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TEXT TWO:
After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.
Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.
Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold again.”
Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier & Son Corporation, 1936.
The phrase “two previous campaigns in behalf of humanity’s perpetuity” means that Marcia
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TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning between the text and its reader.
• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.
Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience –connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.
• Rereading: In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>. Acessed on: August 8th, 2018.
According to the text, a holistic education does notinclude connections between
Provas
Questão presente nas seguintes provas
Analise o caso hipotético a seguir.
Aprovado em um concurso público, Pedro encontra-se em estágio probatório na administração pública do Poder Executivo do município de Ervália.
Considerando o que dispõe o estatuto do servidor público do referido município, assinale a alternativa incorreta.
Provas
Questão presente nas seguintes provas
Considere as seguintes afirmativas sobre o Poder Legislativo do município de Ervália.
I. Os vereadores são eleitos pelo sistema proporcional como representantes do povo.
II. Cada Legislatura terá a duração de quatro anos, compreendendo oito sessões legislativas ordinárias.
III. Os vereadores são invioláveis no exercício do mandato e na circunscrição do estado de Minas Gerais por suas opiniões, palavras e votos.
Segundo o que prevê a Lei Orgânica do município de Ervália, está(ão) correta(s) a(s) afirmativa(s) do(s) item(ns)
Provas
Questão presente nas seguintes provas
Analise o caso hipotético a seguir.
Servidor público ocupante de um determinado cargo em comissão da administração pública do Poder Executivo do município de Ervália, Antônio é nomeado para ter exercício interinamente em outro cargo em comissão na mesma esfera administrativa.
A partir da análise da hipótese, é correto afirmar:
Provas
Questão presente nas seguintes provas
Um servidor público da administração pública do município de Ervália é colocado em disponibilidade.
Na hipótese, é correto afirmar que o servidor
Provas
Questão presente nas seguintes provas
Analise as condutas a seguir.
I. Recusar fé aos documentos públicos.
II. Criar distinções entre brasileiros ou preferências entre eles.
III. Instituir tributos sobre a propriedade predial e territorial urbana.
Segundo o que estabelece a Lei Orgânica do município de Ervália, é(são) vedada(s) ao município a(s) conduta(s)
Provas
Questão presente nas seguintes provas
1446623
Ano: 2019
Disciplina: Atualidades e Conhecimentos Gerais
Banca: FUNDEP
Orgão: Pref. Ervália-MG
Disciplina: Atualidades e Conhecimentos Gerais
Banca: FUNDEP
Orgão: Pref. Ervália-MG
Provas:
“Em certa medida, a CASA DA CULTURA é o primeiro museu de Ervália. [...].”
FREITAS, Humberto Barbosa. A CASA DA CULTURA DE ERVÁLIA. Disponível em:< http://www.ervalia.mg.gov.br/Especifico_Cliente/18133306000181/Arquivos/files/HIST%D3RICO_DE_ERV%C1LIA.pdf>. Acesso 15/04/2018
Nesse trecho, Humberto Barbosa de Freitas, ao atribuir à Casa de Cultura também o papel de museu, se aproximou da maneira de entendimento e apropriação dos museus na atualidade. Sendo assim, para o autor, a Casa de Cultura como o primeiro museu de Ervália é um lugar
Provas
Questão presente nas seguintes provas
1446622
Ano: 2019
Disciplina: Atualidades e Conhecimentos Gerais
Banca: FUNDEP
Orgão: Pref. Ervália-MG
Disciplina: Atualidades e Conhecimentos Gerais
Banca: FUNDEP
Orgão: Pref. Ervália-MG
Provas:
De acordo com o Ranking Nacional da Transparência, divulgado pelo Ministério Público Federal em junho de 2016, “sete municípios da Zona da Mata figuram entre os 50 melhor avaliados” no estado de Minas Gerais, estando Ervália em 23º lugar.
Disponível em: <http://g1.globo.com/mg/zona-da-mata/noticia/2016/06/zona-da-mata-tem-sete-cidades-entre- 50-mais-transparentes-de-mg.html>. Acesso em: 16 jun. 2018 (Adaptação).
De acordo com o Ministério Público Federal, transparência significa
Provas
Questão presente nas seguintes provas
1446117
Ano: 2019
Disciplina: Atualidades e Conhecimentos Gerais
Banca: FUNDEP
Orgão: Pref. Ervália-MG
Disciplina: Atualidades e Conhecimentos Gerais
Banca: FUNDEP
Orgão: Pref. Ervália-MG
Provas:
Analise os trechos a seguir.
“Verificamos que 123 municípios mais violentos do país concentram 50% dos homicídios brasileiros. E, como é muito difícil mudar o Brasil de uma hora para outra, isso indica que, a despeito de uma política universal é preciso pensar em ações territoriais nessas cidades. [...] Ou seja, concentrando as atenções nessas comunidades, podemos mudar seu quadro e do país.”
Cidades mais pacíficas têm menos pobreza e desemprego. In: O Tempo. 16 de junho de 2016. p. 16.
“O relatório (Atlas da Violência 2018: Retrato dos Municípios – IPEA) mostra que as dez cidades com maiores taxas de assassinatos no Brasil têm nove vezes mais pessoas na extrema pobreza do que as cidades menos violentas. Nas cidades com menos mortes, 6,2% das crianças são pobres, percentual que sobe para 25,3% nas cidades mais violentas. Onde há paz, apenas 0,5% mora em domicílios sem água encanada nem esgoto adequados; onde há violência, são 5,9%.”
Cidades mais pacíficas têm menos pobreza e desemprego. In: O Tempo. 16 de junho de 2016. p. 16.
De acordo com os dois trechos da reportagem, um possível encaminhamento com vistas à redução de assassinatos no Brasil seria
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