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In questions 46 to 50 you will be analyzing a series of reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).

ACTIVITIES 3 and 4 (presented in Questions 48 and 49) are examples of highly appropriate assignments in EFL classes since they conform to several of the guidelines expressed in the PCNs (Parâmetros Curriculares Nacionais: terceiro e quarto ciclo do Ensino Fundamental Língua Estrangeira) reproduced below.
The only guideline that is NOT addressed by the proposals of Activity 3 and 4 is

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In questions 46 to 50 you will be analyzing a series of reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).

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The following statements express justifications for the inclusion of Activity 2 in an EFL reading class.

I - It can be considered a challenging and, possibly, motivating reading comprehension task since it helps students arrive at a general understanding of a piece of text and a detailed understanding of its sentences and linguistic elements.

II - By guessing the missing words in the blanks during the pre-reading phase, the students will be able to identify the writers intent and become more proficient readers.

III - By using their imagination and comparing their guesses with their peers and the original version, the students are learning to resort to their own previous knowledge and confirm or reject expectations in reading a text.

IV - Dynamic activities in which students get involved with the text without actually reading it at first can be one way of motivating them to search for the meanings implied in the original version of the passage.

The correct statements are

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The fragment in which the word with the ING suffix functions as a noun is

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This perspective can be linked to the main argument exposed in Text I in that

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In the fragments a teachers judgment of his or her capabilities to bring about desired outcomes (lines 1-3) and rely on extrinsic motivation or punishment to get students to study. (lines 54-55), the expressions bring about and rely on mean, respectively,

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In terms of meaning,

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In questions 46 to 50 you will be analyzing a series of reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).

After doing Activity 3 with her students, the teacher came across the text below and decided to bring it to class as a complementary activity (Activity 4) to further develop her students critical reading skills. She asked them to work in pairs in order to compare both texts.

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After Activity 4, the teacher expected the students would realize that

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In questions 46 to 50 you will be analyzing a series of reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).

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It can be said that Activity 1 can be described by all of the explanations below EXCEPT

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The match between the discourse marker in boldtype and its communicative intention is expressed in

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The cartoon above is illustrative of the general essence of paragraph

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In It is also argued that teacher efficacy may influence student achievement through teacher persistence (lines 30-31), the modal auxiliary may expresses

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

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In questions 46 to 50 you will be analyzing a series of reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).

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In the sentence students are IT (information technology) experts well ahead of their teachers, especially the senior ones. (lines 22-24), the word ones is used in the same way as one in

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According to Text II, Amanda Gulla believes that

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The only characteristic that is typical of teachers with a low efficacy level is the capacity of

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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

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

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In terms of reference,

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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

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In Text I, the authors aim to

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

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

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Text II can be understood as a(n)

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

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GABARITO:

  • 1) A
  • 7) D
  • 13) E
  • 19) D
  • 25) B
  • 2) D
  • 8) A
  • 14) D
  • 20) B
  •  
  • 3) D
  • 9) D
  • 15) B
  • 21) E
  •  
  • 4) E
  • 10) C
  • 16) D
  • 22) B
  •  
  • 5) C
  • 11) A
  • 17) C
  • 23) E
  •  
  • 6) E
  • 12) A
  • 18) E
  • 24) C
  •  
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