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30/06/2021 Atividade Aula 10
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Painel / Minhas Disciplinas / 15A149 / Aula 10 - Gêneros textuais da área acadêmica
/ Atividade Aula 10
Inglês
Iniciado em quarta, 30 Jun 2021, 16:06
Estado Finalizada
Concluída em quarta, 30 Jun 2021, 16:20
Tempo
empregado
13 minutos 30 segundos
Avaliar 10,00 de um máximo de 10,00(100%)
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30/06/2021 Atividade Aula 10
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Questão 1
Correto
Atingiu 2,00 de 2,00
Para se escrever um bom resumo (abstract) de uma dissertação,
tese, relato de pesquisa ou monogra�a deve-se incluir basicamente:
manner in which the work was performed
(questionnaires, interviews, statistical survey, observation
etc) 
justi�cation or previous information about the topic. 
research purpose 
implications and �nal considerations from the results
obtained.
results obtained from the method employed 
method
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contextualiza

objective

discussion / c

results
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Questão 2
Correto
Atingiu 2,00 de 2,00
O exemplo abaixo refere-se ao resumo do artigo Teachers
Teaching Students from a Multicultural Background: the case of Malaysia.
O artigo foi dividido a partir de suas subdivisões principais, para melhor
visualização. Assinale  alternativa que não corresponde:
Escolha uma opção:
a. Objetivo: the question is: are teachers adequately prepared to
teach students who come from three different cultures? This
paper will attempt to present snapshots of a number of issues
concerning teachers currently teaching students from a
multicultural background in Malaysian classrooms.
b. Resultados: while teachers generally strongly support the
notion that knowing cultures of all races is important in
establishing harmony in Malaysia and believe that they need to
be familiar with cultures of the students they teach. 
c. Keywords: Malaysia, inter-cultural education, multicultural
classrooms
 d. Contextualização: data for this initial investigation were
gathered in 2004 using survey questionnaires.
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Questão 3
Correto
Atingiu 2,00 de 2,00
A organização retórica (estrutural) da resenha é geralmente a
seguinte: 
Escolha uma opção:
a. assessment - this subdivision makes a positive and / or
negative assessment of the journal
b. organization - in this part the book / article is commented on
generally, or chapter by chapter (part by part)
c. evaluative conclusion - in this part the reviewer concludes with
a �nal evaluation.
d. parts highlights (from book, article) - in this subdivision the
reviewer points out the most relevant sections for the reader
 e. all the right alternatives 
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Questão 4
Correto
Atingiu 2,00 de 2,00
Assinale (V) Verdadeiro ou (F) Falso se o texto segue a lógica da
aula:
Publication of our earlier paper (Parker et al., 2002) led to
considerable media attention and inquiries both from those with a mood
disorder and inquires both from those with a mood disorder and the
general public as to whether chocolate actually was an antidepressant, so
encouraging a literature review. Use of the single word chocolate in search
engines identi�ed an extraordinarily broad literature warranting integration
and encouraging the current review. My work routine comprises
collaborating with parents and students, assessing students
performance, attending staff meetings, preparing assignments, lessons and
instructional materials as well as assisting students. I have additional
experience with Distance Education.
Escolha uma opção:
Verdadeiro
 Falso 
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Questão 5
Correto
Atingiu 2,00 de 2,00
Organização retórica (subdivisões), associe corretamente: 
Some educators will be familiar with many of the activities in
this book but will likely still �nd it convenient to have them in
one collection and will perhaps �nd some novel ideas. Some
more familiar activities, like Reader Theater, are combined with the
“Making Memories Lesson Plan,” which has students create
scrapbook pages based on a text’s characters and “Character Book
Bag,” which asks students collect artifacts based on the inferences
they make about key characters. The activities of this book all aim to
shrink the distance between the classics and students’ modern lives.
Using Rosenblatt’s reader response theory as a framework,
the lessons and approaches in this book are centered on the
elicitation of students’ voices. Divided into sections on pre-reading,
duringreading, and after-reading activities, with additional
chapters on writing and vocabulary activities, this book is organized
in a convenient way for an overwhelmed teacher.
McKnight, Katherine S. & Berlage, Bradley P. (2007).Teaching
the Classics in the Inclusive Classroom: Reader Response Activities
To Engage All Learners. San Francisco, CA: Jossey-Bass.
Teaching the Classics in the Inclusive Classroom would be a
helpfu supplemental text to middle and high school English
teachers, as well as a useful reference for those in teacher education
who wish to lessen the apprehension their student-teachers might
feel about teaching the classics. Reviewed by JuliAnna Avila, Ph.D.,
Assistant Professor, Georgia Southern University, Statesboro, GA.
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