro e mundial.
Em cada conteúdo que lhe é apresentado,
faz-se necessária a compreensão de vários conceitos
geográficos que se constituem como instrumentos
para uma aprendizagem efetiva. O uso indiscriminado
dos termos dentro da Geografia pode conduzir ao
empobrecimento do objeto de estudo e dos próprios
conceitos. Então, é necessário conhecer o universo
da discussão conceitual que circunda as categorias de
análise que são utilizadas nas pesquisas geográficas.
LISBOA, S. S. A importância dos conceitos da Geografia para a aprendizagem de conteúdos geográficos escolares. In: Revista Ponto de Vista, v. 4, p. 23-35. 2007 (Adaptação).
Nesse contexto, considere as definições a seguir.
I. Significa mais do que simplesmente uma localização geográfica, está relacionado aos diversos tipos de experiência e envolvimento com o mundo e se associa ao sentimento de pertencer a determinado espaço, de identificação pessoal com uma dada área.
II. Meio no qual se desenvolvem e se manifestam os diferentes tipos de fluxos; também pode ser entendido como um conjunto de nós (elementos do espaço) interconectados, sendo nó o ponto no qual uma curva se entrecorta.
III. Níveis em que o espaço é “subdividido” para melhor ser compreendido e analisado; não envolve apenas análise numérica, quantitativa, mas também qualitativa dos fenômenos analisados.
IV. Refere-se a “um todo” do qual derivam os demais conceitos e com o qual eles se relacionam; o homem é o seu agente por excelência – somente passa a existir quando se verifica interação entre o homem e o meio em que vive.
As definições I, II, III e IV mais se aproximam, correta e respectivamente, às seguintes categorias da análise geográfica:
LISBOA, S. S. A importância dos conceitos da Geografia para a aprendizagem de conteúdos geográficos escolares. In: Revista Ponto de Vista, v. 4, p. 23-35. 2007 (Adaptação).
Nesse contexto, considere as definições a seguir.
I. Significa mais do que simplesmente uma localização geográfica, está relacionado aos diversos tipos de experiência e envolvimento com o mundo e se associa ao sentimento de pertencer a determinado espaço, de identificação pessoal com uma dada área.
II. Meio no qual se desenvolvem e se manifestam os diferentes tipos de fluxos; também pode ser entendido como um conjunto de nós (elementos do espaço) interconectados, sendo nó o ponto no qual uma curva se entrecorta.
III. Níveis em que o espaço é “subdividido” para melhor ser compreendido e analisado; não envolve apenas análise numérica, quantitativa, mas também qualitativa dos fenômenos analisados.
IV. Refere-se a “um todo” do qual derivam os demais conceitos e com o qual eles se relacionam; o homem é o seu agente por excelência – somente passa a existir quando se verifica interação entre o homem e o meio em que vive.
As definições I, II, III e IV mais se aproximam, correta e respectivamente, às seguintes categorias da análise geográfica:
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Geografia |
Q1108078
Geografia
A secretária de Segurança Nacional dos Estados Unidos
pediu aos ministros de Segurança da Guatemala, El
Salvador e Honduras que detenham novas caravanas
de migrantes que pretendem chegar ao seu país de
forma irregular. Na busca por soluções à migração,
pediu-lhes para mostrar “liderança para deter a formação
das caravanas” que, na sua opinião, “trouxeram crime,
violência e instabilidade para a região”. Em fevereiro,
foi apresentado o estudo “Honduras: causalidades da
migração internacional” a cerca de 50 acadêmicos na
Universidade Nacional, em Tegucigalpa. A pesquisa
aponta que as pessoas no país decidem emigrar pela
“pobreza e desigualdade”, “insegurança” e por “fatores
culturais”.
Disponível em <https://www.em.com.br/app/noticia/ internacional/2019/02/20/interna_internacional,1032333/ eua-pedem-a-america-central-que-detenha-caravanas -demigrantes.shtml>. Acesso em: 13 jul. 2019 (Adaptação).
Assinale o tipo de migração que melhor representa a situação referenciada pelo texto.
Disponível em <https://www.em.com.br/app/noticia/ internacional/2019/02/20/interna_internacional,1032333/ eua-pedem-a-america-central-que-detenha-caravanas -demigrantes.shtml>. Acesso em: 13 jul. 2019 (Adaptação).
Assinale o tipo de migração que melhor representa a situação referenciada pelo texto.
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Geografia |
Q1108077
Pedagogia
A respeito da contribuição de diferentes pensadores
para o conhecimento geográfico, assinale a alternativa
incorreta.
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108066
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
Look at the following sentence, found in the text: “Zoe
looked stunning in a fitted black suit with a short skirt
that showed her long legs, and her hair was pulled back
in a sleek chignon that set off her classic English-rose
beauty to perfection.”
All of the words or phrases underlined in the sentence
are
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108065
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
The correct reported alternative for the sentence “Next
time, she thought firmly, I’m going for a middle-aged man
who likes bird watching and stamp collecting” is:
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108064
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
Mark the letter which corresponds to the word which is
not an adverb formed with the suffix ly
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108063
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
In the sentence “[…] leading Joanna to wonder why
Matthew was going out with a dark-eyed, gangly brunette
such as herself”, the pronoun herself refers to
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108062
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
In the sentence “She was an actress, whose film career
was on the rise”, the word whose is
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108061
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
The correct passive voice for the sentence ‘Sir James’s
family welcomes you all here and thanks you for coming
to pay tribute to a friend’ will be:
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108060
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
Look at the sentence ‘Joanna was snapped out of her
reverie as the congregation suddenly ceased their
chatter’.
Mark the correct alternative that corresponds to this
sentence in meaning.
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108059
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
Read the text again carefully and then mark the alternative
that contradicts it.
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108058
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
The girl first named in the text is
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108057
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT III
The cab had arrived ten minutes late, then had got stuck
in a monumental traffic jam on Charing Cross Road.
‘Sorry, love, nothing doing,’ the driver had said. Joanna
had looked at her watch, chucked a ten-pound note at
him and jumped out of the cab. As she’d hared through
the streets towards Covent Garden, her chest laboring
and her nose streaming, she’d wondered whether life
could get any worse.
Joanna was snapped out of her reverie as the
congregation suddenly ceased their chatter. She opened
her eyes and turned round as Sir James Harrison’s family
members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only
child, now well into his sixties. He lived in Los Angeles,
and was an acclaimed director of big-budget action films
filled with special effects. She vaguely remembered that
he had won an Oscar some time ago, but his films weren’t
the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his
daughter. As Alec had hoped, Zoe looked stunning in a
fitted black suit with a short skirt that showed her long
legs, and her hair was pulled back in a sleek chignon
that set off her classic English-rose beauty to perfection.
She was an actress, whose film career was on the rise,
and Matthew had been mad about her. He always said
Zoe reminded him of Grace Kelly his dream woman,
apparently – leading Joanna to wonder why Matthew
was going out with a dark-eyed, gangly brunette such
as herself. She swallowed a lump in her throat, betting
that Winnie the Pooh hot-water bottle that his ‘Samantha”
was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of
around nine or ten, looking uncomfortable in a black
suit and tie: Zoe’s son Jamie Harrison, named after his
great-grandfather. Zoe had given birth to Jamie when she
was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her
decision to both have the baby and to remain silent about
Jamie’s paternity.
Joanna thought how alike Jamie and his mother were:
the same fine features, a milk and rose complexion, and
huge blue eyes. Zoe Harrison kept him away from the
cameras as much as possible – if Steve had got a shot
of mother and son together, it would probably make the
front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother.
Joanna watched him as he drew level with her pew.
Even with her thoughts still on Matthew, she had to admit
Marcus Harrison was a serious ‘hottie’, as her fellow
reporter Alice would say. Joanna recognised him from
the gossip columns – most recently squiring a blonde
British socialite with a triple-barreled surname. As dark
as his sister was fair, but sharing the same blue eyes,
Marcus carried himself with louche confidence. His hair
almost touched his shoulders and, wearing a crumpled
black jacket and a white shirt unbuttoned at the neck,
he oozed charisma. Joanna dragged her gaze away
from him. Next time, she thought firmly, I’m going for a
middle-aged man who likes bird watching and stamp
collecting. She struggled to recall what Marcus Harrison
did for a living – a fledgling film producer, she thought.
Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke
from the pulpit, a large picture of Sir James Harrison in
front of him, surrounded with wreaths of white roses.
‘Sir James’s family welcomes you all here and thanks
you for coming to pay tribute to a friend, a colleague, a
father, grandfather and great-grandfather, and perhaps
the finest actor of this century. For those of us who had
the good fortune to know him well, it will not come as a
surprise that Sir James was adamant that this was not to
be a sombre occasion, but a celebration. Both his family
and I have honoured his wishes. Therefore, we start with
Sir James’s favourite hymn “I Vow to Thee My Country”.
Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018,
p. 13-15.
Read the following statements.
I. Five people of the same family are named in the text. II. Jamie Harrison was the great-grandson of the man whose funeral was being held. III. Marcus Harrison was believed to be the young boy’s father. IV. Marcus Harrison was truly a very handsome and attractive man.
The alternative that contains the correct statements, according to the text, is:
I. Five people of the same family are named in the text. II. Jamie Harrison was the great-grandson of the man whose funeral was being held. III. Marcus Harrison was believed to be the young boy’s father. IV. Marcus Harrison was truly a very handsome and attractive man.
The alternative that contains the correct statements, according to the text, is:
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108056
Inglês
Texto associado
Acessed on: August 31th, 2019 (Free translation).
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT II
Reading approaches language practices which come
directly from the interaction of the reader with the written
text, especially under the focus of the constitution of
meaning, based on understanding and interpreting genres
written in the English language, which circulate in the
various fields and layers of society. The practice of reading
in English promotes, for example, the development of
strategies of textual recognition (the use of verbal and
non-verbal clues into the formulation of hypotheses and
inferences) and of the investigation of the ways in which
the contexts in the BNCC facilitate processes of meaning
and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly
potentialized by digital media, makes it possible to live, in
a meaningful and pre-given way, diverse ways of reading
(reading in order to have a general idea of the text, search
for specific information, understand details, etc.), as well
as different aims at reading (in order to do research, or
enhance one’s own writing, read aloud to defend ideas or
arguments, to act in the actual world, always in a critical
manner, among other aims). Besides, reading practices
in English include diverse possibilities of contexts in
the use of languages for research and enhancing of
knowledge of meaningful themes for the students, in
interdisciplinary works or esthetic appreciation of genres
like poems, plays, etc.
Reading from chosen texts, involving practice with
diverse written and multimodal texts, of great importance
to the life of students in their school, social and cultural
aspects, as well as the analyzing and problematizing of
the chosen texts, help develop critical reading and the
building of an autonomous and creative trajectory in
language learning.
BRASIL. Base Nacional Comum Curricular (BNCC).
Available
at: <http://basenacionalcomum.mec.gov.br/>.
Among other advantages in the learning process, reading
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108055
Inglês
Texto associado
Acessed on: August 31th, 2019 (Free translation).
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT II
Reading approaches language practices which come
directly from the interaction of the reader with the written
text, especially under the focus of the constitution of
meaning, based on understanding and interpreting genres
written in the English language, which circulate in the
various fields and layers of society. The practice of reading
in English promotes, for example, the development of
strategies of textual recognition (the use of verbal and
non-verbal clues into the formulation of hypotheses and
inferences) and of the investigation of the ways in which
the contexts in the BNCC facilitate processes of meaning
and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly
potentialized by digital media, makes it possible to live, in
a meaningful and pre-given way, diverse ways of reading
(reading in order to have a general idea of the text, search
for specific information, understand details, etc.), as well
as different aims at reading (in order to do research, or
enhance one’s own writing, read aloud to defend ideas or
arguments, to act in the actual world, always in a critical
manner, among other aims). Besides, reading practices
in English include diverse possibilities of contexts in
the use of languages for research and enhancing of
knowledge of meaningful themes for the students, in
interdisciplinary works or esthetic appreciation of genres
like poems, plays, etc.
Reading from chosen texts, involving practice with
diverse written and multimodal texts, of great importance
to the life of students in their school, social and cultural
aspects, as well as the analyzing and problematizing of
the chosen texts, help develop critical reading and the
building of an autonomous and creative trajectory in
language learning.
BRASIL. Base Nacional Comum Curricular (BNCC).
Available
at: <http://basenacionalcomum.mec.gov.br/>.
The text says that the digital media
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108054
Inglês
Texto associado
Acessed on: August 31th, 2019 (Free translation).
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT II
Reading approaches language practices which come
directly from the interaction of the reader with the written
text, especially under the focus of the constitution of
meaning, based on understanding and interpreting genres
written in the English language, which circulate in the
various fields and layers of society. The practice of reading
in English promotes, for example, the development of
strategies of textual recognition (the use of verbal and
non-verbal clues into the formulation of hypotheses and
inferences) and of the investigation of the ways in which
the contexts in the BNCC facilitate processes of meaning
and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly
potentialized by digital media, makes it possible to live, in
a meaningful and pre-given way, diverse ways of reading
(reading in order to have a general idea of the text, search
for specific information, understand details, etc.), as well
as different aims at reading (in order to do research, or
enhance one’s own writing, read aloud to defend ideas or
arguments, to act in the actual world, always in a critical
manner, among other aims). Besides, reading practices
in English include diverse possibilities of contexts in
the use of languages for research and enhancing of
knowledge of meaningful themes for the students, in
interdisciplinary works or esthetic appreciation of genres
like poems, plays, etc.
Reading from chosen texts, involving practice with
diverse written and multimodal texts, of great importance
to the life of students in their school, social and cultural
aspects, as well as the analyzing and problematizing of
the chosen texts, help develop critical reading and the
building of an autonomous and creative trajectory in
language learning.
BRASIL. Base Nacional Comum Curricular (BNCC).
Available
at: <http://basenacionalcomum.mec.gov.br/>.
The reading practice does not:
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Uberlândia - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108053
Inglês
Texto associado
INSTRUCTIONS: Read the text carefully and then mark
the alternatives that answer the questions or complete
the sentences presented after it.
TEXT I
Using authentic reading materials in FLT
Let us discuss what reading in a foreign language is,
how it differs from reading in one’s mother-tongue.
If the foreign language learners are poor readers in their
mother-tongue, we can’t expect them to read efficiently
in the foreign language. But if they are good readers in
their mother-tongue, we expect them to transfer their
reading strategies to the foreign language automatically.
Unfortunately, this doesn’t always happen. Automatic
transfer of reading strategies from L1 to L2 is difficult
or never occurs. Good readers use top-down and
bottom-up strategies to make predictions about the
meaning of the text and check them. They vary their
reading speed and strategies according to the purpose
for their reading and the type of the text. When the same
students read a text in the foreign language, they tend to
use bottom-up strategies, i.e. their linguistic knowledge,
but they rarely dare to use top-down strategies, i.e. their
knowledge abouttheworld.Appropriate reading strategies
are rarely used and even some faulty reading habits, e.g.
subvocalizing, regressive eye movements, etc., can be
observed. So, foreign language students usually need
more reading practice in order to become efficient readers
in the foreign language. The use of authentic materials
is an important principle of Communicative Language
Teaching. In real life we read because we are interested
in the communicative purpose of the text, in the ideas
that the writer has expressed or the effect that the text
is supposed to produce on the reader. The language in
an authentic text is varied, whereas in a non-authentic
one there is often one single structure that is repeated.
The use of truly authentic texts is an important means of
teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic
texts. They are supposed to be easier than authentic
ones and to be better suited to the students’ language
proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit:
they say too much because they lack the natural
redundancy of authentic ones, they abound with
details, so, the students are not given the chance
to make any inferences;
• textbook reading materials usually deal with
over-familiar topics. This can hardly be avoided at
beginner level but at the higher levels the reading
texts can be more informative, enjoyable and
interesting;
• there is often a noticeable emphasis on the
product of the activity, i.e. on the answers to the
comprehension questions, over the process,
i.e. the appropriate use of reading skills and
strategies in order to understand the text.
We can overcome these shortcomings quite successfully
if we provide supplementary authentic texts. Thus the
language learners will become better readers, confident
in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two
basic reasons: for pleasure and for information (Grellet,
1981:4). We read for information because we want to find
out something, to learn something from the text, or for
instruction, in order to do something with the information
we get, to find out how to act. These reasons for reading
are authentic. […]
Having mentioned the major drawbacks of textbook
reading materials, let’s now consider the guidelines for
selecting a text to supplement them or even replace them.
These are the readability, the suitability of content and
the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the
right level. When we try to find a readable text,
we have to assess the level of its structural and
lexical difficulty. Still, we should not forget that
the students can deal with more difficult texts,
provided the task is not too difficult.
• Suitability of content means that the text should
be interesting and informative. The students’
preferences should not be neglected and a survey
of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate
the development of reading skills in order to help
the students become competent and independent
readers.
However, we shouldn’t forget the fact that language
classes are not entirely homogeneous: the level of the
students is not the same, their tastes may vary and it is
virtually impossible to create an ideal reader who could
tackle all existing texts successfully. So, our goals and
criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital
importance of using authentic texts as supplements to
textbook reading materials in order to prepare students for
real life reading.Authentic texts foster the development of
their reading skills thus helping them gain confidence in
their reading ability in the foreign language. They become
autonomous readers, who can take responsibility for their
own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to Nuttal (mentioned in the text), the selection
of authentic reading material should consider some
guidelines, as presented below. Mark the alternative that
is not included as an item.
Conheça nossos planos