Questões de Concurso

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

Read the text to answer 39 and 40.

One day an Indian gentleman, a snake charmer, arrived in England by plane. He was coming from Bombay with two pieces of luggage. The big of them contained a snake. A man and a little boy was watching him at the customs area. The man said to the little boy “Go and speak to the gentleman”. When the little boy was speaking with the traveller, the thief took the big suitcase and went out quickly. When the victim saw that he cried, “Help me! Help me! A thief!” A police officer was in this corner whistle but it was too late. The thieves escaped with the big suitcase, took their car and went in the traffic. Later they had a big surprise because the suitcase contain a snake.

(ELLIS, Rod. Second Language Acquisition. Oxford University Press. Pag. 15-16.)

Read the text to answer 33, 34 and 35.

As epoch-making as Gutenberg’s printing press, 3-D printing is changing the future.

By Roff Smith

Rocket engine parts, chocolate figurines, functional replica pistols, a Dutch canal house, designer sunglasses, a zippy two-seater car, a rowboat, a prototype bionic ear, pizzas — hardly a week goes by without a startling tour de force in the rapidly evolving technology of three-dimensional printing. What sounds like something out of Star Trek — the starship’s replicator could synthesize anything — is increasingly becoming a reality. Indeed, NASA is testing a 3-D printer on the International Space Station to see if it might provide a way to fabricate meals, tools, and replacement parts on long missions. Back on Earth, long-term business plans are being reimagined. Airbus envisions that by 2050 entire planes could be built of 3-D printed parts. GE is already using printers to make fuel-nozzle tips for jet engines. And interest isn’t limited just to corporate giants.

The high cost of tooling up a factory has long been a barrier to developing niche products. But now anyone with an idea and money could go into small-scale manufacturing, using computer-aided design software to create a threedimensional drawing of an object and letting a commercial 3-D printing firm do the rest. Since a product’s specifications can be “retooled” at a keyboard, the technology is perfect for limited production runs, prototypes, or one-time creations — like the one-third-scale model of a 1964 Aston Martin DB5 that producers of the James Bond film Skyfall had printed, then blew up in a climactic scene. And because a 3-D printer builds an object a bit at a time, placing material only where it needs to be, it can make geometrically complex objects that can’t be made by injecting material into molds — often at a considerable savings in weight with no loss in strength. It can also produce intricately shaped objects in a single piece, such as GE’s titanium fuel-nozzle tips, which otherwise would be made of at least 20 pieces. “People read about the fabulous things that are being made with 3-D printing technology, and they are led to believe that they will be able to make these things themselves at home and that what they turn out will be of a really high standard of workmanship, it won’t be.” Dr. Rowly, a tech expert says. While consumer printers may one day allow us to make whatever we like, Rowley envisions a different grassroots revolution, one where people can test ideas that once would never have made it off the back of an envelope.

(Available: http://ngm.nationalgeographic.com/2014/12/3d-printer.)

Read the text to answer 33, 34 and 35.

As epoch-making as Gutenberg’s printing press, 3-D printing is changing the future.

By Roff Smith

Rocket engine parts, chocolate figurines, functional replica pistols, a Dutch canal house, designer sunglasses, a zippy two-seater car, a rowboat, a prototype bionic ear, pizzas — hardly a week goes by without a startling tour de force in the rapidly evolving technology of three-dimensional printing. What sounds like something out of Star Trek — the starship’s replicator could synthesize anything — is increasingly becoming a reality. Indeed, NASA is testing a 3-D printer on the International Space Station to see if it might provide a way to fabricate meals, tools, and replacement parts on long missions. Back on Earth, long-term business plans are being reimagined. Airbus envisions that by 2050 entire planes could be built of 3-D printed parts. GE is already using printers to make fuel-nozzle tips for jet engines. And interest isn’t limited just to corporate giants.

The high cost of tooling up a factory has long been a barrier to developing niche products. But now anyone with an idea and money could go into small-scale manufacturing, using computer-aided design software to create a threedimensional drawing of an object and letting a commercial 3-D printing firm do the rest. Since a product’s specifications can be “retooled” at a keyboard, the technology is perfect for limited production runs, prototypes, or one-time creations — like the one-third-scale model of a 1964 Aston Martin DB5 that producers of the James Bond film Skyfall had printed, then blew up in a climactic scene. And because a 3-D printer builds an object a bit at a time, placing material only where it needs to be, it can make geometrically complex objects that can’t be made by injecting material into molds — often at a considerable savings in weight with no loss in strength. It can also produce intricately shaped objects in a single piece, such as GE’s titanium fuel-nozzle tips, which otherwise would be made of at least 20 pieces. “People read about the fabulous things that are being made with 3-D printing technology, and they are led to believe that they will be able to make these things themselves at home and that what they turn out will be of a really high standard of workmanship, it won’t be.” Dr. Rowly, a tech expert says. While consumer printers may one day allow us to make whatever we like, Rowley envisions a different grassroots revolution, one where people can test ideas that once would never have made it off the back of an envelope.

(Available: http://ngm.nationalgeographic.com/2014/12/3d-printer.)

Read the text to answer 31 and 32.

Language aptitude

It has been suggested that people differ in the extent to which they possess a natural ability for learning an L2. This ability, known as language aptitude, is believed to be in part related to general intelligence but also to be in part distinct. Research involving language aptitude has focused on whether and to what extent language aptitude is related to success in L2 learning. Learners who score highly on language aptitude tests tipically learn rapidly and achieve higher levels of L2 proficiency than learners who obtain low scores. Furthermore, research has shown that this is so whether the measure of L2 proficiency is some kind of formal language text or a measure of more communicative language use.

(ELLIS, Rod. Second Language Acquisition. Oxford University Press. Pag. 73-74.)

Read the text which follows. Questions 61 to 66 are based on it.

Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.

[Adaptado].