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Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Montes Claros - MG
Prova:
COTEC - 2024 - Prefeitura de Montes Claros - MG - Enfermeiro |
Q3050801
Português
Texto associado
INSTRUÇÃO: Leia, com atenção, o texto 03 e, a seguir, responda à questão que a ele se refere.
Texto 03
Disponível em: https://www.facebook.com/fernandopessoasocitacoes/. Acesso em: 22 maio 2024.
Analise as afirmativas a seguir, tendo em vista o texto 03.
I - A citação permite inferir que, na vida, a felicidade está ligada à capacidade de resiliência.
II - O termo “espontaneamente”, funciona, no texto, como um operador argumentativo e expressa uma circunstância de modo.
III - O termo “que”, na oração “que buscam o Sol” apresenta-se como um elemento de coesão, pois retoma o termo “gato”, referido anteriormente.
IV - O pronome “se” usado em “guiando-se” acrescenta ideia de reflexividade à ação expressa pelo verbo o qual acompanha.
V - O fenômeno linguístico elipse se faz presente no trecho “e quando não há Sol, o calor onde quer que esteja”.
Estão CORRETAS as afirmativas
I - A citação permite inferir que, na vida, a felicidade está ligada à capacidade de resiliência.
II - O termo “espontaneamente”, funciona, no texto, como um operador argumentativo e expressa uma circunstância de modo.
III - O termo “que”, na oração “que buscam o Sol” apresenta-se como um elemento de coesão, pois retoma o termo “gato”, referido anteriormente.
IV - O pronome “se” usado em “guiando-se” acrescenta ideia de reflexividade à ação expressa pelo verbo o qual acompanha.
V - O fenômeno linguístico elipse se faz presente no trecho “e quando não há Sol, o calor onde quer que esteja”.
Estão CORRETAS as afirmativas
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Montes Claros - MG
Prova:
COTEC - 2024 - Prefeitura de Montes Claros - MG - Enfermeiro |
Q3050800
Português
Texto associado
INSTRUÇÃO: Leia, com atenção, o texto 02 e, a seguir, responda à questão que a ele se refere.
Texto 02
Disponível em: https://cartunistasolda.com.br/esse-viking-e-uma-figura/. Acesso em: 22 maio 2024.
Analise as afirmativas a seguir, tendo em vista a estrutura de composição das falas presentes no texto.
I - Nas falas do primeiro e segundo quadros, predomina o emprego de verbos no imperativo afirmativo.
II - Na fala do terceiro quadro, verifica-se a presença de um único período, que é composto por três orações.
III - Na fala do segundo quadro, observa-se o emprego de uma conjunção coordenativa aditiva e uma conjunção coordenativa alternativa.
IV - Na primeira fala, constata-se que o verbo “sou” tem a função de ligar o sujeito ao seu predicativo.
V - Na fala do terceiro quadro, nota-se que a vírgula foi usada de acordo com a norma para separar o termo “rapazes”, que está exercendo a função de vocativo.
Estão CORRETAS as afirmativas
I - Nas falas do primeiro e segundo quadros, predomina o emprego de verbos no imperativo afirmativo.
II - Na fala do terceiro quadro, verifica-se a presença de um único período, que é composto por três orações.
III - Na fala do segundo quadro, observa-se o emprego de uma conjunção coordenativa aditiva e uma conjunção coordenativa alternativa.
IV - Na primeira fala, constata-se que o verbo “sou” tem a função de ligar o sujeito ao seu predicativo.
V - Na fala do terceiro quadro, nota-se que a vírgula foi usada de acordo com a norma para separar o termo “rapazes”, que está exercendo a função de vocativo.
Estão CORRETAS as afirmativas
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050736
Inglês
Texto associado
TEXT VI
Literacy Instruction for Young EFL Learners:
A Balanced Approach
Developing literacy skills in a foreign language can begin as
early as foreign language instruction begins. Although some EFL
programs delay literacy instruction for young learners and only
focus on oral language development, studies have shown that it is
not necessary, or even recommended, to take this approach. First,
it is widely known that literacy skills in the native or first language
(L1) can be transferred to reading and writing in a foreign
language, such as English. Remember that “One only has to
become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so
English as a foreign language (EFL) teachers can tap into students’
understanding of print and strategies for making meaning from
text that originate in their L1 as a starting point for building literacy
in English. Even further, research supports that literacy skills can
be transferred bidirectionally—that is, both ways between L1 and
L2—and the language of initial literacy does not necessarily need
to be the L1. Even preschool-age children who are not yet literate
in their L1 can still engage in early literacy activities that build
reading readiness and phonemic awareness. Teachers can read big
books with print aloud and use songs and rhymes to focus on the
sounds of English. They can also engage students in writing
readiness exercises like tracing, connecting the dots, and coloring.
These are fun and effective activities for building early literacy with
young EFL learners.
Although EFL teachers usually have limited time in class,
sometimes only 3–5 hours a week, they should incorporate literacy
instruction and not just oral skills development for young learners,
especially because learning to read is also proven to assist in oral
language development.[…] If students progress faster when
reading is part of language instruction, EFL teachers of young
learners should use a curriculum that integrates all four language
skills and provides a balanced approach to literacy instruction.
Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young
Learners English: From Theory to Practice. Boston: National
Geographic Learning/Cengage Learning.
Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf
The modal verb in “Even preschool-age children […] can still
engage in early literacy activities”(1st paragraph) indicates
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050735
Inglês
Texto associado
TEXT VI
Literacy Instruction for Young EFL Learners:
A Balanced Approach
Developing literacy skills in a foreign language can begin as
early as foreign language instruction begins. Although some EFL
programs delay literacy instruction for young learners and only
focus on oral language development, studies have shown that it is
not necessary, or even recommended, to take this approach. First,
it is widely known that literacy skills in the native or first language
(L1) can be transferred to reading and writing in a foreign
language, such as English. Remember that “One only has to
become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so
English as a foreign language (EFL) teachers can tap into students’
understanding of print and strategies for making meaning from
text that originate in their L1 as a starting point for building literacy
in English. Even further, research supports that literacy skills can
be transferred bidirectionally—that is, both ways between L1 and
L2—and the language of initial literacy does not necessarily need
to be the L1. Even preschool-age children who are not yet literate
in their L1 can still engage in early literacy activities that build
reading readiness and phonemic awareness. Teachers can read big
books with print aloud and use songs and rhymes to focus on the
sounds of English. They can also engage students in writing
readiness exercises like tracing, connecting the dots, and coloring.
These are fun and effective activities for building early literacy with
young EFL learners.
Although EFL teachers usually have limited time in class,
sometimes only 3–5 hours a week, they should incorporate literacy
instruction and not just oral skills development for young learners,
especially because learning to read is also proven to assist in oral
language development.[…] If students progress faster when
reading is part of language instruction, EFL teachers of young
learners should use a curriculum that integrates all four language
skills and provides a balanced approach to literacy instruction.
Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young
Learners English: From Theory to Practice. Boston: National
Geographic Learning/Cengage Learning.
Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf
The word “like” in “readiness exercises like tracing” (1st paragraph)
expresses
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050733
Inglês
Texto associado
TEXT VI
Literacy Instruction for Young EFL Learners:
A Balanced Approach
Developing literacy skills in a foreign language can begin as
early as foreign language instruction begins. Although some EFL
programs delay literacy instruction for young learners and only
focus on oral language development, studies have shown that it is
not necessary, or even recommended, to take this approach. First,
it is widely known that literacy skills in the native or first language
(L1) can be transferred to reading and writing in a foreign
language, such as English. Remember that “One only has to
become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so
English as a foreign language (EFL) teachers can tap into students’
understanding of print and strategies for making meaning from
text that originate in their L1 as a starting point for building literacy
in English. Even further, research supports that literacy skills can
be transferred bidirectionally—that is, both ways between L1 and
L2—and the language of initial literacy does not necessarily need
to be the L1. Even preschool-age children who are not yet literate
in their L1 can still engage in early literacy activities that build
reading readiness and phonemic awareness. Teachers can read big
books with print aloud and use songs and rhymes to focus on the
sounds of English. They can also engage students in writing
readiness exercises like tracing, connecting the dots, and coloring.
These are fun and effective activities for building early literacy with
young EFL learners.
Although EFL teachers usually have limited time in class,
sometimes only 3–5 hours a week, they should incorporate literacy
instruction and not just oral skills development for young learners,
especially because learning to read is also proven to assist in oral
language development.[…] If students progress faster when
reading is part of language instruction, EFL teachers of young
learners should use a curriculum that integrates all four language
skills and provides a balanced approach to literacy instruction.
Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young
Learners English: From Theory to Practice. Boston: National
Geographic Learning/Cengage Learning.
Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf
“One” in “One only has to become ‘literate’ once” (1st paragraph)
is a
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050732
Inglês
Texto associado
TEXT VI
Literacy Instruction for Young EFL Learners:
A Balanced Approach
Developing literacy skills in a foreign language can begin as
early as foreign language instruction begins. Although some EFL
programs delay literacy instruction for young learners and only
focus on oral language development, studies have shown that it is
not necessary, or even recommended, to take this approach. First,
it is widely known that literacy skills in the native or first language
(L1) can be transferred to reading and writing in a foreign
language, such as English. Remember that “One only has to
become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so
English as a foreign language (EFL) teachers can tap into students’
understanding of print and strategies for making meaning from
text that originate in their L1 as a starting point for building literacy
in English. Even further, research supports that literacy skills can
be transferred bidirectionally—that is, both ways between L1 and
L2—and the language of initial literacy does not necessarily need
to be the L1. Even preschool-age children who are not yet literate
in their L1 can still engage in early literacy activities that build
reading readiness and phonemic awareness. Teachers can read big
books with print aloud and use songs and rhymes to focus on the
sounds of English. They can also engage students in writing
readiness exercises like tracing, connecting the dots, and coloring.
These are fun and effective activities for building early literacy with
young EFL learners.
Although EFL teachers usually have limited time in class,
sometimes only 3–5 hours a week, they should incorporate literacy
instruction and not just oral skills development for young learners,
especially because learning to read is also proven to assist in oral
language development.[…] If students progress faster when
reading is part of language instruction, EFL teachers of young
learners should use a curriculum that integrates all four language
skills and provides a balanced approach to literacy instruction.
Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young
Learners English: From Theory to Practice. Boston: National
Geographic Learning/Cengage Learning.
Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf
In the last paragraph, the author
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050731
Inglês
Texto associado
TEXT VI
Literacy Instruction for Young EFL Learners:
A Balanced Approach
Developing literacy skills in a foreign language can begin as
early as foreign language instruction begins. Although some EFL
programs delay literacy instruction for young learners and only
focus on oral language development, studies have shown that it is
not necessary, or even recommended, to take this approach. First,
it is widely known that literacy skills in the native or first language
(L1) can be transferred to reading and writing in a foreign
language, such as English. Remember that “One only has to
become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so
English as a foreign language (EFL) teachers can tap into students’
understanding of print and strategies for making meaning from
text that originate in their L1 as a starting point for building literacy
in English. Even further, research supports that literacy skills can
be transferred bidirectionally—that is, both ways between L1 and
L2—and the language of initial literacy does not necessarily need
to be the L1. Even preschool-age children who are not yet literate
in their L1 can still engage in early literacy activities that build
reading readiness and phonemic awareness. Teachers can read big
books with print aloud and use songs and rhymes to focus on the
sounds of English. They can also engage students in writing
readiness exercises like tracing, connecting the dots, and coloring.
These are fun and effective activities for building early literacy with
young EFL learners.
Although EFL teachers usually have limited time in class,
sometimes only 3–5 hours a week, they should incorporate literacy
instruction and not just oral skills development for young learners,
especially because learning to read is also proven to assist in oral
language development.[…] If students progress faster when
reading is part of language instruction, EFL teachers of young
learners should use a curriculum that integrates all four language
skills and provides a balanced approach to literacy instruction.
Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young
Learners English: From Theory to Practice. Boston: National
Geographic Learning/Cengage Learning.
Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf
Based on Text VI, mark the statements below as TRUE (T) or FALSE
(F).
( ) Literacy instruction should begin only after young learners have had oral instruction in EFL.
( ) The author calls for a curriculum that combines speaking, reading, writing, and listening.
( ) Teaching a foreign language before youngsters learn how to read in their first language can be detrimental.
The statements are, respectively,
( ) Literacy instruction should begin only after young learners have had oral instruction in EFL.
( ) The author calls for a curriculum that combines speaking, reading, writing, and listening.
( ) Teaching a foreign language before youngsters learn how to read in their first language can be detrimental.
The statements are, respectively,
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050726
Inglês
Texto associado
TEXT IV
Understanding stereotypes
Stanford linguists and psychologists study how language is
interpreted by people. Even the slightest differences in language
use can correspond with biased beliefs of the speakers, according
to research.
One study showed that a relatively harmless sentence, such as
“girls are as good as boys at math,” can subtly perpetuate sexist
stereotypes. Because of the statement’s grammatical structure, it
implies that being good at math is more common or natural for
boys than girls, the researchers said.
Language can play a big role in how we and others perceive the
world, and linguists work to discover what words and phrases can
influence us, unknowingly.
Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
The extract “girls are as good as boys at math,” (2nd paragraph)
indicates a
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050724
Inglês
Texto associado
TEXT IV
Understanding stereotypes
Stanford linguists and psychologists study how language is
interpreted by people. Even the slightest differences in language
use can correspond with biased beliefs of the speakers, according
to research.
One study showed that a relatively harmless sentence, such as
“girls are as good as boys at math,” can subtly perpetuate sexist
stereotypes. Because of the statement’s grammatical structure, it
implies that being good at math is more common or natural for
boys than girls, the researchers said.
Language can play a big role in how we and others perceive the
world, and linguists work to discover what words and phrases can
influence us, unknowingly.
Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
The adjective in “the slightest differences” (1st paragraph) can be
replaced without significant change of meaning by
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050715
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
One practice that is in line with translanguaging pedagogies is
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050713
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The word “once” in “Once teachers start doing these activities”
(last paragraph) is used in the same way as in:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050712
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The phrase “as well as” in “as well as other academic endeavors”
(7th paragraph) can be replaced without significant change in
meaning by:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050711
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
When the text argues that “teachers support this ability” (4th
paragraph), it means teachers:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050708
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
In the last paragraph, the author informs that results of
translanguaging activities can be:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050707
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
Based on Text I, mark the statements below as TRUE (T) or FALSE
(F).
( ) The concept of translanguaging holds that students need to be exposed to languages one at a time.
( ) Translanguaging exercises are meant solely for group activities.
( ) Studies on how translanguaging can help measure student performance are under way.
The statements are, respectively,
( ) The concept of translanguaging holds that students need to be exposed to languages one at a time.
( ) Translanguaging exercises are meant solely for group activities.
( ) Studies on how translanguaging can help measure student performance are under way.
The statements are, respectively,
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Montes Claros - MG
Prova:
COTEC - 2024 - Prefeitura de Montes Claros - MG - Economista |
Q3050699
Português
Texto associado
INSTRUÇÃO: Leia, com atenção, o texto 02 e, a seguir, responda à questão que a ele se refere.
Texto 02
Disponível em: https://cartunistasolda.com.br/esse-viking-e-uma-figura/. Acesso em: 22 maio 2024.
A fala de Hagar, no último quadro, mostra o seu comportamento
I - temeroso.
II - narcisista.
III - misógino.
IV - machista.
V - prudente.
Estão CORRETOS os itens
I - temeroso.
II - narcisista.
III - misógino.
IV - machista.
V - prudente.
Estão CORRETOS os itens
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Montes Claros - MG
Prova:
COTEC - 2024 - Prefeitura de Montes Claros - MG - Economista |
Q3050697
Português
Texto associado
INSTRUÇÃO: Leia, com atenção, o texto 01 e, a seguir, responda à questão que a ele se refere.
Texto 01
O mundo precisa da sua originalidade – e você também
Patrícia Cotton
A palavra alemã Zeitgeist insinua que somos afetados – ou até mesmo assombrados – pelo espírito do tempo em que vivemos. Esse “fantasma” dá o tom do nosso ambiente cultural e intelectual, e sobretudo das nossas escolhas. O tempo seria uma espécie de molde que torna impossível o exercício pleno da originalidade. E na contemporaneidade isso tem se tornado ainda mais agudo. Fórmulas prontas nos levam a crer que o visível, o recorrente e o seguro são o mesmo que “sucesso”. Padrões de comunicação, de estética, de mentalidade política, de gestão e de autoprodutização apostam cada vez mais na previsibilidade anticancelamento, asfixiando o pioneirismo e a criatividade. Estamos, afinal, perdendo a capacidade de ser originais?
Sendo uma exímia voyer digital, venho notando há alguns anos certos modelos se cristalizando. Postar fotos com o date, por exemplo, virou o novo anel de compromisso. Estudos, refeições, férias, mudanças de trabalho, e até mesmo malhação – outrora aspectos naturais da existência – tornaram-se extraordinários (uma vez publicados, claro). A espetacularização permanente de quase tudo virou uma espécie de “prova de vida” do INSS. Uma vibe na linha de “mãe, olha o desenho que eu fiz!”. Dando uma de Analista de Bagé, parece que o silêncio (digital) virou sinal de que as coisas, enfim, vão bem.
Falando da nossa realidade analógica, somos fruto de um momento de inspiração original dos nossos pais. Digitais, DNA e voz comprovam a nossa singularidade estrutural, nossa gênese inquestionável. Originalidade, por este prisma, é um bem democrático, já que a única coisa que não pode ser copiada é justamente você. Se irá aproveitar isso ou não, é outra história. Fato é: o esquecimento deste ativo que é a singularidade nos distancia não apenas de nós mesmos, mas de compor o todo de uma comunidade diversa.
[...]
Ao seguir hábitos e padrões de forma irrefletida, indivíduos e negócios vão se tornando muito mais objeto do que sujeito de suas ações. Abatidos pelo Zeitgeist e pela autoconsciência anêmica, fica cada vez mais difícil surpreender. Parece, inclusive, que foi em outra vida que o mote “pense diferente”, da Apple, teve algum valor. Estamos cada vez menos originais, viciados em benchmarks, engajamentos e teses de investimento que trazem supostas garantias.
Paradoxalmente, nunca precisamos tanto da originalidade para enfrentar os problemas complexos e inéditos que temos vivenciado coletivamente. E também para a autorrealização individual.
O tópico da autorrealização me faz lembrar que, por muito tempo, acreditei que ser acessível era ser comprometida, sobretudo profissionalmente. À luz disso, me viciei em um “crackberry” (gíria que se refere à natureza viciante dos smartphones BlackBerry, que eram conhecidos por suas ferramentas eficientes de e-mail, mensagens e produtividade) como instrumento de trabalho. Na época, achava natural que aquele aparelho fosse minha extensão, sem me dar conta dessa perigosa simbiose. Durante um autoexperimento de mudança, em que fiquei quase um ano sem celular, tive o melhor e mais transformador período da minha vida. Desde então, cultivo uma comunicação ecológica, fora da “whatsApplândia” e afins. Sua suposta conveniência jamais me convenceu, e a vida “semioffline” segue trazendo bons frutos, apesar de todas as reclamações, controvérsias e perdas que conscientemente enfrento. O que muitos denominam de loucura, aprendi a chamar de originalidade.
Encontrar o próprio caminho original não é fácil, mas certamente é mais interessante que o consumo irrestrito de clichês e benchmarks. Ser original é trabalhar na margem de manobra entre o espírito do tempo que nos influencia, e o que é de alcance consciente. É entender que destino é também – mas não só – origem. É expressar a essência na existência através de escolhas corajosamente autênticas. É ser subversivo, fazer algo que ainda não foi imaginado. E pagar os eventuais pedágios com um discreto sorriso de Monalisa no rosto.
Disponível em: https://vidasimples.com/. Acesso em: 22 maio 2024. Adaptado.
Sobre o processo de formação das palavras “autoprodutização”, “autoexperimento” e “autorrealização” usadas no texto, é
CORRETO afirmar que foram formadas pelo processo de
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Montes Claros - MG
Prova:
COTEC - 2024 - Prefeitura de Montes Claros - MG - Engenheiro Segurança do Trabalho |
Q3050517
Português
Sobre o processo de formação das palavras “autoprodutização”, “autoexperimento” e “autorrealização” usadas no texto, é
CORRETO afirmar que foram formadas pelo processo de
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Montes Claros - MG
Prova:
COTEC - 2024 - Prefeitura de Montes Claros - MG - Engenheiro Segurança do Trabalho |
Q3050516
Português
Texto associado
Texto 01
O mundo precisa da sua originalidade – e você também
Patrícia Cotton
A palavra alemã Zeitgeist insinua que somos afetados – ou até mesmo assombrados – pelo espírito do tempo
em que vivemos. Esse “fantasma” dá o tom do nosso ambiente cultural e intelectual, e sobretudo das nossas escolhas. O
tempo seria uma espécie de molde que torna impossível o exercício pleno da originalidade. E na contemporaneidade isso
tem se tornado ainda mais agudo. Fórmulas prontas nos levam a crer que o visível, o recorrente e o seguro são o mesmo
que “sucesso”. Padrões de comunicação, de estética, de mentalidade política, de gestão e de autoprodutização apostam
cada vez mais na previsibilidade anticancelamento, asfixiando o pioneirismo e a criatividade. Estamos, afinal, perdendo a
capacidade de ser originais?
Sendo uma exímia voyer digital, venho notando há alguns anos certos modelos se cristalizando. Postar fotos
com o date, por exemplo, virou o novo anel de compromisso. Estudos, refeições, férias, mudanças de trabalho, e até
mesmo malhação – outrora aspectos naturais da existência – tornaram-se extraordinários (uma vez publicados, claro). A
espetacularização permanente de quase tudo virou uma espécie de “prova de vida” do INSS. Uma vibe na linha de “mãe,
olha o desenho que eu fiz!”. Dando uma de Analista de Bagé, parece que o silêncio (digital) virou sinal de que as coisas,
enfim, vão bem.
Falando da nossa realidade analógica, somos fruto de um momento de inspiração original dos nossos pais.
Digitais, DNA e voz comprovam a nossa singularidade estrutural, nossa gênese inquestionável. Originalidade, por este
prisma, é um bem democrático, já que a única coisa que não pode ser copiada é justamente você. Se irá aproveitar isso
ou não, é outra história. Fato é: o esquecimento deste ativo que é a singularidade nos distancia não apenas de nós
mesmos, mas de compor o todo de uma comunidade diversa.
[...]
Ao seguir hábitos e padrões de forma irrefletida, indivíduos e negócios vão se tornando muito mais objeto do que
sujeito de suas ações. Abatidos pelo Zeitgeist e pela autoconsciência anêmica, fica cada vez mais difícil surpreender. Parece, inclusive, que foi em outra vida que o mote “pense diferente”, da Apple, teve algum valor. Estamos
cada vez menos originais, viciados em benchmarks, engajamentos e teses de investimento que trazem supostas
garantias.
Paradoxalmente, nunca precisamos tanto da originalidade para enfrentar os problemas complexos e inéditos que temos vivenciado coletivamente. E também para a autorrealização individual.
O tópico da autorrealização me faz lembrar que, por muito tempo, acreditei que ser acessível era ser
comprometida, sobretudo profissionalmente. À luz disso, me viciei em um “crackberry” (gíria que se refere à natureza
viciante dos smartphones BlackBerry, que eram conhecidos por suas ferramentas eficientes de e-mail, mensagens e
produtividade) como instrumento de trabalho. Na época, achava natural que aquele aparelho fosse minha extensão, sem
me dar conta dessa perigosa simbiose. Durante um autoexperimento de mudança, em que fiquei quase um ano sem
celular, tive o melhor e mais transformador período da minha vida. Desde então, cultivo uma comunicação ecológica, fora
da “whatsApplândia” e afins. Sua suposta conveniência jamais me convenceu, e a vida “semioffline” segue trazendo bons
frutos, apesar de todas as reclamações, controvérsias e perdas que conscientemente enfrento. O que muitos denominam
de loucura, aprendi a chamar de originalidade.
Encontrar o próprio caminho original não é fácil, mas certamente é mais interessante que o consumo irrestrito de
clichês e benchmarks. Ser original é trabalhar na margem de manobra entre o espírito do tempo que nos influencia, e o
que é de alcance consciente. É entender que destino é também – mas não só – origem. É expressar a essência na
existência através de escolhas corajosamente autênticas. É ser subversivo, fazer algo que ainda não foi imaginado. E
pagar os eventuais pedágios com um discreto sorriso de Monalisa no rosto.
Disponível em: https://vidasimples.com/. Acesso em: 22 maio 2024. Adaptado.
Tendo em vista a construção do texto, verifica-se
I - uso reiterado de estrangeirismos.
II - diferentes usos das aspas.
III - uso de citação direta.
IV - frequente uso de arcaísmos.
V - uso de neologismos.
Estão CORRETOS os itens
I - uso reiterado de estrangeirismos.
II - diferentes usos das aspas.
III - uso de citação direta.
IV - frequente uso de arcaísmos.
V - uso de neologismos.
Estão CORRETOS os itens
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Montes Claros - MG
Prova:
COTEC - 2024 - Prefeitura de Montes Claros - MG - Engenheiro Segurança do Trabalho |
Q3050515
Português
Texto associado
Texto 01
O mundo precisa da sua originalidade – e você também
Patrícia Cotton
A palavra alemã Zeitgeist insinua que somos afetados – ou até mesmo assombrados – pelo espírito do tempo
em que vivemos. Esse “fantasma” dá o tom do nosso ambiente cultural e intelectual, e sobretudo das nossas escolhas. O
tempo seria uma espécie de molde que torna impossível o exercício pleno da originalidade. E na contemporaneidade isso
tem se tornado ainda mais agudo. Fórmulas prontas nos levam a crer que o visível, o recorrente e o seguro são o mesmo
que “sucesso”. Padrões de comunicação, de estética, de mentalidade política, de gestão e de autoprodutização apostam
cada vez mais na previsibilidade anticancelamento, asfixiando o pioneirismo e a criatividade. Estamos, afinal, perdendo a
capacidade de ser originais?
Sendo uma exímia voyer digital, venho notando há alguns anos certos modelos se cristalizando. Postar fotos
com o date, por exemplo, virou o novo anel de compromisso. Estudos, refeições, férias, mudanças de trabalho, e até
mesmo malhação – outrora aspectos naturais da existência – tornaram-se extraordinários (uma vez publicados, claro). A
espetacularização permanente de quase tudo virou uma espécie de “prova de vida” do INSS. Uma vibe na linha de “mãe,
olha o desenho que eu fiz!”. Dando uma de Analista de Bagé, parece que o silêncio (digital) virou sinal de que as coisas,
enfim, vão bem.
Falando da nossa realidade analógica, somos fruto de um momento de inspiração original dos nossos pais.
Digitais, DNA e voz comprovam a nossa singularidade estrutural, nossa gênese inquestionável. Originalidade, por este
prisma, é um bem democrático, já que a única coisa que não pode ser copiada é justamente você. Se irá aproveitar isso
ou não, é outra história. Fato é: o esquecimento deste ativo que é a singularidade nos distancia não apenas de nós
mesmos, mas de compor o todo de uma comunidade diversa.
[...]
Ao seguir hábitos e padrões de forma irrefletida, indivíduos e negócios vão se tornando muito mais objeto do que
sujeito de suas ações. Abatidos pelo Zeitgeist e pela autoconsciência anêmica, fica cada vez mais difícil surpreender. Parece, inclusive, que foi em outra vida que o mote “pense diferente”, da Apple, teve algum valor. Estamos
cada vez menos originais, viciados em benchmarks, engajamentos e teses de investimento que trazem supostas
garantias.
Paradoxalmente, nunca precisamos tanto da originalidade para enfrentar os problemas complexos e inéditos que temos vivenciado coletivamente. E também para a autorrealização individual.
O tópico da autorrealização me faz lembrar que, por muito tempo, acreditei que ser acessível era ser
comprometida, sobretudo profissionalmente. À luz disso, me viciei em um “crackberry” (gíria que se refere à natureza
viciante dos smartphones BlackBerry, que eram conhecidos por suas ferramentas eficientes de e-mail, mensagens e
produtividade) como instrumento de trabalho. Na época, achava natural que aquele aparelho fosse minha extensão, sem
me dar conta dessa perigosa simbiose. Durante um autoexperimento de mudança, em que fiquei quase um ano sem
celular, tive o melhor e mais transformador período da minha vida. Desde então, cultivo uma comunicação ecológica, fora
da “whatsApplândia” e afins. Sua suposta conveniência jamais me convenceu, e a vida “semioffline” segue trazendo bons
frutos, apesar de todas as reclamações, controvérsias e perdas que conscientemente enfrento. O que muitos denominam
de loucura, aprendi a chamar de originalidade.
Encontrar o próprio caminho original não é fácil, mas certamente é mais interessante que o consumo irrestrito de
clichês e benchmarks. Ser original é trabalhar na margem de manobra entre o espírito do tempo que nos influencia, e o
que é de alcance consciente. É entender que destino é também – mas não só – origem. É expressar a essência na
existência através de escolhas corajosamente autênticas. É ser subversivo, fazer algo que ainda não foi imaginado. E
pagar os eventuais pedágios com um discreto sorriso de Monalisa no rosto.
Disponível em: https://vidasimples.com/. Acesso em: 22 maio 2024. Adaptado.
Considere a afirmativa: “Sendo uma exímia voyer digital, venho notando há alguns anos certos modelos se cristalizando.”
Tendo em vista o contexto em que foi utilizado, o termo voyer foi usado com sentido de
Conheça nossos planos