Questões de Inglês para Concurso

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Q3050726
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FGV Órgão: Prefeitura de Macaé - RJ Prova: FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050726 Inglês
TEXT IV


Understanding stereotypes



        Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.


          One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.


        Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.



Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture 
The extract “girls are as good as boys at math,” (2nd paragraph) indicates a
Alternativas
Q3050724
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FGV Órgão: Prefeitura de Macaé - RJ Prova: FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050724 Inglês
TEXT IV


Understanding stereotypes



        Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.


          One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.


        Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.



Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture 
The adjective in “the slightest differences” (1st paragraph) can be replaced without significant change of meaning by
Alternativas
Q3050715
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FGV Órgão: Prefeitura de Macaé - RJ Prova: FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050715 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
One practice that is in line with translanguaging pedagogies is
Alternativas
Q3050713
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FGV Órgão: Prefeitura de Macaé - RJ Prova: FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050713 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The word “once” in “Once teachers start doing these activities” (last paragraph) is used in the same way as in:
Alternativas
Q3050712
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2024 Banca: FGV Órgão: Prefeitura de Macaé - RJ Prova: FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050712 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The phrase “as well as” in “as well as other academic endeavors” (7th paragraph) can be replaced without significant change in meaning by: 
Alternativas
Q3050711
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FGV Órgão: Prefeitura de Macaé - RJ Prova: FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050711 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
When the text argues that “teachers support this ability” (4th paragraph), it means teachers:
Alternativas
Q3050708
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FGV Órgão: Prefeitura de Macaé - RJ Prova: FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050708 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
In the last paragraph, the author informs that results of translanguaging activities can be:
Alternativas
Q3050707
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FGV Órgão: Prefeitura de Macaé - RJ Prova: FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050707 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
Based on Text I, mark the statements below as TRUE (T) or FALSE (F).

( ) The concept of translanguaging holds that students need to be exposed to languages one at a time.
( ) Translanguaging exercises are meant solely for group activities.
( ) Studies on how translanguaging can help measure student performance are under way.

The statements are, respectively,
Alternativas
Q3048856
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Médico do Trabalho - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Engenheiro de Segurança do Trabalho - Rio Grande do Sul |
Q3048856 Inglês

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Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.

In the fragment in the third paragraph of the text “There may also be a strong temptation for the State to use the Central Bank”, the word in bold is associated with the idea of 
Alternativas
Q3048855
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Médico do Trabalho - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Engenheiro de Segurança do Trabalho - Rio Grande do Sul |
Q3048855 Inglês

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Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.

In the fragment in the third paragraph of the text “The fact that the Central Bank is also linked to the state also implies that the latter may tend to entrust it”, the word in bold refers to
Alternativas
Q3048854
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Médico do Trabalho - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Engenheiro de Segurança do Trabalho - Rio Grande do Sul |
Q3048854 Inglês

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Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.

In the fragment in the first paragraph of the text, the words in bold “about acting as a lender of last resort during banking crises” can be respectively replaced, without any change in meaning, by: 
Alternativas
Q3048853
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Médico do Trabalho - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Engenheiro de Segurança do Trabalho - Rio Grande do Sul |
Q3048853 Inglês

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Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.

In the fragment in the first paragraph of the text “Nevertheless, their role is not limited to changing the cost of credit”, the word in bold is related to the idea of 
Alternativas
Q3048852
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Médico do Trabalho - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Engenheiro de Segurança do Trabalho - Rio Grande do Sul |
Q3048852 Inglês

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Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.

The main purpose of the text is to 
Alternativas
Q3048791
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048791 Inglês

McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues 


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Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.

In the fragment of paragraph 6 of the text “So it’s smart business, (...) to want to disassociate one’s company from the exploitative practices”, the word “so” indicates a/an 
Alternativas
Q3048790
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048790 Inglês

McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues 


Q6_10.png (437×583)Q6_10_.png (432×438)Q6_10__.png (427×356)




Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.

In the excerpt of paragraph 5 “the child-labor violations don’t reflect the experience of most teenagers working in ‘age-appropriate roles and looking for meaningful jobs in their local communities’”, the pronoun “their” refers to
Alternativas
Q3048789
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048789 Inglês

McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues 


Q6_10.png (437×583)Q6_10_.png (432×438)Q6_10__.png (427×356)




Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.

In the fragment of paragraph 4 of the text “Both letters cite an Alabama lawsuit”, the word “both” could be replaced, with no change in meaning, by
Alternativas
Q3048788
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048788 Inglês

McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues 


Q6_10.png (437×583)Q6_10_.png (432×438)Q6_10__.png (427×356)




Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.

In paragraph 1 of the text, the expression in bold in the excerpt “the investors reference The Washington Post reporting (...) as the reason for leadership to take urgent action” conveys the idea that the investors require the leadership to
Alternativas
Q3048787
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CESGRANRIO Órgão: Caixa Provas: CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Rio Grande do Sul | CESGRANRIO - 2024 - Caixa - Técnico Bancário Novo - Tecnologia da Informação - Rio Grande do Sul |
Q3048787 Inglês

McDonald’s and Wendy’s investors group demands fixes to franchisee child labor issues 


Q6_10.png (437×583)Q6_10_.png (432×438)Q6_10__.png (427×356)




Available at: https://www.msnbc.com/the-reidout/reidout-blog/ mcdonalds-wendys-investors-child-labor-rcna151722. Retrieved on: May 14, 2024. Adapted.

The main purpose of the text is to
Alternativas
Q3047651
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: IF-SP Órgão: IF-SP Prova: IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047651 Inglês
Read the following text to answer the question bellow:

The role of technology in language and literacy education

     As Dourish and Bell (2011) have pointed out, “The technologically mediated world does not stand apart from the physical one within which it is embedded; rather, it provides a new set of ways for that physical world to be understood and appropriated” (p. 132). But those new ways of understanding and appropriating are not likely to be developed automatically. A favorable disposition of mind is a prerequisite. And that disposition is probably best fostered in educational settings.      Young people today learn digitally mediated modes of expression largely outside of school, and those out of school uses of digital technologies are often more varied and more sophisticated than those they encounter at school (Jenkins, Purushotma, Weigel, Clinton, & Robison, 2009; Lundby, 2008). This raises the question of what the function of schools should be with respect to digital technologies and literacy.     If literacy is the know-how needed to deal with the technology of writing in a given culture, and if globalization and its attendant social and technological changes have simultaneously increased individuals’ control of and control by technologies of communication, then I would suggest that the answer to the question above is that schools need to foster literacy that includes a dimension of critical semiotic awareness.
KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.

     According to the text, the technologically mediated world influences the understanding and appropriation of the physical world, therefore  what role should educational settings play in this context to improve students’ awareness? 
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Q3047650
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: IF-SP Órgão: IF-SP Prova: IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047650 Inglês
Scholars from various theoretical backgrounds have continuously defined and redefined genre from different perspectives. Chouliaraki and Fairclough (1999, p. 21, apud Meuer, 2013, p. 151) investigate the concept of language use within society, emphasizing that the relationship between language and society is not unilateral but dialectical. From this perspective, the analysis of social practices offers the advantage of providing a nexus between abstract structures and their operative mechanisms, thus reconciling the divide between “society” and the lived experiences of individuals.

Genres, according to what is being appointed above, are defined according to their
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Respostas
181: D
182: A
183: E
184: C
185: C
186: B
187: D
188: A
189: B
190: B
191: C
192: D
193: D
194: E
195: A
196: C
197: B
198: E
199: C
200: D
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