Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.754 questões
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095647
Inglês
Texto associado
Leia o texto e responda a questão.
Fala e escrita, como formas de manifestação da linguagem,
ocorrem em ambientes sociais distintos, com exigências
específicas quanto à sintaxe e às estruturas textuais. Devido
às suas próprias formas textuais e genéricas, fala e escrita
diferem quanto às suas estruturas e funções características,
fazendo com que, no âmbito do ensino, haja uma estreita
ligação entre linguagem e cognição. Fala e escrita, por
conseguinte, compõem modelos cognitivos distintos e que
estão disponíveis para seus usuários. Uma vez que essas
formas de manifestação da linguagem são diversificadas, a
preocupação com sua delimitação e nomeação traduz-se na
noção de gêneros discursivos de Bakhtin (1992).
Bakhtin concebe os gêneros do discurso como tipos de
enunciados criados dentro dos vários campos da atividade
humana. Consoante tal perspectiva, a linguagem é aprendida
por meio de enunciados concretos, ouvidos e reproduzidos na
comunicação verbal. Cada um dos vários gêneros apresenta
suas próprias exigências em termos de conteúdo, de estrutura
e de sequências linguísticas que os compõem. Todos esses
aspectos devem ser aprendidos mediante práticas sociais que
desenvolvam as capacidades de linguagem dos indivíduos e
as estratégias de aprendizagem.
(Abuêndia Padilha Pinto. Gêneros discursivos e ensino de Língua Inglesa.
In: A. P. Dionisio, A. R Machado e M. A Bezerra (orgs). Gêneros textuais e
ensino. Rio de Janeiro: Lucerna. 2005, Adaptado)
A leitura dos dois parágrafos permite afirmar corretamente
que, no ensino-aprendizagem de línguas estrangeiras,
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095645
Inglês
Texto associado
Leia o texto e responda à questão.
The story of American literature begins in the early 1600s, long before there were any “Americans”. The earliest writers were Englishmen describing the English exploration and colonization of the New World. Thomas Hariot’s Briefe and True Report of the New-Found Land of Virginia (1588) was only the first of such works. Back in England, people planning to move to Virginia and New England would read the books as travel guides. But this was dangerous because such books often mixed facts with fantasy. For example, one writer wrote that he had seen lions in Massachusetts. It’s probable that these “true reports” had a second kind of reader. People could certainly read them as tales of adventure and excitement. Like modern readers of science fiction, they could enjoy imaginary voyages to places they could never visit in reality.
(P. B. High. Outline of American Literature. Essex, UK, Longman.
1996. Adaptado)
It is correct information, according to the text:
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095644
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
The word “features”, in the fragment of the third paragraph –
… lists of grammatical, phonological and lexical
features… –, means the same as
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095643
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
From the reading of the third and fourth paragraphs, it is
correct to say that CLT syllabuses
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095642
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
One common language practice teachers should abandon
if they believe the argument presented in the second
paragraph is:
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095641
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
In the fragment of the second paragraph – According to
this metaphor… – the terms in bold refer to
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095640
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
A palavra however, que introduz o segundo parágrafo, estabelece entre este e o parágrafo anterior uma relação de
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095639
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
The first paragraph illustrates language teaching and
learning within the view of
Q1094933
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
Q1094932
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
If is not a correct alternative for “Whether” in “Whether
this is going” (line 24).
Q1094931
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
According to Eric Topol, it is likely that genes take part in
the aging process.
Q1094930
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
The use of Nevertheless instead of “However”, in “However, such evidence” (line 19), will alter the meaning of the sentence.
Q1094929
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
The belief that longevity is determined solely by diet and lifestyle is no longer taken for granted.
Q1094928
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
A synonymous word for “thus”, in “It is thus widely
believed” (lines 16 and 17), is therefore.
Q1094927
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
“this”, in “this small community” (lines 14 and 15), is the
singular form of these.
Q1094926
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
The centenarians who live in Molochio used to have a
vegetarian diet.
Q1094925
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
People live a long and healthy life in Molochio because
there is a ban on smoking and drinking there.
Q1094924
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
The relative pronoun which is a correct alternative for “who” in “centenarians who neither smoke nor drink” (line 15).
Q1094923
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
“others”, in “among others” (line 12), cannot be
correctly replaced by another.
Q1094922
Inglês
Texto associado
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
Conheça nossos planos