Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 9.462 questões

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Q1249972
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249972 Inglês
TEXT II
Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)




(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019) 
Answer question according to TEXTII.
Considering the abstract of the paper written by Mohammad Amiryousefi, which of the following statements is CORRECT? 
Alternativas
Q1249970
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249970 Inglês
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. (Ricardo Luiz Teixeira de Almeida).


(…) A brief overview of the recent history of ELT in Brazilian regular schools During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of this paper. […] (p.333-334) 

*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005. p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 
Answer question according to TEXTI.

“[...] both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions [...]”. The word which 
Alternativas
Q1249969
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249969 Inglês
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. (Ricardo Luiz Teixeira de Almeida).


(…) A brief overview of the recent history of ELT in Brazilian regular schools During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of this paper. […] (p.333-334) 

*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005. p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 
Answer question according to TEXTI.
Some relevant theoretical assumptions underlying Brazilian National Curricular Parameters (PCN) concerning ELTare: 
Alternativas
Q1249968
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de Guarabira - PB Prova: CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249968 Inglês
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. (Ricardo Luiz Teixeira de Almeida).


(…) A brief overview of the recent history of ELT in Brazilian regular schools During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of this paper. […] (p.333-334) 

*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005. p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 
Answer question according to TEXTI.
The failure of the audiolingual method in regular schools was probably due to its: 
Alternativas
Q1249198
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249198 Inglês

TEXT V

Strategic behavior in digital reading in English

as a second/foreign language: a literature review

(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).



Choose the correct information according to the text.
Alternativas
Q1249197
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249197 Inglês

TEXT IV



(Available at: https://br.pinterest.com/pin/194499277631951598/ Accessed on April 4 , 2019)

Based on the cartoon, it is possible to infer that
Alternativas
Q1249196
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249196 Inglês

TEXT IV



(Available at: https://br.pinterest.com/pin/194499277631951598/ Accessed on April 4 , 2019)

As regards student's attitude, the function of this cartoon is to
Alternativas
Q1249195
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Verbos frasais | Phrasal verbs , Vocabulário | Vocabulary , Sinônimos | Synonyms
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249195 Inglês

TEXT III


(Available at: https://br.pinterest.com/pin/56506170312404719/Accessed on March 29 , 2019). 

In Text III, the phrasal verb 'put down' means
Alternativas
Q1249193
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249193 Inglês
TEXT II

Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)


(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
The phrase “To this end” (lines 6 and 7)refers to
Alternativas
Q1249191
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249191 Inglês
TEXT II

Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)


(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
The research results indicate that
Alternativas
Q1249190
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249190 Inglês
TEXT II

Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)


(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
Considering the abstract of the paper written by Mohammad Amiryousefi, which of the following statements is CORRECT?
Alternativas
Q1249187
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249187 Inglês
TEXT I

The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices.
(Ricardo Luiz Teixeira de Almeida).



*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 

Some relevant theoretical assumptions underlying Brazilian National Curricular Parameters (PCN) concerning ELTare:
Alternativas
Q1249186
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: CPCON Órgão: Prefeitura de São Domingos do Cariri - PB Prova: CPCON - 2019 - Prefeitura de São Domingos do Cariri - PB - Professor de Língua Inglesa |
Q1249186 Inglês
TEXT I

The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices.
(Ricardo Luiz Teixeira de Almeida).



*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas: Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019) 

The failure of the audiolingual method in regular schools was probably due to its:
Alternativas
Q1248526
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2018 Banca: FUNCERN Órgão: Consórcio do Trairí - RN Prova: FUNCERN - 2018 - Consórcio do Trairí - RN - Professor de Inglês |
Q1248526 Inglês

The Teacher


Amelia Jane


Remember when we met?

When I was just a kid.

And you said to me,

'It's okay, we're all friends here.'

And treated me like a normal kid?

Well even if you don't,

Thank you, as you now mean the world to me.


Remember when I first cried in front of you?

When times were tough for me.

And you said to me,

'It's okay, I'm here.'

And it all seemed a little better?

Well even if it's slipped your mind,

It made me who I am today.


Remember when you fell apart?

You couldn't cope without your Dad.

And I said to you,

'It's okay, I'm here for you.'

And you put back up your mask?

Because it had slipped that day and I saw,

The real you, scared and hiding.


Remember when I left you?

To move on to my next stage.

And you said to me,

'I'll always be here for you.'

And we hugged and talked for hours?

You wanted me to chase my dreams,

And helped me through my fear.


Remember when I became you?

And you took to the sidelines.

And I said to you,

'I'm here to carry on.'

And you watched like a proud parent,

As I took my first steps?


Now it's me remembering you,

As you lie in the ground.

I'll always remember your calming voice,

And be grateful for what I found.


Available at:

<https://www.familyfriendpoems.com/poem/inspir

ational-thank-you-poem-to-teacher-the-teacher>.


It is possible to find in the text that
Alternativas
Q1248525
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2018 Banca: FUNCERN Órgão: Consórcio do Trairí - RN Prova: FUNCERN - 2018 - Consórcio do Trairí - RN - Professor de Inglês |
Q1248525 Inglês

The Teacher


Amelia Jane


Remember when we met?

When I was just a kid.

And you said to me,

'It's okay, we're all friends here.'

And treated me like a normal kid?

Well even if you don't,

Thank you, as you now mean the world to me.


Remember when I first cried in front of you?

When times were tough for me.

And you said to me,

'It's okay, I'm here.'

And it all seemed a little better?

Well even if it's slipped your mind,

It made me who I am today.


Remember when you fell apart?

You couldn't cope without your Dad.

And I said to you,

'It's okay, I'm here for you.'

And you put back up your mask?

Because it had slipped that day and I saw,

The real you, scared and hiding.


Remember when I left you?

To move on to my next stage.

And you said to me,

'I'll always be here for you.'

And we hugged and talked for hours?

You wanted me to chase my dreams,

And helped me through my fear.


Remember when I became you?

And you took to the sidelines.

And I said to you,

'I'm here to carry on.'

And you watched like a proud parent,

As I took my first steps?


Now it's me remembering you,

As you lie in the ground.

I'll always remember your calming voice,

And be grateful for what I found.


Available at:

<https://www.familyfriendpoems.com/poem/inspir

ational-thank-you-poem-to-teacher-the-teacher>.


Choose the only option which could fit the text.
Alternativas
Q1248524
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2018 Banca: FUNCERN Órgão: Consórcio do Trairí - RN Prova: FUNCERN - 2018 - Consórcio do Trairí - RN - Professor de Inglês |
Q1248524 Inglês

The Teacher


Amelia Jane


Remember when we met?

When I was just a kid.

And you said to me,

'It's okay, we're all friends here.'

And treated me like a normal kid?

Well even if you don't,

Thank you, as you now mean the world to me.


Remember when I first cried in front of you?

When times were tough for me.

And you said to me,

'It's okay, I'm here.'

And it all seemed a little better?

Well even if it's slipped your mind,

It made me who I am today.


Remember when you fell apart?

You couldn't cope without your Dad.

And I said to you,

'It's okay, I'm here for you.'

And you put back up your mask?

Because it had slipped that day and I saw,

The real you, scared and hiding.


Remember when I left you?

To move on to my next stage.

And you said to me,

'I'll always be here for you.'

And we hugged and talked for hours?

You wanted me to chase my dreams,

And helped me through my fear.


Remember when I became you?

And you took to the sidelines.

And I said to you,

'I'm here to carry on.'

And you watched like a proud parent,

As I took my first steps?


Now it's me remembering you,

As you lie in the ground.

I'll always remember your calming voice,

And be grateful for what I found.


Available at:

<https://www.familyfriendpoems.com/poem/inspir

ational-thank-you-poem-to-teacher-the-teacher>.


After reading the text, one can infer that
Alternativas
Q1248523
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2018 Banca: FUNCERN Órgão: Consórcio do Trairí - RN Prova: FUNCERN - 2018 - Consórcio do Trairí - RN - Professor de Inglês |
Q1248523 Inglês

The Teacher


Amelia Jane


Remember when we met?

When I was just a kid.

And you said to me,

'It's okay, we're all friends here.'

And treated me like a normal kid?

Well even if you don't,

Thank you, as you now mean the world to me.


Remember when I first cried in front of you?

When times were tough for me.

And you said to me,

'It's okay, I'm here.'

And it all seemed a little better?

Well even if it's slipped your mind,

It made me who I am today.


Remember when you fell apart?

You couldn't cope without your Dad.

And I said to you,

'It's okay, I'm here for you.'

And you put back up your mask?

Because it had slipped that day and I saw,

The real you, scared and hiding.


Remember when I left you?

To move on to my next stage.

And you said to me,

'I'll always be here for you.'

And we hugged and talked for hours?

You wanted me to chase my dreams,

And helped me through my fear.


Remember when I became you?

And you took to the sidelines.

And I said to you,

'I'm here to carry on.'

And you watched like a proud parent,

As I took my first steps?


Now it's me remembering you,

As you lie in the ground.

I'll always remember your calming voice,

And be grateful for what I found.


Available at:

<https://www.familyfriendpoems.com/poem/inspir

ational-thank-you-poem-to-teacher-the-teacher>.


According to the text, it is possible to say that
Alternativas
Q1248515
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2018 Banca: FUNCERN Órgão: Consórcio do Trairí - RN Prova: FUNCERN - 2018 - Consórcio do Trairí - RN - Professor de Inglês |
Q1248515 Inglês

The Teacher


Amelia Jane


Remember when we met?

When I was just a kid.

And you said to me,

'It's okay, we're all friends here.'

And treated me like a normal kid?

Well even if you don't,

Thank you, as you now mean the world to me.


Remember when I first cried in front of you?

When times were tough for me.

And you said to me,

'It's okay, I'm here.'

And it all seemed a little better?

Well even if it's slipped your mind,

It made me who I am today.


Remember when you fell apart?

You couldn't cope without your Dad.

And I said to you,

'It's okay, I'm here for you.'

And you put back up your mask?

Because it had slipped that day and I saw,

The real you, scared and hiding.


Remember when I left you?

To move on to my next stage.

And you said to me,

'I'll always be here for you.'

And we hugged and talked for hours?

You wanted me to chase my dreams,

And helped me through my fear.


Remember when I became you?

And you took to the sidelines.

And I said to you,

'I'm here to carry on.'

And you watched like a proud parent,

As I took my first steps?


Now it's me remembering you,

As you lie in the ground.

I'll always remember your calming voice,

And be grateful for what I found.


Available at:

<https://www.familyfriendpoems.com/poem/inspir

ational-thank-you-poem-to-teacher-the-teacher>.


In the field of foreign language teaching, the notion of third culture
Alternativas
Q1248514
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2018 Banca: FUNCERN Órgão: Consórcio do Trairí - RN Prova: FUNCERN - 2018 - Consórcio do Trairí - RN - Professor de Inglês |
Q1248514 Inglês

The Teacher


Amelia Jane


Remember when we met?

When I was just a kid.

And you said to me,

'It's okay, we're all friends here.'

And treated me like a normal kid?

Well even if you don't,

Thank you, as you now mean the world to me.


Remember when I first cried in front of you?

When times were tough for me.

And you said to me,

'It's okay, I'm here.'

And it all seemed a little better?

Well even if it's slipped your mind,

It made me who I am today.


Remember when you fell apart?

You couldn't cope without your Dad.

And I said to you,

'It's okay, I'm here for you.'

And you put back up your mask?

Because it had slipped that day and I saw,

The real you, scared and hiding.


Remember when I left you?

To move on to my next stage.

And you said to me,

'I'll always be here for you.'

And we hugged and talked for hours?

You wanted me to chase my dreams,

And helped me through my fear.


Remember when I became you?

And you took to the sidelines.

And I said to you,

'I'm here to carry on.'

And you watched like a proud parent,

As I took my first steps?


Now it's me remembering you,

As you lie in the ground.

I'll always remember your calming voice,

And be grateful for what I found.


Available at:

<https://www.familyfriendpoems.com/poem/inspir

ational-thank-you-poem-to-teacher-the-teacher>.


By reading the most recent BNCC (BRASIL forthcoming), one may find
Alternativas
Q1248513
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2018 Banca: FUNCERN Órgão: Consórcio do Trairí - RN Prova: FUNCERN - 2018 - Consórcio do Trairí - RN - Professor de Inglês |
Q1248513 Inglês

The Teacher


Amelia Jane


Remember when we met?

When I was just a kid.

And you said to me,

'It's okay, we're all friends here.'

And treated me like a normal kid?

Well even if you don't,

Thank you, as you now mean the world to me.


Remember when I first cried in front of you?

When times were tough for me.

And you said to me,

'It's okay, I'm here.'

And it all seemed a little better?

Well even if it's slipped your mind,

It made me who I am today.


Remember when you fell apart?

You couldn't cope without your Dad.

And I said to you,

'It's okay, I'm here for you.'

And you put back up your mask?

Because it had slipped that day and I saw,

The real you, scared and hiding.


Remember when I left you?

To move on to my next stage.

And you said to me,

'I'll always be here for you.'

And we hugged and talked for hours?

You wanted me to chase my dreams,

And helped me through my fear.


Remember when I became you?

And you took to the sidelines.

And I said to you,

'I'm here to carry on.'

And you watched like a proud parent,

As I took my first steps?


Now it's me remembering you,

As you lie in the ground.

I'll always remember your calming voice,

And be grateful for what I found.


Available at:

<https://www.familyfriendpoems.com/poem/inspir

ational-thank-you-poem-to-teacher-the-teacher>.


According to the most recent Base Nacional Comum Curricular – A etapa do Ensino Fundamental (BRASIL forthcoming), already available on Internet, it is possible to claim that, by focusing on a social and political dimension, English should be taken as
Alternativas
Respostas
4681: D
4682: B
4683: E
4684: B
4685: A
4686: B
4687: A
4688: C
4689: D
4690: C
4691: D
4692: E
4693: B
4694: B
4695: D
4696: A
4697: C
4698: C
4699: D
4700: B
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