Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.500 questões
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503720
Inglês
According to the text, the only reason that fails to justify teachers leaving the toughest schools is that they:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503719
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In “Teaching Reading Skills in a Foreign Language”, Nuttall (1996, p. 39) presents some reading strategies. According to the author, some of them are obvious and some are more complex. The correct correspondence between the strategy and the type is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503718
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
“Scaffolding” (Nuttall, 1996, p.36) is a process that “focus on enabling students to develop”. In “Teaching Reading Skills in a Foreign Language”, Nuttall suggests some steps to promote this process. The alternative that presents one of these steps is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503716
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
When teaching vocabulary, teachers should be aware of the purpose of the activities they propose. Harmer (2007) presents some examples of vocabulary activities associated with a specific purpose. One example of correct association between the activity and its purpose is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503715
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
According to Harmer (2007) in “How to teach English”, the discovery approach is a possible way of teaching grammar. In this approach, teachers lead learners to build the target knowledge. One example of a discovery activity is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503714
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
According to the “Parâmetros Curriculares Nacionais”, communicative competence is composed of the following three types of knowledge:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503713
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In language teaching studies, some attempts of modeling the reading process have been made. The approach to reading that is generally accepted today is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503712
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In “Oficina de Linguística Aplicada”, Moita Lopes (1996) discusses the concept of “self-ful?lling prophecy”, presented by Rosenthal and Jacobson in 1973. The author particularly uses this concept to tackle the belief of failure, which:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503711
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The “Parâmetros Curriculares Nacionais" claim that learning a foreign language contributes to the learning of the first language. According to this document, that can be explained by the fact that learning a foreign language:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503710
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The “Currículo Mínimo – Língua Estrangeira” (2012) has the purpose of developing the following competence in basic school education:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503709
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The “Currículo Mínimo – Língua Estrangeira” (2012) aims at promoting interdisciplinarity, majorly with the discipline of Portuguese language. The document suggests that this promotion be achieved by means of:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503708
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In “Dimensões Comunicativas no Ensino de Línguas", Almeida Filho (2007) discusses the types of competence a language teacher should achieve. For the author, “implicit competence" is the most basic one and should be surpassed. This competence can be defined as a/an:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503707
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The current state of the reflections about language teaching is broadly associated to the idea of “postmethod". This term was proposed by Kuramadivelu in 1994 and it includes ten macrostrategies. Three of these macrostrategies are:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503706
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
The conceptual difference between “method” and “approach” is an interesting point to start discussing English language teaching. According to Richards and Rogers (2001), in “Approaches and Methods in Language Teaching”, “method” and “approach” can be translated into the two following phrases, respectively:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503705
Inglês
Texto associado
Questions 21 through 35 address existing theories of English teaching.
Read them and mark the correct alternative.
In the article “Ensino de Línguas: passado, presente e futuro”, Vilson Leffa (2012) predicts a certain “invisibility” to teachers in the future. According to the author, this “invisibility” means:
Ano: 2014
Banca:
Gestão Concurso
Órgão:
CEMIG-TELECOM
Provas:
Gestão Concurso - 2014 - CEMIG-TELECOM - Analista Administrativo Jr.
|
Gestão Concurso - 2014 - CEMIG-TELECOM - Analista de Vendas Jr |
Gestão Concurso - 2014 - CEMIG-TELECOM - Analista de Tecnologia da Informação e Comunicação Jr. |
Q501859
Inglês
Texto associado
Chandelier
Party girls don't get hurt
Can't feel anything, when will I learn
I push it down, push it down
I'm the one "for a good time call"
Phone's blowin' up, they're ringin' my
doorbell
I feel the love, feel the love
1, 2, 3 1, 2, 3 drink
1, 2, 3 1, 2, 3 drink
1, 2, 3 1, 2, 3 drink
Throw ‘em back, till I lose count
I'm gonna swing from the chandelier,
from the chandelier
I'm gonna live like tomorrow doesn't
exist
Like it doesn't exist
I'm gonna fly like a bird through the night
Feel my tears as they dry
I'm gonna swing from the chandelier,
from the chandelier
And I'm holding on for dear life
Won't look down, won't open my eyes
Keep my glass full until morning light
'Cause I'm just holding on for tonight
Help me, I'm holding on for dear life
Won't look down won't open my eyes
Keep my glass full until morning light
'Cause I'm just holding on for tonight
On for tonigh
Sun is up, I'm a mess
Gotta get out now, gotta run from this
Here comes the shame, here comes the
shame
[...]
Furler, Sia. Chandelier, Sia. In: 1000 Forms of Fear. Monkey Puzzle Records e RCA Records, 2014.
Party girls don't get hurt
Can't feel anything, when will I learn
I push it down, push it down
I'm the one "for a good time call"
Phone's blowin' up, they're ringin' my
doorbell
I feel the love, feel the love
1, 2, 3 1, 2, 3 drink
1, 2, 3 1, 2, 3 drink
1, 2, 3 1, 2, 3 drink
Throw ‘em back, till I lose count
I'm gonna swing from the chandelier,
from the chandelier
I'm gonna live like tomorrow doesn't
exist
Like it doesn't exist
I'm gonna fly like a bird through the night
Feel my tears as they dry
I'm gonna swing from the chandelier,
from the chandelier
And I'm holding on for dear life
Won't look down, won't open my eyes
Keep my glass full until morning light
'Cause I'm just holding on for tonight
Help me, I'm holding on for dear life
Won't look down won't open my eyes
Keep my glass full until morning light
'Cause I'm just holding on for tonight
On for tonigh
Sun is up, I'm a mess
Gotta get out now, gotta run from this
Here comes the shame, here comes the
shame
[...]
Furler, Sia. Chandelier, Sia. In: 1000 Forms of Fear. Monkey Puzzle Records e RCA Records, 2014.
Letras de músicas abordam temas que, de certa forma, podem ser reforçados pela repetição de trechos ou palavras. O fragmento da canção Chandelier, por exemplo, permite conhecer o relato de alguém que
Q499767
Inglês
Texto associado
Cataloging Electronic Resources
Within the last few years, electronic resources have
become a prominent, if not the most dominant, means of
discovery and research for users of all types of libraries.
Although much of the electronic content for which libraries
provide access is in the form of electronic journals, there is
a growing proliferation of databases and indexes that lead
users directly to full-text content, both serial and monographic.
The variety of electronic resources and means of accessing
them has led to discussions regarding cataloging and online
resource management. Workflow and concomitant staffing
issues have also become prevalent in the literature as libraries
adjust to the realities of acquiring and processing these non-
print materials. Electronic resources have challenged the
principles and practices of cataloging over the last several
years. The complex nature of cataloging and the changes
necessitated by electronic resources have led to the need for
guides to explain the rules in what may be perceived as more
“practical” terms.
(http://www.ala.org/alcts/resources/org/cat/research/cat_eresource06.Adaptado)
A frase do texto – Electronic resources have challenged the principles and practices of cataloging over the last several years. – indica que
Q499766
Inglês
Texto associado
Cataloging Electronic Resources
Within the last few years, electronic resources have
become a prominent, if not the most dominant, means of
discovery and research for users of all types of libraries.
Although much of the electronic content for which libraries
provide access is in the form of electronic journals, there is
a growing proliferation of databases and indexes that lead
users directly to full-text content, both serial and monographic.
The variety of electronic resources and means of accessing
them has led to discussions regarding cataloging and online
resource management. Workflow and concomitant staffing
issues have also become prevalent in the literature as libraries
adjust to the realities of acquiring and processing these non-
print materials. Electronic resources have challenged the
principles and practices of cataloging over the last several
years. The complex nature of cataloging and the changes
necessitated by electronic resources have led to the need for
guides to explain the rules in what may be perceived as more
“practical” terms.
(http://www.ala.org/alcts/resources/org/cat/research/cat_eresource06.Adaptado)
De acordo com o trecho,
Q499764
Inglês
Texto associado
Leia o texto a seguir para responder a questão.
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
A quarta frase do texto – Even those who remain focused on a single functional specialty within one institution… – aponta para um profissional cujo perfil
Q499763
Inglês
Texto associado
Leia o texto a seguir para responder a questão.
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
.
Fundamental competencies for
Special Collections Professionals
Today's special collections environments are increasingly diverse. They vary significantly with regard to institutional setting, nature of collections, scope of functions and services, and audience. A special collections professional may experience much of this variety over the course of his/her career, taking on different public and technical service duties, curatorial functions, and management responsibilities. Even those who remain focused on a single functional specialty within one institution will best contribute to that institution's vitality and success by developing broad awareness of the full
array of responsibilities that define the field as a whole. We assume a professional who gradually achieves such general proficiency over the course of his/her career; full mastery in all areas, however, is by no means expected.
(http://www.ala.org/acrl/standards/comp4specollect. Adaptado)
De acordo com o trecho, as chamadas Coleções Especiais em bibliotecas
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