Questões de Concurso Público Prefeitura de Guarabira - PB 2019 para Professor - Inglês
Foram encontradas 40 questões
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Provas:
CPCON - 2019 - Prefeitura de Guarabira - PB - Assistente Social
|
CPCON - 2019 - Prefeitura de Guarabira - PB - Bibliotecário |
CPCON - 2019 - Prefeitura de Guarabira - PB - Enfermeiro |
CPCON - 2019 - Prefeitura de Guarabira - PB - Farmacêutico |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fisioterapeuta |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Cardiologista |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico - PSF |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicopedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicólogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Procurador Municipal |
CPCON - 2019 - Prefeitura de Guarabira - PB - Pedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Português |
CPCON - 2019 - Prefeitura de Guarabira - PB - Auditor Fiscal de Tributos Municipais |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fonoaúdiologo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Psiquiatra |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1170094
Matemática
Rafael está organizando uma festa para comemorar os seus 40
anos. Ele decidiu servir três bebidas alcoólicas (cerveja, pinga e
whisky) e três bebidas não alcoólicas (água, água de coco e
refrigerante). No final da festa, constatou-se que todos que
beberam pinga também beberam cerveja. Constatou-se também
que nenhum convidado que bebeu cerveja tomou whisky. Sabese ainda que 20 pessoas beberam pinga, 50 beberam cerveja e 30
beberam whisky. Além disso, sabe-se que 10% das pessoas que
beberam, das bebidas alcoólicas, apenas cerveja, também
beberam refrigerante e que 2/3 dos convidados que beberam
whisky também beberam água de coco. Diante desta situação de
consumo, é possível afirmar que a quantidade de convidados que
beberam somente bebida alcoólica foi:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Provas:
CPCON - 2019 - Prefeitura de Guarabira - PB - Assistente Social
|
CPCON - 2019 - Prefeitura de Guarabira - PB - Bibliotecário |
CPCON - 2019 - Prefeitura de Guarabira - PB - Enfermeiro |
CPCON - 2019 - Prefeitura de Guarabira - PB - Farmacêutico |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fisioterapeuta |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Cardiologista |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico - PSF |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicopedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicólogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Procurador Municipal |
CPCON - 2019 - Prefeitura de Guarabira - PB - Pedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Português |
CPCON - 2019 - Prefeitura de Guarabira - PB - Auditor Fiscal de Tributos Municipais |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fonoaúdiologo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Psiquiatra |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1170095
Matemática
Antônia, Luísa e Maria são irmãs. Sabe-se que Luísa e Maria são gêmeas e que a idade de Antônia é 1/3 da idade de Maria. Sabe-se também que o produto das idades de Antônia, Luísa e Maria é 1125.
Qual é o valor da soma das idades das três meninas?
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Provas:
CPCON - 2019 - Prefeitura de Guarabira - PB - Assistente Social
|
CPCON - 2019 - Prefeitura de Guarabira - PB - Bibliotecário |
CPCON - 2019 - Prefeitura de Guarabira - PB - Enfermeiro |
CPCON - 2019 - Prefeitura de Guarabira - PB - Farmacêutico |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fisioterapeuta |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Cardiologista |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico - PSF |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicopedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicólogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Procurador Municipal |
CPCON - 2019 - Prefeitura de Guarabira - PB - Pedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Português |
CPCON - 2019 - Prefeitura de Guarabira - PB - Auditor Fiscal de Tributos Municipais |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fonoaúdiologo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Psiquiatra |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1170096
Raciocínio Lógico
Qual das alternativas representa o 11º e o 12º termos da sequência lógica a seguir?
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Provas:
CPCON - 2019 - Prefeitura de Guarabira - PB - Assistente Social
|
CPCON - 2019 - Prefeitura de Guarabira - PB - Bibliotecário |
CPCON - 2019 - Prefeitura de Guarabira - PB - Enfermeiro |
CPCON - 2019 - Prefeitura de Guarabira - PB - Farmacêutico |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fisioterapeuta |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Cardiologista |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico - PSF |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicopedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicólogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Procurador Municipal |
CPCON - 2019 - Prefeitura de Guarabira - PB - Pedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Português |
CPCON - 2019 - Prefeitura de Guarabira - PB - Auditor Fiscal de Tributos Municipais |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fonoaúdiologo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Psiquiatra |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1170097
Raciocínio Lógico
Considere as proposições p, q, r e S a seguir:
p: Campina Grande é uma cidade.
q: Oscar Niemeyer é um arquiteto brasileiro.
r: O sol gira em torno da terra.
S: p → ~ q ˄ r.
Logo, pode-se afirmar que:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Provas:
CPCON - 2019 - Prefeitura de Guarabira - PB - Assistente Social
|
CPCON - 2019 - Prefeitura de Guarabira - PB - Bibliotecário |
CPCON - 2019 - Prefeitura de Guarabira - PB - Enfermeiro |
CPCON - 2019 - Prefeitura de Guarabira - PB - Farmacêutico |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fisioterapeuta |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Cardiologista |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico - PSF |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicopedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Psicólogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Procurador Municipal |
CPCON - 2019 - Prefeitura de Guarabira - PB - Pedagogo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Português |
CPCON - 2019 - Prefeitura de Guarabira - PB - Auditor Fiscal de Tributos Municipais |
CPCON - 2019 - Prefeitura de Guarabira - PB - Fonoaúdiologo |
CPCON - 2019 - Prefeitura de Guarabira - PB - Médico Psiquiatra |
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1170098
Raciocínio Lógico
Apesar de ser um mecanismo que ajuda o sistema imunológico a combater infecções, a febre, em alguns casos, precisa ser
acompanhada por um médico. Afebre pode ser um forte indício de uma infecção viral ou bacteriana, por exemplo. E, por isso, é muito
importante ter um termômetro em casa. Após perceberem que seu filho Lucas, de 2 anos, estava com a temperatura corporal em 38,5ºC,
Heitor e Poliana decidiram que se a febre ultrapassasse os 39ºC ou se Lucas apresentasse diarreia, então eles iriam levar Lucas ao
Hospital para que profissionais o avaliassem. Sabendo que Heitor e Poliana levaram Lucas ao Hospital, é possível afirmar logicamente
que:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249968
Inglês
Texto associado
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of
policies and practices.
(Ricardo Luiz Teixeira de Almeida).
(…) A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still
considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the
exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those
contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual
resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than
believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by
regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon
become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of
English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular
schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each
and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement
identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular
schools. This understanding was achieved by considering not only the possibility of real use outside school, but also
the role this approach could play in the achievement of other educational goals, such as the improvement of student's
reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with
the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic
education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a
view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the
context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was
not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary,
great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani
among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers,
individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to
the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from
Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP)
became a national center for foreign language teacher education, through the development of a Brazilian ESP
project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational
authorities and the teachers in public schools (concerning the contents and methodology of each school discipline),
during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading
for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's
autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers.
What one can find are suggestions and relevant information for teachers to make their own decisions, taking into
consideration the context within which they work. In other words, the Parameters do not force any teacher to limit
their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on
reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of
this paper. […] (p.333-334)
*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas:
Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019)
Answer question according to TEXTI.
The failure of the audiolingual method in regular schools was probably due to its:
The failure of the audiolingual method in regular schools was probably due to its:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249969
Inglês
Texto associado
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of
policies and practices.
(Ricardo Luiz Teixeira de Almeida).
(…) A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still
considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the
exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those
contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual
resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than
believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by
regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon
become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of
English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular
schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each
and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement
identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular
schools. This understanding was achieved by considering not only the possibility of real use outside school, but also
the role this approach could play in the achievement of other educational goals, such as the improvement of student's
reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with
the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic
education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a
view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the
context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was
not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary,
great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani
among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers,
individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to
the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from
Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP)
became a national center for foreign language teacher education, through the development of a Brazilian ESP
project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational
authorities and the teachers in public schools (concerning the contents and methodology of each school discipline),
during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading
for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's
autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers.
What one can find are suggestions and relevant information for teachers to make their own decisions, taking into
consideration the context within which they work. In other words, the Parameters do not force any teacher to limit
their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on
reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of
this paper. […] (p.333-334)
*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas:
Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019)
Answer question according to TEXTI.
Some relevant theoretical assumptions underlying Brazilian National Curricular Parameters (PCN) concerning ELTare:
Some relevant theoretical assumptions underlying Brazilian National Curricular Parameters (PCN) concerning ELTare:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249970
Inglês
Texto associado
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of
policies and practices.
(Ricardo Luiz Teixeira de Almeida).
(…) A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still
considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the
exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those
contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual
resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than
believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by
regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon
become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of
English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular
schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each
and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement
identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular
schools. This understanding was achieved by considering not only the possibility of real use outside school, but also
the role this approach could play in the achievement of other educational goals, such as the improvement of student's
reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with
the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic
education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a
view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the
context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was
not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary,
great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani
among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers,
individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to
the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from
Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP)
became a national center for foreign language teacher education, through the development of a Brazilian ESP
project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational
authorities and the teachers in public schools (concerning the contents and methodology of each school discipline),
during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading
for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's
autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers.
What one can find are suggestions and relevant information for teachers to make their own decisions, taking into
consideration the context within which they work. In other words, the Parameters do not force any teacher to limit
their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on
reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of
this paper. […] (p.333-334)
*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas:
Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019)
Answer question according to TEXTI.
“[...] both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions [...]”. The word which
“[...] both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions [...]”. The word which
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249971
Inglês
Texto associado
TEXT I
The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of
policies and practices.
(Ricardo Luiz Teixeira de Almeida).
(…) A brief overview of the recent history of ELT in Brazilian regular schools
During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still
considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the
exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those
contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual
resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than
believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by
regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon
become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of
English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular
schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each
and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement
identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular
schools. This understanding was achieved by considering not only the possibility of real use outside school, but also
the role this approach could play in the achievement of other educational goals, such as the improvement of student's
reading abilities in Portuguese as a mother tongue (MOITA LOPES, 1996)*. This movement reached its climax with
the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic
education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a
view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the
context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was
not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary,
great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria Antonieta Celani
among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers,
individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to
the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from
Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUCSP)
became a national center for foreign language teacher education, through the development of a Brazilian ESP
project focusing on reading (CELANI, 2005)**. In Rio de Janeiro, a discussion conducted by the city educational
authorities and the teachers in public schools (concerning the contents and methodology of each school discipline),
during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading
for foreign language teaching reflected the will of most teachers who participated in the discussion.
Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's
autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers.
What one can find are suggestions and relevant information for teachers to make their own decisions, taking into
consideration the context within which they work. In other words, the Parameters do not force any teacher to limit
their focus on the teaching of reading, if they believe they can go further than that.
In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on
reading on the part of many teachers. The reasons for this resistance will be discussed in the following sections of
this paper. […] (p.333-334)
*MOITA LOPES, Luiz Paulo da. Oficina de Lingüística Aplicada: a natureza social e educacional dos processos de ensino / aprendizagem de línguas. Campinas:
Mercado de Letras, 1996.
**CELANI, M. A. Introduction. In: CELANI, M. A. et al. ESPin Brazil: 25 years of evolution and reflection. Campinas-SP: Mercado de Letras, São Paulo: Educ, 2005.
p. 13-26.
(Adapted from: Revista Brasileira de Linguística Aplicada. vol.12. nº.2. Belo Horizonte. Apr./June 2012, p. 331-348. Available at:
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982012000200006 Accessed on April 15 , 2019)
Answer question according to TEXTI.
“In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers.” The expression in spite of can be substituted by
“In spite of all these positive points, since their publication, it is possible to identify a strong resistance to the focus on reading on the part of many teachers.” The expression in spite of can be substituted by
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249972
Inglês
Texto associado
TEXT II
Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at:
https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
Answer question according to TEXTII.
Considering the abstract of the paper written by Mohammad Amiryousefi, which of the following statements is CORRECT?
Considering the abstract of the paper written by Mohammad Amiryousefi, which of the following statements is CORRECT?
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249973
Inglês
Texto associado
TEXT II
Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at:
https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
Answer question according to TEXTII.
The research results indicate that
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249974
Inglês
Texto associado
TEXT II
Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at:
https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
The sentence “…the attention has been focused more on technology than learning” (lines 1 and 2) is an example of:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249975
Inglês
Texto associado
TEXT II
Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at:
https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
Answer question according to TEXTII.
The phrase “To this end” (lines 6 and 7) refers to
Ano: 2019
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CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249976
Inglês
Texto associado
TEXT III
In the cartoon, the student's question reveals
Ano: 2019
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CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249977
Inglês
Texto associado
TEXT III
In Text III, the phrasal verb 'put down' means
Ano: 2019
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CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249978
Inglês
Texto associado
TEXT IV
As regards student's attitude, the function of this cartoon is to
Ano: 2019
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Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249979
Inglês
Texto associado
TEXT IV
Based on the cartoon, it is possible to infer that
Ano: 2019
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CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249980
Inglês
Texto associado
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
Choose the correct information according to the text.
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249981
Inglês
Texto associado
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
The words reading (line 1), demanding (line 2), navigating (line 2), meaning (line 3) and reading (line 7) are, respectively
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Guarabira - PB
Prova:
CPCON - 2019 - Prefeitura de Guarabira - PB - Professor - Inglês |
Q1249982
Inglês
Texto associado
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
“Besides, teachers need to develop students' awareness when reading digital texts by showing them that the strategies employed in this
space might be borrowed from traditional forms of reading [...]”.The word besides indicates
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