Questões de Concurso Público Prefeitura de Ervália - MG 2018 para Professor Docente para Ensino Fundamental e Médio - CESU (Inglês)
Foram encontradas 10 questões
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790314
Inglês
Texto associado
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
According to the text, reading is a process that
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790315
Inglês
Texto associado
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
The text is very specific when dealing with foreign
language learners. It says they
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790316
Inglês
Texto associado
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
The text advises that a teacher should
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790317
Inglês
Texto associado
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
According to the text, a holistic education does not
include connections between
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790318
Inglês
Texto associado
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
According to the text, in order to lead the learner from the
reading stage into the task of production,
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790319
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
After the second ring of the doorbell, Marcia
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790320
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
When the narrator of the text says that the doctor had advised against the stairs, the understanding is that
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790321
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
In the phrase “for the luncheon table was standing exactly
as they had left it”, the pronoun “they” refers to
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790322
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
The phrase “two previous campaigns in behalf of
humanity’s perpetuity” means that Marcia
Ano: 2018
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Ervália - MG - Professor Docente para Ensino Fundamental e Médio - CESU (Inglês) |
Q1790323
Inglês
Texto associado
TEXT:
After so long a pause that Marcia felt sure whoever it was
must have gone away, the front doorbell rang again, a
courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school
with a handful of basketball tickets. Or an agent tardily
taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor
Bowen had wanted her to avoid the stairs as much
as possible from now on. But the diffident summons
sounded very plaintive in its competition with the savage
swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to
squeeze a prompt decision out of her tousled blonde head
with the tips of slim fingers. The mirror of the vanity table
ventured a comforting comment on the girlish cornflower
fringe that Paul always said brought out the blue in her
eyes. She pressed her palms hard on the yellow curls,
debating whether to make the effort. In any event she
would have to go down soon, for the luncheon table was
standing exactly as they had left it, and Paul would be
returning in half an hour.
Edging clumsily to the side of the bed, she sat up,
momentarily swept with vertigo, and fumbled with her
stockinged toes for the shapeless slippers in which she
had awkwardly paddled about through two previous
campaigns in behalf of humanity’s perpetuity. When
done with them, this time, Marcia expected to throw the
slippers away.
Roberta eagerly reached up both chubby arms and
bounced ecstatically at the approach of the outstretched
hands. Wellie scrambled up out of his blocks and
detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold
again.”
Wellie denied the accusation with a vigorous shake of
his head, whooped hoarsely, and began slowly pacing
the intermittent clatter of their procession down he dingy
stairway, the flat of his small hand squeaking on the cold
rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the
frosted glass panels of the street door. Wellie, with a
wobbly index finger in his nose, halted to reconnoiter as
they neared the bottom of the stairs, and his mother gave
him a gentle push forward. They were in the front hall
now, Marcia irresolutely considering whether to brave the
blizzard. Wallie decided this matter by inquiring who it
was in a penetrating treble, reinforcing his desire to know
by twisting the knob with ineffective hands. Marcia shifted
Roberta into the crook of her other arm and opened the
door to a breath-taking swirl of stinging snow, the first real
storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
The words Marcia uses in the sentence “Please don’t tell
me you’ve been taking cold again” show that
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