Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.532 questões
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218099
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The opening paragraph of Text II is an example of a(n):
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218098
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
Text II deals with using cartoons for English learning. Read the statements below and mark them as TRUE (T) or FALSE (F).
✓ Some cartoons target an adult audience.
✓ Cartoons are fanciful and worthless teaching tools.
✓ Interpreting cartoons may vary depending on viewer’s age.
The statements are, respectively:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218097
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
The word “if’ in the sentence “Even if learners do not have
direct access to the internet in their classrooms” signals a:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218096
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
The verb phrase in “conventionaltools (blackboards,textbooks,
cassette players) that are found in classrooms around the
world” is in the:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218095
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
“Like” in “Technologies like the internet” is a:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218094
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
Theunderlinedphrase in“In this case, the role of technology can
provide a significant addition to the other more conventional
tools” refers to:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218093
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
Text I informs that “there are numerous terms to describe the
process of learning English”. Read the sentences and mark
them as TRUE (T) or FALSE (F).
✓ “English as an additional language” applies to students in countries where English is the first language. ✓ The phrase “English as an additional language” is also used in places where English is not the official language. ✓ EFL refers to settings around the world where English is taught as a second language.
The statements are, respectively:
✓ “English as an additional language” applies to students in countries where English is the first language. ✓ The phrase “English as an additional language” is also used in places where English is not the official language. ✓ EFL refers to settings around the world where English is taught as a second language.
The statements are, respectively:
Q1213205
Inglês
Review the dialogs to answer the next question.
Fay: I guess that’s it, Tony. I’m leaving for good. Tony: Let me get it straight, how come you’ve made that decision?
What will Fay do?
Fay: I guess that’s it, Tony. I’m leaving for good. Tony: Let me get it straight, how come you’ve made that decision?
What will Fay do?
Q1212683
Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.
Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.
The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.
He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
The diplomat sometimes has to face contradictory situations.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
The diplomat sometimes has to face contradictory situations.
Q1212668
Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.
Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.
The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.
He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
diplomacy has never experienced any kind of changes in its activities.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
diplomacy has never experienced any kind of changes in its activities.
Q1212662
Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.
Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.
The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.
He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
diplomatic activity includes political advice.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
diplomatic activity includes political advice.
Q1212649
Inglês
It is a small force, but of huge symbolic significance. This month, 1,200 Brazilian troops arrived in Haiti, the country's biggest foreign military deployment since the Second World War. Brazil is commanding a United Nations peacekeeping force of 6,700 mainly Latin American troops and 1,600 police which is taking over from American and French forces in the Caribbean island. This marks a new departure. Brazil has long been a gentle and introverted giant, content to be a bystander on the world stage. 34
Luiz Inácio Lula da Silva, the c ountry's left-leaning president, is carving out a role for Brazil as spokesman for poor countries, most notably by founding the G20 group which lobbies for rich countries to open up farm trade. His government is playing a more active role across South America. And it is seeking a permanent seat on the UN Security Council. "Brazil has begun to flex its muscles as a regiona superpower," says Miguel Díaz of the Centre for Strategic and International Studies, a Washington-based think-tank.
If so, it is a paradoxical one. On the one hand, Brazil's fondest wish is to mitigate the United States' dominance of global affairs and thereby to enhance Brazil's influence. The foreign minister, Celso Amorim, calls for "a more balanced world" and justifies the Haiti mission in part as a step towards it "You can't be a supporter of multilateralism and when it comes to act say it's [too] dangerous," says Mr Amorim.
On the other hand, Brazil's new activism often, though B, coincides with the interests of the United States. Both countries want democracy and stability in places in the Americas where these seem fragile. In some of those places, Lula's Brazi has more friends and influence than George Bush's more abrasive United States. The two sometimes back rivals in these countries, but that is one source of Brazil's usefulness.
Lula did not start Brazil's international activism. In recent years, Brazilian troops have joined UN missions in Eas Timor and Angola. In 1996, Brazil acted with Argentina and the United States to forestall a coup in Paraguay – recognition that the defence of democracy in the region should take precedence over a tradition of non-intervention in the affairs o neighbours.
The search for a stable South America has long been an axiom of Brazil's foreign policy, but demographics have given it greater urgency. Brazilians, once described as clinging to the coast like crabs, have scurried westwards and northwards. The building of Brasília, which replaced Rio de Janeiro as the capital in 1960, helped to spark development of the interior, a process accelerated by an agricultural boom insuch western states as Mato Grosso. The Amazon, Brazil is learning, is both a resource and weak spot, vulnerable to guerrillas, drug traffickers and land-grabbers.
For most of its history as an independent country, Brazil saw Argentina as its chief rival and strategic threat. That changed with the formation of Mercosur, an incipient customs union also involving Paraguay and Uruguay. This has allowed Brazil to shift much of its army from its southern border to the north-western jungles near Colombia and Peru.
Brazil's sense of neighbourhood may be widening. Yet argues Mr Valladão, Brazil has not de cided what sort of neighbour to be. At times, it portrays itself as a team player. In theory, it negotiates on trade as a member of Mercosur. But Brazil also sees itself as a "whale", with the heft and appetite to act on its own. Mr Amorim's answer is that, in a world likely to be dominated by blocks, Brazil's best option is to co-operate as much as possible with its neighbours and other developing countries. Whales, he notes, "are gregarious animals.
According to the text,
Luiz Inácio Lula da Silva, the c ountry's left-leaning president, is carving out a role for Brazil as spokesman for poor countries, most notably by founding the G20 group which lobbies for rich countries to open up farm trade. His government is playing a more active role across South America. And it is seeking a permanent seat on the UN Security Council. "Brazil has begun to flex its muscles as a regiona superpower," says Miguel Díaz of the Centre for Strategic and International Studies, a Washington-based think-tank.
If so, it is a paradoxical one. On the one hand, Brazil's fondest wish is to mitigate the United States' dominance of global affairs and thereby to enhance Brazil's influence. The foreign minister, Celso Amorim, calls for "a more balanced world" and justifies the Haiti mission in part as a step towards it "You can't be a supporter of multilateralism and when it comes to act say it's [too] dangerous," says Mr Amorim.
On the other hand, Brazil's new activism often, though B, coincides with the interests of the United States. Both countries want democracy and stability in places in the Americas where these seem fragile. In some of those places, Lula's Brazi has more friends and influence than George Bush's more abrasive United States. The two sometimes back rivals in these countries, but that is one source of Brazil's usefulness.
Lula did not start Brazil's international activism. In recent years, Brazilian troops have joined UN missions in Eas Timor and Angola. In 1996, Brazil acted with Argentina and the United States to forestall a coup in Paraguay – recognition that the defence of democracy in the region should take precedence over a tradition of non-intervention in the affairs o neighbours.
The search for a stable South America has long been an axiom of Brazil's foreign policy, but demographics have given it greater urgency. Brazilians, once described as clinging to the coast like crabs, have scurried westwards and northwards. The building of Brasília, which replaced Rio de Janeiro as the capital in 1960, helped to spark development of the interior, a process accelerated by an agricultural boom insuch western states as Mato Grosso. The Amazon, Brazil is learning, is both a resource and weak spot, vulnerable to guerrillas, drug traffickers and land-grabbers.
For most of its history as an independent country, Brazil saw Argentina as its chief rival and strategic threat. That changed with the formation of Mercosur, an incipient customs union also involving Paraguay and Uruguay. This has allowed Brazil to shift much of its army from its southern border to the north-western jungles near Colombia and Peru.
Brazil's sense of neighbourhood may be widening. Yet argues Mr Valladão, Brazil has not de cided what sort of neighbour to be. At times, it portrays itself as a team player. In theory, it negotiates on trade as a member of Mercosur. But Brazil also sees itself as a "whale", with the heft and appetite to act on its own. Mr Amorim's answer is that, in a world likely to be dominated by blocks, Brazil's best option is to co-operate as much as possible with its neighbours and other developing countries. Whales, he notes, "are gregarious animals.
According to the text,
Q1212642
Inglês
It has become clear that preventive diplomacy is only one of a class of actions that can be taken to prevent disputes from turning into armed conflict. Others in this class are preventive deployment of military and(or) police personnel; preventive humanitarian action, for example, to manage and resolve a refugee situation in a sensitive frontier area; and preventive peace-building, which itself comprises an extensive menu of possible actions in the political, economic and social fields, applicable especially to possible internal conflicts.
All these preventive actions share the following characteristics: they all depend on early warning that the risk of conflict exists; they require information about the causes and likely nature of the potential conflict so that the appropriate preventive action can be identified; and they require the consent of the party or parties within whose jurisdiction the preventive action is to take place.
The element of timing is crucial. The potential conflict should be ripe for the preventive action proposed. Timing is also an important consideration in peace-making and peace-keeping. The prevention, control and resolution of a conflict is like the prevention, control and cure of a disease. If treatment is prescribed at the wrong moment in the evolution of a disease, the patient does not improve, and the credibility of both the treatment and the physician who prescribed it is compromised.
Internet:
<http://www.un.org/Docs/SG/SG-Rpt/ch4b.htm> (with adaptations)
From text, it can be deduced that
preventive peace-building demands several types of action.
From text, it can be deduced that
preventive peace-building demands several types of action.
Q1212641
Inglês
It has become clear that preventive diplomacy is only one of a class of actions that can be taken to prevent disputes from turning into armed conflict. Others in this class are preventive deployment of military and(or) police personnel; preventive humanitarian action, for example, to manage and resolve a refugee situation in a sensitive frontier area; and preventive peace-building, which itself comprises an extensive menu of possible actions in the political, economic and social fields, applicable especially to possible internal conflicts.
All these preventive actions share the following characteristics: they all depend on early warning that the risk of conflict exists; they require information about the causes and likely nature of the potential conflict so that the appropriate preventive action can be identified; and they require the consent of the party or parties within whose jurisdiction the preventive action is to take place.
The element of timing is crucial. The potential conflict should be ripe for the preventive action proposed. Timing is also an important consideration in peace-making and peace-keeping. The prevention, control and resolution of a conflict is like the prevention, control and cure of a disease. If treatment is prescribed at the wrong moment in the evolution of a disease, the patient does not improve, and the credibility of both the treatment and the physician who prescribed it is compromised.
Internet:
<http://www.un.org/Docs/SG/SG-Rpt/ch4b.htm> (with adaptations)
From text, it can be deduced that
military actions will necessarily lead to armed conflict.
From text, it can be deduced that
military actions will necessarily lead to armed conflict.
Q1212602
Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.
Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.
The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.
He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
It can be inferred from the text I that
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
It can be inferred from the text I that
Q1212547
Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.
Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.
The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.
He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
Diplomacy can be a risky activity.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
Diplomacy can be a risky activity.
Q1212479
Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.
Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.
The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.
He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
Both as man of peace and as a man of power the diplomat has the same goals.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
Both as man of peace and as a man of power the diplomat has the same goals.
Q1212400
Inglês
It has become clear that preventive diplomacy is only one of a class of actions that can be taken to prevent disputes from turning into armed conflict. Others in this class are preventive deployment of military and(or) police personnel; preventive humanitarian action, for example, to manage and resolve a refugee situation in a sensitive frontier area; and preventive peace-building, which itself comprises an extensive menu of possible actions in the political, economic and social fields, applicable especially to possible internal conflicts.
All these preventive actions share the following characteristics: they all depend on early warning that the risk of conflict exists; they require information about the causes and likely nature of the potential conflict so that the appropriate preventive action can be identified; and they require the consent of the party or parties within whose jurisdiction the preventive action is to take place.
The element of timing is crucial. The potential conflict should be ripe for the preventive action proposed. Timing is also an important consideration in peace-making and peace-keeping. The prevention, control and resolution of a conflict is like the prevention, control and cure of a disease. If treatment is prescribed at the wrong moment in the evolution of a disease, the patient does not improve, and the credibility of both the treatment and the physician who prescribed it is compromised.
Internet:
<http://www.un.org/Docs/SG/SG-Rpt/ch4b.htm> (with adaptations)
Based on text, it can be concluded that
in any case, the sooner preventive actions are implemented the better
Based on text, it can be concluded that
in any case, the sooner preventive actions are implemented the better
Q1212376
Inglês
It has become clear that preventive diplomacy is only one of a class of actions that can be taken to prevent disputes from turning into armed conflict. Others in this class are preventive deployment of military and(or) police personnel; preventive humanitarian action, for example, to manage and resolve a refugee situation in a sensitive frontier area; and preventive peace-building, which itself comprises an extensive menu of possible actions in the political, economic and social fields, applicable especially to possible internal conflicts.
All these preventive actions share the following characteristics: they all depend on early warning that the risk of conflict exists; they require information about the causes and likely nature of the potential conflict so that the appropriate preventive action can be identified; and they require the consent of the party or parties within whose jurisdiction the preventive action is to take place.
The element of timing is crucial. The potential conflict should be ripe for the preventive action proposed. Timing is also an important consideration in peace-making and peace-keeping. The prevention, control and resolution of a conflict is like the prevention, control and cure of a disease. If treatment is prescribed at the wrong moment in the evolution of a disease, the patient does not improve, and the credibility of both the treatment and the physician who prescribed it is compromised.
Internet:
<http://www.un.org/Docs/SG/SG-Rpt/ch4b.htm> (with adaptations)
Based on text, it can be concluded that
preventive diplomacy demands just two conditions to succeed.
Based on text, it can be concluded that
preventive diplomacy demands just two conditions to succeed.
Q1212128
Inglês
Responda a questão de acordo com o texto abaixo.
CONTENT BASED INSTRUCTION
In recent years content based instruction has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task based learning and a holistic approach to language instruction.
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.
While CBI can be both challenging and demanding for the teacher and the students, it can also be very stimulating and rewarding. The degree to which you adopt this approach may well depend on the willingness of your students, the institution in which you work and the availability of resources within your environment. It could be something that your school wants to consider introducing across the curriculum or something that you experiment with just for one or two lessons. Whichever you choose to do I would advise that you try to involve other teachers within your school, particularly teachers from other subjects. This could help you both in terms of finding sources of information and in having the support of others in helping you to evaluate your work.
Lastly, try to involve your students. Get them to help you decide what topics and subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons. In the end they will be the measure of your success.
Nik Peachey, teacher, trainer and materials writer, The British Council http://news.bbc.co.uk/1/hi/education/ Acessado em 24 de agosto de 2003
Para Nik Peachey, envolver outros colegas professores na CBI
In recent years content based instruction has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task based learning and a holistic approach to language instruction.
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.
While CBI can be both challenging and demanding for the teacher and the students, it can also be very stimulating and rewarding. The degree to which you adopt this approach may well depend on the willingness of your students, the institution in which you work and the availability of resources within your environment. It could be something that your school wants to consider introducing across the curriculum or something that you experiment with just for one or two lessons. Whichever you choose to do I would advise that you try to involve other teachers within your school, particularly teachers from other subjects. This could help you both in terms of finding sources of information and in having the support of others in helping you to evaluate your work.
Lastly, try to involve your students. Get them to help you decide what topics and subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons. In the end they will be the measure of your success.
Nik Peachey, teacher, trainer and materials writer, The British Council http://news.bbc.co.uk/1/hi/education/ Acessado em 24 de agosto de 2003
Para Nik Peachey, envolver outros colegas professores na CBI
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