Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
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TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
Based on the information provided by Text I, mark the statements below as true (T) or false (F).
( ) EFL classrooms can widen students’ views of the world.
( ) Teachers should stimulate learners to accept historically constructed values without questioning them.
( ) A critical discursive perspective may help students to interpret reality in a contextualized way.
The statements are, respectively,
TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
The solid-waste disposal company Daily Disposal services tens of thousands of residences, businesses and construction sites in San Diego. In the past, drivers with residential routes received two printouts each morning: a 30-page document listing more than 1,000 customers they needed to visit that day, and a separate five- or six-page document listing customers with delinquent accounts. As drivers made stops, they had to compare the two lists to determine whether to pick up each customer’s containers. With more than 90 drivers in the field, Daily Disposal needed a more efficient way to route trucks and document trash pickup. So, the company invested in a custom mobile app called eMobile, Samsung Galaxy tablets with 10.1-inch screens and cellular service from Sprint. Rather than receiving stacks of paper each morning, drivers simply download the day’s route onto their tablets via the eMobile app. As they move along, the mounted tablets tell them exactly where to stop. When drivers arrive at customers’ homes, they push one of three buttons on the touchscreen: “done,” “not out” or “skip.” Daily Disposal’s entire fleet now has mounted tablets. All residential drivers are using the solution, and drivers who pick up from commercial and construction sites will begin using it soon. And the company is looking for other ways to automate operations. “What we’re doing may seem simple, but it’s huge for us,” says Todd Ottonello, vice president of the company. “This also helps with our efforts to go green. The solution completely changes an industry.”
Taylor Mallory Holland. Tablets bring waste management technology into the digital age. Internet:
On the basis of the last quote the article provides from the vice president of Daily Disposal, one can infer that the company has not invested in any other initiatives to lessen its negative impact on the environment.
The solid-waste disposal company Daily Disposal services tens of thousands of residences, businesses and construction sites in San Diego. In the past, drivers with residential routes received two printouts each morning: a 30-page document listing more than 1,000 customers they needed to visit that day, and a separate five- or six-page document listing customers with delinquent accounts. As drivers made stops, they had to compare the two lists to determine whether to pick up each customer’s containers. With more than 90 drivers in the field, Daily Disposal needed a more efficient way to route trucks and document trash pickup. So, the company invested in a custom mobile app called eMobile, Samsung Galaxy tablets with 10.1-inch screens and cellular service from Sprint. Rather than receiving stacks of paper each morning, drivers simply download the day’s route onto their tablets via the eMobile app. As they move along, the mounted tablets tell them exactly where to stop. When drivers arrive at customers’ homes, they push one of three buttons on the touchscreen: “done,” “not out” or “skip.” Daily Disposal’s entire fleet now has mounted tablets. All residential drivers are using the solution, and drivers who pick up from commercial and construction sites will begin using it soon. And the company is looking for other ways to automate operations. “What we’re doing may seem simple, but it’s huge for us,” says Todd Ottonello, vice president of the company. “This also helps with our efforts to go green. The solution completely changes an industry.”
Taylor Mallory Holland. Tablets bring waste management technology into the digital age. Internet:
The text states that Daily Disposal uses a mobile app, tablets, and cellular phone service for the work they do with both their residential and commercial customers.
The solid-waste disposal company Daily Disposal services tens of thousands of residences, businesses and construction sites in San Diego. In the past, drivers with residential routes received two printouts each morning: a 30-page document listing more than 1,000 customers they needed to visit that day, and a separate five- or six-page document listing customers with delinquent accounts. As drivers made stops, they had to compare the two lists to determine whether to pick up each customer’s containers. With more than 90 drivers in the field, Daily Disposal needed a more efficient way to route trucks and document trash pickup. So, the company invested in a custom mobile app called eMobile, Samsung Galaxy tablets with 10.1-inch screens and cellular service from Sprint. Rather than receiving stacks of paper each morning, drivers simply download the day’s route onto their tablets via the eMobile app. As they move along, the mounted tablets tell them exactly where to stop. When drivers arrive at customers’ homes, they push one of three buttons on the touchscreen: “done,” “not out” or “skip.” Daily Disposal’s entire fleet now has mounted tablets. All residential drivers are using the solution, and drivers who pick up from commercial and construction sites will begin using it soon. And the company is looking for other ways to automate operations. “What we’re doing may seem simple, but it’s huge for us,” says Todd Ottonello, vice president of the company. “This also helps with our efforts to go green. The solution completely changes an industry.”
Taylor Mallory Holland. Tablets bring waste management technology into the digital age. Internet:
The article primarily deals with how one waste management company is incorporating contemporary technology into their routine in order to improve the service they provide.
Based on text CB1A3-II, judge the following items.
I The expression “red tape” (l.2) means politically-motivated and inconsistent official procedures.
II The basic meaning conveyed by “to enhance” (l.2) and to leverage (l.10) can also be found in to better.
III To be entitled (l.9) is synonymous with to be eligible for.
IV The word “overall” (l.3) means in general terms in the text.
Decide which alternative below is correct.
A Free Press Needs You
By The Editorial Board
August 15, 2018
In 1787, the year the Constitution was adopted in the USA, Thomas Jefferson famously wrote to a friend, “Were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the latter.”
That's how he felt before he became president, anyway. Twenty years later, after enduring the oversight of the press from inside the White House, he was less sure of its value. “Nothing can now be believed which is seen in a newspaper,” he wrote. “Truth itself becomes suspicious by being put into that polluted vehicle.”
Jefferson's discomfort was, and remains, understandable. Reporting the news in an open society is an enterprise laced with conflict. His discomfort also illustrates the need for the right of free press he helped to preserve. As the founders believed from their own experience, a well-informed public is best equipped to root out corruption and, over the long haul, promotes liberty and justice. “Public discussion is a political duty,” the Supreme Court said in 1964. That discussion must be “uninhibited, robust, and wide-open” and “may well include vehement, caustic and sometimes unpleasantly sharp attacks on government and public officials.”
(www.nytimes.com/interactive/2018/08/15/opinion/editorials/free-press-local
-journalism-news-donald-trump.html?action=click&module=Trending&
pgtype=Article®ion=Footer&contentCollection=Trending. Adaptado.)
A Free Press Needs You
By The Editorial Board
August 15, 2018
In 1787, the year the Constitution was adopted in the USA, Thomas Jefferson famously wrote to a friend, “Were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the latter.”
That's how he felt before he became president, anyway. Twenty years later, after enduring the oversight of the press from inside the White House, he was less sure of its value. “Nothing can now be believed which is seen in a newspaper,” he wrote. “Truth itself becomes suspicious by being put into that polluted vehicle.”
Jefferson's discomfort was, and remains, understandable. Reporting the news in an open society is an enterprise laced with conflict. His discomfort also illustrates the need for the right of free press he helped to preserve. As the founders believed from their own experience, a well-informed public is best equipped to root out corruption and, over the long haul, promotes liberty and justice. “Public discussion is a political duty,” the Supreme Court said in 1964. That discussion must be “uninhibited, robust, and wide-open” and “may well include vehement, caustic and sometimes unpleasantly sharp attacks on government and public officials.”
(www.nytimes.com/interactive/2018/08/15/opinion/editorials/free-press-local
-journalism-news-donald-trump.html?action=click&module=Trending&
pgtype=Article®ion=Footer&contentCollection=Trending. Adaptado.)
Based on the text, judge the item below.
Ada Lovelace and Charles Babbage realized that, besides calculation, the Analytical Engine could be used for other purposes.
Based on the text, judge the item below.
Apart from its inventor, nobody ever used Babbage’s Analytical Engine.
Based on the text, judge the item below.
Lack of money was the main reason why the building of the Analytical Engine was not carried out.
Based on the text, judge the item below.
Nobody thought of a programmable computer before Charles Babbage.
Based on the text, judge the item below.
Ada Lovelace met Charles Babbage through Mary Somerville.
Based on the text, judge the item below.
Mary Somerville was Ada Lovelace’s teacher.
Analyze the propositions that follow according to the text and chose the correct alternative.
I. This text has been produced because these days fake news has become very common and needs to be combated.
II. The chart presented aims at furnishing readers with clues that can be used in order to avoid being a victim of fake news.
III. The pervasive power of false rumors vary according to hoaxes and frequency of the kind of information being released and spread online.
IV. The reliability of the news is regarded higher when broadcast on social media.
V. More than 50% of the population has been trying to combat fake news.
Conheça nossos planos