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Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095658
Inglês
Texto associado
Leia o texto e responda a questão.
The analysis of the relationship between forms and
functions of language is commonly called discourse analysis,
which encompasses the notion that language is more than a
sentence-level phenomenon. A single sentence can seldom
be fully analyzed without considering its context. We use
language in stretches of discourse. We string many sentences
together in interrelated, cohesive units. In most oral language,
our discourse is marked by exchanges with another person
or several persons in which a few sentences spoken by one
participant are followed and built upon by sentences spoken
by another. Speakers formulate representations of meaning
not just from a single sentence but also from referents in both
previous sentences and following sentences.
Consider the following:
A. Got the time?
B. Ten fifteen.
Waiter: More coffee?
Customer: I’m okay.
Parent: Dinner!
Child: Just a minute!
In so many of our everyday exchanges, a single sentence
sometimes contains certain presuppositions that are not
overtly manifested in surrounding sentence-level surface
structure, but that are clear from the total context. All three
of the above conversations contained such presuppositions
(how to ask what time of day it is; how to say “no more coffee”;
how to announce dinner and then indicate one will be there
in a minute). Without the pragmatic contexts of discourse, our
communications would be extraordinarily ambiguous.
(H. Douglas Brown. Principles of language learning and teaching 5th edition
ed.Longman, 2000. Adaptado)
From the reading of the first paragraph, it is correct to
understand that, in language teaching,
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095657
Inglês
Texto associado
Leia o texto e responda a questão.
The analysis of the relationship between forms and
functions of language is commonly called discourse analysis,
which encompasses the notion that language is more than a
sentence-level phenomenon. A single sentence can seldom
be fully analyzed without considering its context. We use
language in stretches of discourse. We string many sentences
together in interrelated, cohesive units. In most oral language,
our discourse is marked by exchanges with another person
or several persons in which a few sentences spoken by one
participant are followed and built upon by sentences spoken
by another. Speakers formulate representations of meaning
not just from a single sentence but also from referents in both
previous sentences and following sentences.
Consider the following:
A. Got the time?
B. Ten fifteen.
Waiter: More coffee?
Customer: I’m okay.
Parent: Dinner!
Child: Just a minute!
In so many of our everyday exchanges, a single sentence
sometimes contains certain presuppositions that are not
overtly manifested in surrounding sentence-level surface
structure, but that are clear from the total context. All three
of the above conversations contained such presuppositions
(how to ask what time of day it is; how to say “no more coffee”;
how to announce dinner and then indicate one will be there
in a minute). Without the pragmatic contexts of discourse, our
communications would be extraordinarily ambiguous.
(H. Douglas Brown. Principles of language learning and teaching 5th edition
ed.Longman, 2000. Adaptado)
Na frase do primeiro parágrafo – A single sentence
can seldom be fully analyzed without considering its
context. –, os termos destacados podem ser traduzidos,
sem alteração de sentido, por
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095656
Inglês
Texto associado
Leia o texto e responda a questão.
The analysis of the relationship between forms and
functions of language is commonly called discourse analysis,
which encompasses the notion that language is more than a
sentence-level phenomenon. A single sentence can seldom
be fully analyzed without considering its context. We use
language in stretches of discourse. We string many sentences
together in interrelated, cohesive units. In most oral language,
our discourse is marked by exchanges with another person
or several persons in which a few sentences spoken by one
participant are followed and built upon by sentences spoken
by another. Speakers formulate representations of meaning
not just from a single sentence but also from referents in both
previous sentences and following sentences.
Consider the following:
A. Got the time?
B. Ten fifteen.
Waiter: More coffee?
Customer: I’m okay.
Parent: Dinner!
Child: Just a minute!
In so many of our everyday exchanges, a single sentence
sometimes contains certain presuppositions that are not
overtly manifested in surrounding sentence-level surface
structure, but that are clear from the total context. All three
of the above conversations contained such presuppositions
(how to ask what time of day it is; how to say “no more coffee”;
how to announce dinner and then indicate one will be there
in a minute). Without the pragmatic contexts of discourse, our
communications would be extraordinarily ambiguous.
(H. Douglas Brown. Principles of language learning and teaching 5th edition
ed.Longman, 2000. Adaptado)
De acordo com o primeiro parágrafo, é correto afirmar
que
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095655
Pedagogia
Leia o texto e responda à questão.
Para Jespersen (1904), a língua deveria ser tratada como algo vivo; ela não deveria ser um fim em si, mas um caminho para a comunicação. O objetivo maior de aprender uma língua estrangeira seria descobrir um universo infindável de novas culturas. O papel do professor não estaria reduzido em fazer com que os alunos fossem meros repetidores de palavras ou de livros, e sim o de despertar seu interesse. O professor deveria sentir “que o seu conhecimento linguístico seria a chave para muitos tesouros que ele abriria para seus alunos”, mostrando interesse pela cultura da língua a ser ensinada.
(Fernanda T. Maza. O papel do professor de íngua estrangeira: uma retrospectiva”,. In: M.A.A. Celani (org.). Ensino de segunda língua: redescobrindo as origens. São Paulo:EDUC. 1997. Adaptado)
O trecho descreve um professor
Para Jespersen (1904), a língua deveria ser tratada como algo vivo; ela não deveria ser um fim em si, mas um caminho para a comunicação. O objetivo maior de aprender uma língua estrangeira seria descobrir um universo infindável de novas culturas. O papel do professor não estaria reduzido em fazer com que os alunos fossem meros repetidores de palavras ou de livros, e sim o de despertar seu interesse. O professor deveria sentir “que o seu conhecimento linguístico seria a chave para muitos tesouros que ele abriria para seus alunos”, mostrando interesse pela cultura da língua a ser ensinada.
(Fernanda T. Maza. O papel do professor de íngua estrangeira: uma retrospectiva”,. In: M.A.A. Celani (org.). Ensino de segunda língua: redescobrindo as origens. São Paulo:EDUC. 1997. Adaptado)
O trecho descreve um professor
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095654
Inglês
As palavras speak, sound and make têm, respectivamente, o mesmo som vocálico que
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