Questões de Concurso Comentadas para SEEDUC-RJ

Q503732

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503732 Inglês

Consider the following noun phrase: ‘the only navigable river’. Suppose a student asks you if there is a difference in meaning if ‘navigable’ is placed after ‘river’. The alternative with the correct answer and comment is:

A

there is a difference; when in attributive position, the adjective has an idea of permanence

B

there is a difference; when in predicative position, the adjective has an idea of permanence

C

there is no difference; adjectives can occupy both predicative and attributive positions

D

there is no difference; it is incorrect to place adjectives after nouns in English

E

there is a difference; when in attributive position, the adjective is a reduced adjective clause

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503731

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503731 Inglês

Suppose you are correcting some literary essays. In one essay, you find the following extract.

“It begins with the Giant coming back to his garden after a seven-year trip. When arriving they see that children play in his garden." (source: a real student's essay)

The mistake that directly affects the cohesion of the extract is the/a:

A

incorrect position of the hyphenated adjectival expression

B

incorrect use of the present tense instead of the past tense

C

mismatch between a personal pronoun and a noun phrase

D

incorrect repetition of a noun phrase in both sentences

E

problem of agreement between a subject and a verb

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503730

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503730 Inglês

Suppose a student asks you if 'whose' in the following academic passage is wrong.

“There is a way of proceeding in conceptual matters whose method is to define away any inconvenient difficulty." (Biber et al, 1999, p. 617)

The alternative with the correct answer and comment is:

A

wrong; 'whose' cannot be used with inanimate noun phrases

B

wrong; 'which' is the correct relativizer in academic English

C

wrong; 'of which' is the correct relativizer in academic English

D

correct; in academic English 'whose' occurs almost as often as 'of which'

E

correct; in academic English 'whose' is not used with animate noun phrases

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503729

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503729 Inglês

Texto associado

Modal verbs can be classified into two major categories of me- aning: epistemic and deontic. Epistemic modals refer to the logical status of events or states. The following alternatives are examples of epistemic modals. The only exception is:

A

“it will break your heart" (l. 19)

B

“we can strengthen our most challenged schools" (l. 63)

C

“a devoted teacher may be emotionally exhausted" (l. 22)

D

“and might reasonably decide to move" (l. 23)

E

“you may not be able to address" (l. 21)

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503728

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503728 Inglês

Texto associado

One mechanism of grammatical cohesion is the use of substituting pro-forms. The only example of a pro-form is:

A

“you may not be able to address” (l. 21)

B

“my experiences are not unique” (l. 34)

C

“lost a student and gained one” (l. 27)

D

“one of my most dif?cult years” (l. 28)

E

“more joyful moments than heartbreaking ones” (l. 37)

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503727

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503727 Inglês

Texto associado

According to the Longman Grammar (Biber et al., 1999, p. 988), “collocations are associations between lexical words, so that the words co-occur more frequently than expected by chance”. This text presents several examples of collocations. The only exception is:

A

“long term” (l. 39)

B

“sexual abuse” (l. 33)

C

“native speakers” (l. 12)

D

“talented principals” (l. 45)

E

“break heart” (l. 19)

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503726

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503726 Inglês

Texto associado

Adverbs present a range of semantic categories. In this text, we can ?nd some of them: time, manner, degree etc. The only pair that includes adverbs of different semantic categories is:

A

successfully (l. 38) and reasonably (l. 23)

B

actually (l. 51) and alike (l. 56)

C

completely (l. 11) and deeply (l. 18)

D

continually (l. 59) and emotionally (l. 23)

E

often (l. 18) and sometimes (l. 19)

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503725

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503725 Inglês

Texto associado

This text shows several examples of multiple parallel clausal structures. One example particularly shows the repetition of subordinate clauses to describe the preceding noun phrase, producing a certain dramatic effect. The example is:

A

“I was a mother, had less time … and wanted to work someplace” (l. 29)

B

“my principal is wonderful, supports us and does what’s best for children” (l. 56)

C

“They should work under experienced … They should have small” (l. 45)

D

“because my colleagues are gifted … and because I continually learn from them” (l. 58)

E

“who had no food at home, were the victims of sexual abuse, were homeless” (l. 32)

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503724

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503724 Inglês

Texto associado

According to the Longman Grammar (Biber et al., 1999), it is dificult to identify the intended time reference for the past perfect, because the reference depends on the context. In “All of them were loved, but most had missed many of the experiences we expect children to have in their first five years." (l. 12), the time reference for the past perfect verb phrase is:

A

when the author began teaching these children

B

when these children arrived at kindergarten

C

before these children were five years old

D

each day the author tried to teach these children

E

when these children reached the first grade

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503723

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503723 Inglês

Texto associado

Lexical choices vary according to the different types of language: written or spoken. An example of a word in the text that is typical of American conversational English is:

A

minimize (l. 51)

B

whom (l. 46)

C

homeless (l. 33)

D

someplace (l. 30)

E

seniority (l. 5)

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503722

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503722 Inglês

Texto associado

In the sentence “It would be nice if teachers who work in the most challenging schools could be paid more." (l. 43), the personal pronoun 'it' functions as an:

A

anticipatory pronoun, referring to the following subordinate clause

B

existential pronoun, not referring to any specific noun phrase

C

impersonal pronoun, used to hide the personal subject

D

empty pronoun, referring to weather or time phenomena

E

extended-reference pronoun, referring to the whole previous idea

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503721

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503721 Inglês

Texto associado

This editorial is a critical response to the article “Poor schools, rookie teachers” (l. 3). The critique is built against the logical relation established between the two noun phrases of this title. This logical relation is one of:

A

contrast

B

concession

C

addition

D

cause and effect

E

sequence

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503720

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503720 Inglês

Texto associado

According to the text, the only reason that fails to justify teachers leaving the toughest schools is that they:

A

prefer to work in schools where they have institutional support

B

are unable to cope with the type of problems they find in those schools for much time

C

feel underpaid for the amount of challenges they encounter

D

prefer to work in a less challenging environment

E

would rather work in a school that offers psychological assistance

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503719

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503719 Inglês

Texto associado

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative.

In “Teaching Reading Skills in a Foreign Language”, Nuttall (1996, p. 39) presents some reading strategies. According to the author, some of them are obvious and some are more complex. The correct correspondence between the strategy and the type is:

A

obvious – discern relationships in the tex

B

complex – skim and scan

C

complex – identify the writer’s point of view

D

obvious – recognize parts that contribute to the argument

E

complex – use a contents list

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503718

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503718 Inglês

Texto associado

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative.

“Scaffolding” (Nuttall, 1996, p.36) is a process that “focus on enabling students to develop”. In “Teaching Reading Skills in a Foreign Language”, Nuttall suggests some steps to promote this process. The alternative that presents one of these steps is:

A

probing

B

summarizing

C

testing

D

repeating

E

translating

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503717

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503717 Inglês

Texto associado

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative.

Assuming that current language teaching tends to be eclectic in terms of approaches and that this might result in inconsistent and unfounded practice, Harmer (2007) recommends three essential elements for any teaching sequence: engage, study and activate. The alternative with a correct example of one of these elements is:

A

discussions handled challengingly - study

B

examination and practice of language structure – engage

C

production of original dialogues - study

D

reading or listening for pleasure – activate

E

relating classroom material to real life – activate

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503716

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503716 Inglês

Texto associado

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative.

When teaching vocabulary, teachers should be aware of the purpose of the activities they propose. Harmer (2007) presents some examples of vocabulary activities associated with a specific purpose. One example of correct association between the activity and its purpose is:

A

ask students to use vocabulary in their own invented stories – confirm correction of use

B

get students to add words they already know to a semantic tree on board – promote research

C

model new vocabulary by using fiashcards – promote students' capacity of discovery

D

fill in associative tables with unknown words by using dictionaries – review previous knowledge

E

identify and analyze specific vocabulary in a text – teach vocabulary in context-free situations

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503715

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503715 Inglês

Texto associado

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative.

According to Harmer (2007) in “How to teach English”, the discovery approach is a possible way of teaching grammar. In this approach, teachers lead learners to build the target knowledge. One example of a discovery activity is:

A

ask students to focus and analyze some sentences in a text

B

point to a picture and model the grammar structure

C

use check questions to make sure students understood the explanation

D

show how a speci?c structure is constructed

E

get students to repeat a certain structure chorally and individually

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503714

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503714 Inglês

Texto associado

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative.

According to the “Parâmetros Curriculares Nacionais”, communicative competence is composed of the following three types of knowledge:

A

world, systemic and analytical

B

social, systemic and textual

C

cultural, world and systemic

D

systemic, world and textual

E

analytical, textual and systemic

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

Q503713

Ano: 2015 Banca: CEPERJ Órgão: SEEDUC-RJ Prova: CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |

Q503713 Inglês

Texto associado

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative.

In language teaching studies, some attempts of modeling the reading process have been made. The approach to reading that is generally accepted today is:

A

interactional

B

top-down

C

bottom-up

D

logocentric

E

cognitive

Você errou! Resposta:

teste

Parabéns! Você acertou!

teste

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Questões de Concurso Comentadas para seeduc-rj

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