Questões de Concurso – Aprova Concursos

16)

Q166421 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

The fragment ...this important construct... (line 9) refers to

a) Teacher sense of efficacy, (line 1).
b) ...student engagement and learning (lines 3-4).
c) ...educational research, (lines 5-6).
d) ...teacher performance... (line 6).
e) ...student achievement gains (line 7).

17)

Q166403 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

The fragment It is new, ever-changing, expensive, difficult to master, complex to manage, wide-ranging in its potential, disruptive of existing systems. (lines 52-54) is illustrative of several language processes that contribute to reading comprehension.

All of the following language features are found in the fragment and could be highlighted by the teacher to help students grasp the form and meaning of this passage, but for

a) the pronoun It, an element of textual reference, to point out cohesive devices.
b) premodification in noun phrases, to show differences between the Portuguese and English languages.
c) the compound present continuous tense (verb to be + -ing participle), to illustrate the use of this verb form.
d) the structure adjective + non-finite clause used as a premodifier, to contrast with its use in post-predicative position.
e) varied processes of word formation in the English language, showing different suffixes used for the same grammatical function.

18)

Q166408 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

The relation between the pairs of words below is that of verb-noun, EXCEPT in

a) receive - ...receptacle... (line 7).
b) shape - ...shapers... (line 12).
c) decide - ...decisions... (line 37).
d) guide - ...guidance... (line 39).
e) disrupt disruptive... (line 54).

19)

Q166410 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

In terms of reference,

a) ...my... (line 3) refers to Amanda Gulla.
b) it... (line 6) refers to ...theory... (line 5)
c) ...that role. (line 9) refers to ...narrative inquiry, (line 6).
d) ...those... (line 10) refers to ...stories, (line 10).
e) ...the issue. (line 17) refers to ...strategies... (line 16).

20)

Q166415 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

The ideas exposed in the fragment Teachers with a higher sense of efficacy show greater enthusiasm for and are more inclined towards teaching, feel more commitment to teaching and are more likely to stay in the profession (Burley, et al., 1991; Glickman & Tamashiro, 1982). (lines 86-90) are logically structured by

a) classification.
b) cause and effect.
c) process description.
d) problem and solution.
e) chronological sequence.

21)

Q166422 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

In Text I, the authors aim to

a) discuss the many issues and strategies that can be risky in educating children.
b) defend that teachers alone are not responsible for their students achievements.
c) justify why students fail in schools where teachers are hired exclusively for their qualifications.
d) report on a study of pre-service teachers who are very critical about students motivation.
e) sustain that teachers feelings of professional success have an impact on students academic results.

22)

Q166404 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

In this view, (line 42) refers to an educational perspective in which the

a) teachers and students invert roles and develop deeper cognitive and affective ties.
b) teachers and students negotiate the choice of learning aims and ways to achieve them.
c) teachers must struggle to preserve their roles as traditional guides in the classroom.
d) learners with more technological skills become the counselors in the educational system.
e) learners are fully capable of making decisions about their learning, without the teachers interference.

23)

Q166409 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

In Text III, each paragraph can be identified with a specific purpose. The appropriate description of the paragraphs intent is found in

a)
b)
c)
d)
e)

24)

Q166411 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

Text II can be understood as a(n)

a) description of an innovative method to encourage teachers to reveal the mistakes they commit in the classroom.
b) advice to young teachers to help them repeat only the successful experiences of mature teachers.
c) account of a personal reflection strategy to enhance teachers sense of efficacy in the classroom.
d) criticism to teacher educators who forbid parallel stories told in teacher training sessions.
e) alert to expert teachers who cannot make good use of stories in their own classrooms.

25)

Q166416 - CESGRANRIO - 2010 - Prefeitura de Salvador - BA - Professor - Inglês

The linking words in boldtype and the item in parentheses are semantically equivalent in

a) For instance, teacher efficacy has been shown to be strongly related to teachers adoption of innovations - lines 23-25 (Meanwhile)
b) rather than just covering the curriculum.- line 41 (instead of).
c) In contrast, teachers with low efficacy feel they have only minimal influence - lines 45-46 (In short).
d) in addition, teachers with a strong sense of efficacy often tend to - lines 72-73 (although).
e) Furthermore, efficacy beliefs influence teachers persistence when things do not go smoothly - lines 78-80 (However).

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