Questões de Concurso Público SEDUC-PA 2018 para Professor Classe I - Inglês
Foram encontradas 50 questões
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923156
Inglês
Texto associado
Read the text and answer to the question.
The Nobel Prize for Literature Scandal
(By Tim Parks – May 4, 2018.)
(Available: https://www.nytimes.com. Adapted.)
“Bookmakers” (L22) refers to
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923157
Inglês
Texto associado
Read the text and answer to the question.
The Nobel Prize for Literature Scandal
(By Tim Parks – May 4, 2018.)
(Available: https://www.nytimes.com. Adapted.)
It is true about the text that:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923158
Inglês
Texto associado
Read the text and answer to the question.
The Nobel Prize for Literature Scandal
(By Tim Parks – May 4, 2018.)
(Available: https://www.nytimes.com. Adapted.)
“Me too” movement (L09) refers to:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923159
Inglês
Texto associado
Read the text and answer to the question.
The Nobel Prize for Literature Scandal
(By Tim Parks – May 4, 2018.)
(Available: https://www.nytimes.com. Adapted.)
“Hardly” (L23) means:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923160
Inglês
Texto associado
Read the text and answer to the question.
The Nobel Prize for Literature Scandal
(By Tim Parks – May 4, 2018.)
(Available: https://www.nytimes.com. Adapted.)
The Academy will currently award books:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923161
Inglês
Mark the item corresponding to the inconsistent underlined part correction.
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923162
Inglês
Mark the item corresponding to the inconsistent underlined part correction.
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923163
Inglês
Mark the item corresponding to the inconsistent underlined part correction.
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923164
Inglês
Mark the item corresponding to the inconsistent underlined part correction.
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923165
Inglês
Mark the item corresponding to the inconsistent underlined part correction.
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923166
Inglês
Fay: I guess that’s it, Tony. I’m leaving for good.
Tony: Let me get it straight, how come you’ve made that decision?
What will Fay do?
What will Fay do?
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923167
Inglês
Charles: This report says we’re almost broke due to the last acquisitions our company made!
Gerald: Don’t worry I got it covered.
What does Gerald mean?
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923168
Inglês
Marsha: What did that character want?
Cindy: Beats me!
What are the girls talking about?
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923169
Inglês
Rose: What do you think of Harry?
Meg: Are you trying to set me up with him?
What does the second question mean?
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923170
Inglês
Marian: What if mom finds out you’ve smuggled a dog into the basement?
Arthur: I will cross that bridge when I come to it.
What will Arthur do?
What will Arthur do?
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923171
Inglês
Texto associado
Read the text and answer to the question.
Empowering teachers to promote inclusive education, a literature review
It is important that assessment processes and procedures in ITE (Inclusive Teaching Education) are coherent, using a
variety of assessment modes, for formative as well as summative purposes (Teaching Council, 2011a). The European
Commission (2014) notes that prospective teachers are often assessed using portfolios, which might prepare them to use
this type of assessment in their teaching. Literature Review 25 The Agency’s TE4I report noted the need for assessment in
ITE to change in line with more active teaching methods. It stressed that across both academic assignments and school
practice there is a need for: ‘assessment for learning’ approaches that encourage student/teachers to reflect on their
own work and performance and […] formulate their own targets for improvement (European Agency, 2011a, p. 23). It also
noted the importance of guided reflection and teacher educators developing knowledge of students’ understanding to
provide appropriate challenges together with good models of inclusive assessment practice. Echeita (2014) mentions that
at a national or regional level, it is also necessary to set out clear standards for graduating student/teachers, allowing
them to monitor whether they have correctly learned the competences related to inclusive education.
(Available: https://www.european-agency.org.)
According to the text:
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923172
Inglês
Texto associado
Read the text and answer to the question.
Empowering teachers to promote inclusive education, a literature review
It is important that assessment processes and procedures in ITE (Inclusive Teaching Education) are coherent, using a
variety of assessment modes, for formative as well as summative purposes (Teaching Council, 2011a). The European
Commission (2014) notes that prospective teachers are often assessed using portfolios, which might prepare them to use
this type of assessment in their teaching. Literature Review 25 The Agency’s TE4I report noted the need for assessment in
ITE to change in line with more active teaching methods. It stressed that across both academic assignments and school
practice there is a need for: ‘assessment for learning’ approaches that encourage student/teachers to reflect on their
own work and performance and […] formulate their own targets for improvement (European Agency, 2011a, p. 23). It also
noted the importance of guided reflection and teacher educators developing knowledge of students’ understanding to
provide appropriate challenges together with good models of inclusive assessment practice. Echeita (2014) mentions that
at a national or regional level, it is also necessary to set out clear standards for graduating student/teachers, allowing
them to monitor whether they have correctly learned the competences related to inclusive education.
(Available: https://www.european-agency.org.)
In order to cater to Inclusive Teaching Education, assessment should
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923173
Inglês
Texto associado
Read the text and answer to the question.
Classroom interaction is studied from a social interaction perspective to unearth the mechanisms teachers and
students use to conduct their classroom business. Classroom interaction research originated, like all social interaction
research, when in the 1960s recording technology such as cameras and microphones became accessible for researchers.
Recording techniques have ranged from one hand-held camera to several cameras on poles, and from researchers sitting
or even participating in the classroom, to those who witnessed the lesson on a monitor in an adjacent room, or only saw
the recordings afterwards. Audio has been recorded following the available technology and research aims with cameramounted
or separate microphones, or wireless individual microphones on the teacher or on individual students. Recent
digital technology has allowed these different streams to be fed directly into a computer where they can be synchronised
with each other and with subsequent transcripts. Sometimes, classroom recordings have been supplemented by
interviews of different kinds, and ethnographic information on factors such as ethnicity or social class. Also, additional
information has been assembled on school policy or teacher planning, and additional recordings have been in the school
yard, all depending on research aims and researchers’ views on methodology and epistemology.
(Available: www.rug.nl/staff/tom.koole/classroominteractionkoole.)
Classroom interaction research does NOT do without
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923174
Inglês
Texto associado
Read the text and answer to the question.
Classroom interaction is studied from a social interaction perspective to unearth the mechanisms teachers and
students use to conduct their classroom business. Classroom interaction research originated, like all social interaction
research, when in the 1960s recording technology such as cameras and microphones became accessible for researchers.
Recording techniques have ranged from one hand-held camera to several cameras on poles, and from researchers sitting
or even participating in the classroom, to those who witnessed the lesson on a monitor in an adjacent room, or only saw
the recordings afterwards. Audio has been recorded following the available technology and research aims with cameramounted
or separate microphones, or wireless individual microphones on the teacher or on individual students. Recent
digital technology has allowed these different streams to be fed directly into a computer where they can be synchronised
with each other and with subsequent transcripts. Sometimes, classroom recordings have been supplemented by
interviews of different kinds, and ethnographic information on factors such as ethnicity or social class. Also, additional
information has been assembled on school policy or teacher planning, and additional recordings have been in the school
yard, all depending on research aims and researchers’ views on methodology and epistemology.
(Available: www.rug.nl/staff/tom.koole/classroominteractionkoole.)
Some of instances of ethnographic information given in the text are
Ano: 2018
Banca:
CONSULPLAN
Órgão:
SEDUC-PA
Prova:
CONSULPLAN - 2018 - SEDUC-PA - Professor Classe I - Inglês |
Q923175
Inglês
Texto associado
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
(Available: www.wseas.us/e-library/conferences/2013. Adapted.)
Gerund use does NOT follow the same pattern of “spreading” (L05) in
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