Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.692 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529886
Inglês
Texto associado
Read the text and answer question.
Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.
Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.
Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
The first sentence of the text “Education in a language
which is not the first language of the learner is as old as
education itself” reveals a characteristic consistent with
the use of the approach named
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529885
Inglês
Texto associado
Read the text and answer question.
Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.
Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.
Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
The first and second paragraphs of the text mention that
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529884
Inglês
Texto associado
Read the text and answer question.
Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.
Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.
Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
The title which best summarizes the content of the text is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529182
Inglês
Texto associado
Read the text to answer question.
Stephen R. Covey (2017) once explained the importance
of priorities by using an experience he had in a business
class. He stated that a professor stood in front of a group of
students and set a large canning jar in front of them. He filled
it to the top with rocks and asked the students if it was full.
They responded yes. Then he took out a bucket of sand and
filled the jar again, and students watched as the sand poured
inside the spaces between the large rocks. The professor
asked again if the jar was full. This time students hesitated,
and with good reason. The professor proceeded to fill the jar
with a pitcher of water, after which he asked the students to
explain the purpose behind this visual demonstration. After
several incorrect responses, (including something along the
lines of. There is always room for more stuff in your life), the
professor gave his answer, which amounts to this: Unless you
put the rocks in first, they will never fit into the jar.
This story demonstrates the principle of prioritizing,
of knowing what matters most and what matters least, and
that what matters most must be placed in the first position.
No doubt, this is a very relevant way to analyze your own
ecosystem1
.
As you move forward in developing a lifestyle that
incorporates language learning, you must constantly reflect
on whether or not you have prioritized your tasks well. If you
imagine your ecosystem as the canning jar, and your language
tasks as items that fill up the jar, you can see how making the
right decisions will increase your chances of not only enjoying
the learning process but making it more successful. Always
remember that it is not just “doing a lot of language stuff”
that will bring you success but rather that by putting priorities
in their place, language learning can happen on its own.
Let’s talk about how to prioritize language learning tasks by
using the metaphor of the canning jar itself and discuss two
concepts: fixed and fluid.
(Dixon, Shane. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
1
A language ecosystem describes a holistic environment that encourages
and extends the learning and application of language beyond the classroom
through a diverse system of tasks and incentives.
Assinale a alternativa que representa uma inferência válida sobre o papel do professor na história apresentada.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529181
Inglês
Texto associado
Read the text to answer question.
Stephen R. Covey (2017) once explained the importance
of priorities by using an experience he had in a business
class. He stated that a professor stood in front of a group of
students and set a large canning jar in front of them. He filled
it to the top with rocks and asked the students if it was full.
They responded yes. Then he took out a bucket of sand and
filled the jar again, and students watched as the sand poured
inside the spaces between the large rocks. The professor
asked again if the jar was full. This time students hesitated,
and with good reason. The professor proceeded to fill the jar
with a pitcher of water, after which he asked the students to
explain the purpose behind this visual demonstration. After
several incorrect responses, (including something along the
lines of. There is always room for more stuff in your life), the
professor gave his answer, which amounts to this: Unless you
put the rocks in first, they will never fit into the jar.
This story demonstrates the principle of prioritizing,
of knowing what matters most and what matters least, and
that what matters most must be placed in the first position.
No doubt, this is a very relevant way to analyze your own
ecosystem1
.
As you move forward in developing a lifestyle that
incorporates language learning, you must constantly reflect
on whether or not you have prioritized your tasks well. If you
imagine your ecosystem as the canning jar, and your language
tasks as items that fill up the jar, you can see how making the
right decisions will increase your chances of not only enjoying
the learning process but making it more successful. Always
remember that it is not just “doing a lot of language stuff”
that will bring you success but rather that by putting priorities
in their place, language learning can happen on its own.
Let’s talk about how to prioritize language learning tasks by
using the metaphor of the canning jar itself and discuss two
concepts: fixed and fluid.
(Dixon, Shane. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
1
A language ecosystem describes a holistic environment that encourages
and extends the learning and application of language beyond the classroom
through a diverse system of tasks and incentives.
What rhetorical device does the author use to reinforce
the significance of prioritization in language learning?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529180
Inglês
Texto associado
Read the text to answer question.
Stephen R. Covey (2017) once explained the importance
of priorities by using an experience he had in a business
class. He stated that a professor stood in front of a group of
students and set a large canning jar in front of them. He filled
it to the top with rocks and asked the students if it was full.
They responded yes. Then he took out a bucket of sand and
filled the jar again, and students watched as the sand poured
inside the spaces between the large rocks. The professor
asked again if the jar was full. This time students hesitated,
and with good reason. The professor proceeded to fill the jar
with a pitcher of water, after which he asked the students to
explain the purpose behind this visual demonstration. After
several incorrect responses, (including something along the
lines of. There is always room for more stuff in your life), the
professor gave his answer, which amounts to this: Unless you
put the rocks in first, they will never fit into the jar.
This story demonstrates the principle of prioritizing,
of knowing what matters most and what matters least, and
that what matters most must be placed in the first position.
No doubt, this is a very relevant way to analyze your own
ecosystem1
.
As you move forward in developing a lifestyle that
incorporates language learning, you must constantly reflect
on whether or not you have prioritized your tasks well. If you
imagine your ecosystem as the canning jar, and your language
tasks as items that fill up the jar, you can see how making the
right decisions will increase your chances of not only enjoying
the learning process but making it more successful. Always
remember that it is not just “doing a lot of language stuff”
that will bring you success but rather that by putting priorities
in their place, language learning can happen on its own.
Let’s talk about how to prioritize language learning tasks by
using the metaphor of the canning jar itself and discuss two
concepts: fixed and fluid.
(Dixon, Shane. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
1
A language ecosystem describes a holistic environment that encourages
and extends the learning and application of language beyond the classroom
through a diverse system of tasks and incentives.
Based on the canning jar metaphor, which interpretation
best aligns with Covey’s intended message?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529178
Inglês
Texto associado
Read the text to answer question.
All teachers, whether at the start of their careers or
after some years of teaching, need to be able to try out new
activities and techniques. It is important to be open to such
new ideas and take them into the classroom.
But such experimentation will be of little use unless we
can then evaluate these activities. Were they successful? Did
the students enjoy them? Did they learn anything from them?
How could the activities be changed to make them more
effective next time?
One way of getting feedback is to ask students simple
questions such as ‘Did you like that exercise? Did you find
it useful?’ and see what they say. But not all students will
discuss topics like this openly in class. It may be better to ask
them to write their answers down and hand them in.
Another way of getting reactions to new techniques is to
invite a colleague into the classroom and ask him or her to
observe what happens and make suggestions afterwards.
The lesson could also be videoed.
In general, it is a good idea to get students’ reactions
to lessons, and their aspirations about them, clearly stated.
Many teachers encourage students to say what they feel
about the lessons and how they think the course is going. The
simplest way to do this is to ask students once every fortnight,
for example, to write down two things they want more of and
two things they want less of. The answers you get may prove
a fruitful place to start a discussion, and you will then be able
to modify what happens in class, if you think it appropriate,
in the light of your students’ feelings. Such modifications will
greatly enhance the teacher’s ability to manage the class.
Good teacher managers also need to assess how well
their students are progressing. This can be done through
a variety of measures including homework assignments,
speaking activities where the teacher scores the participation
of each student, and frequent small progress tests. Good
teachers keep a record of their students’ achievements so
that they are always aware of how they are getting on. Only
if teachers keep such kinds of progress records can they
begin to see when teaching and learning has or has not been
successful.
(Harmer, Jeremy. How to teach English. Londres: Longman, 1998)
Which of the following would be the most appropriate title
for the text?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529175
Inglês
Texto associado
Read the text to answer question.
Traditional EFL classrooms face several challenges,
including limited exposure to authentic language use, lack
of engagement, and varying learner proficiency levels.
Research indicates that reliance on non-authentic materials
can hinder listening comprehension and motivation among
students. For instance, substituting traditional listening inputs
with spontaneous teacher discourse and storytelling has been
proposed as a means to enhance engagement and provide
authentic language exposure (Ypsilanti, 2024). Additionally,
the integration of Content and Language Integrated Learning
(CLIL) approaches can bridge the gap between vocabulary
learning and meaningful text production, fostering a more
engaging learning environment (Balle & Olsen, 2023).
Moreover, varying proficiency levels among learners often lead
to common writing errors, such as grammatical mistakes and
vocabulary misuse, which necessitate targeted instructional
strategies to address these challenges effectively (Isma et al., 2023). Teachers also encounter difficulties in adapting
to curriculum reforms and integrating digital media due to
limited resources and training, which can further exacerbate
engagement issues (Alnasib & Alharbi, 2024; Syarifuddin &
Hz, 2023). Addressing these challenges requires innovative
teaching strategies and a supportive infrastructure to enhance
EFL learning outcomes.
(Sari, Nurhidayah. The Role of Technology in Facilitating EFL Learning:
A Case Study Approach. Journal of Education Research, v. 5, 2024)
No trecho “which can further exacerbate engagement
issues”, a palavra em negrito refere-se a
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529173
Inglês
Texto associado
Read the text to answer question.
Traditional EFL classrooms face several challenges,
including limited exposure to authentic language use, lack
of engagement, and varying learner proficiency levels.
Research indicates that reliance on non-authentic materials
can hinder listening comprehension and motivation among
students. For instance, substituting traditional listening inputs
with spontaneous teacher discourse and storytelling has been
proposed as a means to enhance engagement and provide
authentic language exposure (Ypsilanti, 2024). Additionally,
the integration of Content and Language Integrated Learning
(CLIL) approaches can bridge the gap between vocabulary
learning and meaningful text production, fostering a more
engaging learning environment (Balle & Olsen, 2023).
Moreover, varying proficiency levels among learners often lead
to common writing errors, such as grammatical mistakes and
vocabulary misuse, which necessitate targeted instructional
strategies to address these challenges effectively (Isma et al., 2023). Teachers also encounter difficulties in adapting
to curriculum reforms and integrating digital media due to
limited resources and training, which can further exacerbate
engagement issues (Alnasib & Alharbi, 2024; Syarifuddin &
Hz, 2023). Addressing these challenges requires innovative
teaching strategies and a supportive infrastructure to enhance
EFL learning outcomes.
(Sari, Nurhidayah. The Role of Technology in Facilitating EFL Learning:
A Case Study Approach. Journal of Education Research, v. 5, 2024)
Based on the text, which of the following pedagogical
strategies most comprehensively addresses the
interconnected challenges faced in traditional EFL
classrooms?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529170
Inglês
Texto associado
Read the text to answer question:
Today, many of the pedagogical springs and rivers of
the last few decades are appropriately captured in the term
Communicative Language Teaching (CLT), now a catch
phrase for language teachers. CLT is an eclectic blend of
the contributions of previous methods into the best of what a
teacher can provide in authentic uses of the second language
in the classroom. Indeed, the single greatest challenge in
the profession is to move significantly beyond the teaching
of rules, patterns, definitions, and other knowledge “about”
language to the point that we are teaching our students to
communicate genuinely, spontaneously, and meaningfully in
the second language.
A significant difference between current language
teaching practices and those of, say, a half a century ago, is
the absence of proclaimed “orthodoxies” and “best” methods.
We are well aware that methods, as they were conceived of
40 or 50 years ago or so, are too narrow and too constrictive
to apply to a wide range of learners in an enormous number
of situational contexts. There are no instant recipes. No
quick and easy method is guaranteed to provide success.
As Bell (2003), Brown (2001), Kumaravadivelu (2001),
and others have appropriately shown, pedagogical trends
in language teaching now spur us to develop a principled
basis—sometimes called an approach (Richards & Rodgers,
2001)—upon which teachers can choose particular designs
and techniques for teaching a foreign language in a specific
context. Every learner is unique. Every teacher is unique.
Every learner-teacher relationship is unique, and every
context is unique. Your task as a teacher is to understand the
properties of those relationships and contexts.
(BROWN, H. Douglas. Principles of language learning and teaching. 5. ed.
Londres: Longman, 2006)
In the sentence “pedagogical trends in language teaching
now spur us to develop a principled basis…”, the most
accurate meaning of the word “spur” in this context is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529160
Inglês
Texto associado
Read the text to answer question:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world? This paper explores these
issues from the perspective of the large body of research
done in Australia, Europe and the U.S. in the last twenty
years. It links the study of culture to the study of discourse
(see, e.g., Kramsch 1993, 1998, 2004) and to the concept
of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010). Special
attention will be given to the unique role that the age-old
Persian culture can play in fostering the cultural mediators of
tomorrow.
(KRAMASCH, Claire. Cultura no ensino de língua estrangeira.
Bakhtiniana: Revista de Estudos do Discurso, São Paulo,
LAEL/PUC-SP, v. 19, n. 4, 2024)
De acordo com o trecho, uma questão importante da
discussão sobre o ensino de cultura em línguas estrangeiras é
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529159
Inglês
Texto associado
Read the text to answer question:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world? This paper explores these
issues from the perspective of the large body of research
done in Australia, Europe and the U.S. in the last twenty
years. It links the study of culture to the study of discourse
(see, e.g., Kramsch 1993, 1998, 2004) and to the concept
of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010). Special
attention will be given to the unique role that the age-old
Persian culture can play in fostering the cultural mediators of
tomorrow.
(KRAMASCH, Claire. Cultura no ensino de língua estrangeira.
Bakhtiniana: Revista de Estudos do Discurso, São Paulo,
LAEL/PUC-SP, v. 19, n. 4, 2024)
Considerando sua experiência no ensino de gêneros textuais em língua inglesa, incluindo o contexto acadêmico,
identifique a seção de um artigo científico cujas características linguísticas e discursivas correspondem ao texto
apresentado.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529155
Inglês
Texto associado
Read the text to answer question:
Information and communication technology (ICT)
ICT uses language to develop and apply technical
computing skills. Learners practise how to find, develop,
analyse and present information, and they learn how to model
situations, solve problems and evaluate their solutions. There
are many opportunities for CLIL ICT teachers to support
their learners’ understanding of key ICT concepts and skills
through the use of physical objects, visuals, demonstrations
and hands-on practice. It is these visual elements of the
subject that makes ICT a good one for learners who are new
to CLIL. However, since ICT lessons may often concentrate
on technical skills or involve learners sitting silently behind
a computer, the challenge for ICT teachers is to create
opportunities for CLIL learners to think for themselves, to
speak and to practise communicating in writing. ICT is ideal
for cross-curricular work: learners can use the content of their subject lessons to carry out ICT tasks in another language. As
they develop ICT knowledge and skills, CLIL learners can be
taught how to think, talk and write like ICT specialists.
(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and
language teachers. Cambridge: Cambridge University, 2012)
In the following part of the text “However, since ICT
lessons may often concentrate on technical skills…,” the
word in bold
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529154
Inglês
Texto associado
Read the text to answer question:
Information and communication technology (ICT)
ICT uses language to develop and apply technical
computing skills. Learners practise how to find, develop,
analyse and present information, and they learn how to model
situations, solve problems and evaluate their solutions. There
are many opportunities for CLIL ICT teachers to support
their learners’ understanding of key ICT concepts and skills
through the use of physical objects, visuals, demonstrations
and hands-on practice. It is these visual elements of the
subject that makes ICT a good one for learners who are new
to CLIL. However, since ICT lessons may often concentrate
on technical skills or involve learners sitting silently behind
a computer, the challenge for ICT teachers is to create
opportunities for CLIL learners to think for themselves, to
speak and to practise communicating in writing. ICT is ideal
for cross-curricular work: learners can use the content of their subject lessons to carry out ICT tasks in another language. As
they develop ICT knowledge and skills, CLIL learners can be
taught how to think, talk and write like ICT specialists.
(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and
language teachers. Cambridge: Cambridge University, 2012)
According to the paragraph, one of the challenges ICT
teachers face in CLIL lessons is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529153
Inglês
Texto associado
Read the text to answer question:
Information and communication technology (ICT)
ICT uses language to develop and apply technical
computing skills. Learners practise how to find, develop,
analyse and present information, and they learn how to model
situations, solve problems and evaluate their solutions. There
are many opportunities for CLIL ICT teachers to support
their learners’ understanding of key ICT concepts and skills
through the use of physical objects, visuals, demonstrations
and hands-on practice. It is these visual elements of the
subject that makes ICT a good one for learners who are new
to CLIL. However, since ICT lessons may often concentrate
on technical skills or involve learners sitting silently behind
a computer, the challenge for ICT teachers is to create
opportunities for CLIL learners to think for themselves, to
speak and to practise communicating in writing. ICT is ideal
for cross-curricular work: learners can use the content of their subject lessons to carry out ICT tasks in another language. As
they develop ICT knowledge and skills, CLIL learners can be
taught how to think, talk and write like ICT specialists.
(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and
language teachers. Cambridge: Cambridge University, 2012)
According to the extract, which of the following types of
materials can support learners in ICT CLIL lessons?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529152
Inglês
Texto associado
Read the text to answer question:
Information and communication technology (ICT)
ICT uses language to develop and apply technical
computing skills. Learners practise how to find, develop,
analyse and present information, and they learn how to model
situations, solve problems and evaluate their solutions. There
are many opportunities for CLIL ICT teachers to support
their learners’ understanding of key ICT concepts and skills
through the use of physical objects, visuals, demonstrations
and hands-on practice. It is these visual elements of the
subject that makes ICT a good one for learners who are new
to CLIL. However, since ICT lessons may often concentrate
on technical skills or involve learners sitting silently behind
a computer, the challenge for ICT teachers is to create
opportunities for CLIL learners to think for themselves, to
speak and to practise communicating in writing. ICT is ideal
for cross-curricular work: learners can use the content of their subject lessons to carry out ICT tasks in another language. As
they develop ICT knowledge and skills, CLIL learners can be
taught how to think, talk and write like ICT specialists.
(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and
language teachers. Cambridge: Cambridge University, 2012)
According to the extract, ICT is considered a good subject
for learners who are new to CLIL because
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529149
Inglês
Texto associado
Read the text to answer question:
CLIL is an approach or method which integrates the
teaching of content from the curriculum with the teaching
of a non-native language. It is increasingly important in our
global, technological society, where knowledge of another
language helps learners to develop skills in their first or home
language and also helps them develop skills to communicate
ideas about science, arts and technology to people around
the world. It gives learners a different learning experience
compared with most foreign language teaching because in
a CLIL classroom, the curricular subject and new language
are taught together. Thinking and learning skills are integrated
too. CLIL can involve many methodologies from both subject
and language teaching, so CLIL presents new challenges for
teachers and learners.
(BENTLEY, Kay. The TKT course CLIL module. Cambridge:
Cambridge University, 2010)
According to the text, what makes CLIL a unique and
valuable approach to language learning in today’s global
society is that it
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524726
Inglês
This is the name of a site which discusses the post-method
era in language teaching and learning.
eNglIsh lANguAge TeAChINg IN The POsT-MeThOd erA
Its representation is consistent with the following comment:
eNglIsh lANguAge TeAChINg IN The POsT-MeThOd erA
Its representation is consistent with the following comment:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524723
Inglês
Texto associado
Read the text to answer question.
Our world is changing rapidly and so are the needs and
wants of our learners. Mobile phones and social media have
become staples in students’ daily lives. Many work from home
and value flexibility in when and where they learn. English has
become an essential tool for international communication,
and so have many transferable skills that are crucial to our
learners’ employability in a landscape where new jobs and
tasks are constantly being created.
It can be tricky to define ‘innovation’ and often, when we
talk about innovations, it is easy to only focus on technological
innovations. However, innovations go beyond technological
advancements. In the world of English language teaching
(ELT), innovation introduces new and original elements in
methodology, design, content, and, of course, in technology.
However innovative, technology shouldn’t be used for the sake
of using the latest technology because innovation is about
addressing and solving current challenges and offering fresh
solutions. It is about adapting to changing needs and contexts
and enhancing learning outcomes. It is about reimagining old
ways of teaching and learning and attempting new pedagogies.
In other words, innovation is about moving forward with the
way we do things because it can make things more effective
and more efficient for the educator and the learner.
(https://www.britishcouncil.org/voices-magazine/2024)
No Currículo Paulista, lemos que, entre as competências
específicas de língua inglesa para o ensino fundamental,
é esperado:
“Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.”
O trecho do texto do British Council que vai ao encontro dessa proposta é
“Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.”
O trecho do texto do British Council que vai ao encontro dessa proposta é
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524720
Inglês
Texto associado
Read the text to answer question.
Our world is changing rapidly and so are the needs and
wants of our learners. Mobile phones and social media have
become staples in students’ daily lives. Many work from home
and value flexibility in when and where they learn. English has
become an essential tool for international communication,
and so have many transferable skills that are crucial to our
learners’ employability in a landscape where new jobs and
tasks are constantly being created.
It can be tricky to define ‘innovation’ and often, when we
talk about innovations, it is easy to only focus on technological
innovations. However, innovations go beyond technological
advancements. In the world of English language teaching
(ELT), innovation introduces new and original elements in
methodology, design, content, and, of course, in technology.
However innovative, technology shouldn’t be used for the sake
of using the latest technology because innovation is about
addressing and solving current challenges and offering fresh
solutions. It is about adapting to changing needs and contexts
and enhancing learning outcomes. It is about reimagining old
ways of teaching and learning and attempting new pedagogies.
In other words, innovation is about moving forward with the
way we do things because it can make things more effective
and more efficient for the educator and the learner.
(https://www.britishcouncil.org/voices-magazine/2024)
According to the authors, the reason for not using the
latest technology with the sole objective of using it is that
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