Questões de Concurso Sobre inglês
Foram encontradas 17.625 questões
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109961
Inglês
Texto associado
INSTRUCTION: Read carefully the next text; then mark
the alternatives that answer the questions or complete
the sentences in the question.
Four ways to give ELL students feedback on
their writing
Larry Ferlazzo
There does not seem to be clarity among researchers
about the best ways to assist ELLs in revising their
writing, but they all seem to agree that one of the
best things teachers can do is to give ELLs more time
- more time to write, more time to think, more time to
revise. This need is one of the major reasons why many
researchers recommend including an opportunity for
peer review and feedback - this process provides more
time, as well as providing social support.
One element that we have students use in this process:
1. After students have completed their draft on the
computer using Microsoft Word or Google Docs (taking
advantage of the spelling and grammar tools available on
each), they print out two copies of their essay - one is for
their peer reviewer. Each student also gets one copy of
the peer review sheet.
The first student who is getting their essay reviewed
reads the essay aloud and the reviewer follows along
on his/her copy. During this time, both the writer and the
reviewer make notes about mistakes and improvements,
primarily targeting grammar and sentence construction
issues. After the writer is done reading, both he/she and
the reviewer discuss the points they both noted. Then,
the reviewer goes through the Peer Review sheet one
section at a time taking a minute or so to silently read
that section of the essay and noting suggestions on
the sheet. After he/she is done with each section, the
reviewer shares comments with the writer, who makes
notes on his/her copy of the essay. This process is
repeated until the entire sheet is completed, and then the
roles are reversed.
Note that teachers will probably want to modify the Peer
Review Sheet to reflect the essay their students are
writing.
2. The teachers will then quickly review this “marked-up”
version of the essay with the student and, depending on
their English proficiency and overall confidence level, may
give specific feedback on one or two grammar issues by
pointing at the mistake and having students identify the
correction. More importantly, they’ll note to themselves
what specific skills they need to cover in future lessons.
3. Students will return to the electronic version of the
essay they saved and make the revisions identified in the
peer review process and in the follow-up conversation
teachers had with them.
Pointing
This is a simple way to provide feedback.
A number of studies suggest that correction -- either
through prompts that point out the error to a student and
require an immediate attempt at a “repair” or through
“recasts” when teachers rephrase correctly what the
student said -- can be a useful tool to assist language
acquisition. When teachers see a written mistake,
they commonly point to it - whether it be a word or a
punctuation issue. Students are typically then able to
correct it then and there.
Available at: <https://www.teachingenglish.org.uk/blogs/larryferlazzo/larry-ferlazzo-four-ways-give-ell-students-feedbacktheir-writing>. Acessed on: July 15th, 2018 (Adapted).
The process the article is recommending helps students to
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109960
Inglês
Texto associado
INSTRUCTION: Read carefully the next text; then mark
the alternatives that answer the questions or complete
the sentences in the question.
Four ways to give ELL students feedback on
their writing
Larry Ferlazzo
There does not seem to be clarity among researchers
about the best ways to assist ELLs in revising their
writing, but they all seem to agree that one of the
best things teachers can do is to give ELLs more time
- more time to write, more time to think, more time to
revise. This need is one of the major reasons why many
researchers recommend including an opportunity for
peer review and feedback - this process provides more
time, as well as providing social support.
One element that we have students use in this process:
1. After students have completed their draft on the
computer using Microsoft Word or Google Docs (taking
advantage of the spelling and grammar tools available on
each), they print out two copies of their essay - one is for
their peer reviewer. Each student also gets one copy of
the peer review sheet.
The first student who is getting their essay reviewed
reads the essay aloud and the reviewer follows along
on his/her copy. During this time, both the writer and the
reviewer make notes about mistakes and improvements,
primarily targeting grammar and sentence construction
issues. After the writer is done reading, both he/she and
the reviewer discuss the points they both noted. Then,
the reviewer goes through the Peer Review sheet one
section at a time taking a minute or so to silently read
that section of the essay and noting suggestions on
the sheet. After he/she is done with each section, the
reviewer shares comments with the writer, who makes
notes on his/her copy of the essay. This process is
repeated until the entire sheet is completed, and then the
roles are reversed.
Note that teachers will probably want to modify the Peer
Review Sheet to reflect the essay their students are
writing.
2. The teachers will then quickly review this “marked-up”
version of the essay with the student and, depending on
their English proficiency and overall confidence level, may
give specific feedback on one or two grammar issues by
pointing at the mistake and having students identify the
correction. More importantly, they’ll note to themselves
what specific skills they need to cover in future lessons.
3. Students will return to the electronic version of the
essay they saved and make the revisions identified in the
peer review process and in the follow-up conversation
teachers had with them.
Pointing
This is a simple way to provide feedback.
A number of studies suggest that correction -- either
through prompts that point out the error to a student and
require an immediate attempt at a “repair” or through
“recasts” when teachers rephrase correctly what the
student said -- can be a useful tool to assist language
acquisition. When teachers see a written mistake,
they commonly point to it - whether it be a word or a
punctuation issue. Students are typically then able to
correct it then and there.
Available at: <https://www.teachingenglish.org.uk/blogs/larryferlazzo/larry-ferlazzo-four-ways-give-ell-students-feedbacktheir-writing>. Acessed on: July 15th, 2018 (Adapted).
The main thing the text is recommending for the
development of students’ writing process is
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109959
Inglês
Texto associado
INSTRUCTION: Read carefully the next text; then mark
the alternatives that answer the questions or complete
the sentences in the question.
Four ways to give ELL students feedback on
their writing
Larry Ferlazzo
There does not seem to be clarity among researchers
about the best ways to assist ELLs in revising their
writing, but they all seem to agree that one of the
best things teachers can do is to give ELLs more time
- more time to write, more time to think, more time to
revise. This need is one of the major reasons why many
researchers recommend including an opportunity for
peer review and feedback - this process provides more
time, as well as providing social support.
One element that we have students use in this process:
1. After students have completed their draft on the
computer using Microsoft Word or Google Docs (taking
advantage of the spelling and grammar tools available on
each), they print out two copies of their essay - one is for
their peer reviewer. Each student also gets one copy of
the peer review sheet.
The first student who is getting their essay reviewed
reads the essay aloud and the reviewer follows along
on his/her copy. During this time, both the writer and the
reviewer make notes about mistakes and improvements,
primarily targeting grammar and sentence construction
issues. After the writer is done reading, both he/she and
the reviewer discuss the points they both noted. Then,
the reviewer goes through the Peer Review sheet one
section at a time taking a minute or so to silently read
that section of the essay and noting suggestions on
the sheet. After he/she is done with each section, the
reviewer shares comments with the writer, who makes
notes on his/her copy of the essay. This process is
repeated until the entire sheet is completed, and then the
roles are reversed.
Note that teachers will probably want to modify the Peer
Review Sheet to reflect the essay their students are
writing.
2. The teachers will then quickly review this “marked-up”
version of the essay with the student and, depending on
their English proficiency and overall confidence level, may
give specific feedback on one or two grammar issues by
pointing at the mistake and having students identify the
correction. More importantly, they’ll note to themselves
what specific skills they need to cover in future lessons.
3. Students will return to the electronic version of the
essay they saved and make the revisions identified in the
peer review process and in the follow-up conversation
teachers had with them.
Pointing
This is a simple way to provide feedback.
A number of studies suggest that correction -- either
through prompts that point out the error to a student and
require an immediate attempt at a “repair” or through
“recasts” when teachers rephrase correctly what the
student said -- can be a useful tool to assist language
acquisition. When teachers see a written mistake,
they commonly point to it - whether it be a word or a
punctuation issue. Students are typically then able to
correct it then and there.
Available at: <https://www.teachingenglish.org.uk/blogs/larryferlazzo/larry-ferlazzo-four-ways-give-ell-students-feedbacktheir-writing>. Acessed on: July 15th, 2018 (Adapted).
According to the text, what ELLs students should not
have from their teachers is more time to
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109958
Inglês
Texto associado
INSTRUCTION: Now read carefully the text below;
then mark the alternatives that answer the questions or
complete the sentences in the question.
Amy watched six taxis avoid her and go deliberately
towards other people. Then she began to realise she
was suffering from advanced paranoia and that she had
better cut her losses and take the tube home. She was
already so late and angry, that the lurching crowded
journey couldn’t make her much worse. And there was
the danger that if she stood much longer on the side of
the street being ignored by rush hour taxi drivers she
might lose her small remaining ration of sanity. And she
needed to hold on to what she had for tonight.
Tonight Ed’s sister and her husband were coming to
dinner. Tonight, for the first time, she would meet the
Big Mama figure in Ed’s American family, the one they
all bowed to, the one Ed had practically written to for
permission to marry Amy. At the time Amy had thought
it funny; she had even suggested that her dental reports
and Photostats of her GCE certificates be sent to New
York. But three years later, after a period of watching Ed
write his monthly letter to his big sister Bella, she found
it less funny. She was never shown those letters and in
pique she had opened one before posting it. It was an
infantile report on how their life had been progressing
since last month: childish details about the floor covering
they had bought for the kitchen, aspirations that Ed’s
salary would be reviewed and upped. Praise for a new
dress that Amy had bought, minutiae about a picnic they
had had with another couple. It had made Amy uneasy,
because it had made Ed seem retarded. It was the kind
of letter that a mother might expect from a small son
who had gone off to summer camp, not something that a
sister in far away America should need or want.
Ed had been euphoric about the visit. It had been
planned for over three months. Bella and her husband
Blair were coming to London for three days as part of
a European tour. They would arrive in the morning;
they did not want to be met, they preferred to recover
from their jet lag alone in the privacy of a good
hotel with a comfortable bedroom and bathroom.
Fully refreshed, at seven p.m. they would come and see
their beloved Ed and welcome their new sister Amy to the
family. Next day there would be a tour to Windsor and an
evening at the theatre, with a dinner for the four of them.
And on the Saturday morning, Amy might kindly take her
new sister Bella shopping, and point out the best places,
introduce her to the heads of departments in the better
stores. They would have a super girly lunch, and then
Bella and Blair should fly out of their lives to Paris.
Normally, on any ordinary Thursday, Amy came home
from Harley Street, where she worked as a doctor’s
receptionist, took off her shoes, put on her slippers,
unpacked her shopping, organized a meal, lit the fire and
then Ed would arrive home. Their evenings had begun to
have a regular pattern. Ed came home tense and tired.
Little by little, in front of the fire, he would unwind; little
by little he relaxed his grip on the file of papers he had
brought back from the office. He would have a sherry, his
face would lose its lines; and then he would agree really
that there was no point in trying to do too much work in
the evening.
And afterwards, he would carve away happily at the table
he was making, or watch television, or do the crossword
with Amy; and she realized happily that she was
essential to him, because only her kind of understanding
could make him uncoil and regard his life as a happy,
unworrying thing.
That was all before the threatened visit of Bella.
In: BINCHY, Maeve. Victoria Line, Central Line. Hodder and
Stoughton: Coronet Books, 1982, p.11-12.
In the sentence “And she needed to hold on to what she
had for tonight.”, the word what stands for
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109957
Inglês
Texto associado
INSTRUCTION: Now read carefully the text below;
then mark the alternatives that answer the questions or
complete the sentences in the question.
Amy watched six taxis avoid her and go deliberately
towards other people. Then she began to realise she
was suffering from advanced paranoia and that she had
better cut her losses and take the tube home. She was
already so late and angry, that the lurching crowded
journey couldn’t make her much worse. And there was
the danger that if she stood much longer on the side of
the street being ignored by rush hour taxi drivers she
might lose her small remaining ration of sanity. And she
needed to hold on to what she had for tonight.
Tonight Ed’s sister and her husband were coming to
dinner. Tonight, for the first time, she would meet the
Big Mama figure in Ed’s American family, the one they
all bowed to, the one Ed had practically written to for
permission to marry Amy. At the time Amy had thought
it funny; she had even suggested that her dental reports
and Photostats of her GCE certificates be sent to New
York. But three years later, after a period of watching Ed
write his monthly letter to his big sister Bella, she found
it less funny. She was never shown those letters and in
pique she had opened one before posting it. It was an
infantile report on how their life had been progressing
since last month: childish details about the floor covering
they had bought for the kitchen, aspirations that Ed’s
salary would be reviewed and upped. Praise for a new
dress that Amy had bought, minutiae about a picnic they
had had with another couple. It had made Amy uneasy,
because it had made Ed seem retarded. It was the kind
of letter that a mother might expect from a small son
who had gone off to summer camp, not something that a
sister in far away America should need or want.
Ed had been euphoric about the visit. It had been
planned for over three months. Bella and her husband
Blair were coming to London for three days as part of
a European tour. They would arrive in the morning;
they did not want to be met, they preferred to recover
from their jet lag alone in the privacy of a good
hotel with a comfortable bedroom and bathroom.
Fully refreshed, at seven p.m. they would come and see
their beloved Ed and welcome their new sister Amy to the
family. Next day there would be a tour to Windsor and an
evening at the theatre, with a dinner for the four of them.
And on the Saturday morning, Amy might kindly take her
new sister Bella shopping, and point out the best places,
introduce her to the heads of departments in the better
stores. They would have a super girly lunch, and then
Bella and Blair should fly out of their lives to Paris.
Normally, on any ordinary Thursday, Amy came home
from Harley Street, where she worked as a doctor’s
receptionist, took off her shoes, put on her slippers,
unpacked her shopping, organized a meal, lit the fire and
then Ed would arrive home. Their evenings had begun to
have a regular pattern. Ed came home tense and tired.
Little by little, in front of the fire, he would unwind; little
by little he relaxed his grip on the file of papers he had
brought back from the office. He would have a sherry, his
face would lose its lines; and then he would agree really
that there was no point in trying to do too much work in
the evening.
And afterwards, he would carve away happily at the table
he was making, or watch television, or do the crossword
with Amy; and she realized happily that she was
essential to him, because only her kind of understanding
could make him uncoil and regard his life as a happy,
unworrying thing.
That was all before the threatened visit of Bella.
In: BINCHY, Maeve. Victoria Line, Central Line. Hodder and
Stoughton: Coronet Books, 1982, p.11-12.
On paragraph 4, In the sentence “ … he would agree
really that there was no point in trying to do too much
work in the evening”, Ed’s exact words would be:
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109956
Inglês
Texto associado
INSTRUCTION: Now read carefully the text below;
then mark the alternatives that answer the questions or
complete the sentences in the question.
Amy watched six taxis avoid her and go deliberately
towards other people. Then she began to realise she
was suffering from advanced paranoia and that she had
better cut her losses and take the tube home. She was
already so late and angry, that the lurching crowded
journey couldn’t make her much worse. And there was
the danger that if she stood much longer on the side of
the street being ignored by rush hour taxi drivers she
might lose her small remaining ration of sanity. And she
needed to hold on to what she had for tonight.
Tonight Ed’s sister and her husband were coming to
dinner. Tonight, for the first time, she would meet the
Big Mama figure in Ed’s American family, the one they
all bowed to, the one Ed had practically written to for
permission to marry Amy. At the time Amy had thought
it funny; she had even suggested that her dental reports
and Photostats of her GCE certificates be sent to New
York. But three years later, after a period of watching Ed
write his monthly letter to his big sister Bella, she found
it less funny. She was never shown those letters and in
pique she had opened one before posting it. It was an
infantile report on how their life had been progressing
since last month: childish details about the floor covering
they had bought for the kitchen, aspirations that Ed’s
salary would be reviewed and upped. Praise for a new
dress that Amy had bought, minutiae about a picnic they
had had with another couple. It had made Amy uneasy,
because it had made Ed seem retarded. It was the kind
of letter that a mother might expect from a small son
who had gone off to summer camp, not something that a
sister in far away America should need or want.
Ed had been euphoric about the visit. It had been
planned for over three months. Bella and her husband
Blair were coming to London for three days as part of
a European tour. They would arrive in the morning;
they did not want to be met, they preferred to recover
from their jet lag alone in the privacy of a good
hotel with a comfortable bedroom and bathroom.
Fully refreshed, at seven p.m. they would come and see
their beloved Ed and welcome their new sister Amy to the
family. Next day there would be a tour to Windsor and an
evening at the theatre, with a dinner for the four of them.
And on the Saturday morning, Amy might kindly take her
new sister Bella shopping, and point out the best places,
introduce her to the heads of departments in the better
stores. They would have a super girly lunch, and then
Bella and Blair should fly out of their lives to Paris.
Normally, on any ordinary Thursday, Amy came home
from Harley Street, where she worked as a doctor’s
receptionist, took off her shoes, put on her slippers,
unpacked her shopping, organized a meal, lit the fire and
then Ed would arrive home. Their evenings had begun to
have a regular pattern. Ed came home tense and tired.
Little by little, in front of the fire, he would unwind; little
by little he relaxed his grip on the file of papers he had
brought back from the office. He would have a sherry, his
face would lose its lines; and then he would agree really
that there was no point in trying to do too much work in
the evening.
And afterwards, he would carve away happily at the table
he was making, or watch television, or do the crossword
with Amy; and she realized happily that she was
essential to him, because only her kind of understanding
could make him uncoil and regard his life as a happy,
unworrying thing.
That was all before the threatened visit of Bella.
In: BINCHY, Maeve. Victoria Line, Central Line. Hodder and
Stoughton: Coronet Books, 1982, p.11-12.
In the third paragraph of the text, the pronoun their
appears 4 times. In the first three times, in the sentences
“they preferred to recover from their jet lag alone (…) they
would come and see their beloved Ed and welcome their
new sister Amy to the family…” the pronoun refers to
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109955
Inglês
Texto associado
INSTRUCTION: Now read carefully the text below;
then mark the alternatives that answer the questions or
complete the sentences in the question.
Amy watched six taxis avoid her and go deliberately
towards other people. Then she began to realise she
was suffering from advanced paranoia and that she had
better cut her losses and take the tube home. She was
already so late and angry, that the lurching crowded
journey couldn’t make her much worse. And there was
the danger that if she stood much longer on the side of
the street being ignored by rush hour taxi drivers she
might lose her small remaining ration of sanity. And she
needed to hold on to what she had for tonight.
Tonight Ed’s sister and her husband were coming to
dinner. Tonight, for the first time, she would meet the
Big Mama figure in Ed’s American family, the one they
all bowed to, the one Ed had practically written to for
permission to marry Amy. At the time Amy had thought
it funny; she had even suggested that her dental reports
and Photostats of her GCE certificates be sent to New
York. But three years later, after a period of watching Ed
write his monthly letter to his big sister Bella, she found
it less funny. She was never shown those letters and in
pique she had opened one before posting it. It was an
infantile report on how their life had been progressing
since last month: childish details about the floor covering
they had bought for the kitchen, aspirations that Ed’s
salary would be reviewed and upped. Praise for a new
dress that Amy had bought, minutiae about a picnic they
had had with another couple. It had made Amy uneasy,
because it had made Ed seem retarded. It was the kind
of letter that a mother might expect from a small son
who had gone off to summer camp, not something that a
sister in far away America should need or want.
Ed had been euphoric about the visit. It had been
planned for over three months. Bella and her husband
Blair were coming to London for three days as part of
a European tour. They would arrive in the morning;
they did not want to be met, they preferred to recover
from their jet lag alone in the privacy of a good
hotel with a comfortable bedroom and bathroom.
Fully refreshed, at seven p.m. they would come and see
their beloved Ed and welcome their new sister Amy to the
family. Next day there would be a tour to Windsor and an
evening at the theatre, with a dinner for the four of them.
And on the Saturday morning, Amy might kindly take her
new sister Bella shopping, and point out the best places,
introduce her to the heads of departments in the better
stores. They would have a super girly lunch, and then
Bella and Blair should fly out of their lives to Paris.
Normally, on any ordinary Thursday, Amy came home
from Harley Street, where she worked as a doctor’s
receptionist, took off her shoes, put on her slippers,
unpacked her shopping, organized a meal, lit the fire and
then Ed would arrive home. Their evenings had begun to
have a regular pattern. Ed came home tense and tired.
Little by little, in front of the fire, he would unwind; little
by little he relaxed his grip on the file of papers he had
brought back from the office. He would have a sherry, his
face would lose its lines; and then he would agree really
that there was no point in trying to do too much work in
the evening.
And afterwards, he would carve away happily at the table
he was making, or watch television, or do the crossword
with Amy; and she realized happily that she was
essential to him, because only her kind of understanding
could make him uncoil and regard his life as a happy,
unworrying thing.
That was all before the threatened visit of Bella.
In: BINCHY, Maeve. Victoria Line, Central Line. Hodder and
Stoughton: Coronet Books, 1982, p.11-12.
Amy was worried because
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109954
Inglês
Texto associado
INSTRUCTION: Now read carefully the text below;
then mark the alternatives that answer the questions or
complete the sentences in the question.
Amy watched six taxis avoid her and go deliberately
towards other people. Then she began to realise she
was suffering from advanced paranoia and that she had
better cut her losses and take the tube home. She was
already so late and angry, that the lurching crowded
journey couldn’t make her much worse. And there was
the danger that if she stood much longer on the side of
the street being ignored by rush hour taxi drivers she
might lose her small remaining ration of sanity. And she
needed to hold on to what she had for tonight.
Tonight Ed’s sister and her husband were coming to
dinner. Tonight, for the first time, she would meet the
Big Mama figure in Ed’s American family, the one they
all bowed to, the one Ed had practically written to for
permission to marry Amy. At the time Amy had thought
it funny; she had even suggested that her dental reports
and Photostats of her GCE certificates be sent to New
York. But three years later, after a period of watching Ed
write his monthly letter to his big sister Bella, she found
it less funny. She was never shown those letters and in
pique she had opened one before posting it. It was an
infantile report on how their life had been progressing
since last month: childish details about the floor covering
they had bought for the kitchen, aspirations that Ed’s
salary would be reviewed and upped. Praise for a new
dress that Amy had bought, minutiae about a picnic they
had had with another couple. It had made Amy uneasy,
because it had made Ed seem retarded. It was the kind
of letter that a mother might expect from a small son
who had gone off to summer camp, not something that a
sister in far away America should need or want.
Ed had been euphoric about the visit. It had been
planned for over three months. Bella and her husband
Blair were coming to London for three days as part of
a European tour. They would arrive in the morning;
they did not want to be met, they preferred to recover
from their jet lag alone in the privacy of a good
hotel with a comfortable bedroom and bathroom.
Fully refreshed, at seven p.m. they would come and see
their beloved Ed and welcome their new sister Amy to the
family. Next day there would be a tour to Windsor and an
evening at the theatre, with a dinner for the four of them.
And on the Saturday morning, Amy might kindly take her
new sister Bella shopping, and point out the best places,
introduce her to the heads of departments in the better
stores. They would have a super girly lunch, and then
Bella and Blair should fly out of their lives to Paris.
Normally, on any ordinary Thursday, Amy came home
from Harley Street, where she worked as a doctor’s
receptionist, took off her shoes, put on her slippers,
unpacked her shopping, organized a meal, lit the fire and
then Ed would arrive home. Their evenings had begun to
have a regular pattern. Ed came home tense and tired.
Little by little, in front of the fire, he would unwind; little
by little he relaxed his grip on the file of papers he had
brought back from the office. He would have a sherry, his
face would lose its lines; and then he would agree really
that there was no point in trying to do too much work in
the evening.
And afterwards, he would carve away happily at the table
he was making, or watch television, or do the crossword
with Amy; and she realized happily that she was
essential to him, because only her kind of understanding
could make him uncoil and regard his life as a happy,
unworrying thing.
That was all before the threatened visit of Bella.
In: BINCHY, Maeve. Victoria Line, Central Line. Hodder and
Stoughton: Coronet Books, 1982, p.11-12.
Amy’s husband Ed’s sister and brother in law
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109953
Inglês
Texto associado
INSTRUCTION: Now read carefully the text below;
then mark the alternatives that answer the questions or
complete the sentences in the question.
Amy watched six taxis avoid her and go deliberately
towards other people. Then she began to realise she
was suffering from advanced paranoia and that she had
better cut her losses and take the tube home. She was
already so late and angry, that the lurching crowded
journey couldn’t make her much worse. And there was
the danger that if she stood much longer on the side of
the street being ignored by rush hour taxi drivers she
might lose her small remaining ration of sanity. And she
needed to hold on to what she had for tonight.
Tonight Ed’s sister and her husband were coming to
dinner. Tonight, for the first time, she would meet the
Big Mama figure in Ed’s American family, the one they
all bowed to, the one Ed had practically written to for
permission to marry Amy. At the time Amy had thought
it funny; she had even suggested that her dental reports
and Photostats of her GCE certificates be sent to New
York. But three years later, after a period of watching Ed
write his monthly letter to his big sister Bella, she found
it less funny. She was never shown those letters and in
pique she had opened one before posting it. It was an
infantile report on how their life had been progressing
since last month: childish details about the floor covering
they had bought for the kitchen, aspirations that Ed’s
salary would be reviewed and upped. Praise for a new
dress that Amy had bought, minutiae about a picnic they
had had with another couple. It had made Amy uneasy,
because it had made Ed seem retarded. It was the kind
of letter that a mother might expect from a small son
who had gone off to summer camp, not something that a
sister in far away America should need or want.
Ed had been euphoric about the visit. It had been
planned for over three months. Bella and her husband
Blair were coming to London for three days as part of
a European tour. They would arrive in the morning;
they did not want to be met, they preferred to recover
from their jet lag alone in the privacy of a good
hotel with a comfortable bedroom and bathroom.
Fully refreshed, at seven p.m. they would come and see
their beloved Ed and welcome their new sister Amy to the
family. Next day there would be a tour to Windsor and an
evening at the theatre, with a dinner for the four of them.
And on the Saturday morning, Amy might kindly take her
new sister Bella shopping, and point out the best places,
introduce her to the heads of departments in the better
stores. They would have a super girly lunch, and then
Bella and Blair should fly out of their lives to Paris.
Normally, on any ordinary Thursday, Amy came home
from Harley Street, where she worked as a doctor’s
receptionist, took off her shoes, put on her slippers,
unpacked her shopping, organized a meal, lit the fire and
then Ed would arrive home. Their evenings had begun to
have a regular pattern. Ed came home tense and tired.
Little by little, in front of the fire, he would unwind; little
by little he relaxed his grip on the file of papers he had
brought back from the office. He would have a sherry, his
face would lose its lines; and then he would agree really
that there was no point in trying to do too much work in
the evening.
And afterwards, he would carve away happily at the table
he was making, or watch television, or do the crossword
with Amy; and she realized happily that she was
essential to him, because only her kind of understanding
could make him uncoil and regard his life as a happy,
unworrying thing.
That was all before the threatened visit of Bella.
In: BINCHY, Maeve. Victoria Line, Central Line. Hodder and
Stoughton: Coronet Books, 1982, p.11-12.
Reading the text, it becomes clear that Amy
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109952
Inglês
Texto associado
INSTRUCTION: Now read carefully the text below;
then mark the alternatives that answer the questions or
complete the sentences in the question.
Amy watched six taxis avoid her and go deliberately
towards other people. Then she began to realise she
was suffering from advanced paranoia and that she had
better cut her losses and take the tube home. She was
already so late and angry, that the lurching crowded
journey couldn’t make her much worse. And there was
the danger that if she stood much longer on the side of
the street being ignored by rush hour taxi drivers she
might lose her small remaining ration of sanity. And she
needed to hold on to what she had for tonight.
Tonight Ed’s sister and her husband were coming to
dinner. Tonight, for the first time, she would meet the
Big Mama figure in Ed’s American family, the one they
all bowed to, the one Ed had practically written to for
permission to marry Amy. At the time Amy had thought
it funny; she had even suggested that her dental reports
and Photostats of her GCE certificates be sent to New
York. But three years later, after a period of watching Ed
write his monthly letter to his big sister Bella, she found
it less funny. She was never shown those letters and in
pique she had opened one before posting it. It was an
infantile report on how their life had been progressing
since last month: childish details about the floor covering
they had bought for the kitchen, aspirations that Ed’s
salary would be reviewed and upped. Praise for a new
dress that Amy had bought, minutiae about a picnic they
had had with another couple. It had made Amy uneasy,
because it had made Ed seem retarded. It was the kind
of letter that a mother might expect from a small son
who had gone off to summer camp, not something that a
sister in far away America should need or want.
Ed had been euphoric about the visit. It had been
planned for over three months. Bella and her husband
Blair were coming to London for three days as part of
a European tour. They would arrive in the morning;
they did not want to be met, they preferred to recover
from their jet lag alone in the privacy of a good
hotel with a comfortable bedroom and bathroom.
Fully refreshed, at seven p.m. they would come and see
their beloved Ed and welcome their new sister Amy to the
family. Next day there would be a tour to Windsor and an
evening at the theatre, with a dinner for the four of them.
And on the Saturday morning, Amy might kindly take her
new sister Bella shopping, and point out the best places,
introduce her to the heads of departments in the better
stores. They would have a super girly lunch, and then
Bella and Blair should fly out of their lives to Paris.
Normally, on any ordinary Thursday, Amy came home
from Harley Street, where she worked as a doctor’s
receptionist, took off her shoes, put on her slippers,
unpacked her shopping, organized a meal, lit the fire and
then Ed would arrive home. Their evenings had begun to
have a regular pattern. Ed came home tense and tired.
Little by little, in front of the fire, he would unwind; little
by little he relaxed his grip on the file of papers he had
brought back from the office. He would have a sherry, his
face would lose its lines; and then he would agree really
that there was no point in trying to do too much work in
the evening.
And afterwards, he would carve away happily at the table
he was making, or watch television, or do the crossword
with Amy; and she realized happily that she was
essential to him, because only her kind of understanding
could make him uncoil and regard his life as a happy,
unworrying thing.
That was all before the threatened visit of Bella.
In: BINCHY, Maeve. Victoria Line, Central Line. Hodder and
Stoughton: Coronet Books, 1982, p.11-12.
The text shows that Amy’s feelings were a mixture of
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109951
Inglês
Texto associado
INSTRUCTION: Now read carefully the text below;
then mark the alternatives that answer the questions or
complete the sentences in the question.
Amy watched six taxis avoid her and go deliberately
towards other people. Then she began to realise she
was suffering from advanced paranoia and that she had
better cut her losses and take the tube home. She was
already so late and angry, that the lurching crowded
journey couldn’t make her much worse. And there was
the danger that if she stood much longer on the side of
the street being ignored by rush hour taxi drivers she
might lose her small remaining ration of sanity. And she
needed to hold on to what she had for tonight.
Tonight Ed’s sister and her husband were coming to
dinner. Tonight, for the first time, she would meet the
Big Mama figure in Ed’s American family, the one they
all bowed to, the one Ed had practically written to for
permission to marry Amy. At the time Amy had thought
it funny; she had even suggested that her dental reports
and Photostats of her GCE certificates be sent to New
York. But three years later, after a period of watching Ed
write his monthly letter to his big sister Bella, she found
it less funny. She was never shown those letters and in
pique she had opened one before posting it. It was an
infantile report on how their life had been progressing
since last month: childish details about the floor covering
they had bought for the kitchen, aspirations that Ed’s
salary would be reviewed and upped. Praise for a new
dress that Amy had bought, minutiae about a picnic they
had had with another couple. It had made Amy uneasy,
because it had made Ed seem retarded. It was the kind
of letter that a mother might expect from a small son
who had gone off to summer camp, not something that a
sister in far away America should need or want.
Ed had been euphoric about the visit. It had been
planned for over three months. Bella and her husband
Blair were coming to London for three days as part of
a European tour. They would arrive in the morning;
they did not want to be met, they preferred to recover
from their jet lag alone in the privacy of a good
hotel with a comfortable bedroom and bathroom.
Fully refreshed, at seven p.m. they would come and see
their beloved Ed and welcome their new sister Amy to the
family. Next day there would be a tour to Windsor and an
evening at the theatre, with a dinner for the four of them.
And on the Saturday morning, Amy might kindly take her
new sister Bella shopping, and point out the best places,
introduce her to the heads of departments in the better
stores. They would have a super girly lunch, and then
Bella and Blair should fly out of their lives to Paris.
Normally, on any ordinary Thursday, Amy came home
from Harley Street, where she worked as a doctor’s
receptionist, took off her shoes, put on her slippers,
unpacked her shopping, organized a meal, lit the fire and
then Ed would arrive home. Their evenings had begun to
have a regular pattern. Ed came home tense and tired.
Little by little, in front of the fire, he would unwind; little
by little he relaxed his grip on the file of papers he had
brought back from the office. He would have a sherry, his
face would lose its lines; and then he would agree really
that there was no point in trying to do too much work in
the evening.
And afterwards, he would carve away happily at the table
he was making, or watch television, or do the crossword
with Amy; and she realized happily that she was
essential to him, because only her kind of understanding
could make him uncoil and regard his life as a happy,
unworrying thing.
That was all before the threatened visit of Bella.
In: BINCHY, Maeve. Victoria Line, Central Line. Hodder and
Stoughton: Coronet Books, 1982, p.11-12.
In the sentence “She was already so late and angry, that
the lurching crowded journey couldn’t make her much
worse”, she is referring to
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109950
Inglês
Texto associado
INSTRUCTION: Read the following text carefully and
then mark the alternatives that complete the sentences
in the question.
3 Tips for Teaching Reading in a Foreign Language
June 15, 2015 Giwan Persaud
Reading is a great skill to have. It’s something we can do
anytime, anywhere. Today I want to share with you some
tips about teaching reading skills in foreign languages to
young learners. Ready? Let’s go.
1. Traffic Light Reading.
This is one of my all-time favourite exercises for teaching
reading. The idea is that you pick an appropriately
levelled text (this can be adapted to any level!), take the
text in question, or a segment of it, and reread it three
times. The first time you read with a green pen or pencil
in hand and underline every single thing you understand.
This is great because it includes numbers, places, and
names meaning that every student is guaranteed some
green on their page. What a confidence booster!
Then students re-read the text. This time with an orange
pen at the ready. The orange is for those words that
look familiar or could be guessed, but that students
aren’t 100% sure about. There should be less of these.
Encourage students to also have the green pen ready
as they may notice ‘green’ words they didn’t see the first
time around. And finally, as you may well have guessed,
the red pen comes in and underlines every completely
unknown word. Providing that the text is of the right level,
there should be a nice shade of green filling the page
with the odd orange and red spec.
I find this activity constantly boosts students confidence
as they see a black and white page in a foreign language
come to life in colour. So many students are amazing and
really pleased with themselves about how much they can
actually understand when they take the time to focus on
a text. One of my all-time favourites.
Available at: <http://www.duolir.com/blog/2015/6/13/3-tips-forteaching-reading-in-a-foreign-language> (Adapted).
The author of the article calls this reading strategy the
traffic light strategy
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109949
Inglês
Texto associado
INSTRUCTION: Read the following text carefully and
then mark the alternatives that complete the sentences
in the question.
3 Tips for Teaching Reading in a Foreign Language
June 15, 2015 Giwan Persaud
Reading is a great skill to have. It’s something we can do
anytime, anywhere. Today I want to share with you some
tips about teaching reading skills in foreign languages to
young learners. Ready? Let’s go.
1. Traffic Light Reading.
This is one of my all-time favourite exercises for teaching
reading. The idea is that you pick an appropriately
levelled text (this can be adapted to any level!), take the
text in question, or a segment of it, and reread it three
times. The first time you read with a green pen or pencil
in hand and underline every single thing you understand.
This is great because it includes numbers, places, and
names meaning that every student is guaranteed some
green on their page. What a confidence booster!
Then students re-read the text. This time with an orange
pen at the ready. The orange is for those words that
look familiar or could be guessed, but that students
aren’t 100% sure about. There should be less of these.
Encourage students to also have the green pen ready
as they may notice ‘green’ words they didn’t see the first
time around. And finally, as you may well have guessed,
the red pen comes in and underlines every completely
unknown word. Providing that the text is of the right level,
there should be a nice shade of green filling the page
with the odd orange and red spec.
I find this activity constantly boosts students confidence
as they see a black and white page in a foreign language
come to life in colour. So many students are amazing and
really pleased with themselves about how much they can
actually understand when they take the time to focus on
a text. One of my all-time favourites.
Available at: <http://www.duolir.com/blog/2015/6/13/3-tips-forteaching-reading-in-a-foreign-language> (Adapted).
According to the text, students should mark the words
they think they understand with
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de São João del Rei - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de São João del Rei - MG - Professor de Educação Básica - Língua Inglesa |
Q1109948
Inglês
Texto associado
INSTRUCTION: Read the following text carefully and
then mark the alternatives that complete the sentences
in the question.
3 Tips for Teaching Reading in a Foreign Language
June 15, 2015 Giwan Persaud
Reading is a great skill to have. It’s something we can do
anytime, anywhere. Today I want to share with you some
tips about teaching reading skills in foreign languages to
young learners. Ready? Let’s go.
1. Traffic Light Reading.
This is one of my all-time favourite exercises for teaching
reading. The idea is that you pick an appropriately
levelled text (this can be adapted to any level!), take the
text in question, or a segment of it, and reread it three
times. The first time you read with a green pen or pencil
in hand and underline every single thing you understand.
This is great because it includes numbers, places, and
names meaning that every student is guaranteed some
green on their page. What a confidence booster!
Then students re-read the text. This time with an orange
pen at the ready. The orange is for those words that
look familiar or could be guessed, but that students
aren’t 100% sure about. There should be less of these.
Encourage students to also have the green pen ready
as they may notice ‘green’ words they didn’t see the first
time around. And finally, as you may well have guessed,
the red pen comes in and underlines every completely
unknown word. Providing that the text is of the right level,
there should be a nice shade of green filling the page
with the odd orange and red spec.
I find this activity constantly boosts students confidence
as they see a black and white page in a foreign language
come to life in colour. So many students are amazing and
really pleased with themselves about how much they can
actually understand when they take the time to focus on
a text. One of my all-time favourites.
Available at: <http://www.duolir.com/blog/2015/6/13/3-tips-forteaching-reading-in-a-foreign-language> (Adapted).
The article prescribes that the activity text
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ibirité - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Ibirité - MG - Professor - Português / inglês |
Q1109507
Inglês
Texto associado
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
Read this sentence from the text and analyze its structure:
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
The core modal verbs in English are “can”, “could”, “may”, “might”, “shall”, “should”, “will”, “would”, and “must”. Their use obeys some syntactic restrictions. Which of the following alternatives presents an incorrect example of the use of a modal verb?
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ibirité - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Ibirité - MG - Professor - Português / inglês |
Q1109506
Inglês
Texto associado
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
Read this sentence from the text and analyze its structure:
However, all were carried out on animals, because it is not possible to do such research with humans.
Now, consider the following statements about the use of the word “because” in English language and choose the correct alternative.
I) “Because” can be used as a subordinating conjunction which introduces clauses of cause.
II) “Because” is a conjunction that can be used when giving the reason for something.
III) “Because” can always be replaced without change of meaning by “in the event that”.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ibirité - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Ibirité - MG - Professor - Português / inglês |
Q1109505
Inglês
Texto associado
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
Read this sentence from the text and analyze its structure:
New evidence suggests that the brain is much more malleable than previously thought.
The word “previously” is an adverb which informs when an action happened. Choose the following alternative which presents an example of an adverb of time.
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ibirité - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Ibirité - MG - Professor - Português / inglês |
Q1109504
Inglês
Texto associado
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
Read this sentence from the text and analyze its structure:
It has long been known that different regions of the brain
have specialized functions.
The verb “to have” can be used as a main verb as well as an auxiliary verb in English. Which of the following alternatives doesn’t present a characteristic of the verb “to have”?
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ibirité - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Ibirité - MG - Professor - Português / inglês |
Q1109503
Inglês
Texto associado
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
According to the text, what is the possible implication of
the new discovery about brain development for language
educators?
Ano: 2016
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ibirité - MG
Prova:
FUNDEP (Gestão de Concursos) - 2016 - Prefeitura de Ibirité - MG - Professor - Português / inglês |
Q1109502
Inglês
Texto associado
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
What do new evidences about brain development
suggest?
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