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Q1798467 Inglês
TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O

   Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.
   Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.
   From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.
   However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018
(Concurso Milagres/2018) Check the alternative which contains the sound of the – ed in the verbs: moved, emphasized and proved:
Alternativas
Q1798466 Inglês
TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O

   Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.
   Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.
   From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.
   However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018
(Concurso Milagres/2018) The expression target language refers to:
Alternativas
Q1798465 Inglês
TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O

   Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.
   Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.
   From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.
   However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018
(Concurso Milagres/2018) The word although expresses an idea of:
Alternativas
Q1798464 Inglês
TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O

   Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.
   Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.
   From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.
   However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018
(Concurso Milagres/2018) The expression as regards, in the second paragraph, can be substituted by all the terms below, EXCEPT:
Alternativas
Q1798463 Inglês
TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O

   Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.
   Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.
   From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.
   However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018
(Concurso Milagres/2018) The text suggests that:
Alternativas
Q1798462 Inglês
TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O

   Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.
   Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.
   From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.
   However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018
(Concurso Milagres/2018) According to the text, it is correct to say that:
Alternativas
Q1798460 Pedagogia
(Concurso Milagres/2018) Marque a opção correta:
Alternativas
Q1798458 Pedagogia
(Concurso Milagres/2018) Observe as afirmações e marque a opção correta:
I – A Pedagogia, sendo ciência da e para a educação, estuda a educação, a instrução e o ensino; a Didática é o principal ramo de estudos da Pedagogia. II – Investigar os fundamentos, condições e modos de realização da instrução e do ensino são competências da Didática. III – A Didática, com base em seus vínculos com a Pedagogia, especifica processos, comportamentos, aspectos legais e procedimentos obtidos na investigação das matérias gerais. IV – A Didática está intimamente ligada à Teoria da Educação, à Teoria da Organização Escolar, à Teoria do Conhecimento e à Psicologia da Educação.
Alternativas
Q1798426 Legislação de Trânsito
A autoridade de trânsito, na esfera das competências estabelecidas no Código de Trânsito Brasileiro e dentro de sua circunscrição, deverá aplicar penalidades e adotar medidas administrativas às infrações nele previstas. A partir disso, relacione as colunas abaixo.
1. Medida Administrativa 2. Penalidade ( ) Remoção do veículo ( ) Recolhimento da Permissão para Dirigir ( ) Suspensão do direito de dirigir ( ) Realização de teste de dosagem de alcoolemia ( ) Retenção do veículo ( ) Advertência por escrito ( ) Recolhimento da Carteira Nacional de Habilitação ( ) Multa ( ) Recolhimento do Certificado de Licenciamento Anual ( ) Frequência obrigatória em curso de reciclagem
A ordem correta de preenchimento dos parênteses, de cima para baixo é:
Alternativas
Q1798425 Legislação de Trânsito
De acordo com resolução nº 561 do CONTRAN, as infrações simultâneas podem ser concorrentes ou concomitantes. São concorrentes aquelas em que o cometimento de uma infração tem como consequência o cometimento de outra, e nestes casos o agente deverá fazer um único AIT que melhor caracterize a irregularidade observada. Baseando-se nessa informação, as infrações que se enquadram como concorrentes, são as descritas na alternativa:
Alternativas
Q1798424 Legislação de Trânsito
A resolução nº 371 do CONTRAN aprova o Manual Brasileiro De Fiscalização de Trânsito, com base nessa resolução analise as assertivas abaixo e marque a alternativa CORRETA.
Alternativas
Q1798423 Legislação de Trânsito
Texto para a questão.

   Era um domingo a tarde, quando um acidente trágico entre um ônibus e um caminhão deixou cinco pessoas feridas e causou a morte de outras duas. Durante o percurso o caminhão ao fazer uma ultrapassagem pela contramão em local não permitido pela sinalização horizontal, colidiu de frente com um ônibus que circulava no fluxo oposto. De acordo com o equipamento registrador de velocidade o caminhão trafegava a 50km/h e a velocidade máxima da via era de 60km/h. O motorista do caminhão fugiu e abandonou o veículo na via, não prestando assim nenhuma forma de socorro.
Considerando a situação hipotética do texto, marque a alternativa CORRETA, com base no Código de Trânsito Brasileiro.
I. A velocidade mínima permitida na via onde ocorreu o acidente, é de 30 km/h em condições normais de circulação, mas em situações excepcionais, a velocidade mínima da via poderá ser inferior a 30 km/h. II. A via mencionada no texto se trata de uma via de trânsito rápido, por circular veículos de grande porte. III. Supondo que o ônibus mencionado no texto se destina ao transporte de passageiros em percurso que seja permitido viajar em pé, todos os bancos do veículo, tanto para passageiros quanto para condutores, devem ter cinto de segurança. IV. A infração que causou o acidente é de natureza gravíssima, com penalidade de multa (cinco vezes) e com suspensão do direito de dirigir.
Alternativas
Q1798422 Legislação de Trânsito
Texto para a questão.

   Era um domingo a tarde, quando um acidente trágico entre um ônibus e um caminhão deixou cinco pessoas feridas e causou a morte de outras duas. Durante o percurso o caminhão ao fazer uma ultrapassagem pela contramão em local não permitido pela sinalização horizontal, colidiu de frente com um ônibus que circulava no fluxo oposto. De acordo com o equipamento registrador de velocidade o caminhão trafegava a 50km/h e a velocidade máxima da via era de 60km/h. O motorista do caminhão fugiu e abandonou o veículo na via, não prestando assim nenhuma forma de socorro.
Preencha os parênteses com V para verdadeiro e F para falso, sobre o caso pressuposto no texto, considerando o que versa o Código de Trânsito Brasileiro.
( ) O simples fato do condutor do caminhão prestar socorro às vítimas, o livraria de uma prisão em flagrante. ( ) A ultrapassagem em local não permitido é um fator agravante de pena, para os crimes cometidos na situação descrita no texto. ( ) O condutor do caminhão cometeu crime de lesão corporal e será submetido a curso de reciclagem. ( ) Deixar de prestar socorro às vítimas é uma infração de trânsito além de ser fator agravante de pena e configurar-se como crime de trânsito. ( ) Também será autuado, o condutor do caminhão, pela infração de afastar-se do veículo do local do acidente, para fugir à responsabilidade que lhe possa ser atribuída.
A ordem CORRETA de preenchimento dos parênteses, de cima para baixo é:
Alternativas
Q1798421 Legislação de Trânsito
Nas alternativas abaixo estão descritas infrações de trânsito com a mesma gravidade, as mesmas penalidades e as mesmas medidas administrativas, de acordo com o CTB. Excetua-se desse contexto somente a infração citada na alternativa:
Alternativas
Q1798420 Legislação de Trânsito
Relacione as colunas corretamente, baseando-se no Código de Trânsito Brasileiro, e assinale a alternativa que indica o preenchimento CORRETO dos parênteses de cima para baixo.
I. Parar o veículo sobre a faixa de pedestres na mudança de sinal luminoso. II. Retirar do local veículo legalmente retido para regularização, sem permissão da autoridade competente ou de seus agentes. III. Conduzir veículo sem os documentos de porte obrigatório. IV. Transitar em marcha à ré, salvo na distância necessária a pequenas manobras e de forma a não causar riscos à segurança.
( ) Infração grave ( ) Infração Gravíssima ( ) Infração Média ( ) Infração Leve
Alternativas
Q1798419 Legislação de Trânsito
Todo veículo automotor, elétrico, articulado, reboque ou semi-reboque, para transitar na via, deverá ser licenciado anualmente pelo órgão executivo de trânsito do Estado, ou do Distrito Federal, onde estiver registrado o veículo. Com base no que diz o Código de Trânsito Brasileiro sobre o licenciamento de veículos, marque a alternativa INCORRETA.
Alternativas
Q1798418 Legislação de Trânsito
O candidato à habilitação deverá submeter-se a exames realizados pelo órgão executivo de trânsito. São eles:
I. Exame escrito, sobre legislação de trânsito. II. Exame de direção veicular, realizado na via pública, em veículo da categoria para a qual estiver habilitando-se. III. De noções de primeiros socorros.  IV. De aptidão física e mental.
A ordem CORRETA dos exames, conforme o CTB é:
Alternativas
Q1798417 Legislação de Trânsito
A habilitação para conduzir veículo automotor e elétrico será apurada por meio de exames que deverão ser realizados junto ao órgão ou entidade executivos do Estado ou do Distrito Federal, do domicílio ou residência do candidato, ou na sede estadual ou distrital do próprio órgão. Se tratando de habilitação e seu processo, é CORRETO afirmar que:
Alternativas
Q1798416 Legislação de Trânsito
As motocicletas e motonetas destinadas ao transporte remunerado de mercadorias - moto-frete - somente poderão circular nas vias com autorização emitida pelo órgão ou entidade executivos de trânsito dos Estados e do Distrito Federal, para isso algumas exigências são necessárias. A respeito do moto-frete, assinale a alternativa CORRETA.
Alternativas
Q1798415 Legislação de Trânsito
Deixar o condutor de prestar socorro à vítima de acidente de trânsito quando solicitado pela autoridade e seus agentes, é uma infração:
Alternativas
Respostas
1201: B
1202: C
1203: B
1204: E
1205: A
1206: D
1207: C
1208: D
1209: E
1210: B
1211: A
1212: B
1213: A
1214: A
1215: A
1216: A
1217: B
1218: D
1219: C
1220: C