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Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218107
Inglês
Texto associado
TEXT III
(From http://jobsanger.blogspot.com.br/2011/08/back-to-school.html)
The verb “wean” is used metaphorically in this cartoon. In its
literal sense, it means:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218106
Inglês
Texto associado
TEXT III
(From http://jobsanger.blogspot.com.br/2011/08/back-to-school.html)
The teacher’s action in the comic strip shows she is:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218105
Inglês
Texto associado
TEXT III
(From http://jobsanger.blogspot.com.br/2011/08/back-to-school.html)
The comic strip is funny because:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218104
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The modal verb in “A child might find it silly” signals:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218103
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
In Text II, the author offers grounds for learning with cartoons.
The alternative that provides the reasons based on everyday
exchanges and length is, respectively
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218102
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The verbs in “Wait, don’t change the channel!” are in the:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218101
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
In the first paragraph of Text II the writer assumes that, in
relation to learning English through cartoons, the reader is:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218100
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The conversational tone of this text is obtained by:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218099
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The opening paragraph of Text II is an example of a(n):
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218098
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
Text II deals with using cartoons for English learning. Read the statements below and mark them as TRUE (T) or FALSE (F).
✓ Some cartoons target an adult audience.
✓ Cartoons are fanciful and worthless teaching tools.
✓ Interpreting cartoons may vary depending on viewer’s age.
The statements are, respectively:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218097
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
The word “if’ in the sentence “Even if learners do not have
direct access to the internet in their classrooms” signals a:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218096
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
The verb phrase in “conventionaltools (blackboards,textbooks,
cassette players) that are found in classrooms around the
world” is in the:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218095
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
“Like” in “Technologies like the internet” is a:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218094
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
Theunderlinedphrase in“In this case, the role of technology can
provide a significant addition to the other more conventional
tools” refers to:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218093
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
Text I informs that “there are numerous terms to describe the
process of learning English”. Read the sentences and mark
them as TRUE (T) or FALSE (F).
✓ “English as an additional language” applies to students in countries where English is the first language. ✓ The phrase “English as an additional language” is also used in places where English is not the official language. ✓ EFL refers to settings around the world where English is taught as a second language.
The statements are, respectively:
✓ “English as an additional language” applies to students in countries where English is the first language. ✓ The phrase “English as an additional language” is also used in places where English is not the official language. ✓ EFL refers to settings around the world where English is taught as a second language.
The statements are, respectively:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - História |
Q1218092
História
Ao comparar vários livros didáticos,os professores encontraram
alguns estereótipos presentes nas abordagens sobre a Idade
Média europeia. Assinale a opção que apresenta conteúdos
corretamente abordados nos livros didáticos a partir de uma
renovação dos estudos sobre a Idade Média europeia:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - História |
Q1218091
História
“Não existe unanimidade na bibliografia corrente sobre o que
deve receber este nome, ou seja, a qual objeto a Nova História
se refere. Em parte significativa da bibliografia, faz-se uma
associação direta entre a chamada Escola dos Annales e a
Nova História; assim, para alguns autores, a Nova História teria
nascido com a fundação da revista Annales (1929) e seriam, neste
sentido, sinônimos. Existem, entretanto, aqueles que cunharam a
expressão no contexto da historiografia francesa contemporânea,
especialmente Jacques Le Goff e Pierre Nora, além de uma parte
significativa de autores que se debruçaram sobre a Nova História;
afirmam que este nome corresponde à chamada terceira geração
de historiadores associados à revista” (Silva, Rogério Forastieri da.
História da historiografia. Bauru, SP: EDUSC, 2001, p.199)
Assinale a opção que apresenta corretamente a contribuição dos annalistes para a renovação historiográfica:
Assinale a opção que apresenta corretamente a contribuição dos annalistes para a renovação historiográfica:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - História |
Q1218090
História
A redemocratização no Brasil nos anos 1980 foi acompanhada
por iniciativas de reformas curriculares em alguns Estados
da Federação, promovidas pelas Secretarias de Educação. O
ensino de História foi alvo também de renovações, conforme
podemos atestar no texto dos Parâmetros Curriculares
Nacionais (MEC:1998), ancorado em vigoroso diálogo com
a renovada historiografia brasileira. Sobre o processo de
renovação do ensino de História e da historiografia brasileira,
avalie se é correto afirmar que:
I. A renovação da historiografia foi acompanhada por uma preocupação crescente com o ensino de História, especialmente a necessidade de considerar as articulações entre os conteúdos ensinados e a realidade social e cultural dos alunos. II. Os estudos de história social e cultural contribuíram para uma análise crítica de currículos com enfoque em uma ordenação dos conteúdos, baseada na primazia da economia sobre as demais dimensões da vida humana. III. A renovação da historiografia brasileira nos anos 1980/90 é o resultado da construção de grandes modelos explicativos baseados nas ideias dos ciclos econômicos, com vistas a analisar o Brasil colonial em sua integração subordinada à metrópole.
Assinale a alternativa correta:
I. A renovação da historiografia foi acompanhada por uma preocupação crescente com o ensino de História, especialmente a necessidade de considerar as articulações entre os conteúdos ensinados e a realidade social e cultural dos alunos. II. Os estudos de história social e cultural contribuíram para uma análise crítica de currículos com enfoque em uma ordenação dos conteúdos, baseada na primazia da economia sobre as demais dimensões da vida humana. III. A renovação da historiografia brasileira nos anos 1980/90 é o resultado da construção de grandes modelos explicativos baseados nas ideias dos ciclos econômicos, com vistas a analisar o Brasil colonial em sua integração subordinada à metrópole.
Assinale a alternativa correta:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - História |
Q1218089
Conhecimentos Gerais
Nos últimos anos, o professor de História tem se deparado com
a oferta crescente de livros didáticos. Daí ser necessário uma
reflexão sobre o livro didático como recurso didático para o
ensino de História. Sobre o livro didático, avalie se é correto
afirmar que:
I. É um produto cultural complexo, o qual se enquadra na lógica da indústria cultural capitalista. II. É um recurso de ensino que transmite valores e sistemas culturais predominantes em uma época determinada e na sociedade. III. É um recurso que veicula conteúdos e métodos, os quais oferecem importantes balizamentos para a construção do saber escolar.
Assinale a alternativa correta:
I. É um produto cultural complexo, o qual se enquadra na lógica da indústria cultural capitalista. II. É um recurso de ensino que transmite valores e sistemas culturais predominantes em uma época determinada e na sociedade. III. É um recurso que veicula conteúdos e métodos, os quais oferecem importantes balizamentos para a construção do saber escolar.
Assinale a alternativa correta:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - História |
Q1218088
História
A sala de aula é um espaço comunicacional complexo, onde
são mobilizados saberes docentes e discentes, valores e afetos.
O ensino de História, em particular, tem buscado oferecer um
campo de reflexões que articula o debate teórico-metodológico
relacionadas ao saber histórico e aos saberes pedagógicos.
Sobre as contribuições do ensino de História para uma reflexão crítica sobre a prática docente, avalie se é correto afirmar que:
I. O professor deve se libertar de influências ideológicas e transmitir conhecimentos objetivos, com vistas a preservar a neutralidade do conhecimento científico. II. O professor deve mobilizar os alunos para o enfrentamento de questões desafiadoras e indispensáveis para o exercício da autonomia intelectual e para a construção do sentido de cidadania. III. O professor deve se ater exclusivamente na transmissão oral dos conteúdos como via privilegiada para enfrentar os desafios da sociedade de alta tecnologia.
Assinale a alternativa correta:
Sobre as contribuições do ensino de História para uma reflexão crítica sobre a prática docente, avalie se é correto afirmar que:
I. O professor deve se libertar de influências ideológicas e transmitir conhecimentos objetivos, com vistas a preservar a neutralidade do conhecimento científico. II. O professor deve mobilizar os alunos para o enfrentamento de questões desafiadoras e indispensáveis para o exercício da autonomia intelectual e para a construção do sentido de cidadania. III. O professor deve se ater exclusivamente na transmissão oral dos conteúdos como via privilegiada para enfrentar os desafios da sociedade de alta tecnologia.
Assinale a alternativa correta:
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