Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
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Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
( ) When you buy a train ticket in Italy, it’s easy to understand you must validate it.
( ) Tourists should be careful with scams, like free gifts that are not actually free and fake souvenirs.
( ) Public restrooms are usually free, but they are very dirty.
( ) Buying tickets online for the most popular tourist attractions is more expensive than buying onsite.
The correct order of filling the parentheses, from top to bottom, is:
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
The period “Malala loved learning and going to
school” (line 7) could be rewritten as Malala loved to
learn and to go to school, without changing its meaning.
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
Differently from other Pakistani girls, Malala was able to
attend school since her father was a teacher.
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
There are three examples of indefinite articles in the
period: “She dreamt of one day becoming a teacher, a
doctor, or a politician” (line 7).
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
I am Malala is the name of a book written by her father.
It was a best-seller.
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
Malala received a Nobel Peace Prize in 2014 and gave a
speech to the United Nations the same year.
According to the text, judge the item
A few people who participated in the survey discovered they were better off than their ancestors.
According to the text, judge the item
People who research their ancestors only wanted to find famous relatives.
According to the text, judge the item
People study national or world history at school.
According to the text, judge the item
The text suggests that genealogy consists in drawing family trees at school.
According to the text, judge the item
In the second line, “rather than” is used to say that one thing is preferred to another or happens instead of another.
According to the text, judge the item
The sentence “The Internet enables millions of people worldwide to access information about their family history, without
great expense” (lines 3 and 4) can be correctly rewritten as The Internet allows millions of people around the world to access
information about their family history, without any costs, without changing its meaning.
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
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