Questões de Concurso Público Prefeitura de Seara - SC 2018 para Professor de Língua Inglesa

Ao interagirem por escrito no contexto escolar, os alunos precisam entender como a forma da língua, ou seja, a estrutura formal e as sequências linguísticas que compõem os vários gêneros textuais acadêmicos fornecem recursos para apresentar a informação e interagir com os outros. No entanto, a multiplicidade de gêneros textuais e a imprecisão quanto à sua classificação levam os aprendizes de LE a uma certa dificuldade para monitorar as habilidades comunicativas destinadas à compreensão e à produção de gêneros discursivos. Tais aprendizes devem ser capazes de controlar a linguagem, o propósito da escrita, o conteúdo e o contexto durante a produção de gêneros textuais que relatam experiências e fatos que expõem, que contam estórias, que contestam e questionam. O reconhecimento do conteúdo, da estrutura formal e das sequências linguísticas compõem as dimensões essenciais à elaboração de um gênero, contribuem para um maior planejamento e melhoria da produção textual escrita dos aprendizes. 

Recipe courtesy of Alton Brown

Eggnog

273 Reviews

• Level: Easy

• Total: 15 min

• Prep: 15 min

• Yield: 6 to 7 cups 

Ingredients

4 egg yolks

1/3 cup sugar, plus

1 tablespoon

1 pint whole milk

1 cup heavy cream

3 ounces bourbon

1 teaspoon freshly grated nutmeg

4 egg whites^*

Directions 

Watch how to make this recipe.

1. In the bowl of a stand mixer, beat the egg yolks until they lighten in color. Gradually add the 1/3 cup sugar and continue to beat until it is completely dissolved. Add the milk, cream, bourbon and nutmeg and stir to combine. 

2. Place the egg whites in the bowl of a stand mixer and beat to soft peaks. With the mixer still running gradually add the 1 tablespoon of sugar and beat until stiff peaks form.

3. Whisk the egg whites into the mixture. Chill and serve.

4. Cook's Note: For cooked eggnog, follow procedure below.

5. In the bowl of a stand mixer, beat the egg yolks until they lighten in color. Gradually add the 1/3 cup sugar and continue to beat until it is completely dissolved. Set aside.

6. In a medium saucepan, over high heat, combine the milk, heavy cream and nutmeg and bring just to a boil, stirring occasionally. Remove from the heat and gradually temper the hot mixture into the egg and sugar mixture. Then return everything to the pot and cook until the mixture reaches 160 degrees F. Remove from the heat, stir in the bourbon, pour into a medium mixing bowl, and set in the refrigerator to chill.

A partir do texto acima, uma receita, pode-se trabalhar o imperativo, medidas (inclusive as diferenças entre aquelas usadas no Brasil e nos EUA, as quais podem ser estudadas conjuntamente com o professor de Matemática), vocabulário de alimentos e utensílios culinários. Na sequência das atividades, o professor pode propor que os alunos – em duplas ou trios, de acordo com o número e o nível da turma - produzam, com o auxílio do dicionário, receitas de salgados, doces, massas, sobremesas etc. Pode ser feito um livro de receitas da sala. Dependendo da disponibilidade da escola, pode-se preparar alguma receita mais simples, até mesmo em sala (um sanduiche, por exemplo). Como há um vídeo da preparação, é possível se trabalhar com atividades de listening. 

Ao se trabalhar o gênero notícia é importante esclarecer aos alunos sua estrutura (pode ser a mais comum: título, lead ou parágrafo guia, corpo da notícia), pois cada gênero se apresenta sob uma forma. Os alunos podem analisar notícias de jornais locais/regionais, depois aqueles de nível nacional, a princípio na própria LM. Em seguida, com a orientação do professor e o auxílio de TIC (Tecnologias de Informação e Comunicação), analisar grandes jornais internacionais. No caso específico, aqueles escritos em LI. Utilizando-se das estratégias de leitura, é possível dividir os alunos em grupos (dependendo do número), e cada um pesquisar as principais notícias (manchetes) de um jornal específico. Os alunos podem também, sob orientação e supervisão do professor, se cadastrar no site para receber atualizações diárias em seus e-mails. Seguindo com as atividades, pode-se escolher uma notícia para, novamente fazendo uso das estratégias de leitura, ser lida e analisada por todos (além da estrutura), de acordo com questionamentos do docente, tais como:

1- Na notícia lida, predomina a neutralidade sobre o que se noticia ou o jornalista demonstra a sua opinião sobre o assunto? Justifique sua resposta apresentando trechos da notícia em análise.

2- Dentre os sinais de pontuação, o ponto final é bastante usado em textos de notícia, entretanto a interrogação e a exclamação pouco ou nunca aparecem. Por quê?

3- Uma característica fundamental da notícia é a veracidade. Os fatos noticiados devem ser reais. Quem é(são) o(s) responsável(eis) pelo que é divulgado em um jornal?

4- Para atrair a atenção do leitor e conduzir a leitura de uma notícia, além do lead, utilizam-se recursos, tais como: foto com legenda, título em destaque e olho da notícia – trecho escrito em destaque. Esses recursos foram empregados na notícia lida? Comente-os.

Os questionamentos acima podem, dependendo do nível dos alunos, ser feitos/respondidos na LM.

Uma das características típicas originais das histórias em quadrinhos (HQs) é a presença da língua que carrega uma grande quantidade de aspectos culturais, como gírias, figuras de linguagem, ditados populares etc. Além disso, as HQs são ferramentas educacionais que têm um grande apelo entre os estudantes de todas as idades e através delas se pode explorar a língua de maneira criativa. O trabalho com a Língua Estrangeira Moderna (LEM) se constitui na multiplicidade de gêneros textuais e busca estender a compreensão dos diversos usos da linguagem. Também, a ativação de procedimentos compreensivos no processo de construção de significados possíveis pelo leitor, tendo em vista que texto e leitura estão interligados e que um não se realiza sem o outro, pois a leitura, processo de atribuição de sentidos, estabelece diferentes relações entre o sujeito e o texto de acordo com as concepções que se tem de ambos.

O trabalho com o gênero textual HQs busca uma leitura crítica, a qual se efetiva no confronto de perspectivas e na (re)construção de atitudes diante do mundo. O professor precisa trazer para a sala de aula as práticas sociais da linguagem, pois a língua não é somente significado de expressões e/ou comunicações: é a prática construída pela maneira que os alunos a entendem, ou seja, os gêneros textuais que, como a língua, são flexíveis e variáveis.

The subjunctive mood is used to express a wish or possibility. This mood has a limited role in English compared to other languages such as French or Italian, but it's important to use it properly in formal writing.

The subjunctive form of a verb (apart from to be) is made from the 3^rd person present singular, without the -s (or -es) ending. With these verbs, the same forms are used whether or not the context is the present or the past.

The subjunctive is typically found in rather formal English constructions with that and with verbs such as suggest, demand, insist, ask, recommend, etc.:

It was suggested that he wait till the next morning.

They demanded that the prime minister explain who authorized the action

The tense of a verb tells you when a person did something or when something existed or happened. In English, there are three main tenses: the present, the past, and the future.

The past tense (e.g. I was, he talked, we had, they worked) is also called the past simple or simple past. As its description implies, it‘s used to talk about things or situations which happened in the past, that is, before the present time of speaking. Its main uses are as follows:

1^st) to refer to an event or situation which happened once and is now finished;

2^nd) to describe a situation that lasted for a longer time in the past but is now finished; 3^rd) to talk about an event that happened regularly or repeatedly but is now over.

There are two further types of tense: the continuous and the perfect. These tenses are sometimes referred to as aspects rather than tenses. The term aspect is used in grammar to talk about the form of a verb that shows, for example, whether the action happens once or repeatedly, is completed or still continuing.

The continuous tenses (also called progressive tenses) are used to talk about actions that continue for a period of time. They are formed with the relevant tense of the auxiliary verb to be and the present participle of the main verb. There are three main continuous tenses: the present continuous (I am reading), the past continuous (I was reading), the future continuous (I will be reading).

Perfect tenses are typically used to talk about actions that are completed by the present or a particular point in the past or future. They are formed with the relevant tense of the auxiliary verb to have and the past participle of the main verb. There are three main perfect tenses: the present perfect (I have read), the past perfect (I had read), the future perfect (I will have read).

In Her father died when she was very young,. we have:

Her father died (main clause)

when (subordinating conjunction)

she was very young (adverbial clause)

A complex sentence consists of an independent clause (simple sentence) and one or more dependent clauses (subordinating clauses). The dependent clause is introduced by either a subordinate conjunction (for an adverbial clause) or a relative pronoun (for an adjectival clause).

1. Some common subordinating conjunctions (adverbial clauses): after, (al)though, as, because, before, if, once, since, unless, until, when, while

2. Relative pronouns (adjectival clauses): who/that, whom, whose (people); that, which (animals, things).

The simple subject is the main noun or pronoun that tells what the sentence is about.

1- The batter swung at the third ball. (main noun as simple subject)

2- She hit a high pop foul. (main pronoun as simple subject)

A simple predicate is the verb or verb phrase that expresses action or being about the subject.

1- The crowd cheered after the touchdown. (main verb as simple predicate)

2- The team will practice on Saturday. (main verb phrase as simple predicate)

A complement completes the meaning of a verb. It may be one word or a group of words. One kind of complement is the direct object. A direct object answers the question what? or whom? after an action verb: Mario picked some flowers for the mantel. (Mario picked what?)

A direct object may have more than one part.

The farmer carried the calf and the lamb through the floodwaters.

Another kind of complement, the indirect object, answers these questions following an action verb: to whom? for whom? to what?

The child threw her father and mother a kiss. (The child threw a kiss to whom?)

The crowd gave our team a cheer. (The crowd gave a cheer to what?)

Next, there are some examples of direct speech:

reporting clause first        reported clause             reporting clause second

Jimmy said,                    'Let me have a look.‟ 

Then the child asked,     "Are there any toys?‟

                                        ''Hand it over at once!‟     he demanded.

In narratives, especially novels and short stories, when the reporting clause comes second, the writers often invert the subject (s) and reporting verb (v):

“Things have always been the same in this village,” [V]said [S]the old man.

"Hold on! I‟m coming!‟ [V] cried [S] Maurice.

Indirect reports of statements consist of a reporting clause and a that-clause. We often omit that, especially in formal situations:

The pilot commented that the weather had been extremely bad as the plane came in to land.

(The pilot‘s words were: 'The weather was extremely bad as the plane came in to land.‟)

Indirect reports of yes-no questions and questions with or consist of a reporting clause and a reported clause introduced by if or whether. If is more common than whether. The reported clause is in statement form (subject + verb), not question form:

She asked if I was Scottish. (original yes-no question: 'Are you Scottish?‟)

I is the subject. And was is the verb.

Most adjectives can be used in two positions: attributive adjectives occur before the noun they describe, while predicative adjectives are used after certain verbs:

a black cat [attributive]

The cat was black. [predicative]

There are some adjectives that can only be used in one position or the other. For example, these two sentences are grammatically correct:

✓ She was alone that evening. ['alone‘ = predicative ]

✓ It was a mere scratch. ['mere‘ = attributive]

These sentences, on the other hand, are not correct:

✗ I saw an alone woman. ['alone‘ cannot be used in the attributive position]

✗ The scratch was mere. ['mere‘ cannot be used in the predicative position]

Most adjectives are gradable. This means that their meaning can be modified (made stronger, weaker, or otherwise altered) by placing one or more adverbs in front of them. For example: an expensive house - a very expensive house - a fairly expensive house - an extremely expensive house

The adverbs very, fairly, and extremely tell where this particular house belongs on the scale of 'expensiveness‘. By using them, we can make a significant difference to the meaning of an adjective.

Non-gradable adjectives are those with meanings which cannot be modified by adverbs. For example: the western side of the mountain - electronic devices - a nuclear reactor

All the adjectives have two different forms: the comparative, and the superlative:

                    comparative          superlative

sad              sadder                   saddest 

happy          happier                  happiest

unusual       more unusual        most unusual

Some adverbs have the same form as adjectives.

Adjective Adverb

Louise caught the fast train. The train was going quite fast.

We didn't have a long wait. We didn't have to wait long.

Adverbials are typically used to talk about:

* where something happens (place): I put my bag on the floor.

* when something happens (time): The rain lasted all night.

* the way in which someone does something or something happens or exists (manner):

You‟re acting as if you were still a teenager.

The position of an adverbial depends on what it modifies. It can modify a word or phrase or a whole clause. Its position also depends on what type of adverbial it is and whether it is a single word or a phrase.

When an adverbial modifies a verb or a whole clause, there are three main places we can put it.

Front: Really, I can't say.

Mid: I can't really say.

End: I can't say, really.

Sometimes we can also put an adverbial after the subject: I really can't say.