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Q1083136 Inglês
Texto I

GRAMMAR INSTRUCTION

    As a result of the communicative revolution in language teaching, it has become increasingly clear that grammar is a tool or resource to be used in the comprehension and creation of oral and written discourse rather than something to be learned as an end in itself. When learned as a decontextualized sentence-level system, grammar is not very useful to learners as they listen, read, speak, and write in their second or foreign language. Indeed, as Canale and Swain (1980) have posited, communicative competence consists of four components, only one of which – Item 3 below – involves grammar:

1. Sociolinguistic competence (i.e., appropriacy): The speaker/ writer knows how to express the message in terms of the person being addressed and the overall circumstances and purpose of the communication.

2. Discourse competence: The selection, sequence, and arrangement of words and structures are clear and effective means of expressing the speaker/writer's intended message.

3. Linguistic competence (i.e., accuracy): The forms, inflections, and sequences used to express the message are grammatically correct.

4. Strategic competence: The speaker/writer has effective and unobtrusive strategies to compensate for any weaknesses s/he has in the above three areas.

    Certainly, in many person-to-person communications, sociolinguistic appropriacy and discourse competence are more important than grammatical accuracy, provided that the grammar used is not inaccurate to the point of miscommunicating the intended message; communication is the overriding concern. However, there are situations where a reasonable degree of accuracy is also critical, and this is our current focus.

    In order for ESL/EFL teachers to consistently present grammar as serving some higher-order objective, Celce-Murcia and Hilles (1988) suggest that grammar should never be taught as an end in itself but always with reference to meaning, social factors, or discourse – or a combination of these factors. Larsen-Freeman's (1991) position is similar: She sees form, meaning, and function as three interacting dimensions of language; the classroom teacher must decide in which dimension the students  are experiencing the greatest learning challenge at any given moment and respond with appropriate instruction.

(Adapted from: CELCE-MURCIA, M. Grammar Pedagogy in Second and Foreign Language Teaching. TESOL Quarterly, 25(3), 459, 1991.)
No enunciado "The speaker/writer has effective and unobtrusive strategies to compensate for any weaknesses s/he has in the above three areas", o termo em destaque pode ser compreendido como:
Alternativas
Q1083135 Inglês
Texto I

GRAMMAR INSTRUCTION

    As a result of the communicative revolution in language teaching, it has become increasingly clear that grammar is a tool or resource to be used in the comprehension and creation of oral and written discourse rather than something to be learned as an end in itself. When learned as a decontextualized sentence-level system, grammar is not very useful to learners as they listen, read, speak, and write in their second or foreign language. Indeed, as Canale and Swain (1980) have posited, communicative competence consists of four components, only one of which – Item 3 below – involves grammar:

1. Sociolinguistic competence (i.e., appropriacy): The speaker/ writer knows how to express the message in terms of the person being addressed and the overall circumstances and purpose of the communication.

2. Discourse competence: The selection, sequence, and arrangement of words and structures are clear and effective means of expressing the speaker/writer's intended message.

3. Linguistic competence (i.e., accuracy): The forms, inflections, and sequences used to express the message are grammatically correct.

4. Strategic competence: The speaker/writer has effective and unobtrusive strategies to compensate for any weaknesses s/he has in the above three areas.

    Certainly, in many person-to-person communications, sociolinguistic appropriacy and discourse competence are more important than grammatical accuracy, provided that the grammar used is not inaccurate to the point of miscommunicating the intended message; communication is the overriding concern. However, there are situations where a reasonable degree of accuracy is also critical, and this is our current focus.

    In order for ESL/EFL teachers to consistently present grammar as serving some higher-order objective, Celce-Murcia and Hilles (1988) suggest that grammar should never be taught as an end in itself but always with reference to meaning, social factors, or discourse – or a combination of these factors. Larsen-Freeman's (1991) position is similar: She sees form, meaning, and function as three interacting dimensions of language; the classroom teacher must decide in which dimension the students  are experiencing the greatest learning challenge at any given moment and respond with appropriate instruction.

(Adapted from: CELCE-MURCIA, M. Grammar Pedagogy in Second and Foreign Language Teaching. TESOL Quarterly, 25(3), 459, 1991.)
Das sentenças a seguir, a que melhor resume o papel da gramática no ensino-aprendizagem de uma língua, de acordo com o Texto I, é:
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Q1083134 Inglês
Texto I

GRAMMAR INSTRUCTION

    As a result of the communicative revolution in language teaching, it has become increasingly clear that grammar is a tool or resource to be used in the comprehension and creation of oral and written discourse rather than something to be learned as an end in itself. When learned as a decontextualized sentence-level system, grammar is not very useful to learners as they listen, read, speak, and write in their second or foreign language. Indeed, as Canale and Swain (1980) have posited, communicative competence consists of four components, only one of which – Item 3 below – involves grammar:

1. Sociolinguistic competence (i.e., appropriacy): The speaker/ writer knows how to express the message in terms of the person being addressed and the overall circumstances and purpose of the communication.

2. Discourse competence: The selection, sequence, and arrangement of words and structures are clear and effective means of expressing the speaker/writer's intended message.

3. Linguistic competence (i.e., accuracy): The forms, inflections, and sequences used to express the message are grammatically correct.

4. Strategic competence: The speaker/writer has effective and unobtrusive strategies to compensate for any weaknesses s/he has in the above three areas.

    Certainly, in many person-to-person communications, sociolinguistic appropriacy and discourse competence are more important than grammatical accuracy, provided that the grammar used is not inaccurate to the point of miscommunicating the intended message; communication is the overriding concern. However, there are situations where a reasonable degree of accuracy is also critical, and this is our current focus.

    In order for ESL/EFL teachers to consistently present grammar as serving some higher-order objective, Celce-Murcia and Hilles (1988) suggest that grammar should never be taught as an end in itself but always with reference to meaning, social factors, or discourse – or a combination of these factors. Larsen-Freeman's (1991) position is similar: She sees form, meaning, and function as three interacting dimensions of language; the classroom teacher must decide in which dimension the students  are experiencing the greatest learning challenge at any given moment and respond with appropriate instruction.

(Adapted from: CELCE-MURCIA, M. Grammar Pedagogy in Second and Foreign Language Teaching. TESOL Quarterly, 25(3), 459, 1991.)
O principal objetivo do Texto I é:
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Q1081337 Pedagogia
Os Parâmetros Curriculares Nacionais constituem o primeiro nível de concretização curricular e por sua natureza aberta configuram:
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Ano: 2019 Banca: SELECON Órgão: Prefeitura de Cuiabá - MT Provas: SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Ciências | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Engenheiro Eletricista | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Fonoaudiólogo | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Nutricionista | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Psicólogo | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Língua Portuguesa | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Pedagogo | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Direito | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Contador | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Engenheiro Ambiental/Sanitarista | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Engenheiro Civil | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Matemática | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Educação Artística/Música | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Educação Física | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - História | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Geografia | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/Espanhol | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1081332 Raciocínio Lógico

Admita que n(X) represente o número de elementos de um conjunto X. Dados os conjuntos A e B é verdade que:


• n(A ∪ B) = 42

• n(A – B) = 2.n(A ∩ B)

• n(B) = 4.n(A ∩ B)


O valor de n(A) é:

Alternativas
Ano: 2019 Banca: SELECON Órgão: Prefeitura de Cuiabá - MT Provas: SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Ciências | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Engenheiro Eletricista | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Fonoaudiólogo | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Nutricionista | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Psicólogo | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Língua Portuguesa | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Pedagogo | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Direito | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Contador | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Engenheiro Ambiental/Sanitarista | SELECON - 2019 - Prefeitura de Cuiabá - MT - Técnico de Nível Superior - Engenheiro Civil | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Matemática | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Educação Artística/Música | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Educação Física | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - História | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Geografia | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/Espanhol | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental -Educação Artística/Arte | SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1081330 Português

              A tabela 'antinutricional' de legumes e verduras que vale a pena conhecer


           Fazer bem as compras domésticas tem seus segredos, e entre os mais importantes está o de saber ler o rótulo nutricional dos produtos. Quanta gordura tem este queijo? Aquele tomate refogado leva muito açúcar? Quantas vitaminas há nos iogurtes? Mas a maioria dos compostos químicos presentes nos alimentos não aparece na lista, embora alguns influenciem diretamente a qualidade nutricional do que levamos para casa. Não há um “rótulo antinutricional”, mas os antinutrientes existem, e esses compostos químicos dificultam que o organismo assimile os nutrientes da dieta. Eles estão nas frutas e hortaliças em geral, nos cereais de grão integral (os que são realmente integrais), nos ovos, nas sementes, no cacau puro e até o chá preto – nos dois últimos, na forma de taninos.

             A maioria dos antinutrientes é o resultado de uma guerra silenciosa que as plantas travam contra o mundo. São parte das dezenas de milhares de compostos que esses seres vivos desenvolveram, aparentemente apenas para se defenderem dos seus inimigos naturais, que só querem saber de comê-los. “São fitoquímicos, substâncias que exercem funções de proteção da planta contra fatores ambientais externos”, explica Iva Marques, professora da Universidade de Zaragoza.

        Nossa comida tem diversas formas de sabotar sua própria qualidade nutricional. A avidina da clara do ovo e o niacina do milho se unem a outras substâncias dos alimentos com um resultado indesejável: inativam as vitaminas; os bociogênicos presentes em muitas frutas e hortaliças bloqueiam o iodo, que faz parte da estrutura da tiroide; os ácidos oxálico e fítico, presentes em alimentos como os espinafres, a beterraba e a acelgas, se juntam no intestino a minerais como o ferro, o zinco e o cálcio e impedem sua absorção. Também há antinutrientes que inibem as proteases e as amilases, que são enzimas que catalisam as reações necessárias para digerir as proteínas e os carboidratos. As enzimas aceleram processos bioquímicos necessários para a digestão e, se desaparecessem, esse processos seriam tão lentos que se tornariam ineficazes. 

(Extraído e adaptado de: https://brasil.elpais.com/brasil/2019/ 10/03/ciencia/1570102074_391394.html) 

No terceiro parágrafo, o emprego dos dois-pontos assume a função de:
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Q1080539 Pedagogia
Considere que, de acordo com o Art. 4º da Lei de Diretrizes e Bases da Educação Nacional (LDBEN), o dever do Estado com a educação escolar pública será efetivado mediante certas garantias: educação básica _____e_____ [...]. Assinale a alternativa que preencha correta e respectivamente as lacunas.
Alternativas
Q1080436 Inglês
O tempo verbal utilizado para descrever fatos que aconteceram em tempo não determinado chama-se _____. Assinale a alternativa que preencha corretamente a lacuna.
Alternativas
Q1080435 Inglês
Palavras cognatas possuem a mesma origem e, portanto, possuem ortografia semelhante. Com a evolução de cada idioma, algumas palavras podem ter adquirido significados diferentes. Essas palavras, com grafia semelhante e significados diferentes são chamadas de Falsos Cognatos. Assinale a alternativa correta que apresenta apenas Falsos Cognatos.
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Q1080434 Inglês
I stayed at the house of my brother. Assinale a alternativa correta.
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Q1080433 Inglês
There are a lot of _____ in the field. Assinale a alternativa que preencha corretamente a lacuna.
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Q1080432 Inglês
Julie has got _____ very nice _____ in her house. Assinale a alternativa que preencha correta e respectivamente as lacunas.
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Q1080431 Inglês

Leia a tira em quadrinhos e analise as afirmativas abaixo.


Imagem associada para resolução da questão


I. No primeiro quadrinho Hagar consultou o velho sábio para saber sobre o segredo da felicidade.

II. No segundo quadrinho as palavras that e me se referem, respectivamente, ao “velho sábio” e a “Hagar”.

III. As palavras do velho sábio no último quadrinho são de que é melhor dar que receber.


Assinale a alternativa correta.

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Q1080430 Inglês

Leia o texto abaixo e responda a questão.

COUCHSURFING!

        Imagine you are planning a Holiday in Boston, say, or Sydney, or Dublin. Now, what if you could stay with locals who could give you a guided tour, take you to the best pub or beach, help you improve your English… and all for free? Welcome to the world of Couchsurfing! Yes, Couchsurfing is about a free couch – or bed, or room, or hammock, so it is great for budget travelers. But it is much more than that. The couchsurfing philosophy is about connecting people and cultures. The ethos is “Making the world a better place – one couch at a time.”

         The idea was born in San Francisco in 1999. A young man called Casey Fenton was planning a long weekend in Reykjavik. Iceland is expensive and Casey needed cheap accommodation. So he e-mailed over 1,500 Icelandic students in Reykjavik to ask if he could sleep on their couch. Casey was not only offered couches, the students also showed him ‘their’ Reykjavik. Casey decided this was a great way to travel, and launched the site with three friends in 2003. Today the world has more than 2.5 million Couchsurfers, 86,347 of which live in Brazil, the eighth most popular CS country.

(From: BECKER, K. Couchsurfing. Speak up.

São Paulo, n. 290, p. 26, out.2011.)

De acordo com o texto, “Couchsurfing” é uma maneira de viajar. A esse respeito, assinale a alternativa correta.

Alternativas
Q1080429 Inglês

Leia o texto abaixo e responda à questão. 


THE ARAL: A DYING SEA

       The Aral Sea was once the fourth biggest landlocked sea in the world – 66,100 square kilometers of surface. With abundant fishing resources, the Sea provided a healthy life for thousands of people.           

    The Aral receives its waters from two rivers – the Amu Dar’ya and the Syr Dar’ya. In 1918, the Soviet government decided to divert the two rivers and use their water to irrigate cotton plantations. These diversions dramatically reduced the volume of the Aral.

      As a result, the concentration of salt has doubled and important changes have taken place: fishing industry and other enterprises have ceased: salt concentration in the soil has reduced the area available for agriculture and pastures; unemployment has risen dramatically; quality of drinking water has been declining because of increasing salinity, and bacteriological contamination; the health of the people, animal and plant life have suffered as well.

      In the past few decades, the Aral Sea volume has decreased by 75 percent. This is a drastic change and it is human induced. During natural cycles, changes occur slowly, over hundreds of years.

      The United Nations Environment Program has recently created the International Fund for Saving the Aral Sea. Even if all steps are taken, a substantial recovery might be achieved only with 20 years.

(From: https://www.unenvironment.org/

De acordo com o texto: The diversion of the rivers has reduced the volume of the Aral..., assinale a alternativa correta.
Alternativas
Q1080428 Inglês

Leia o texto abaixo e responda à questão. 


THE ARAL: A DYING SEA

       The Aral Sea was once the fourth biggest landlocked sea in the world – 66,100 square kilometers of surface. With abundant fishing resources, the Sea provided a healthy life for thousands of people.           

    The Aral receives its waters from two rivers – the Amu Dar’ya and the Syr Dar’ya. In 1918, the Soviet government decided to divert the two rivers and use their water to irrigate cotton plantations. These diversions dramatically reduced the volume of the Aral.

      As a result, the concentration of salt has doubled and important changes have taken place: fishing industry and other enterprises have ceased: salt concentration in the soil has reduced the area available for agriculture and pastures; unemployment has risen dramatically; quality of drinking water has been declining because of increasing salinity, and bacteriological contamination; the health of the people, animal and plant life have suffered as well.

      In the past few decades, the Aral Sea volume has decreased by 75 percent. This is a drastic change and it is human induced. During natural cycles, changes occur slowly, over hundreds of years.

      The United Nations Environment Program has recently created the International Fund for Saving the Aral Sea. Even if all steps are taken, a substantial recovery might be achieved only with 20 years.

(From: https://www.unenvironment.org/

De acordo com o texto: Amu Dar’ya and Syr Dar’ya..., assinale a alternativa correta.
Alternativas
Q1080427 Inglês

Leia o texto abaixo e responda à questão. 


THE ARAL: A DYING SEA

       The Aral Sea was once the fourth biggest landlocked sea in the world – 66,100 square kilometers of surface. With abundant fishing resources, the Sea provided a healthy life for thousands of people.           

    The Aral receives its waters from two rivers – the Amu Dar’ya and the Syr Dar’ya. In 1918, the Soviet government decided to divert the two rivers and use their water to irrigate cotton plantations. These diversions dramatically reduced the volume of the Aral.

      As a result, the concentration of salt has doubled and important changes have taken place: fishing industry and other enterprises have ceased: salt concentration in the soil has reduced the area available for agriculture and pastures; unemployment has risen dramatically; quality of drinking water has been declining because of increasing salinity, and bacteriological contamination; the health of the people, animal and plant life have suffered as well.

      In the past few decades, the Aral Sea volume has decreased by 75 percent. This is a drastic change and it is human induced. During natural cycles, changes occur slowly, over hundreds of years.

      The United Nations Environment Program has recently created the International Fund for Saving the Aral Sea. Even if all steps are taken, a substantial recovery might be achieved only with 20 years.

(From: https://www.unenvironment.org/

De acordo com o texto: Years ago, fishing resources in the Aral..., assinale a alternativa correta. 
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Q1079456 Noções de Informática
Um usuário deseja instalar em sua máquina, que possui um sistema operacional MS Windows 7 em português, um programa antivírus. O programa a ser instalado é o:
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Q1079271 Inglês
There are different types of skills used when approaching reading material. This technique is used when a person wants to find a specific item such as a telephone number, a date, a time, and so on. For instance, people often want to find flight or train schedules, or they look for a page in a telephone book. This technique involves rapid movement of a person's eyes up and down a page. After locating the piece of information that the person desires, he / she may then skim the text for further information.
The reading technique that the text above refers to is called:
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Q1079270 Inglês
Read the following paragraph:
There's a very obvious place to start for those wishing to improve their reading skills: books! Books not only help you learn a new language. They're also a way to discover the culture behind the language. Thanks to the Internet, paper books aren't your only option for reading practice. Most languages have thousands of books available to download online - many of them free.
The above paragraph refers to one of the four basic language skills. Which language skill does it refer to?
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Respostas
11201: A
11202: A
11203: B
11204: B
11205: C
11206: D
11207: B
11208: D
11209: A
11210: B
11211: A
11212: C
11213: A
11214: C
11215: C
11216: C
11217: B
11218: A
11219: B
11220: D