Foram encontradas 70 questões.
Read the following comic strip and answer question:
The central idea here is that the cat Garfield walked away because he
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Read text below and answer questions NSCE22-000-01 to NSCE22-000-15:
Will technology make teachers obsolete?
by Wade Deacon High School Senior Debating Society
June 3, 2013
June 3, 2013
Education, education, education. We are a nation obsessed with our academia, our schools, libraries and universities. Yet all that is changing. A new type of schooling is taking over, and that is online learning. We are bombarded with technology everywhere we turn, and sure enough the 21st-century has trickled down into our educational institutions.
More and more establishments are signing up for Internet enlightenment, and its effects are felt beyond just the UK. All across the world, students from all walks of life are closing their exercise books and opening their laptops.
The ease of access that humans have nowadays to virtual outlets is astonishing — online learning platforms, free Internet services in public buildings and even the revolutionary educational ‘pods’ becoming popular in Asia and Central America — and so many different pupils will find it quicker and indeed simpler to access these online resources when they want. For some, it may even seem easier to log onto the nearest Wi-Fi than attend school day in and day out.
Opening up the amount of learning resources and research facilities students can access over the Internet has created new possibilities for those pursuing studies all over the globe. Granting students the freedom and flexibility to learn about the subjects that interest them is an inspiring way to get students to really follow in-depth studies on areas important to them, either to satisfy an academic interest or to give them the building blocks they need for the careers they want in the future.
Particularly in countries with easy access to technology, the use of computers, podcasts and webcams really allows these young adults to gain a passion for learning.
Of course, there are sceptics who raise common problems concerning behaviour and self-discipline to learn. Many worry that, left to their own devices, teenagers in particular will not have the desire to spend their own time following up their education.
Lots of schools that have embraced the transition to a more media-based programme still keep timetables, school days and the school building. They appoint a member of staff to watch the children to make sure they are still getting their work done. This is where we find the crux of the whole matter: what is the ‘teaching profession’?
If a person’s job is to simply stand in a room and mind rowdy teens, are they really a member of said profession? Teaching is more than child-minding students; teaching is about giving your pupils a love for your subject, getting them enthused about their education and mentoring them through the course of their school years. Do we seriously think, even with the new advances in virtual learning, that all this will just crumble into obsolescence?
As long as there is education, there will have to be teachers. Students cannot be given full responsibility for their own learning, or else we’ll end up with half the population practically illiterate by age twenty. Education needs routine and order and discipline, yes, but more importantly education needs to be twinned with motivation.
Although some might say that virtual learning provides an easier way of teaching young people what they need to know to scrape the grades they need on their exams, the true heart and soul of the teaching profession will stay alive, at least for now, at least in this country.
(adapted from http://blog.britishcouncil.org/2013/06/03/teaching-and-technology/)
Read the following fragment:
"the Internet bus created new possibiliities for those studies all over the globe".
The alternative that is compatible with original meaning of the setence is
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Read text below and answer questions NSCE22-000-01 to NSCE22-000-15:
Will technology make teachers obsolete?
by Wade Deacon High School Senior Debating Society
June 3, 2013
June 3, 2013
Education, education, education. We are a nation obsessed with our academia, our schools, libraries and universities. Yet all that is changing. A new type of schooling is taking over, and that is online learning. We are bombarded with technology everywhere we turn, and sure enough the 21st-century has trickled down into our educational institutions.
More and more establishments are signing up for Internet enlightenment, and its effects are felt beyond just the UK. All across the world, students from all walks of life are closing their exercise books and opening their laptops.
The ease of access that humans have nowadays to virtual outlets is astonishing — online learning platforms, free Internet services in public buildings and even the revolutionary educational ‘pods’ becoming popular in Asia and Central America — and so many different pupils will find it quicker and indeed simpler to access these online resources when they want. For some, it may even seem easier to log onto the nearest Wi-Fi than attend school day in and day out.
Opening up the amount of learning resources and research facilities students can access over the Internet has created new possibilities for those pursuing studies all over the globe. Granting students the freedom and flexibility to learn about the subjects that interest them is an inspiring way to get students to really follow in-depth studies on areas important to them, either to satisfy an academic interest or to give them the building blocks they need for the careers they want in the future.
Particularly in countries with easy access to technology, the use of computers, podcasts and webcams really allows these young adults to gain a passion for learning.
Of course, there are sceptics who raise common problems concerning behaviour and self-discipline to learn. Many worry that, left to their own devices, teenagers in particular will not have the desire to spend their own time following up their education.
Lots of schools that have embraced the transition to a more media-based programme still keep timetables, school days and the school building. They appoint a member of staff to watch the children to make sure they are still getting their work done. This is where we find the crux of the whole matter: what is the ‘teaching profession’?
If a person’s job is to simply stand in a room and mind rowdy teens, are they really a member of said profession? Teaching is more than child-minding students; teaching is about giving your pupils a love for your subject, getting them enthused about their education and mentoring them through the course of their school years. Do we seriously think, even with the new advances in virtual learning, that all this will just crumble into obsolescence?
As long as there is education, there will have to be teachers. Students cannot be given full responsibility for their own learning, or else we’ll end up with half the population practically illiterate by age twenty. Education needs routine and order and discipline, yes, but more importantly education needs to be twinned with motivation.
Although some might say that virtual learning provides an easier way of teaching young people what they need to know to scrape the grades they need on their exams, the true heart and soul of the teaching profession will stay alive, at least for now, at least in this country.
(adapted from http://blog.britishcouncil.org/2013/06/03/teaching-and-technology/)
The word “ease” in “The ease of access" is pronounced in the same way as in:
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Post-Method Pedagogy: Teacher Growth behind Walls
There have always been attempts in the field of English Language Teaching to find solutions to language teaching problems. The field has been in constant movement and change. This change is mostly due to the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s needs in different periods. In other words, the solution to problems in ELT throughout the history was seen in the new methods which resulted in the search for the best method that is generalizable and applicable across various contexts. Effective English teaching is thought to be about using a method correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that they can perfectly practice the Communicative Language Teaching Method are considered to be successful teachers, those who are more on the Grammar Translation Method are considered as old-fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching on these methods, especially the communicative ones face an overwhelming experience when they start teaching in the actual classroom. They come to realize that what has been theorized does not usually reflect the reality. Therefore, one needs to question how successful the use of the methods and the search for the best method has been.
Classroom-oriented studies carried out in the last two decades show that teachers could not be successful in putting the methods into practice in real classroom situations though this does not mean that they could not be successful in achieving learning outcomes. More specifically, the research results indicate that teachers who claim to follow a particular method do not practice its principles and procedures, those who claim to follow different methods often follow the same classroom procedures and vice versa. Lastly, teachers are found to be developing and following their own activities that are not related to any method. This kind of situation brings us to the post-method era requiring us to reconsider the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post-method pedagogy which is not a method. I believe post-method pedagogy does not mean the end of methods but rather it involves an understanding of the limitations of the concept of method and a desire to go beyond those limitations. Therefore, post-method pedagogy brings new insights into teacher growth by discussing the place of the conventional teaching methods and the post-method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)
The noun “growth” in the title is related, respectively, to the base form, the simple past, and the past participle in
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Post-Method Pedagogy: Teacher Growth behind Walls
There have always been attempts in the field of English Language Teaching to find solutions to language teaching problems. The field has been in constant movement and change. This change is mostly due to the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s needs in different periods. In other words, the solution to problems in ELT throughout the history was seen in the new methods which resulted in the search for the best method that is generalizable and applicable across various contexts. Effective English teaching is thought to be about using a method correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that they can perfectly practice the Communicative Language Teaching Method are considered to be successful teachers, those who are more on the Grammar Translation Method are considered as old-fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching on these methods, especially the communicative ones face an overwhelming experience when they start teaching in the actual classroom. They come to realize that what has been theorized does not usually reflect the reality. Therefore, one needs to question how successful the use of the methods and the search for the best method has been.
Classroom-oriented studies carried out in the last two decades show that teachers could not be successful in putting the methods into practice in real classroom situations though this does not mean that they could not be successful in achieving learning outcomes. More specifically, the research results indicate that teachers who claim to follow a particular method do not practice its principles and procedures, those who claim to follow different methods often follow the same classroom procedures and vice versa. Lastly, teachers are found to be developing and following their own activities that are not related to any method. This kind of situation brings us to the post-method era requiring us to reconsider the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post-method pedagogy which is not a method. I believe post-method pedagogy does not mean the end of methods but rather it involves an understanding of the limitations of the concept of method and a desire to go beyond those limitations. Therefore, post-method pedagogy brings new insights into teacher growth by discussing the place of the conventional teaching methods and the post-method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)
The word “teaching” in the phrase “language teaching problems" is used in the same way as in
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A imagem acima retrata um ato de protesto contra as alterações do Código Florestal realizado por estudantes, em 2011 nas ruas de Cuiabá. Em um dos cartazes dos manifestantes, lê-se: "Novo Código? Vôte!", indicando o desgosto dos cuiabanos com a votação das alterações do Código Florestal. A expressão "vôte" é uma gíria local, que significa algo como "cruzes!"ou "nossa!".
( Adaptado de: http://www. oeco.org.br/salada-verde/ 25167-cuiaba-vai-as-ruas-contra-alteracoes-no-codigo-florestal)
Com relação ao conteúdo desses protestos, analise as afirmativas a seguir.
I. Os manifestantes, criticam o projeto votado, que possibilita a redução da área de Reserva Legal,ou seja, da área de mata nativa que deve ser preservada dentro das propriedades.
II. Os manifestantes, criticam a redução das Áreas de Preservação Permanente, como beira de rios, topo de morros e encostas.
III. Os manifestantes se opõem à conversão das multas por desmatamento ilegal em reflorestamento, inclusive para os grandes proprietários.
Assinale:
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Fora de foco
Deve-se ao desenvolvimento de remédios e terapias, a partir de experimentos científicos em laboratórios com o uso de animais, parcela considerável do exponencial aumento da expectativa e da qualidade de vida em todo o mundo. É extensa a lista de doenças que, tidas como incuráveis até o início do século passado e que levavam à morte prematura ou provocavam sequelas irreversíveis, hoje podem ser combatidas com quase absoluta perspectiva de cura.
Embora, por óbvio, o homem ainda seja vítima de diversos tipos de moléstias para as quais a medicina ainda não encontrou lenitivos, a descoberta em alta escala de novos medicamentos, particularmente no último século, legou à Humanidade doses substanciais de fármacos, de tal forma que se tornou impensável viver sem eles à disposição em hospitais, clínicas e farmácias.
A legítima busca do homem por descobertas que o desassombrem do fantasma de doenças que podem ser combatidas com remédios e, em última instância, pelo aumento da expectativa de vida está na base da discussão sobre o emprego de animais em experimentos científicos. Usá-los ou não é um falso dilema, a começar pelo fato de que, se não todos, mas grande parte daqueles que combatem o emprego de cobaias em laboratórios em algum momento já se beneficiou da prescrição de medicamentos que não teriam sido desenvolvidos sem os experimentos nas salas de pesquisa.
É inegável que a opção pelo emprego de animais no desenvolvimento de fármacos implica uma discussão ética. Mas a questão não é se o homem deve ou não recorrer a cobaias; cientistas de todo o mundo, inclusive de países com pesquisas e indústria farmacêutica mais avançadas que o Brasil, são unânimes em considerar que a ciência ainda não pode prescindir totalmente dos testes com organismos vivos, em razão da impossibilidade de se reproduzir em laboratório toda a complexidade das cadeias de células. A discussão que cabe é em relação à escala do uso de animais, ou seja, até que ponto eles podem ser substituídos por meios de pesquisas artificiais, e que protocolo seguir para que, a eles recorrendo, lhes seja garantido o pressuposto da redução (ou mesmo eliminação) do sofrimento físico.
(O Globo, 21/11/2013)
“Usá-los ou não é um falso dilema, a começar pelo fato de que, se não todos, mas grande parte daqueles que combatem o emprego de cobaias em laboratórios em algum momento já se beneficiou da prescrição de medicamentos que não teriam sido desenvolvidos sem os experimentos nas salas de pesquisa”.
A partir desse segmento do texto, é correto inferir que
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Questão presente nas seguintes provas
Read text below and answer questions NSCE22-000-01 to NSCE22-000-15:
Will technology make teachers obsolete?
by Wade Deacon High School Senior Debating Society
June 3, 2013
June 3, 2013
Education, education, education. We are a nation obsessed with our academia, our schools, libraries and universities. Yet all that is changing. A new type of schooling is taking over, and that is online learning. We are bombarded with technology everywhere we turn, and sure enough the 21st-century has trickled down into our educational institutions.
More and more establishments are signing up for Internet enlightenment, and its effects are felt beyond just the UK. All across the world, students from all walks of life are closing their exercise books and opening their laptops.
The ease of access that humans have nowadays to virtual outlets is astonishing — online learning platforms, free Internet services in public buildings and even the revolutionary educational ‘pods’ becoming popular in Asia and Central America — and so many different pupils will find it quicker and indeed simpler to access these online resources when they want. For some, it may even seem easier to log onto the nearest Wi-Fi than attend school day in and day out.
Opening up the amount of learning resources and research facilities students can access over the Internet has created new possibilities for those pursuing studies all over the globe. Granting students the freedom and flexibility to learn about the subjects that interest them is an inspiring way to get students to really follow in-depth studies on areas important to them, either to satisfy an academic interest or to give them the building blocks they need for the careers they want in the future.
Particularly in countries with easy access to technology, the use of computers, podcasts and webcams really allows these young adults to gain a passion for learning.
Of course, there are sceptics who raise common problems concerning behaviour and self-discipline to learn. Many worry that, left to their own devices, teenagers in particular will not have the desire to spend their own time following up their education.
Lots of schools that have embraced the transition to a more media-based programme still keep timetables, school days and the school building. They appoint a member of staff to watch the children to make sure they are still getting their work done. This is where we find the crux of the whole matter: what is the ‘teaching profession’?
If a person’s job is to simply stand in a room and mind rowdy teens, are they really a member of said profession? Teaching is more than child-minding students; teaching is about giving your pupils a love for your subject, getting them enthused about their education and mentoring them through the course of their school years. Do we seriously think, even with the new advances in virtual learning, that all this will just crumble into obsolescence?
As long as there is education, there will have to be teachers. Students cannot be given full responsibility for their own learning, or else we’ll end up with half the population practically illiterate by age twenty. Education needs routine and order and discipline, yes, but more importantly education needs to be twinned with motivation.
Although some might say that virtual learning provides an easier way of teaching young people what they need to know to scrape the grades they need on their exams, the true heart and soul of the teaching profession will stay alive, at least for now, at least in this country.
(adapted from http://blog.britishcouncil.org/2013/06/03/teaching-and-technology/)
The underlined word in "to simply stand in a room and mind rowdy teens"
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Questão presente nas seguintes provas
Read text below and answer questions NSCE22-000-01 to NSCE22-000-15:
Will technology make teachers obsolete?
by Wade Deacon High School Senior Debating Society
June 3, 2013
June 3, 2013
Education, education, education. We are a nation obsessed with our academia, our schools, libraries and universities. Yet all that is changing. A new type of schooling is taking over, and that is online learning. We are bombarded with technology everywhere we turn, and sure enough the 21st-century has trickled down into our educational institutions.
More and more establishments are signing up for Internet enlightenment, and its effects are felt beyond just the UK. All across the world, students from all walks of life are closing their exercise books and opening their laptops.
The ease of access that humans have nowadays to virtual outlets is astonishing — online learning platforms, free Internet services in public buildings and even the revolutionary educational ‘pods’ becoming popular in Asia and Central America — and so many different pupils will find it quicker and indeed simpler to access these online resources when they want. For some, it may even seem easier to log onto the nearest Wi-Fi than attend school day in and day out.
Opening up the amount of learning resources and research facilities students can access over the Internet has created new possibilities for those pursuing studies all over the globe. Granting students the freedom and flexibility to learn about the subjects that interest them is an inspiring way to get students to really follow in-depth studies on areas important to them, either to satisfy an academic interest or to give them the building blocks they need for the careers they want in the future.
Particularly in countries with easy access to technology, the use of computers, podcasts and webcams really allows these young adults to gain a passion for learning.
Of course, there are sceptics who raise common problems concerning behaviour and self-discipline to learn. Many worry that, left to their own devices, teenagers in particular will not have the desire to spend their own time following up their education.
Lots of schools that have embraced the transition to a more media-based programme still keep timetables, school days and the school building. They appoint a member of staff to watch the children to make sure they are still getting their work done. This is where we find the crux of the whole matter: what is the ‘teaching profession’?
If a person’s job is to simply stand in a room and mind rowdy teens, are they really a member of said profession? Teaching is more than child-minding students; teaching is about giving your pupils a love for your subject, getting them enthused about their education and mentoring them through the course of their school years. Do we seriously think, even with the new advances in virtual learning, that all this will just crumble into obsolescence?
As long as there is education, there will have to be teachers. Students cannot be given full responsibility for their own learning, or else we’ll end up with half the population practically illiterate by age twenty. Education needs routine and order and discipline, yes, but more importantly education needs to be twinned with motivation.
Although some might say that virtual learning provides an easier way of teaching young people what they need to know to scrape the grades they need on their exams, the true heart and soul of the teaching profession will stay alive, at least for now, at least in this country.
(adapted from http://blog.britishcouncil.org/2013/06/03/teaching-and-technology/)
As regras the pronunciation of the -ed ending in "obsessed", "bombarded", and " enthused", analyse the assertions below:
I. bombarded has the same- ed eding pronunciation as absorbed.
II. obessed and enthused have the same -ed ending pronunciantion as twinned.
III. obsessed and embraced have the same -ed ending pronunciantion.
Choose the correct answer:
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Post-Method Pedagogy: Teacher Growth behind Walls
There have always been attempts in the field of English Language Teaching to find solutions to language teaching problems. The field has been in constant movement and change. This change is mostly due to the adoption of new teaching approaches and methods, which emerged in order to meet the learner’s needs in different periods. In other words, the solution to problems in ELT throughout the history was seen in the new methods which resulted in the search for the best method that is generalizable and applicable across various contexts. Effective English teaching is thought to be about using a method correctly by applying its prescribed principles and techniques. Nowadays, while teachers who think that they can perfectly practice the Communicative Language Teaching Method are considered to be successful teachers, those who are more on the Grammar Translation Method are considered as old-fashioned and not successful at all. Moreover, preservice teachers who are trained to base their teaching on these methods, especially the communicative ones face an overwhelming experience when they start teaching in the actual classroom. They come to realize that what has been theorized does not usually reflect the reality. Therefore, one needs to question how successful the use of the methods and the search for the best method has been.
Classroom-oriented studies carried out in the last two decades show that teachers could not be successful in putting the methods into practice in real classroom situations though this does not mean that they could not be successful in achieving learning outcomes. More specifically, the research results indicate that teachers who claim to follow a particular method do not practice its principles and procedures, those who claim to follow different methods often follow the same classroom procedures and vice versa. Lastly, teachers are found to be developing and following their own activities that are not related to any method. This kind of situation brings us to the post-method era requiring us to reconsider the relationship between theorizers and practitioners of methods”
[…]
In brief, there is not a need for an invention of another method but a need for post-method pedagogy which is not a method. I believe post-method pedagogy does not mean the end of methods but rather it involves an understanding of the limitations of the concept of method and a desire to go beyond those limitations. Therefore, post-method pedagogy brings new insights into teacher growth by discussing the place of the conventional teaching methods and the post-method pedagogy.
(adapted from http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf)
The modal in “They can perfectly practice” implies
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