Magna Concursos

Foram encontradas 85 questões.

505033 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
A palavra however, que introduz o segundo parágrafo, estabelece entre este e o parágrafo anterior uma relação de
 

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Questão presente nas seguintes provas
505032 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP
As palavras speak, sound and make têm, respectivamente, o mesmo som vocálico que
 

Provas

Questão presente nas seguintes provas
505031 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP
Leia o texto e responda a questão.
The analysis of the relationship between forms and functions of language is commonly called discourse analysis, which encompasses the notion that language is more than a sentence-level phenomenon. A single sentence can seldom be fully analyzed without considering its context. We use language in stretches of discourse. We string many sentences together in interrelated, cohesive units. In most oral language, our discourse is marked by exchanges with another person or several persons in which a few sentences spoken by one participant are followed and built upon by sentences spoken by another. Speakers formulate representations of meaning not just from a single sentence but also from referents in both previous sentences and following sentences.
Consider the following:
A. Got the time?
B. Ten fifteen.
Waiter: More coffee?
Customer: I’m okay.
Parent: Dinner!
Child: Just a minute!
In so many of our everyday exchanges, a single sentence sometimes contains certain presuppositions that are not overtly manifested in surrounding sentence-level surface structure, but that are clear from the total context. All three of the above conversations contained such presuppositions (how to ask what time of day it is; how to say “no more coffee”; how to announce dinner and then indicate one will be there in a minute). Without the pragmatic contexts of discourse, our communications would be extraordinarily ambiguous.
(H. Douglas Brown. Principles of language learning and teaching 5th edition ed.Longman, 2000. Adaptado)
From the reading of the first paragraph, it is correct to understand that, in language teaching,
 

Provas

Questão presente nas seguintes provas
505030 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP
Leia o texto e responda a questão.
Fala e escrita, como formas de manifestação da linguagem, ocorrem em ambientes sociais distintos, com exigências específicas quanto à sintaxe e às estruturas textuais. Devido às suas próprias formas textuais e genéricas, fala e escrita diferem quanto às suas estruturas e funções características, fazendo com que, no âmbito do ensino, haja uma estreita ligação entre linguagem e cognição. Fala e escrita, por conseguinte, compõem modelos cognitivos distintos e que estão disponíveis para seus usuários. Uma vez que essas formas de manifestação da linguagem são diversificadas, a preocupação com sua delimitação e nomeação traduz-se na noção de gêneros discursivos de Bakhtin (1992).
Bakhtin concebe os gêneros do discurso como tipos de enunciados criados dentro dos vários campos da atividade humana. Consoante tal perspectiva, a linguagem é aprendida por meio de enunciados concretos, ouvidos e reproduzidos na comunicação verbal. Cada um dos vários gêneros apresenta suas próprias exigências em termos de conteúdo, de estrutura e de sequências linguísticas que os compõem. Todos esses aspectos devem ser aprendidos mediante práticas sociais que desenvolvam as capacidades de linguagem dos indivíduos e as estratégias de aprendizagem.
(Abuêndia Padilha Pinto. Gêneros discursivos e ensino de Língua Inglesa.
In: A. P. Dionisio, A. R Machado e M. A Bezerra (orgs). Gêneros textuais e
ensino. Rio de Janeiro: Lucerna. 2005, Adaptado)
De acordo com o texto, gêneros discursivos
 

Provas

Questão presente nas seguintes provas
505029 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
In the fragment of the second paragraph – According to this metaphor… – the terms in bold refer to
 

Provas

Questão presente nas seguintes provas
505028 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP
Leia o texto e responda a questão.
The analysis of the relationship between forms and functions of language is commonly called discourse analysis, which encompasses the notion that language is more than a sentence-level phenomenon. A single sentence can seldom be fully analyzed without considering its context. We use language in stretches of discourse. We string many sentences together in interrelated, cohesive units. In most oral language, our discourse is marked by exchanges with another person or several persons in which a few sentences spoken by one participant are followed and built upon by sentences spoken by another. Speakers formulate representations of meaning not just from a single sentence but also from referents in both previous sentences and following sentences.
Consider the following:
A. Got the time?
B. Ten fifteen.
Waiter: More coffee?
Customer: I’m okay.
Parent: Dinner!
Child: Just a minute!
In so many of our everyday exchanges, a single sentence sometimes contains certain presuppositions that are not overtly manifested in surrounding sentence-level surface structure, but that are clear from the total context. All three of the above conversations contained such presuppositions (how to ask what time of day it is; how to say “no more coffee”; how to announce dinner and then indicate one will be there in a minute). Without the pragmatic contexts of discourse, our communications would be extraordinarily ambiguous.
(H. Douglas Brown. Principles of language learning and teaching 5th edition ed.Longman, 2000. Adaptado)
Na frase do último parágrafo – Without the pragmatic contexts of discourse, our communications would be extraordinarily ambiguous. –, a palavra destacada em negrito indica
 

Provas

Questão presente nas seguintes provas
505027 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP
Leia o texto e responda a questão.
Although words can appear as single items which are combined in a sentence, they can also occur in two-or-more item groups. They often combine with each other in ways which competent speakers of the language recognize instantly.
Word combinations (also known as collocations) have become a subject of great interest in the recent past. Collocation is the way in which words co-occur – combinations which, through custom and practice, have become to be seen as normal and acceptable. It is immediately apparent that some words can live together, others cannot. We say fast asleep, and this is an acceptable collocation, but fast awake is not.
The chunking of language suggests that talking about vocabulary exclusively in terms of words is not sufficient to account for the different kinds of meaning unit that the language has at its disposal.
One example of the collocation named phrasal verb can be found in alternative:
 

Provas

Questão presente nas seguintes provas
505026 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP

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enunciado 505026-1

Na fala do professor – I expect you all to be independent, innovative, critical thinkers who will do exactly as I do –, a palavra destacada em negrito pode ser corretamente substituída por
 

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Questão presente nas seguintes provas
505025 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP

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enunciado 505025-1

Humor in the cartoon lies in
 

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Questão presente nas seguintes provas
505024 Ano: 2018
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. Serrana-SP

enunciado 505024-1

From the image and words in the cartoon, it is correct to understand that
 

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Questão presente nas seguintes provas