Questões de Concursos Públicos - IDECAN - 2015 - Colégio Pedro II - Professor - Inglês

In relation to word building, young readers will be better off learning early the morphemes forming plural nouns. To read and speak appropriately, a child should identify a number of irregular and foreign plural forms, namely:

An important strategy for understanding and interpreting meanings and intentions in texts is the knowledge of the reasons why the writer opted between active and passive constructions. In this respect, SWAN (2008:410) comments that: “In a passive clause, we usually use a phrase beginning with by if we want to mention the agent ‒ the person or thing that does the action, or that causes what happens. (Note, however, that agents are mentioned in only about 20 per cent of passive clauses.)” In text II, the passive construction is employed several times, as in: “[…] so that words are recognized automatically.” (§ 2) “These word recognition strategies are taught as children […]” (§ 2) “[…] a strategy between the two languages that has been demonstrated to be effective […]” (§ 4) The explanation for the omission of the passive by‐agent in these sentences is found in:

Text III Different ways of reading include: ●  ______________ […]: rapidly reading a text in order to get the gist, or the main ideas or sense of a text. For example, a reader might use this strategy when reading a film review in order to see if the reviewer liked the film or not. ●  ______________: reading a text in search of specific information, and ignoring everything else, such as when consulting a bus timetable for a particular time and destination. […] A teaching approach, […], aims to help learners to become more effective readers by training them in the sub‐skills of reading, and by teaching them reading strategies. Some of the sub‐skills of reading are: ●  using contextual and extra‐linguistic information (such as pictures, layout, headlines) to make ______________ regarding what the text is about ●  understanding words and identifying their grammatical function ●  guessing the meaning of words from context ●  recognizing grammar features, such as ______________, and ‘unpacking’ the syntax of sentences ●  identifying the topic of the text, recognizing topic changes ●identifying text‐type, text purpose, and text organization, and identifying and understanding ______________ and other cohesive devices (…)   ●  identifying key information from less important information ●  inferring the writer’s attitude   ●  identifying what ______________ in a text refer to. (THORNBURY, S.  An A‐Z of ELT – A dictionary of terms and concepts used in English Language Teaching.   Oxford: Macmillan Publishers Limited, 2006. pp. 190‐191.) Identify the correct sequence of the missing words in the text: ( 1 ) word endings ( 2 ) predictions ( 3 ) skimming ( 4 ) discourse markers   ( 5 ) scanning   ( 6 ) pronouns

Choose the best ending for the following sentence, according to the text: In order to understand the construction of identity, __________________________________.

By reading the text, we can infer that, according to Bucholtz and Hall,

The alternative that shows the same process of word formation as in INTERACTIONAL ‒ APPROACH – SOCIOCULTURAL is, respectively:

The conjunction BECAUSE in “Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment.” (§ 1) could be replaced without change of meaning, by

Analyse the underlined words in the given sentence from the text and identify the one that DOES NOT function as an adjective. “Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths […] calls attention to the fact that identity in all its complexity can never be contained within a single analysis.” (§ 1).

Choose the alternative best related to what Kumaravadivelu suggests about post‐method teachers:

Considering the expression “can ill afford” in the excerpt […] “Language teachers can ill afford to ignore […]” (first lines of the text), we can say that language teachers