Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
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Ano: 2024
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Q3048855
Inglês
Texto associado
Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.
In the fragment in the third paragraph of the text “The
fact that the Central Bank is also linked to the state also
implies that the latter may tend to entrust it”, the word in
bold refers to
Ano: 2024
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Q3048854
Inglês
Texto associado
Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.
In the fragment in the first paragraph of the text, the words
in bold “about acting as a lender of last resort during
banking crises” can be respectively replaced, without any
change in meaning, by:
Ano: 2024
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Q3048853
Inglês
Texto associado
Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.
In the fragment in the first paragraph of the text
“Nevertheless, their role is not limited to changing the
cost of credit”, the word in bold is related to the idea of
Ano: 2024
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Q3048852
Inglês
Texto associado
Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.
The main purpose of the text is to
Ano: 2024
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048791
Inglês
Texto associado
McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues
Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.
In the fragment of paragraph 6 of the text “So it’s smart
business, (...) to want to disassociate one’s company from
the exploitative practices”, the word “so” indicates a/an
Ano: 2024
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048790
Inglês
Texto associado
McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues
Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.
In the excerpt of paragraph 5 “the child-labor violations
don’t reflect the experience of most teenagers working in
‘age-appropriate roles and looking for meaningful jobs in
their local communities’”, the pronoun “their” refers to
Ano: 2024
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048789
Inglês
Texto associado
McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues
Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.
In the fragment of paragraph 4 of the text “Both letters cite
an Alabama lawsuit”, the word “both” could be replaced,
with no change in meaning, by
Ano: 2024
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048788
Inglês
Texto associado
McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues
Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.
In paragraph 1 of the text, the expression in bold in the
excerpt “the investors reference The Washington Post
reporting (...) as the reason for leadership to take urgent
action” conveys the idea that the investors require the
leadership to
Ano: 2024
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul
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CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048787
Inglês
Texto associado
McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues
Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.
The main purpose of the text is to
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047651
Inglês
Read the following text to answer the
question bellow:
The role of technology in language and literacy education
As Dourish and Bell (2011) have pointed out, “The technologically mediated world does not stand apart from the physical one within which it is embedded; rather, it provides a new set of ways for that physical world to be understood and appropriated” (p. 132). But those new ways of understanding and appropriating are not likely to be developed automatically. A favorable disposition of mind is a prerequisite. And that disposition is probably best fostered in educational settings. Young people today learn digitally mediated modes of expression largely outside of school, and those out of school uses of digital technologies are often more varied and more sophisticated than those they encounter at school (Jenkins, Purushotma, Weigel, Clinton, & Robison, 2009; Lundby, 2008). This raises the question of what the function of schools should be with respect to digital technologies and literacy. If literacy is the know-how needed to deal with the technology of writing in a given culture, and if globalization and its attendant social and technological changes have simultaneously increased individuals’ control of and control by technologies of communication, then I would suggest that the answer to the question above is that schools need to foster literacy that includes a dimension of critical semiotic awareness.
KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.
According to the text, the technologically mediated world influences the understanding and appropriation of the physical world, therefore what role should educational settings play in this context to improve students’ awareness?
The role of technology in language and literacy education
As Dourish and Bell (2011) have pointed out, “The technologically mediated world does not stand apart from the physical one within which it is embedded; rather, it provides a new set of ways for that physical world to be understood and appropriated” (p. 132). But those new ways of understanding and appropriating are not likely to be developed automatically. A favorable disposition of mind is a prerequisite. And that disposition is probably best fostered in educational settings. Young people today learn digitally mediated modes of expression largely outside of school, and those out of school uses of digital technologies are often more varied and more sophisticated than those they encounter at school (Jenkins, Purushotma, Weigel, Clinton, & Robison, 2009; Lundby, 2008). This raises the question of what the function of schools should be with respect to digital technologies and literacy. If literacy is the know-how needed to deal with the technology of writing in a given culture, and if globalization and its attendant social and technological changes have simultaneously increased individuals’ control of and control by technologies of communication, then I would suggest that the answer to the question above is that schools need to foster literacy that includes a dimension of critical semiotic awareness.
KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.
According to the text, the technologically mediated world influences the understanding and appropriation of the physical world, therefore what role should educational settings play in this context to improve students’ awareness?
Ano: 2024
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IF-SP
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IF-SP
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IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047650
Inglês
Scholars from various theoretical
backgrounds have continuously defined and
redefined genre from different perspectives.
Chouliaraki and Fairclough (1999, p. 21, apud
Meuer, 2013, p. 151) investigate the concept of
language use within society, emphasizing that the
relationship between language and society is not
unilateral but dialectical. From this perspective, the
analysis of social practices offers the advantage of
providing a nexus between abstract structures and
their operative mechanisms, thus reconciling the
divide between “society” and the lived experiences
of individuals.
Genres, according to what is being appointed above, are defined according to their
Genres, according to what is being appointed above, are defined according to their
Ano: 2024
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IF-SP
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IF-SP
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IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047648
Inglês
There are two statements below an assertion
(A) and a reason (R) about English for Specific
Purposes. Mark the correct answer about them.
Assertion (A)
When designing an English for Specific Purposes (ESP) course, the first stage is to carry out a rigorous needs analysis of the target situation and only after that the organizational patterns in specific texts should be identified to specify the linguistics means by which they are signaled. After adding such patterns to specific register and lexical components, the course design is ready. Thus, there are just these three stages in ESP for Hutchinson and Waters (1987).
Reason (R)
Using the analogy of a tree, Hutchinson and Waters (1987) defined ESP as a language product whose root is English Language Teaching (ELT) and branches are English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Thus, the main point of ESP is to teach specialized vocabulary.
Assertion (A)
When designing an English for Specific Purposes (ESP) course, the first stage is to carry out a rigorous needs analysis of the target situation and only after that the organizational patterns in specific texts should be identified to specify the linguistics means by which they are signaled. After adding such patterns to specific register and lexical components, the course design is ready. Thus, there are just these three stages in ESP for Hutchinson and Waters (1987).
Reason (R)
Using the analogy of a tree, Hutchinson and Waters (1987) defined ESP as a language product whose root is English Language Teaching (ELT) and branches are English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Thus, the main point of ESP is to teach specialized vocabulary.
Ano: 2024
Banca:
IF-SP
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IF-SP
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IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047647
Inglês
In The Postmethod Condition: (E)merging
Strategies for Second/Foreign Language Teaching,
Kumaravadivelu (1994) states that a widespread
dissatisfaction with the conventional concept of
method has produced what the author calls the
“postmethod condition”, a reformulation that can
potentially reshape the character and content of
L2 (second language) teaching, teacher education,
and classroom research. In this context, fostering
language awareness consists in one out of ten macro
strategies proposed by the author in a strategic
framework for L2 teaching in the postmethod era.
Regarding the concept of language awareness
proposed by the author, it is correct to say that:
Ano: 2024
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IF-SP
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IF-SP
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IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047644
Inglês
Read the following text to answer the
question bellow:
Literacy involves having the wherewithal to base one’s interpretive and creative decisions on one’s personal purposes, one’s understanding of the medium one is working with, and the conditions of possibility of reception, acceptance, or rejection by others. The importance of the medium translates into a number of pedagogical goals for language and literacy education:
• To develop learners’ ability to reflect on relationships between language forms and their material contexts.
• To make learners aware of how those relationships change over time and through different mediums and different cultures of reading (i.e., to make learners aware of the historical precedents that have helped shape the communication technologies they use).
• To develop learners’ ability to analyze mediums to identify their ideological (or commercial) underpinnings, and to be aware of how mediums can be used to manipulate consumers and citizens, and to resist such manipulation. To accomplish these goals, teachers should engage learners with questions about how the new media born of the digital age relate to ‘old’ media, and perhaps even ancient media, to allow them to discover what aspects of literacy have remained relatively constant, which have changed, and what the significance of those changes might be.
KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.
Based on the text, which of the following best describes the pedagogical goals for language and literacy education in the context of media?
Literacy involves having the wherewithal to base one’s interpretive and creative decisions on one’s personal purposes, one’s understanding of the medium one is working with, and the conditions of possibility of reception, acceptance, or rejection by others. The importance of the medium translates into a number of pedagogical goals for language and literacy education:
• To develop learners’ ability to reflect on relationships between language forms and their material contexts.
• To make learners aware of how those relationships change over time and through different mediums and different cultures of reading (i.e., to make learners aware of the historical precedents that have helped shape the communication technologies they use).
• To develop learners’ ability to analyze mediums to identify their ideological (or commercial) underpinnings, and to be aware of how mediums can be used to manipulate consumers and citizens, and to resist such manipulation. To accomplish these goals, teachers should engage learners with questions about how the new media born of the digital age relate to ‘old’ media, and perhaps even ancient media, to allow them to discover what aspects of literacy have remained relatively constant, which have changed, and what the significance of those changes might be.
KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.
Based on the text, which of the following best describes the pedagogical goals for language and literacy education in the context of media?
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047643
Inglês
KUMARAVADIVELU, B. (1994, p.28-29)
points out three important categories of language
teaching method: language-centered, learnercentered and learning-centered. Although, from the
practitioner’s point of view, none of these methods can
be realized in their purest form in the actual classroom,
the sample below can be classified as follow:
Introductory classroom Young EFL learners in an English language school. Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn: Teacher: Sophia, how are you? Student: Fine, how are you? Teacher: Francisco, how are you? Student: Fine, how are you? Teacher: Valentina, how are you? Student: Fine, how are you? If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.
Introductory classroom Young EFL learners in an English language school. Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn: Teacher: Sophia, how are you? Student: Fine, how are you? Teacher: Francisco, how are you? Student: Fine, how are you? Teacher: Valentina, how are you? Student: Fine, how are you? If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047642
Inglês
“Em termos práticos, a acepção convencional de conhecimento e sujeito, fundamentada na
lógica da concentração, do individualismo e da
normatização, remonta ao modelo liberal-positivista de educação que “transmite” uma verdade
universal e acabada a um sujeito que a recebe de
maneira diretiva e que a devolve a contento de
modelos previamente determinados pela instituição escolar. Ao passo que a acepção pós-moderna
de conhecimento e de sujeito tenta romper com
a ideia de transmissão ao compreender o conhecimento como construção sociocultural. Nessa
perspectiva, a produção de sentidos passa a ser
compreendida sob o viés da colaboração, cujas
significações devem ser mediadas pela escola.”
(Duboc, 2015, p. 668)
In Avaliação da aprendizagem de línguas e os multiletramentos, Duboc (2015) states that the emergence of new literacies in the post-typographical society is closely related to a new understanding of subject, language and meaning making processes. Regarding knowledge construction in both moments discussed by the author, it is correct to say that:
In Avaliação da aprendizagem de línguas e os multiletramentos, Duboc (2015) states that the emergence of new literacies in the post-typographical society is closely related to a new understanding of subject, language and meaning making processes. Regarding knowledge construction in both moments discussed by the author, it is correct to say that:
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047641
Inglês
Fonte: Disponível em: https://phdcomics.com/comics.php?f=1374.Acesso em: 30 ago. 2024.
Fonte: Disponível em: https://worldofmirth.com/products/ ugh-as-if-clueless-vinyl-sticker. Acesso em: 30 ago. 2024.
How does the semantic use of ‘as if’ in the final panel of the comic strip in Text 1 contrast with its application in Text 2?
Ano: 2024
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IF-SP
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IF-SP
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IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047640
Inglês
Fonte: Disponível em: https://www.cartoonstock.com/ cartoon?searchID=CS249584. Acesso em: 2 ago. 2024.
The comic cartoons, frequently, highlight an interesting linguistic construction often censured by grammarians: the use of double negatives to articulate a single negation. The critique of double negatives is based on the notion that negation is an absolute concept; something is either present or absent, and adding a second negative into a sentence does not make it more negative than it was before. However, Swan (2005, p. 364) reminds us that “multiple negatives are sometimes used instead of simple positive structures for special stylistic effects. This is rather literary; in spoken English, it can seem unnatural or old-fashioned”. In which of the alternatives bellow there is a purposeful use of a double negative structure for stylistic gains?
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
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IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047639
Inglês
Read the following text to answer the
question bellow:
The use of the word ‘America’ in the singular and without an adjective may shock the reader. In the expressions ‘God bless America’ or ‘Make America great again’, the part is taken for the whole. In Latin America, people speak more accurately of the Americas - Las Americas. ‘America’ was the baptismal name given in I507 by the German cartographer Martin Waldseemüller in Saint-Diédes-Vosges, based on the voyage of the Italian Amerigo Vespucci to only the southern half of the Western hemisphere. The symbolic cornering of its two continents by English-speaking and Protestant America, ignoring the Romance languages and Catholic traditions in the rest of the New World, has since expressed the relationship of forces between them. In what follows, the word designates less a state and a territory than a certain form of civilization.
DEBRAY, Regis. Civilization. How we all became American. Verso: London, 2019.
According to the text, what does the use of the term ‘America’ without an adjective signify in the context of English-speaking and Protestant America?
The use of the word ‘America’ in the singular and without an adjective may shock the reader. In the expressions ‘God bless America’ or ‘Make America great again’, the part is taken for the whole. In Latin America, people speak more accurately of the Americas - Las Americas. ‘America’ was the baptismal name given in I507 by the German cartographer Martin Waldseemüller in Saint-Diédes-Vosges, based on the voyage of the Italian Amerigo Vespucci to only the southern half of the Western hemisphere. The symbolic cornering of its two continents by English-speaking and Protestant America, ignoring the Romance languages and Catholic traditions in the rest of the New World, has since expressed the relationship of forces between them. In what follows, the word designates less a state and a territory than a certain form of civilization.
DEBRAY, Regis. Civilization. How we all became American. Verso: London, 2019.
According to the text, what does the use of the term ‘America’ without an adjective signify in the context of English-speaking and Protestant America?
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047638
Inglês
Read the following text to answer the
question bellow:
According to Dudley-Evans and St John (1998, 10-11), there are several widely-believed essential advantages of ESP courses: they are more motivating than EGP courses as they focus on the learner’s needs, more cost-effective, and the aims are widely accepted by learners. However, the level of motivation depends on the individual learner especially in ESP as learners seek variety from the commonly addressed topics. The problem here is that it is, naturally, easier to do specific work with highly motivated students whereas with less motivated students teachers tend to stick with more general work and topics. In ESP, it is crucial to present any teaching activity in a context regardless of the aim. Dudley-Evans and St John distinguish in this respect “carrier content” and “real content” (1998, 11): carrier content describes an authentic topic to teach the real content which is the language of process.
KOPPITSCH, Gerlinde. Teaching English for Specific Purposes. An action research project. Master Thesis. Alpen-Adria-Universität Klagenfurt, Klagenfurt, 2019.
According to the text, what is a crucial aspect of teaching English for Specific Purposes (ESP) courses?
According to Dudley-Evans and St John (1998, 10-11), there are several widely-believed essential advantages of ESP courses: they are more motivating than EGP courses as they focus on the learner’s needs, more cost-effective, and the aims are widely accepted by learners. However, the level of motivation depends on the individual learner especially in ESP as learners seek variety from the commonly addressed topics. The problem here is that it is, naturally, easier to do specific work with highly motivated students whereas with less motivated students teachers tend to stick with more general work and topics. In ESP, it is crucial to present any teaching activity in a context regardless of the aim. Dudley-Evans and St John distinguish in this respect “carrier content” and “real content” (1998, 11): carrier content describes an authentic topic to teach the real content which is the language of process.
KOPPITSCH, Gerlinde. Teaching English for Specific Purposes. An action research project. Master Thesis. Alpen-Adria-Universität Klagenfurt, Klagenfurt, 2019.
According to the text, what is a crucial aspect of teaching English for Specific Purposes (ESP) courses?
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