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Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016696
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
In the second paragraph, when the authors argue that “Critical
scholars have overtly supported the idea”, they mean that the
idea has been
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016695
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The phrase “the latter” in “the latter views literacy as the mastery
of linguistic skills” (2nd paragraph) refers to
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016694
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The phrase “That is” in “That is, it implies approaching texts in a
reflective way” (1st paragraph) can be replaced without change of
meaning by
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016693
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The text suggests that if teachers opt for critical literacy activities,
they should
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016692
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
According to the authors, critical literacy encourages students to
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016691
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
Based on the text, mark the statements below as true (T) or
false (F):
( ) The concept of critical literacy lacks precise definition.
( ) Functional and critical literacies have similar aims.
( ) Classroom practices based on critical literacy vary.
The statements are, respectively:
( ) The concept of critical literacy lacks precise definition.
( ) Functional and critical literacies have similar aims.
( ) Classroom practices based on critical literacy vary.
The statements are, respectively:
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013448
Pedagogia
Identifique abaixo as afirmativas verdadeiras ( V ) e as falsas ( F ) sobre Mídias e Tecnologias do
Conhecimento.
( ) A chegada das novas tecnologias de informação e comunicação criou a necessidade da elaboração de um projeto para discutir e elaborar soluções que proporcionem aos educadores uma utilização mais efetiva dos recursos midiáticos existentes em suas escolas, no intuito de promover uma educação mais qualitativa e atraente aos seus alunos.
( ) A escola deve ser compreendida como espaço dissociado da realidade vivenciada pelos seus integrantes, pois o objetivo principal da escola é formar cidadãos aptos a atuarem de forma dinâmica e eficiente no processo produtivo.
( ) O advento da sociedade tecnológica fez surgir novas formas de produção, repetição e acesso à informação e ao conhecimento. Como resultado, levantou uma série de discussões acerca do uso das tecnologias no espaço educacional e, consequentemente, no trabalho discente.
( ) A modificação do papel do aluno, agora como coparticipante de sua aprendizagem, é essencial para o sucesso da utilização dos recursos midiáticos na educação.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
( ) A chegada das novas tecnologias de informação e comunicação criou a necessidade da elaboração de um projeto para discutir e elaborar soluções que proporcionem aos educadores uma utilização mais efetiva dos recursos midiáticos existentes em suas escolas, no intuito de promover uma educação mais qualitativa e atraente aos seus alunos.
( ) A escola deve ser compreendida como espaço dissociado da realidade vivenciada pelos seus integrantes, pois o objetivo principal da escola é formar cidadãos aptos a atuarem de forma dinâmica e eficiente no processo produtivo.
( ) O advento da sociedade tecnológica fez surgir novas formas de produção, repetição e acesso à informação e ao conhecimento. Como resultado, levantou uma série de discussões acerca do uso das tecnologias no espaço educacional e, consequentemente, no trabalho discente.
( ) A modificação do papel do aluno, agora como coparticipante de sua aprendizagem, é essencial para o sucesso da utilização dos recursos midiáticos na educação.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013447
Pedagogia
Analise o parágrafo abaixo sobre a Atividade
Orientadora de Ensino.
A Atividade Orientadora de Ensino parte da concepção de que no processo educativo nós temos necessidades, que seria a apropriação .................................................. , temos também um motivo real que é a apropriação historicamente acumulado, tendo como objetivo para os ..................................................... , o ensino e para os o objetivo é a aprendizagem.
Assinale a alternativa que completa corretamente as lacunas do texto.
A Atividade Orientadora de Ensino parte da concepção de que no processo educativo nós temos necessidades, que seria a apropriação .................................................. , temos também um motivo real que é a apropriação historicamente acumulado, tendo como objetivo para os ..................................................... , o ensino e para os o objetivo é a aprendizagem.
Assinale a alternativa que completa corretamente as lacunas do texto.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013446
Inglês
A existência de diversos métodos e abordagens
para o ensino da língua inglesa permite que o professor escolha a melhor opção para ensinar seus alunos. A abordagem comunicativa no ensino da língua
inglesa é uma das opções mais escolhidas e fortemente defendida por professores do idioma.
Analise as afirmativas abaixo em relação ao assunto.
1. O aprendizado de línguas se assemelha a outros tipos de aprendizados em virtude da sua natureza social e comunicativa.
2. A abordagem comunicativa no ensino da língua inglesa apresenta caráter interacionista, ou seja, enfatiza o uso da interação e da troca de informações entre os indivíduos para obter melhores resultados.
3. A abordagem comunicativa se baseia na realidade linguística do aluno e visa um equilíbrio comunicativo entre a língua em estudo e o aprendiz.
Assinale a alternativa que indica todas as afirmativas corretas.
Analise as afirmativas abaixo em relação ao assunto.
1. O aprendizado de línguas se assemelha a outros tipos de aprendizados em virtude da sua natureza social e comunicativa.
2. A abordagem comunicativa no ensino da língua inglesa apresenta caráter interacionista, ou seja, enfatiza o uso da interação e da troca de informações entre os indivíduos para obter melhores resultados.
3. A abordagem comunicativa se baseia na realidade linguística do aluno e visa um equilíbrio comunicativo entre a língua em estudo e o aprendiz.
Assinale a alternativa que indica todas as afirmativas corretas.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013445
Inglês
Analise o texto abaixo sobre métodos e abordagens para o ensino da língua inglesa.
Os princípios básicos do Método Direto são:
.............................................o uso da língua materna na sala de aula; a cultura e a gramática são aprendidas de forma ..........................................................; as lições começam com ...........................................sobre o assunto, utilizando-se de mímicas e figuras para o entendimento do assunto; o professor ..............................................ser nativo na língua ou proficiente.
Assinale a alternativa que completa corretamente as lacunas do texto.
Os princípios básicos do Método Direto são:
.............................................o uso da língua materna na sala de aula; a cultura e a gramática são aprendidas de forma ..........................................................; as lições começam com ...........................................sobre o assunto, utilizando-se de mímicas e figuras para o entendimento do assunto; o professor ..............................................ser nativo na língua ou proficiente.
Assinale a alternativa que completa corretamente as lacunas do texto.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013444
Inglês
Identify the alternatives below as ( T ) true or
( F ) false.
( ) The underlined word in “… it helps to know more about hot air balloons themselves.“ is a relative pronoun.
( ) The preposition in the following sentence “…keeping the balloon floating above the ground.” means that the balloon is floating over the ground.
( ) The words ‘actually’, ‘push’, and ‘major’ mean in Portuguese: ‘atualmente’, puxar’ and ‘maior’.
( ) The negative form of “A hot air balloon has three major parts: the basket, the burner, and the envelope.” is “A hot balloon doesn’t have three major parts: the basket, the burner, and the envelope.”
( ) The tense used in the question “Have you ever wondered what keeps a hot air balloon flying?”, is an example of Past Perfect.
Choose the alternative which presents the correct sequence, from top to bottom.
( ) The underlined word in “… it helps to know more about hot air balloons themselves.“ is a relative pronoun.
( ) The preposition in the following sentence “…keeping the balloon floating above the ground.” means that the balloon is floating over the ground.
( ) The words ‘actually’, ‘push’, and ‘major’ mean in Portuguese: ‘atualmente’, puxar’ and ‘maior’.
( ) The negative form of “A hot air balloon has three major parts: the basket, the burner, and the envelope.” is “A hot balloon doesn’t have three major parts: the basket, the burner, and the envelope.”
( ) The tense used in the question “Have you ever wondered what keeps a hot air balloon flying?”, is an example of Past Perfect.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013443
Pedagogia
Assinale a alternativa correta sobre as Competências Socioemocionais.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013442
Inglês
Texto associado
Balloons
Have you ever wondered what keeps a hot air balloon
flying? The same principle that keeps food frozen in
the open chest freezers at the grocery store allows
hot air balloons to fly. It’s a very basic principle: Hot air
rises and cold air falls. So while the super-cooled air
in the grocery store freezer settles down around the
food, the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in
hot air balloons, it helps to know more about hot air
balloons themselves.
A hot air balloon has three major parts: the basket, the
burner, and the envelope. The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra
weight. The burner is positioned above the passenger’s heads and produces a huge flame to heat the air
inside the envelope. The envelope is the colorful fabric
balloon that holds the hot air. When the air inside the
envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of
the hot air balloon by regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is
allowed to cool and the balloon becomes heavier than
air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which
way the wind is blowing. This means that she has a
general idea........................... which way the balloon will
go. But, sometimes the pilot can actually control the
direction that the balloon flies while.......................................... flight.
This is because the air above the ground is sectioned .........................................layers in which the direction of the wind
may be different. So even though the pilot can’t steer
the balloon, she can fly or higher or lower into a different layer ......................................air. Some days the difference
between the direction of the wind between layers is
negligible. But other days the difference is so strong
that it can actually push the balloon in a completely
different direction!
Choose the alternative which presents the correct prepositions that are missing in the last paragraph of the text.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013441
Inglês
Texto associado
Balloons
Have you ever wondered what keeps a hot air balloon
flying? The same principle that keeps food frozen in
the open chest freezers at the grocery store allows
hot air balloons to fly. It’s a very basic principle: Hot air
rises and cold air falls. So while the super-cooled air
in the grocery store freezer settles down around the
food, the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in
hot air balloons, it helps to know more about hot air
balloons themselves.
A hot air balloon has three major parts: the basket, the
burner, and the envelope. The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra
weight. The burner is positioned above the passenger’s heads and produces a huge flame to heat the air
inside the envelope. The envelope is the colorful fabric
balloon that holds the hot air. When the air inside the
envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of
the hot air balloon by regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is
allowed to cool and the balloon becomes heavier than
air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which
way the wind is blowing. This means that she has a
general idea........................... which way the balloon will
go. But, sometimes the pilot can actually control the
direction that the balloon flies while.......................................... flight.
This is because the air above the ground is sectioned .........................................layers in which the direction of the wind
may be different. So even though the pilot can’t steer
the balloon, she can fly or higher or lower into a different layer ......................................air. Some days the difference
between the direction of the wind between layers is
negligible. But other days the difference is so strong
that it can actually push the balloon in a completely
different direction!
The word grocery in the first paragraph of the
text, “… at the grocery store allows hot air balloons to
fly.” is a place where you can buy:
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013440
Inglês
Texto associado
Balloons
Have you ever wondered what keeps a hot air balloon
flying? The same principle that keeps food frozen in
the open chest freezers at the grocery store allows
hot air balloons to fly. It’s a very basic principle: Hot air
rises and cold air falls. So while the super-cooled air
in the grocery store freezer settles down around the
food, the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in
hot air balloons, it helps to know more about hot air
balloons themselves.
A hot air balloon has three major parts: the basket, the
burner, and the envelope. The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra
weight. The burner is positioned above the passenger’s heads and produces a huge flame to heat the air
inside the envelope. The envelope is the colorful fabric
balloon that holds the hot air. When the air inside the
envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of
the hot air balloon by regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is
allowed to cool and the balloon becomes heavier than
air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which
way the wind is blowing. This means that she has a
general idea........................... which way the balloon will
go. But, sometimes the pilot can actually control the
direction that the balloon flies while.......................................... flight.
This is because the air above the ground is sectioned .........................................layers in which the direction of the wind
may be different. So even though the pilot can’t steer
the balloon, she can fly or higher or lower into a different layer ......................................air. Some days the difference
between the direction of the wind between layers is
negligible. But other days the difference is so strong
that it can actually push the balloon in a completely
different direction!
Choose the correct alternative according to the
text.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013439
Inglês
Texto associado
Balloons
Have you ever wondered what keeps a hot air balloon
flying? The same principle that keeps food frozen in
the open chest freezers at the grocery store allows
hot air balloons to fly. It’s a very basic principle: Hot air
rises and cold air falls. So while the super-cooled air
in the grocery store freezer settles down around the
food, the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in
hot air balloons, it helps to know more about hot air
balloons themselves.
A hot air balloon has three major parts: the basket, the
burner, and the envelope. The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra
weight. The burner is positioned above the passenger’s heads and produces a huge flame to heat the air
inside the envelope. The envelope is the colorful fabric
balloon that holds the hot air. When the air inside the
envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of
the hot air balloon by regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is
allowed to cool and the balloon becomes heavier than
air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which
way the wind is blowing. This means that she has a
general idea........................... which way the balloon will
go. But, sometimes the pilot can actually control the
direction that the balloon flies while.......................................... flight.
This is because the air above the ground is sectioned .........................................layers in which the direction of the wind
may be different. So even though the pilot can’t steer
the balloon, she can fly or higher or lower into a different layer ......................................air. Some days the difference
between the direction of the wind between layers is
negligible. But other days the difference is so strong
that it can actually push the balloon in a completely
different direction!
Analyze the sentences below about balloons.
1. Hot air keeps balloons up and flying.
2. Cold air keeps food cooked.
3. The burner produces a huge flash.
4. Usually made of wicker, the envelope is comfortable and warm. .
Choose the alternative which presents the correct sentences.
1. Hot air keeps balloons up and flying.
2. Cold air keeps food cooked.
3. The burner produces a huge flash.
4. Usually made of wicker, the envelope is comfortable and warm. .
Choose the alternative which presents the correct sentences.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013438
Inglês
Texto associado
Balloons
Have you ever wondered what keeps a hot air balloon
flying? The same principle that keeps food frozen in
the open chest freezers at the grocery store allows
hot air balloons to fly. It’s a very basic principle: Hot air
rises and cold air falls. So while the super-cooled air
in the grocery store freezer settles down around the
food, the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in
hot air balloons, it helps to know more about hot air
balloons themselves.
A hot air balloon has three major parts: the basket, the
burner, and the envelope. The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra
weight. The burner is positioned above the passenger’s heads and produces a huge flame to heat the air
inside the envelope. The envelope is the colorful fabric
balloon that holds the hot air. When the air inside the
envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of
the hot air balloon by regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is
allowed to cool and the balloon becomes heavier than
air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which
way the wind is blowing. This means that she has a
general idea........................... which way the balloon will
go. But, sometimes the pilot can actually control the
direction that the balloon flies while.......................................... flight.
This is because the air above the ground is sectioned .........................................layers in which the direction of the wind
may be different. So even though the pilot can’t steer
the balloon, she can fly or higher or lower into a different layer ......................................air. Some days the difference
between the direction of the wind between layers is
negligible. But other days the difference is so strong
that it can actually push the balloon in a completely
different direction!
Based on its use in paragraph 4 of the text, it can
be understood that negligible belongs to which of
the following word families?
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013437
Inglês
Texto associado
Balloons
Have you ever wondered what keeps a hot air balloon
flying? The same principle that keeps food frozen in
the open chest freezers at the grocery store allows
hot air balloons to fly. It’s a very basic principle: Hot air
rises and cold air falls. So while the super-cooled air
in the grocery store freezer settles down around the
food, the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in
hot air balloons, it helps to know more about hot air
balloons themselves.
A hot air balloon has three major parts: the basket, the
burner, and the envelope. The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra
weight. The burner is positioned above the passenger’s heads and produces a huge flame to heat the air
inside the envelope. The envelope is the colorful fabric
balloon that holds the hot air. When the air inside the
envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of
the hot air balloon by regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is
allowed to cool and the balloon becomes heavier than
air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which
way the wind is blowing. This means that she has a
general idea........................... which way the balloon will
go. But, sometimes the pilot can actually control the
direction that the balloon flies while.......................................... flight.
This is because the air above the ground is sectioned .........................................layers in which the direction of the wind
may be different. So even though the pilot can’t steer
the balloon, she can fly or higher or lower into a different layer ......................................air. Some days the difference
between the direction of the wind between layers is
negligible. But other days the difference is so strong
that it can actually push the balloon in a completely
different direction!
Using the text as a guide, identify the alternatives
below as ( T ) true or ( F ) false.
( ) Air goes up and out the top of a chimney when you light a fire.
( ) Cool air collects about the ceiling when you open a refrigerator.
( ) Smoke from a candle rises after you blow out the flame.
( ) Cold air coming from an air conditioning vent settles about the floor.
Choose the alternative which presents the correct sequence, from top to bottom.
( ) Air goes up and out the top of a chimney when you light a fire.
( ) Cool air collects about the ceiling when you open a refrigerator.
( ) Smoke from a candle rises after you blow out the flame.
( ) Cold air coming from an air conditioning vent settles about the floor.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013436
Inglês
Texto associado
Balloons
Have you ever wondered what keeps a hot air balloon
flying? The same principle that keeps food frozen in
the open chest freezers at the grocery store allows
hot air balloons to fly. It’s a very basic principle: Hot air
rises and cold air falls. So while the super-cooled air
in the grocery store freezer settles down around the
food, the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in
hot air balloons, it helps to know more about hot air
balloons themselves.
A hot air balloon has three major parts: the basket, the
burner, and the envelope. The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra
weight. The burner is positioned above the passenger’s heads and produces a huge flame to heat the air
inside the envelope. The envelope is the colorful fabric
balloon that holds the hot air. When the air inside the
envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of
the hot air balloon by regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is
allowed to cool and the balloon becomes heavier than
air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which
way the wind is blowing. This means that she has a
general idea........................... which way the balloon will
go. But, sometimes the pilot can actually control the
direction that the balloon flies while.......................................... flight.
This is because the air above the ground is sectioned .........................................layers in which the direction of the wind
may be different. So even though the pilot can’t steer
the balloon, she can fly or higher or lower into a different layer ......................................air. Some days the difference
between the direction of the wind between layers is
negligible. But other days the difference is so strong
that it can actually push the balloon in a completely
different direction!
According to the text, if the hot air balloon pilot
wants to change directions during flight, what might
he or she do to accomplish this?
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013435
Inglês
Texto associado
Balloons
Have you ever wondered what keeps a hot air balloon
flying? The same principle that keeps food frozen in
the open chest freezers at the grocery store allows
hot air balloons to fly. It’s a very basic principle: Hot air
rises and cold air falls. So while the super-cooled air
in the grocery store freezer settles down around the
food, the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in
hot air balloons, it helps to know more about hot air
balloons themselves.
A hot air balloon has three major parts: the basket, the
burner, and the envelope. The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra
weight. The burner is positioned above the passenger’s heads and produces a huge flame to heat the air
inside the envelope. The envelope is the colorful fabric
balloon that holds the hot air. When the air inside the
envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of
the hot air balloon by regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is
allowed to cool and the balloon becomes heavier than
air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which
way the wind is blowing. This means that she has a
general idea........................... which way the balloon will
go. But, sometimes the pilot can actually control the
direction that the balloon flies while.......................................... flight.
This is because the air above the ground is sectioned .........................................layers in which the direction of the wind
may be different. So even though the pilot can’t steer
the balloon, she can fly or higher or lower into a different layer ......................................air. Some days the difference
between the direction of the wind between layers is
negligible. But other days the difference is so strong
that it can actually push the balloon in a completely
different direction!
Analyse these sentences below.
1. As used in paragraph 3, the best synonym for ‘ascend’ is ‘climb’.
2. As used in paragraph 3, the best antonym for ‘descend’ is ‘fall’.
3. According to the author, wicker is “a pliable twig to make items such as furniture and baskets”.
4. The words ‘higher’ and ‘lower’, as used in the last paragraph are examples of the comparative of superiority form of the adjectives ‘high’ and ‘low’.
Choose the alternative which presents the correct sentences.
1. As used in paragraph 3, the best synonym for ‘ascend’ is ‘climb’.
2. As used in paragraph 3, the best antonym for ‘descend’ is ‘fall’.
3. According to the author, wicker is “a pliable twig to make items such as furniture and baskets”.
4. The words ‘higher’ and ‘lower’, as used in the last paragraph are examples of the comparative of superiority form of the adjectives ‘high’ and ‘low’.
Choose the alternative which presents the correct sentences.
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