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Q1319024 Português

    Faz alguns anos que um grupo de amigos se reúne comigo para ler poesia. Numa dessas reuniões nos deparamos com esta afirmação de Gandhi: “Eu nunca acreditei que a sobrevivência fosse um valor último. A vida, para ser bela, deve estar cercada de vontade, de bondade e de liberdade. Essas são coisas pelas quais vale a pena morrer”. Essas palavras provocaram um silêncio meditativo, até que um dos membros do grupo, que se chama Canoeiros, sugeriu que fizéssemos um exercício espiritual. Um joguinho de “faz de conta”. “Vamos fazer de conta que sabemos que temos apenas um ano a mais de vida. Como é que viveremos sabendo que o tempo é curto?”

    A consciência da morte nos dá uma maravilhosa lucidez. D. Juan, o bruxo do livro de Carlos Castañeda, Viagem a Ixtlan, advertia seu discípulo: “Essa bem pode ser a sua última batalha sobre a terra”. Sim, bem pode ser. Somente os tolos pensam de outra forma. E se ela pode ser a última batalha, que seja uma batalha que valha a pena. E, com isso, nos libertamos de uma infinidade de coisas ptolas e mesquinhas que permitimos se aninhem em nossos pensamentos e coração. Resta então a pergunta: “O que é o essencial?”. Um conhecido meu, ao saber que tinha um câncer no cérebro e que lhe restavam não mais que seis meses de vida, começou uma vida nova. As etiquetas sociais não mais faziam sentido. Passou a receber somente as pessoas que desejava receber, os amigos, com quem podia compartilhar seus sentimentos. Eliot se refere a um tempo em que ficamos livres da compulsão prática – fazer, fazer, fazer. Não havia mais nada a fazer. Era hora de se entregar inteiramente ao deleite da vida: ver os cenários que ele amava, ouvir as músicas que lhe davam prazer, ler os textos antigos que o haviam alimentado.

    O fato é que, sem que o saibamos, todos nós estamos enfermos de morte e é preciso viver a vida com sabedoria para que ela, a vida, não seja estragada pela loucura que nos cerca.

(Rubem Alves. Variações sobre o prazer: Santo Agostinho, Nietzsche, Marx e Babette. São Paulo, Editora Planeta do Brasil, 2011. Adaptado)

Acerca da linguagem empregada no texto, é correto afirmar:
Alternativas
Q1319023 Português

    Faz alguns anos que um grupo de amigos se reúne comigo para ler poesia. Numa dessas reuniões nos deparamos com esta afirmação de Gandhi: “Eu nunca acreditei que a sobrevivência fosse um valor último. A vida, para ser bela, deve estar cercada de vontade, de bondade e de liberdade. Essas são coisas pelas quais vale a pena morrer”. Essas palavras provocaram um silêncio meditativo, até que um dos membros do grupo, que se chama Canoeiros, sugeriu que fizéssemos um exercício espiritual. Um joguinho de “faz de conta”. “Vamos fazer de conta que sabemos que temos apenas um ano a mais de vida. Como é que viveremos sabendo que o tempo é curto?”

    A consciência da morte nos dá uma maravilhosa lucidez. D. Juan, o bruxo do livro de Carlos Castañeda, Viagem a Ixtlan, advertia seu discípulo: “Essa bem pode ser a sua última batalha sobre a terra”. Sim, bem pode ser. Somente os tolos pensam de outra forma. E se ela pode ser a última batalha, que seja uma batalha que valha a pena. E, com isso, nos libertamos de uma infinidade de coisas ptolas e mesquinhas que permitimos se aninhem em nossos pensamentos e coração. Resta então a pergunta: “O que é o essencial?”. Um conhecido meu, ao saber que tinha um câncer no cérebro e que lhe restavam não mais que seis meses de vida, começou uma vida nova. As etiquetas sociais não mais faziam sentido. Passou a receber somente as pessoas que desejava receber, os amigos, com quem podia compartilhar seus sentimentos. Eliot se refere a um tempo em que ficamos livres da compulsão prática – fazer, fazer, fazer. Não havia mais nada a fazer. Era hora de se entregar inteiramente ao deleite da vida: ver os cenários que ele amava, ouvir as músicas que lhe davam prazer, ler os textos antigos que o haviam alimentado.

    O fato é que, sem que o saibamos, todos nós estamos enfermos de morte e é preciso viver a vida com sabedoria para que ela, a vida, não seja estragada pela loucura que nos cerca.

(Rubem Alves. Variações sobre o prazer: Santo Agostinho, Nietzsche, Marx e Babette. São Paulo, Editora Planeta do Brasil, 2011. Adaptado)

No que se refere à concordância da norma-padrão da língua, um trecho do texto está corretamente reescrito em:
Alternativas
Q1319022 Português

    Faz alguns anos que um grupo de amigos se reúne comigo para ler poesia. Numa dessas reuniões nos deparamos com esta afirmação de Gandhi: “Eu nunca acreditei que a sobrevivência fosse um valor último. A vida, para ser bela, deve estar cercada de vontade, de bondade e de liberdade. Essas são coisas pelas quais vale a pena morrer”. Essas palavras provocaram um silêncio meditativo, até que um dos membros do grupo, que se chama Canoeiros, sugeriu que fizéssemos um exercício espiritual. Um joguinho de “faz de conta”. “Vamos fazer de conta que sabemos que temos apenas um ano a mais de vida. Como é que viveremos sabendo que o tempo é curto?”

    A consciência da morte nos dá uma maravilhosa lucidez. D. Juan, o bruxo do livro de Carlos Castañeda, Viagem a Ixtlan, advertia seu discípulo: “Essa bem pode ser a sua última batalha sobre a terra”. Sim, bem pode ser. Somente os tolos pensam de outra forma. E se ela pode ser a última batalha, que seja uma batalha que valha a pena. E, com isso, nos libertamos de uma infinidade de coisas ptolas e mesquinhas que permitimos se aninhem em nossos pensamentos e coração. Resta então a pergunta: “O que é o essencial?”. Um conhecido meu, ao saber que tinha um câncer no cérebro e que lhe restavam não mais que seis meses de vida, começou uma vida nova. As etiquetas sociais não mais faziam sentido. Passou a receber somente as pessoas que desejava receber, os amigos, com quem podia compartilhar seus sentimentos. Eliot se refere a um tempo em que ficamos livres da compulsão prática – fazer, fazer, fazer. Não havia mais nada a fazer. Era hora de se entregar inteiramente ao deleite da vida: ver os cenários que ele amava, ouvir as músicas que lhe davam prazer, ler os textos antigos que o haviam alimentado.

    O fato é que, sem que o saibamos, todos nós estamos enfermos de morte e é preciso viver a vida com sabedoria para que ela, a vida, não seja estragada pela loucura que nos cerca.

(Rubem Alves. Variações sobre o prazer: Santo Agostinho, Nietzsche, Marx e Babette. São Paulo, Editora Planeta do Brasil, 2011. Adaptado)

No trecho “ver os cenários que ele amava, ouvir as músicas que lhe davam prazer, ler os textos antigos que o haviam alimentado”, o termo “que” tem função pronominal, por remeter a expressões nominais, assim como ocorre em:
Alternativas
Q1319021 Português

    Faz alguns anos que um grupo de amigos se reúne comigo para ler poesia. Numa dessas reuniões nos deparamos com esta afirmação de Gandhi: “Eu nunca acreditei que a sobrevivência fosse um valor último. A vida, para ser bela, deve estar cercada de vontade, de bondade e de liberdade. Essas são coisas pelas quais vale a pena morrer”. Essas palavras provocaram um silêncio meditativo, até que um dos membros do grupo, que se chama Canoeiros, sugeriu que fizéssemos um exercício espiritual. Um joguinho de “faz de conta”. “Vamos fazer de conta que sabemos que temos apenas um ano a mais de vida. Como é que viveremos sabendo que o tempo é curto?”

    A consciência da morte nos dá uma maravilhosa lucidez. D. Juan, o bruxo do livro de Carlos Castañeda, Viagem a Ixtlan, advertia seu discípulo: “Essa bem pode ser a sua última batalha sobre a terra”. Sim, bem pode ser. Somente os tolos pensam de outra forma. E se ela pode ser a última batalha, que seja uma batalha que valha a pena. E, com isso, nos libertamos de uma infinidade de coisas ptolas e mesquinhas que permitimos se aninhem em nossos pensamentos e coração. Resta então a pergunta: “O que é o essencial?”. Um conhecido meu, ao saber que tinha um câncer no cérebro e que lhe restavam não mais que seis meses de vida, começou uma vida nova. As etiquetas sociais não mais faziam sentido. Passou a receber somente as pessoas que desejava receber, os amigos, com quem podia compartilhar seus sentimentos. Eliot se refere a um tempo em que ficamos livres da compulsão prática – fazer, fazer, fazer. Não havia mais nada a fazer. Era hora de se entregar inteiramente ao deleite da vida: ver os cenários que ele amava, ouvir as músicas que lhe davam prazer, ler os textos antigos que o haviam alimentado.

    O fato é que, sem que o saibamos, todos nós estamos enfermos de morte e é preciso viver a vida com sabedoria para que ela, a vida, não seja estragada pela loucura que nos cerca.

(Rubem Alves. Variações sobre o prazer: Santo Agostinho, Nietzsche, Marx e Babette. São Paulo, Editora Planeta do Brasil, 2011. Adaptado)

Apresentam sentidos opostos na construção da argumentação as seguintes expressões do 2° parágrafo:
Alternativas
Q1319020 Português

    Faz alguns anos que um grupo de amigos se reúne comigo para ler poesia. Numa dessas reuniões nos deparamos com esta afirmação de Gandhi: “Eu nunca acreditei que a sobrevivência fosse um valor último. A vida, para ser bela, deve estar cercada de vontade, de bondade e de liberdade. Essas são coisas pelas quais vale a pena morrer”. Essas palavras provocaram um silêncio meditativo, até que um dos membros do grupo, que se chama Canoeiros, sugeriu que fizéssemos um exercício espiritual. Um joguinho de “faz de conta”. “Vamos fazer de conta que sabemos que temos apenas um ano a mais de vida. Como é que viveremos sabendo que o tempo é curto?”

    A consciência da morte nos dá uma maravilhosa lucidez. D. Juan, o bruxo do livro de Carlos Castañeda, Viagem a Ixtlan, advertia seu discípulo: “Essa bem pode ser a sua última batalha sobre a terra”. Sim, bem pode ser. Somente os tolos pensam de outra forma. E se ela pode ser a última batalha, que seja uma batalha que valha a pena. E, com isso, nos libertamos de uma infinidade de coisas ptolas e mesquinhas que permitimos se aninhem em nossos pensamentos e coração. Resta então a pergunta: “O que é o essencial?”. Um conhecido meu, ao saber que tinha um câncer no cérebro e que lhe restavam não mais que seis meses de vida, começou uma vida nova. As etiquetas sociais não mais faziam sentido. Passou a receber somente as pessoas que desejava receber, os amigos, com quem podia compartilhar seus sentimentos. Eliot se refere a um tempo em que ficamos livres da compulsão prática – fazer, fazer, fazer. Não havia mais nada a fazer. Era hora de se entregar inteiramente ao deleite da vida: ver os cenários que ele amava, ouvir as músicas que lhe davam prazer, ler os textos antigos que o haviam alimentado.

    O fato é que, sem que o saibamos, todos nós estamos enfermos de morte e é preciso viver a vida com sabedoria para que ela, a vida, não seja estragada pela loucura que nos cerca.

(Rubem Alves. Variações sobre o prazer: Santo Agostinho, Nietzsche, Marx e Babette. São Paulo, Editora Planeta do Brasil, 2011. Adaptado)

Uma afirmação condizente com o ponto de vista expresso no texto é:
Alternativas
Q1317919 Noções de Informática
No menu Revisão do Microsoft Word existe a opção Comentários, como consta na figura. Analise as afirmações e assinale V para as verdadeiras e F para as falsas.
Imagem associada para resolução da questão
( ) - Não é possível inserir um comentário na área de cabeçalho ou de rodapé de um documento. ( ) - Para imprimir documento sem imprimir os comentários no Microsoft Word 2010, basta clicar em Mostrar Marcações no grupo Controle e desmarcar a caixa de seleção comentários. ( ) - Para responder a um comentário no Microsoft Word 2010 ou 2007, basta clicar em Controlar Alterações no grupo Controle. ( ) - Para ver o nome do autor, a data e a hora em que o comentário foi feito, é só acionar Verificar Acessibilidade no grupo Acessibilidade. ( ) - Um comentário é uma anotação ou anotação que um autor ou revisor pode adicionar a um documento, exibido no painel de revisão ou em um balão na margem do documento.
A sequência CORRETA das afirmações é:
Alternativas
Q1311648 Inglês

TEXT TWO:


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
Alternativas
Q1311647 Inglês

TEXT TWO:


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
Alternativas
Q1311646 Inglês

TEXT TWO:


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
Alternativas
Q1311645 Inglês

TEXT TWO:


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
Alternativas
Q1311644 Inglês

TEXT TWO:


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
Alternativas
Q1311643 Inglês
TEXT ONE:

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,
Alternativas
Q1311642 Inglês
TEXT ONE:

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
Alternativas
Q1311641 Inglês
TEXT ONE:

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
Alternativas
Q1311640 Inglês
TEXT ONE:

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
Alternativas
Q1311639 Inglês
TEXT ONE:

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
Alternativas
Q1309441 Inglês

Which sentences are grammatically CORRECT?


Choose the CORRECT answer.


I. Paula has got short black hairs.

II. We´re going to buy some new furnitures.

III. The tour guide gave us some information about the city.

IV. I read a book and listened to some music.

V. I´m going to open a window to get some fresh air.

Alternativas
Q1309440 Inglês

Complete the sentence with the CORRECT answer.

Someone _________ my phone!

Alternativas
Q1309439 Inglês

Complete the sentence with the CORRECT answer.

He _________ home as soon as he_________ his work.

Alternativas
Q1309438 Inglês
All sentences are in the passive voice, EXECPT:
Alternativas
Respostas
8941: E
8942: D
8943: D
8944: B
8945: C
8946: E
8947: D
8948: B
8949: D
8950: B
8951: A
8952: C
8953: C
8954: B
8955: A
8956: B
8957: D
8958: C
8959: A
8960: C