Questões de Concurso Público Prefeitura de Salvador - BA 2019 para Professor Língua Estrangeira - Inglês
Foram encontradas 19 questões
TEXT III
(Source: https://pt.wikipedia.org/wiki/Green_Book)
Here are six reviews on Green Book:
1.
The screenplay essentially turns Shirley into a black man who thematically shapeshifts into whoever will make the story appealing to white audiences - and that’s inexcusable.
Lawrence Ware New York Times
2.
Green Book is effective and affecting while being careful to avoid overdosing its audience on material that some might deem too shocking or upsetting.
James Berardinelli ReelViews
3.
In a world that seems to get uglier every day, this movie’s gentle heart and mere humanity feel like a salve.
Leah Greenblatt Entertainment Weekly
4.
A bizarre fish-out-of-water comedy masquerading as a serious awards-season contender by pretending to address the deep wound of racial inequality while demonstrating its profound inability, intellectually and dramatically, to do that.
Kevin Maher Times (UK)
5.
Sometimes life is stranger than art, sometimes art imitates life, and sometimes life imitates art. If life starts imitating hopeful art - that’s uplifting. That’s the goal of art, as I see it. “Green Book” uplifts.
Mark Jackson Epoch Times
6.
There’s not much here you haven’t seen before, and very little that can’t be described as crude, obvious and borderline offensive, even as it tries to be uplifting and affirmative.
A.O. Scott New York Times
(Source: https://www.rottentomatoes.com/m/green_book/reviews/)
TEXT IV
Throughout the last 15 years our society has undergone two major changes: Firstly, there has been a steady rise of cultural and linguistic diversity, due to migration, multiculturalism and global economic integration; secondly, there has been the rapid development of technological devices and the world-wide expansion of new communications media. These changes directly affect the lives of our pupils at home and at school and thus have an important impact on curricular development, teaching objectives, contents and methodologies – starting as early as in primary school.
[…]
While traditionally being literate solely referred to the ability to read and write in a standardized form of one language, literate practices today incorporate multimodal, critical, cultural, and media competencies next to traditional-functional language skills, like reading, writing, speaking, mediating, and listening in many languages.
One major aspect in this context is the changing nature of texts that has developed from advances in technology. Language learners today need to be able to cope with different kinds of texts, including multimodal, interactive, linear, and nonlinear texts, texts in different languages, texts with several possible meanings, texts being delivered on paper, screens, or live, and texts that comprise one or more semiotic system.
In order to prepare students to actively engage in a socially diverse, globalized, and technological world, teachers need to find new forms of teaching and learning and provide opportunities for their pupils to explore, learn about, and critically engage with a broad variety of texts and differing literate practices. Still, the question remains open as to how these principles and objectives of a multiliteracies pedagogy translate into examples of good practice in school settings.
(Source: adapted from ELSNER, D. Developing multiliteracies, plurilingual
awareness & critical thinking in the primary language classroom with
multilingual virtual talking books. Encuentro 20, 2011, pp. 27-
38.https://archive.org/details/ERIC_ED530011)
TEXT IV
Throughout the last 15 years our society has undergone two major changes: Firstly, there has been a steady rise of cultural and linguistic diversity, due to migration, multiculturalism and global economic integration; secondly, there has been the rapid development of technological devices and the world-wide expansion of new communications media. These changes directly affect the lives of our pupils at home and at school and thus have an important impact on curricular development, teaching objectives, contents and methodologies – starting as early as in primary school.
[…]
While traditionally being literate solely referred to the ability to read and write in a standardized form of one language, literate practices today incorporate multimodal, critical, cultural, and media competencies next to traditional-functional language skills, like reading, writing, speaking, mediating, and listening in many languages.
One major aspect in this context is the changing nature of texts that has developed from advances in technology. Language learners today need to be able to cope with different kinds of texts, including multimodal, interactive, linear, and nonlinear texts, texts in different languages, texts with several possible meanings, texts being delivered on paper, screens, or live, and texts that comprise one or more semiotic system.
In order to prepare students to actively engage in a socially diverse, globalized, and technological world, teachers need to find new forms of teaching and learning and provide opportunities for their pupils to explore, learn about, and critically engage with a broad variety of texts and differing literate practices. Still, the question remains open as to how these principles and objectives of a multiliteracies pedagogy translate into examples of good practice in school settings.
(Source: adapted from ELSNER, D. Developing multiliteracies, plurilingual
awareness & critical thinking in the primary language classroom with
multilingual virtual talking books. Encuentro 20, 2011, pp. 27-
38.https://archive.org/details/ERIC_ED530011)
Based on the article, mark the statements below as true (T) or false (F).
( ) Traditional pedagogy took into consideration multimodal, interactive, linear, and nonlinear texts.
( ) What students learn outside the school environment is not relevant to curricular development.
( ) Applications of multiliteracies pedagogy in the school environment are still needed.
The statements are, respectively,
TEXT IV
Throughout the last 15 years our society has undergone two major changes: Firstly, there has been a steady rise of cultural and linguistic diversity, due to migration, multiculturalism and global economic integration; secondly, there has been the rapid development of technological devices and the world-wide expansion of new communications media. These changes directly affect the lives of our pupils at home and at school and thus have an important impact on curricular development, teaching objectives, contents and methodologies – starting as early as in primary school.
[…]
While traditionally being literate solely referred to the ability to read and write in a standardized form of one language, literate practices today incorporate multimodal, critical, cultural, and media competencies next to traditional-functional language skills, like reading, writing, speaking, mediating, and listening in many languages.
One major aspect in this context is the changing nature of texts that has developed from advances in technology. Language learners today need to be able to cope with different kinds of texts, including multimodal, interactive, linear, and nonlinear texts, texts in different languages, texts with several possible meanings, texts being delivered on paper, screens, or live, and texts that comprise one or more semiotic system.
In order to prepare students to actively engage in a socially diverse, globalized, and technological world, teachers need to find new forms of teaching and learning and provide opportunities for their pupils to explore, learn about, and critically engage with a broad variety of texts and differing literate practices. Still, the question remains open as to how these principles and objectives of a multiliteracies pedagogy translate into examples of good practice in school settings.
(Source: adapted from ELSNER, D. Developing multiliteracies, plurilingual
awareness & critical thinking in the primary language classroom with
multilingual virtual talking books. Encuentro 20, 2011, pp. 27-
38.https://archive.org/details/ERIC_ED530011)
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