Questões de Concurso Sobre inglês

Leia o texto para responder a questão.

What is a Content Management System (CMS)?

July 19, 2018

      A content management system, often abbreviated as CMS, is software that helps users create, manage, and modify content on a website without the need for specialized technical knowledge. In simpler language, a content management system is a tool that helps you build a website without needing to write all the code from scratch (or even know how to code at all).

      Instead of building your own system for creating web pages, storing images, and other functions, the content management system handles all that basic infrastructure stuff for you so that you can focus on more forward-facing parts of your website. Beyond websites, you can also find content management systems for other functions – such as document management.

      The content management system is not just a backend management interface, though. It also makes all of the content that you create show up for your visitors exactly like you want it to.

(https://kinsta.com/knowledgebase/content-management-system. Adaptado) 

Leia o texto para responder a questão.

What is a Content Management System (CMS)?

July 19, 2018

      A content management system, often abbreviated as CMS, is software that helps users create, manage, and modify content on a website without the need for specialized technical knowledge. In simpler language, a content management system is a tool that helps you build a website without needing to write all the code from scratch (or even know how to code at all).

      Instead of building your own system for creating web pages, storing images, and other functions, the content management system handles all that basic infrastructure stuff for you so that you can focus on more forward-facing parts of your website. Beyond websites, you can also find content management systems for other functions – such as document management.

      The content management system is not just a backend management interface, though. It also makes all of the content that you create show up for your visitors exactly like you want it to.

(https://kinsta.com/knowledgebase/content-management-system. Adaptado) 

Leia o texto para responder a questão.

What is a Content Management System (CMS)?

July 19, 2018

      A content management system, often abbreviated as CMS, is software that helps users create, manage, and modify content on a website without the need for specialized technical knowledge. In simpler language, a content management system is a tool that helps you build a website without needing to write all the code from scratch (or even know how to code at all).

      Instead of building your own system for creating web pages, storing images, and other functions, the content management system handles all that basic infrastructure stuff for you so that you can focus on more forward-facing parts of your website. Beyond websites, you can also find content management systems for other functions – such as document management.

      The content management system is not just a backend management interface, though. It also makes all of the content that you create show up for your visitors exactly like you want it to.

(https://kinsta.com/knowledgebase/content-management-system. Adaptado) 

Leia o texto para responder a questão.

What is a Content Management System (CMS)?

July 19, 2018

      A content management system, often abbreviated as CMS, is software that helps users create, manage, and modify content on a website without the need for specialized technical knowledge. In simpler language, a content management system is a tool that helps you build a website without needing to write all the code from scratch (or even know how to code at all).

      Instead of building your own system for creating web pages, storing images, and other functions, the content management system handles all that basic infrastructure stuff for you so that you can focus on more forward-facing parts of your website. Beyond websites, you can also find content management systems for other functions – such as document management.

      The content management system is not just a backend management interface, though. It also makes all of the content that you create show up for your visitors exactly like you want it to.

(https://kinsta.com/knowledgebase/content-management-system. Adaptado) 

Leia as instruções a seguir e responda a questão.

Instructions for making sandwiches

    First decide what type of filling you would like and check to see if there is some available. Next take two slices of bread and butter each of them on one side only. Put your filling on one slice of bread, butter side up. You may choose two fillings. Place the other piece of bread, butter side down, on top of the filling. Now cut your sandwich carefully with a knife. Now sit down and enjoy your sandwich. Finally, clear away the things you have been using.

(http://www.drapersmillsprimary.co.uk/ lead-learner-key-stage-one-blog/ – Adaptado)

Leia as instruções a seguir e responda a questão.

Instructions for making sandwiches

    First decide what type of filling you would like and check to see if there is some available. Next take two slices of bread and butter each of them on one side only. Put your filling on one slice of bread, butter side up. You may choose two fillings. Place the other piece of bread, butter side down, on top of the filling. Now cut your sandwich carefully with a knife. Now sit down and enjoy your sandwich. Finally, clear away the things you have been using.

(http://www.drapersmillsprimary.co.uk/ lead-learner-key-stage-one-blog/ – Adaptado)

Para responder a questão, leia o artigo de jornal a seguir.

Trial with migrants

        The Hungarian Prime Minister Viktor Orban is against migration there. He says that the EU risks losing another country if the migration is not stopped. Nine men were sentenced to nearly a year in jail; however, they were released at the judge’s discretion due to time already served. One of the group was kept behind bars after receiving a three-year sentence for issuing instructions to the rioters through a loudspeaker. After the trial, a United Nations spokesman said that he was worried that a country would criminalize people who are fleeing war zones.

(www.ondemandnews.com – Adaptado)

Para responder a questão, leia o artigo de jornal a seguir.

Trial with migrants

        The Hungarian Prime Minister Viktor Orban is against migration there. He says that the EU risks losing another country if the migration is not stopped. Nine men were sentenced to nearly a year in jail; however, they were released at the judge’s discretion due to time already served. One of the group was kept behind bars after receiving a three-year sentence for issuing instructions to the rioters through a loudspeaker. After the trial, a United Nations spokesman said that he was worried that a country would criminalize people who are fleeing war zones.

(www.ondemandnews.com – Adaptado)

Para responder a questão, leia o artigo de jornal a seguir.

Trial with migrants

        The Hungarian Prime Minister Viktor Orban is against migration there. He says that the EU risks losing another country if the migration is not stopped. Nine men were sentenced to nearly a year in jail; however, they were released at the judge’s discretion due to time already served. One of the group was kept behind bars after receiving a three-year sentence for issuing instructions to the rioters through a loudspeaker. After the trial, a United Nations spokesman said that he was worried that a country would criminalize people who are fleeing war zones.

(www.ondemandnews.com – Adaptado)

Para responder a questão, leia o artigo de jornal a seguir.

Trial with migrants

        The Hungarian Prime Minister Viktor Orban is against migration there. He says that the EU risks losing another country if the migration is not stopped. Nine men were sentenced to nearly a year in jail; however, they were released at the judge’s discretion due to time already served. One of the group was kept behind bars after receiving a three-year sentence for issuing instructions to the rioters through a loudspeaker. After the trial, a United Nations spokesman said that he was worried that a country would criminalize people who are fleeing war zones.

(www.ondemandnews.com – Adaptado)

O texto a seguir apresenta lacunas numeradas das quais foram omitidas uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente cada uma das lacunas numeradas, tanto quanto à correção gramatical como quanto ao sentido e à estruturação do texto.

What is Communicative Language Teaching?

   Not long ago, when American structural linguistics and behaviorist psychology were the prevailing influences in language teaching methods and materials, second/foreign language teachers talked about communication in terms of four language skills: listening, speaking, reading, and writing. 41  skill categories were widely accepted and provided a ready-made framework for methods manuals, learner course materials, and teacher education programs. Speaking and writing were collectively 42 as active skills, reading and listening as passive skills.

    Today, listeners and readers no longer are regarded as passive. They are seen as active participants in the negotiation of 43 . Schemata, expectancies, and top-down/bottom-up processing are among the terms now used to capture the necessarily complex, interactive nature of this negotiation. Yet full and widespread understanding of 44 as negotiation has been made difficult by the terms that came to replace the earlier active/passive dichotomy. The skills needed to engage in speaking and writing activities were described subsequently as productive,  45   listening and reading skills were said to be receptive. While certainly an improvement over the earlier active/passive representation, the terms “productive” and “receptive” fall short of capturing the interactive nature of communication.

    The inadequacy of a four-skills model of language use is now recognized. And the  46  of audiolingual methodology are widely acknowledged. There is general acceptance of the complexity and interrelatedness of skills in both  47  and oral communication and of the need for learners to have the experience of communication, to participate in the negotiation of meaning rather than memorizing and repeating words and sentences. Newer, more comprehensive theories of language and language behavior have  48  those that looked to American structuralism and behaviorist psychology for support. The expanded, interactive view of language behavior they offer presents a number of  49  for teachers. Among them, how should form and function be integrated in an instructional sequence? What is an appropriate norm for learners? How is it determined ?What is an error? And what, if anything, should be done when one  50 ? How is language learning success to be measured? Acceptance of communicative criteria entails a commitment to address these admittedly complex issues.

(Communicative Language Teaching for the Twenty-First Century, by Sandra J. Savignon in Teaching English as a Second or Foreign Language, by Marianne Celce-Murcia (ed.). Adaptado)

O texto a seguir apresenta lacunas numeradas das quais foram omitidas uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente cada uma das lacunas numeradas, tanto quanto à correção gramatical como quanto ao sentido e à estruturação do texto.

What is Communicative Language Teaching?

   Not long ago, when American structural linguistics and behaviorist psychology were the prevailing influences in language teaching methods and materials, second/foreign language teachers talked about communication in terms of four language skills: listening, speaking, reading, and writing. 41  skill categories were widely accepted and provided a ready-made framework for methods manuals, learner course materials, and teacher education programs. Speaking and writing were collectively 42 as active skills, reading and listening as passive skills.

    Today, listeners and readers no longer are regarded as passive. They are seen as active participants in the negotiation of 43 . Schemata, expectancies, and top-down/bottom-up processing are among the terms now used to capture the necessarily complex, interactive nature of this negotiation. Yet full and widespread understanding of 44 as negotiation has been made difficult by the terms that came to replace the earlier active/passive dichotomy. The skills needed to engage in speaking and writing activities were described subsequently as productive,  45   listening and reading skills were said to be receptive. While certainly an improvement over the earlier active/passive representation, the terms “productive” and “receptive” fall short of capturing the interactive nature of communication.

    The inadequacy of a four-skills model of language use is now recognized. And the  46  of audiolingual methodology are widely acknowledged. There is general acceptance of the complexity and interrelatedness of skills in both  47  and oral communication and of the need for learners to have the experience of communication, to participate in the negotiation of meaning rather than memorizing and repeating words and sentences. Newer, more comprehensive theories of language and language behavior have  48  those that looked to American structuralism and behaviorist psychology for support. The expanded, interactive view of language behavior they offer presents a number of  49  for teachers. Among them, how should form and function be integrated in an instructional sequence? What is an appropriate norm for learners? How is it determined ?What is an error? And what, if anything, should be done when one  50 ? How is language learning success to be measured? Acceptance of communicative criteria entails a commitment to address these admittedly complex issues.

(Communicative Language Teaching for the Twenty-First Century, by Sandra J. Savignon in Teaching English as a Second or Foreign Language, by Marianne Celce-Murcia (ed.). Adaptado)

O texto a seguir apresenta lacunas numeradas das quais foram omitidas uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente cada uma das lacunas numeradas, tanto quanto à correção gramatical como quanto ao sentido e à estruturação do texto.

What is Communicative Language Teaching?

   Not long ago, when American structural linguistics and behaviorist psychology were the prevailing influences in language teaching methods and materials, second/foreign language teachers talked about communication in terms of four language skills: listening, speaking, reading, and writing. 41  skill categories were widely accepted and provided a ready-made framework for methods manuals, learner course materials, and teacher education programs. Speaking and writing were collectively 42 as active skills, reading and listening as passive skills.

    Today, listeners and readers no longer are regarded as passive. They are seen as active participants in the negotiation of 43 . Schemata, expectancies, and top-down/bottom-up processing are among the terms now used to capture the necessarily complex, interactive nature of this negotiation. Yet full and widespread understanding of 44 as negotiation has been made difficult by the terms that came to replace the earlier active/passive dichotomy. The skills needed to engage in speaking and writing activities were described subsequently as productive,  45   listening and reading skills were said to be receptive. While certainly an improvement over the earlier active/passive representation, the terms “productive” and “receptive” fall short of capturing the interactive nature of communication.

    The inadequacy of a four-skills model of language use is now recognized. And the  46  of audiolingual methodology are widely acknowledged. There is general acceptance of the complexity and interrelatedness of skills in both  47  and oral communication and of the need for learners to have the experience of communication, to participate in the negotiation of meaning rather than memorizing and repeating words and sentences. Newer, more comprehensive theories of language and language behavior have  48  those that looked to American structuralism and behaviorist psychology for support. The expanded, interactive view of language behavior they offer presents a number of  49  for teachers. Among them, how should form and function be integrated in an instructional sequence? What is an appropriate norm for learners? How is it determined ?What is an error? And what, if anything, should be done when one  50 ? How is language learning success to be measured? Acceptance of communicative criteria entails a commitment to address these admittedly complex issues.

(Communicative Language Teaching for the Twenty-First Century, by Sandra J. Savignon in Teaching English as a Second or Foreign Language, by Marianne Celce-Murcia (ed.). Adaptado)

O texto a seguir apresenta lacunas numeradas das quais foram omitidas uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente cada uma das lacunas numeradas, tanto quanto à correção gramatical como quanto ao sentido e à estruturação do texto.

What is Communicative Language Teaching?

   Not long ago, when American structural linguistics and behaviorist psychology were the prevailing influences in language teaching methods and materials, second/foreign language teachers talked about communication in terms of four language skills: listening, speaking, reading, and writing. 41  skill categories were widely accepted and provided a ready-made framework for methods manuals, learner course materials, and teacher education programs. Speaking and writing were collectively 42 as active skills, reading and listening as passive skills.

    Today, listeners and readers no longer are regarded as passive. They are seen as active participants in the negotiation of 43 . Schemata, expectancies, and top-down/bottom-up processing are among the terms now used to capture the necessarily complex, interactive nature of this negotiation. Yet full and widespread understanding of 44 as negotiation has been made difficult by the terms that came to replace the earlier active/passive dichotomy. The skills needed to engage in speaking and writing activities were described subsequently as productive,  45   listening and reading skills were said to be receptive. While certainly an improvement over the earlier active/passive representation, the terms “productive” and “receptive” fall short of capturing the interactive nature of communication.

    The inadequacy of a four-skills model of language use is now recognized. And the  46  of audiolingual methodology are widely acknowledged. There is general acceptance of the complexity and interrelatedness of skills in both  47  and oral communication and of the need for learners to have the experience of communication, to participate in the negotiation of meaning rather than memorizing and repeating words and sentences. Newer, more comprehensive theories of language and language behavior have  48  those that looked to American structuralism and behaviorist psychology for support. The expanded, interactive view of language behavior they offer presents a number of  49  for teachers. Among them, how should form and function be integrated in an instructional sequence? What is an appropriate norm for learners? How is it determined ?What is an error? And what, if anything, should be done when one  50 ? How is language learning success to be measured? Acceptance of communicative criteria entails a commitment to address these admittedly complex issues.

(Communicative Language Teaching for the Twenty-First Century, by Sandra J. Savignon in Teaching English as a Second or Foreign Language, by Marianne Celce-Murcia (ed.). Adaptado)