8 - Exercício de Fixação - Técnica de Skimming

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Gabriella Dias da Silva Fernandes
Fundamentos do inglês - sg
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Técnica de Skimming
Exercício de Fixação - Técnica de Skimming (https://www.certificacaotecnica.com.br/mod/quiz/view.php?id=54280)
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Questão 1
Correto
Atingiu 2,0 de
2,0
Leia o texto a seguir: 
 
GESTURES
 
A gesture is any action that sends a visual signal to an onlooker. To become a gesture, an
act has to be seen by someone else and has to communicate some piece of information to
them. It can do this either because the gesturer deliberately sets out to send a signal - as
when he waves his hand - or it can do it only incidentally - as when he sneezes. The hand-
wave is a Primary Gesture, because it has no other existence or function. It is a piece of
communication from start to finish. The sneeze, by contrast, is a secondary, or Incidental
Gesture. Its primary function is mechanical and is concerned with the sneezer's personal
breathing problem. In its secondary role, however, it cannot help but transmit a message to
his companions, warning them that he may have caught a cold. 
 
 
INCIDENTAL GESTURES 
Mechanical actions with secondary messages. Many of our actions are basically non-social,
having to do with problems of personal body care, body comfort and body transportation; we
clean and groom ourselves with a variety of scratchings, rubbings and wipings; we cough,
yawn and stretch our limbs; we eat and drink; we prop ourselves up in restful postures,
folding our arms and crossing our legs; we sit, stand, squat and recline, in a whole range of
different positions; we crawl, walk and run in varying gaits and styles. But although we do
these things for our own benefit, we are not always unaccompanied when we do them. Our
companions learn a great deal about us from these 'personal' actions - not merely that we
are scratching because we itch or that we are running because we are late, but also, from
the way we do them, what kind of personalities we possess and what mood we are in at the
time. 
 
EXPRESSIVE GESTURES 
Biological gestures of the kind we share with other animals 
Primary Gestures fall into six main categories. Five of these are unique to man, and depend
on his complex, highly evolved brain. The exception is the category I called Expressive
Gestures. These are gestures of the type which all men, everywhere, share with one another,
and which other animals also perform. They include the important signals of Facial
Expression, so crucial to daily human interaction. 
 
MIMIC GESTURES 
Gestures which transmit signals by imitation 
Mimic Gestures are those in which the performer attempts to imitate, as accurately as
possible, a person, an object or an action. Here we leave our animal heritage behind and
enter an exclusively human sphere. The essential quality of a Mimic Gesture is that it
attempts to copy the thing it is trying to portray. No stylized conventions are applied. A
successful Mimic Gesture is therefore understandable to someone who has never seen it
performed before. No prior knowledge should be required and there need be no set tradition
concerning the way in which a particular item is represented. 
 
SYMBOLIC GESTURES 
Gestures which represent moods and ideas. A Symbolic Gesture indicates an abstract
quality that has no simple equivalent in the world of objects and movements. Here we are
one stage further away from the obviousness of the enacted Mimic Gesture. So we are faced
with two basic problems where Symbolic Gestures are concerned: either one meaning may
be signalled by different actions, or several meanings may be signalled by the same action,
as we move from culture to culture. The only solution is to approach each culture with an
open mind and learn their Symbolic Gestures as one would their vocabulary. 
 
ECHNICAL GESTURES 
Gestures used by specialist minorities. Technical Gestures are invented by a specialist
minority for use strictly within the limits of their particular activity. They are meaningless to
anyone outside the specialization and operate in such a narrow field that they cannot be
considered as playing a part in the mainstream of visual communication of any culture. ,
(Fonte: Adaptado de: MORRIS, Desmond. Man watching. Triad Panther, 1977. Disponível
em: http://www.uefap.com/reading/exercise/skim/gesture.htm.) 
 
Leia o título e os subtítulos do texto e escolha a alternativa INCORRETA: 
Escolha uma opção:
a. De acordo com o texto, os gestos incidentais são aqueles que fazemos com
uma mensagem secundária.
b. De acordo com o primeiro parágrafo, o gesto é uma ação que envia um sinal
auditivo para um espectador. 
c. Os gestos simbólicos representam o estado de espírito e as ideias de um
indivíduo.
d. Os gestos expressivos, por sua vez, são gestos biológicos do tipo que
compartilhamos com outras espécies animais
e. Os gestos de mímica transmitem sinais através da imitação.
Sua resposta está correta.
A resposta correta é: De acordo com o primeiro parágrafo, o gesto é uma ação que envia
um sinal auditivo para um espectador..
Questão 2
Correto
Atingiu 2,0 de
2,0
Leia o texto a seguir: 
 
What type of student do you have to teach? 
 
Most lecturers try to help students develop their understanding. But understanding a foreign
language is not the same as understanding why someone is upset or understanding
electromagnetism or understanding history. It is not to be expected therefore that the same
teaching methods will be appropriate to these different kinds of understanding. 
 
Most forms of understanding are expressed by concepts which differ from everyday ones.
For example, we all know that suitcases get heavier the longer you carry them, but in science
this is described in terms of constant weight plus increasing fatigue. The concept "weight" is
introduced and laid alongside the commonsense concept of “heaviness”. Similarly we all
know that time passes quickly when we are absorbed and slowly when we are bored, but
science tells us that this is an illusion; time really ticks away at a steady rate. Note that
conceptual change should not be the aim, as is sometimes suggested, since people still also
need their common sense. The aim is to add new sets of concepts and to explain when to
use which set. 
 
But "understanding" is not the only kind of learning which students need to master.
Instruction, demonstration and error-correction are the key teaching activities - which are
quite different from those needed to reach understanding - while practice is the main learning
activity. 
 
Students also have to memorize information and be able to recall it when required, as well as
acquire several other kinds of learning (such as know-how and attitudes and values) each of
which calls for different teaching methods. So learning-centred teaching includes a conscious
matching of teaching methods to the intended kind of learning. 
 
While good teaching involves, among other things, helping students to achieve their chosen
learning goals, the picture is further complicated by the different learning styles adopted by
different groups of students. 
 
Many ways of categorization and modelling students as learners have been suggested, of
which the following are as useful as any, particularly in connection with understanding.
(Differences between learners' natural learning styles are not so significant when skills are
being taught, since the appropriatestyle is determined more by the activity involved than by
students' natural capabilities.) 
 
Some students are "holists": which means they like to take an overview of a subject first and
then fill in the details and concepts in their own way. 
 
Others are "serialists" who like to follow a logical progression of a subject, beginning at the
beginning. Educational researcher Gordon Pask structured some teaching materials in both
a holist and a serialist manner, and then tested previously-sorted cohorts of students using
them. He found that the best performance of those who were mismatched (i.e. holist students
with serialist material, and vice versa) was worse than the worst performance of those who
were matched to the learning materials. 
 
This seems to imply, for example, that educational textbooks - which are naturally serialist in
character - should include signposts, summaries, alternative explanations of difficult
concepts, explanatory figure captions, a glossary of terms, a good index, etc., to help holist
students find their own way through them. Similarly projects, which are naturally holist in
character, since they are usually specified in terms of a final goal, can cause problems for
serialists, who may therefore need step-by-step guidance. 
 
Another group of students are "visualisers" whose learning is helped by the inclusion of
diagrams, pictures, flow-charts, films, etc. Others are "verbalisers" and prefer to listen, read,
discuss, argue, attend tutorials and write during their conceptual development. And some are
"doers" and find that overt practical activity is best. The saying that "to hear is to forget, to
see is to remember, but to do is to understand" is only true for "doers". With a typical mix of
students, attempts should be made to cater for each preferred style. 
 
It is well known nowadays that for the development of "understanding" and for the
memorization of information it is important that students adopt a "deep approach" to their
learning, rather than a "surface approach'. The deep approach refers to an intention to
develop their understanding and to challenge ideas, while the "surface approach" is the
intention to memorize information and to follow instructions. Although students are naturally
inclined towards one approach rather than the other - often with a new subject the inclination
is towards the surface approach - this can vary from subject to subject and can usually be
changed by the teaching they receive. Overloading, for example, will encourage the surface
approach; stimulating interest may encourage the deep approach. Given the deep approach,
even good lectures can make a considerable contribution to students' "understanding". 
 
Recently the need to encourage the deep approach in students has been allowed to
dominate the choice of teaching method, sometimes at the expense of effective teaching.
Constructivism in science teaching, for example, in which students are encouraged to devise
their own explanations of phenomena, certainly tends to encourage the deep approach, but it
can also leave students with misconceptions. Similarly, though problem-based learning is
usually popular with students, it teaches "know-how" rather than "understanding": unless
explicit conceptual guidance is also given. 
 
The fact that students have different preferred learning styles also has important implications
for course evaluation through feedback. It often seems to be assumed that students are a
homogeneous bunch and that therefore a majority opinion condemning a certain aspect of a
course justifies changing it for the future. But this can well be a mistake. If a course is well
matched, say, to "holist verbalisers" it is unlikely to be found very helpful to "serialist
visualisers". In other words, feedback is likely to reveal as much about the students as about
the course or lecturer, and can be quite misleading unless it is properly analysed in terms of
the preferred learning styles of the particular cohort of students. 
 
Indeed, student feedback about the teaching of "understanding" can, in any case, be quite
misleading, since students cannot be expected to judge what has been helpful to them until
much of the necessary conceptual development has occurred. Only after "the penny has
dropped" is such feedback likely to be reliable. Similarly, favourable feedback about the
necessary but tedious practising of important "skills" cannot normally be expected. 
 
These considerations are all aspects of learning-centred teaching, with which all lecturers
should, in due course, become familiar. Innovation in education without taking these matters
into consideration is at best cavalier, at worst irresponsible, for it is the students who suffer
from teachers' ill-founded experiments. 
 
(Fonte: SPARKES, John. Times Higher Education Supplement, February 6th 1998.
Disponível em: http://www.uefap.com/reading/exercise/skim/studtyp.htm.) 
 
Utilizando a técnica de Skimming, leia o primeiro e o último parágrafos do texto e escolha a
alternativa CORRETA: 
Escolha uma opção:
a. No primeiro parágrafo, afirma-se que entender uma língua estrangeira é o
mesmo que entender eletromagnetismo ou história.
b. No último parágrafo, conclui-se que as considerações feitas são todas
relativas aos aspectos de um ensino centrado no professor.
c. No último parágrafo, argumenta-se que os professores universitários devem
estar familiarizados com um ensino centrado na aprendizagem. 
d. No primeiro parágrafo, destaca-se que a minoria dos professores
universitários tentam ajudar os alunos a desenvolverem o seu entendimento.
e. No primeiro parágrafo, discute-se que é esperado que os mesmos métodos de
ensino sejam apropriados para os tipos diferentes de entendimento.
Sua resposta está correta.
A resposta correta é: No último parágrafo, argumenta-se que os professores universitários
devem estar familiarizados com um ensino centrado na aprendizagem..
Questão 3
Correto
Atingiu 2,0 de
2,0
Leia o texto a seguir: 
 
Adaptive control of reading rate, 
 
One important factor in reading is the voluntary, adaptive control of reading rate, i.e. the
ability to adjust the reading rate to the particular type of material being read. 
 
Adaptive reading means changing reading speed throughout a text in response to both the
difficulty of material and one's purpose in reading it. Learning how to monitor and adjust
reading style is a skill that requires a great deal of practice. 
Many people, even college students are unaware that they can learn to control their reading
speed. However, this factor can be greatly improved with a couple of hundred hours of work,
as opposed to the thousands of hours needed to significantly alter language comprehension.
Many college reading skills programmes include a training procedure aimed at improving
students' control of reading speed. However, a number of problems are involved in success-
fully implementing such a programme. The first problem is to convince the students that they
should adjust their reading rates. Many students regard skimming as a sin and read
everything in a slow methodical manner. On the other hand some students believe that
everything, including difficult mathematical texts, can be read at the rate appropriate for a
light novel. There seems to be evidence that people read more slowly than necessary. A
number of studies on college students have found that when the students are forced to read
faster than their self-imposed rate, there is no loss in retention of information typically
regarded as important. 
 
The second problem involved in teaching adaptive reading lies in convincing the students of
the need to be aware of their purposes in reading. The point of adjusting reading rates is to
serve particular purposes. Students who are unaware of what they want to get out of a
reading assignment will find it difficult to adjust their rates appropriately. They shouldknow in
advance what they want. 
 
Once these problems of attitude are overcome, a reading skills course can concentrate on
teaching the students the techniques for reading at different rates. Since most students have
had little practice at rapid reading, most of the instruction focuses on how to read rapidly.
Scanning is a rapid reading technique appropriate for searching out a piece of information
embedded in a much larger text - for example a student might scan this passage for an
evaluation of adaptive reading. A skilled scanner can process 10,000 or more words per
minute. Obviously, at this rate scanners only pick up bits and pieces of information and skip
whole paragraphs. It is easy for scanners to miss the target entirely, and they often have to
rescan the text. Making quick decisions as to what should be ignored and what should be
looked at takes practice. However, the benefits are enormous. I would not be able to function
as an academic without this skill because I would not be able to keep up with all the
information that is generated in my field.
 
Skimming is the processing of about 800-1500 words a minute - a rate at which identifying
every word is probably impossible. Skimming is used for extracting the gist of the text. The
skill is useful when the skimmer is deciding whether to read a text, or is previewing a text he
wants to read, or is going over material that is already known. 
 
Both scanning and skimming are aided by a knowledge of where the main points tend to be
found in the text. A reader who knows where an author tends to put the main points can read
selectively. Authors vary in their construction style, and one has to adjust to author
differences, but some general rules usually apply. Section headings, first and last paragraphs
in a section, first and last sentences in a paragraph, and highlighted material all tend to
convey the main points. 
 
Students in reading skills programmes often complain that rapid reading techniques require
hard work and that they tend to regress towards less efficient reading habits after the end of
the programme. Therefore, it should be emphasised that the adaptive control of the reading
rate is hard work because it is a novel skill. Older reading habits seem easy because they
have been practised for longer. As students become more practised in adjusting reading rate,
they find it easier. I can report that after practising variable reading rates for more than ten
years, I find it easier to read a text using an adjustable rate than to read at a slow methodical
word by word rate. This is something of a problem for me because part of my professional
duties is to edit papers that I would not normally process word by word. I find it very painful to
have to read at this rate. 
 
(Fonte: MONAGHAN, J. Skills for effective study. Longman, 1979, pp. 18-23. Disponível em:
http://www.uefap.com/reading/exercise/skim/readrat.htm.) 
 
Utilizando a técnica de Skimming, leia o primeiro e o último parágrafos do texto e escolha a
alternativa INCORRETA: 
Escolha uma opção:
a. Os alunos tendem a voltar a usar as técnicas menos eficientes de leitura.
b. No primeiro parágrafo, discute-se a importância da velocidade da leitura.
c. Os alunos reclamam que as técnicas de leitura rápida requerem muito
trabalho.
d. O autor conclui que, após praticar a leitura rápida, é preferível ler todas as
palavras de um texto 
e. Para os alunos, os velhos hábitos de leitura parecem fáceis.
Sua resposta está correta.
A resposta correta é: O autor conclui que, após praticar a leitura rápida, é preferível ler
todas as palavras de um texto.
Questão 4
Correto
Atingiu 2,0 de
2,0
Leia o texto a seguir: 
 
The Personal Qualities of a Teacher, 
 
Here I want to try to give you an answer to the question: What personal qualities are
desirable in a teacher? Probably no two people would draw up exactly similar lists, but I think
the following would be generally accepted. 
 
First, the teacher's personality should be pleasantly live and attractive. This does not rule out
people who are physically plain, or even ugly, because many such have great personal
charm. But it does rule out such types as the over-excitable, melancholy, frigid, sarcastic,
cynical, frustrated, and over-bearing : I would say too, that it excludes all of dull or purely
negative personality. I still stick to what I said in my earlier book: that school children
probably 'suffer more from bores than from brutes'. 
 
Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity for
sympathy - in the literal meaning of that word; a capacity to tune in to the minds and feelings
of other people, especially, since most teachers are school teachers, to the minds and
feelings of children. Closely related with this is the capacity to be tolerant - not, indeed, of
what is wrong, but of the frailty and immaturity of human nature which induce people, and
again especially children, to make mistakes. 
 
Thirdly, I hold it essential for a teacher to be both intellectually and morally honest. This does
not mean being a plaster saint. It means that he will be aware of his intellectual strengths,
and limitations, and will have thought about and decided upon the moral principles by which
his life shall be guided. There is no contradiction in my going on to say that a teacher should
be a bit of an actor. That is part of the technique of teaching, which demands that every now
and then a teacher should be able to put on an act - to enliven a lesson, correct a fault, or
award praise. Children, especially young children, live in a world that is rather larger than life. 
 
A teacher must remain mentally alert. He will not get into the profession if of low intelligence,
but it is all too easy, even for people of above-average intelligence, to stagnate intellectually -
and that means to deteriorate intellectually. A teacher must be quick to adapt himself to any
situation, however improbable and able to improvise, if necessary at less than a moment's
notice. (Here I should stress that I use 'he' and 'his' throughout the book simply as a matter of
convention and convenience.) 
 
On the other hand, a teacher must be capable of infinite patience. This, I may say, is largely
a matter of self-discipline and self-training; we are none of us born like that. He must be
pretty resilient; teaching makes great demands on nervous energy. And he should be able to
take in his stride the innumerable petty irritations any adult dealing with children has to
endure. 
 
Finally, I think a teacher should have the kind of mind which always wants to go on learning.
Teaching is a job at which one will never be perfect; there is always something more to learn
about it. There are three principal objects of study: the subject, or subjects, which the teacher
is teaching; the methods by which they can best be taught to the particular pupils in the
classes he is teaching; and - by far the most important - the children, young people, or adults
to whom they are to be taught. The two cardinal principles of British education today are that
education is education of the whole person, and that it is best acquired through full and
active co-operation between two persons, the teacher and the learner. 
 
(Fonte: DENT, H. C. Teaching as a Career. London: Batsford, 1961. Disponível em:
http://www.uefap.com/reading/exercise/skim/qualteac.htm). 
 
Utilizando a técnica Skimming, leia a primeira frase de cada parágrafo e marque a
alternativa CORRETA: 
Escolha uma opção:
a. No sexto parágrafo, afirma-se que o professor deve ter uma paciência finita.
b. O primeiro parágrafo traz uma pergunta sobre as características desejáveis de
um médico.
c. No quinto parágrafo, argumenta-se que o professor não deve se manter alerta
mentalmente.
d. No segundo parágrafo, discute-se que o professor deve ter uma
personalidade agradável. 
e. No terceiro parágrafo, afirma-seque o professor não precisa ser
essencialmente capaz de conectar-se com as mentes e os sentimentos das
outras pessoas.
Sua resposta está correta.
A resposta correta é: No segundo parágrafo, discute-se que o professor deve ter uma
personalidade agradável..
Questão 5
Correto
Atingiu 2,0 de
2,0
Leia o texto a seguir: 
 
'Primitiveness' in Language 
 
'Primitive' is a word that is often used ill-advisedly in discussions of language. Many people
think that 'primitive' is indeed a term to be applied to languages, though only to some
languages, and not usually to the language they themselves speak. They might agree in
calling 'primitive' those uses of language that concern greetings, grumbles and commands,
but they would probably insist that these were especially common in the so-called 'primitive
languages'. These are misconceptions that we must quickly clear from our minds. 
 
So far as we can tell, all human languages are equally complete and perfect as instruments
of communication: that is, every language appears to be as well equipped as any other to
say the things its speakers want to say. It may or may not be appropriate to talk about
primitive peoples or cultures, but that is another matter. Certainly, not all groups of people are
equally competent in nuclear physics or psychology or the cultivation of rice or the engraving
of Benares brass. But this is not the fault of their language. The Eskimos can speak about
snow with a great deal more precision and subtlety than we can in English, but this is not
because the Eskimo language (one of those sometimes mis-called 'primitive') is inherently
more precise and subtle than English. This example does not bring to light a defect in
English, a show of unexpected 'primitiveness'. The position is simply and obviously that the
Eskimos and the English live in different environments. The English language would be just
as rich in terms for different kinds of snow, presumably, if the environments in which English
was habitually used made such distinction important. 
 
Similarly, we have no reason to doubt that the Eskimo language could be as precise and
subtle on the subject of motor manufacture or cricket if these topics formed part of the
Eskimos' life. For obvious historical reasons, Englishmen in the nineteenth century could not
talk about motorcars with the minute discrimination which is possible today: cars were not a
part of their culture. But they had a host of terms for horse-drawn vehicles which send us,
puzzled, to a historical dictionary when we are reading Scott or Dickens. How many of us
could distinguish between a chaise, a landau, a victoria, a brougham, a coupe, a gig, a
diligence, a whisky, a calash, a tilbury, a carriole, a phaeton, and a clarence? 
 
The discussion of 'primitiveness', incidentally, provides us with a good reason for sharply and
absolutely distinguishing human language from animal communication, because there is no
sign of any intermediate stage between the two. Whether we examine the earliest records of
any language, or the present-day language of some small tribe in a far-away place, we come
no nearer to finding a stage of human language more resembling animal communication and
more 'primitive' than our own. In general, as has been said, any language is as good as any
other to express what its speakers want to say. An East African finds Swahili as convenient,
natural and complete as an East Londoner finds English. In general the Yorkshire
Dalesman's dialect is neither more nor less primitive or ill-fitted to its speaker's wants than
Cockney is for the Londoner's. We must always beware the temptation to adopt a naive
parochialism which makes us feel that someone else's language is less pleasant or less
effective an instrument than our own. 
 
This is not to say that an individual necessarily sounds as pleasant or as effective as he
might be, when using his language, but we must not confuse a language with an individual's
ability to use it. Nor are we saying that one language has no deficiencies as corn-pared with
another. The English words 'home' and 'gentleman' have no exact counterparts in French, for
example. These are tiny details in which English may well be thought to have the advantage
over French, but a large-scale comparison would not lead to the conclusion that English was
the superior language, since it would reveal other details in which the converse was true.
Some years ago it came as something of a shock to us that we had no exact word for
translating the name that General de Gaulle had given to his party - Rassemblement du
Peuple Francais. The B.B.C. for some time used the word 'rally', and although this scarcely
answers the purpose it is a rather better translation of 'rassemblement' than either of the
alternatives offered by one well-known French - English dictionary, 'muster' and 'mob'. 
 
The more we consider the question, then, the less reasonable does it seem to call any
language 'inferior', let alone 'primitive'. The Sanskrit of the Rig-Veda four thousand years ago
was as per-fect an instrument for what its users wanted to say as its modern descendant,
Hindi, or as English. 
 
(Fonte: RANDOLPH, Quirk. The Use of English. Longman, 1962. Disponível em:
http://www.uefap.com/reading/exercise/skim/primit.htm.) 
 
Utilizando a técnica de Skimming, leia a primeira frase de cada parágrafo e escolha a
alternativa INCORRETA: 
Escolha uma opção:
a. No primeiro parágrafo, a palavra "primitiva" é mal empregada nas discussões
sobre a linguagem.
b. No quarto parágrafo, argumenta-se que a linguagem humana não se distingue
da linguagem animal. 
c. No quinto parágrafo, discute-se que não devemos confundir uma língua com a
habilidade de um indivíduo em utilizá-la.
d. No último parágrafo, conclui-se que não devemos chamar nenhuma língua de
"inferior".
e. No segundo parágrafo, afirma-se que todas as línguas humanas são
igualmente perfeitas enquanto instrumentos de comunicação.
Sua resposta está correta.
A resposta correta é: No quarto parágrafo, argumenta-se que a linguagem humana não se
distingue da linguagem animal..