Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.692 questões
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Administração de Pessoas
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Folha de Pagamento |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Desenvolvimento Humano |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Saúde Ocupacional |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Segurança e Saúde do Trabalho |
Q3344462
Inglês
Texto associado
Climate change poses significant challenges to cattle
farming, a sector vital to global food security. Among the most
pressing concerns is the increasing frequency and intensity
of droughts. Reduced rainfall diminishes pasture quality and
availability, limiting feed for livestock and increasing water
scarcity. This can lead to decreased animal growth rates, reduced
milk production, and increased mortality rates. Moreover,
prolonged droughts can contribute to desertification, shrinking
available grazing land and forcing farmers to adopt costly
alternative feeding strategies.
Beyond drought, other climate-related impacts include
heat stress, which can significantly impact animal health and
productivity. Rising temperatures can exacerbate heat stress,
leading to decreased feed intake, reduced fertility, and increased
mortality in livestock. Furthermore, extreme weather events, such
as heavy rainfall and flooding, can cause infrastructure damage,
contaminate water sources, and lead to the loss of livestock.
The cattle farming sector itself contributes to climate
change through greenhouse gas emissions, primarily methane
produced during animal digestion and nitrous oxide from manure
management. Deforestation for pasture expansion also releases
significant amounts of carbon dioxide.
To address these challenges, a multi-pronged approach is
crucial.
• Genetic selection: Breeding programs focused on
developing drought-resistant and heat-tolerant
livestock breeds are vital.
• Sustainable feeding strategies: Implementing precision
feeding techniques, improving feed efficiency, and
exploring alternative feed sources, such as
drought-resistant forage varieties, can enhance
livestock resilience.
• Integrated farming systems: Integrating crop and
livestock production, such as through agroforestry
systems, can improve soil health, enhance water
retention, and reduce greenhouse gas emissions.
• Technological innovations: Utilizing technologies
such as precision livestock farming, remote sensing for
pasture monitoring, and renewable energy sources can
improve resource efficiency and reduce the
environmental footprint of cattle production.
Furthermore, strong policy support, including incentives
for sustainable farming practices, investments in research and
development, and improved access to climate information
services, are essential for the long-term sustainability of the cattle
farming sector.
Addressing the challenges posed by climate change
requires a collaborative effort involving farmers, researchers,
policymakers, and consumers. By embracing innovative
solutions, prioritizing sustainable practices, and fostering a
collective understanding of the importance of climate-resilient
livestock production, we can ensure a future when this vital
sector continues to thrive while minimizing its environmental
impact.
Internet:<conafer.org.br> (adapted).
Judge the following items based on the text above.
Heat stress has become one of the important issues in cattle farming, especially in those areas where temperature has started to increase steadily.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Administração de Pessoas
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Folha de Pagamento |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Desenvolvimento Humano |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Saúde Ocupacional |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista – Área: Gestão de Pessoas – Subárea: Segurança e Saúde do Trabalho |
Q3344461
Inglês
Texto associado
Climate change poses significant challenges to cattle
farming, a sector vital to global food security. Among the most
pressing concerns is the increasing frequency and intensity
of droughts. Reduced rainfall diminishes pasture quality and
availability, limiting feed for livestock and increasing water
scarcity. This can lead to decreased animal growth rates, reduced
milk production, and increased mortality rates. Moreover,
prolonged droughts can contribute to desertification, shrinking
available grazing land and forcing farmers to adopt costly
alternative feeding strategies.
Beyond drought, other climate-related impacts include
heat stress, which can significantly impact animal health and
productivity. Rising temperatures can exacerbate heat stress,
leading to decreased feed intake, reduced fertility, and increased
mortality in livestock. Furthermore, extreme weather events, such
as heavy rainfall and flooding, can cause infrastructure damage,
contaminate water sources, and lead to the loss of livestock.
The cattle farming sector itself contributes to climate
change through greenhouse gas emissions, primarily methane
produced during animal digestion and nitrous oxide from manure
management. Deforestation for pasture expansion also releases
significant amounts of carbon dioxide.
To address these challenges, a multi-pronged approach is
crucial.
• Genetic selection: Breeding programs focused on
developing drought-resistant and heat-tolerant
livestock breeds are vital.
• Sustainable feeding strategies: Implementing precision
feeding techniques, improving feed efficiency, and
exploring alternative feed sources, such as
drought-resistant forage varieties, can enhance
livestock resilience.
• Integrated farming systems: Integrating crop and
livestock production, such as through agroforestry
systems, can improve soil health, enhance water
retention, and reduce greenhouse gas emissions.
• Technological innovations: Utilizing technologies
such as precision livestock farming, remote sensing for
pasture monitoring, and renewable energy sources can
improve resource efficiency and reduce the
environmental footprint of cattle production.
Furthermore, strong policy support, including incentives
for sustainable farming practices, investments in research and
development, and improved access to climate information
services, are essential for the long-term sustainability of the cattle
farming sector.
Addressing the challenges posed by climate change
requires a collaborative effort involving farmers, researchers,
policymakers, and consumers. By embracing innovative
solutions, prioritizing sustainable practices, and fostering a
collective understanding of the importance of climate-resilient
livestock production, we can ensure a future when this vital
sector continues to thrive while minimizing its environmental
impact.
Internet:<conafer.org.br> (adapted).
Judge the following items based on the text above.
Crop-livestock-forest integration systems do not influence water conservation.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIVESP
Prova:
CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340713
Inglês
Texto associado
Text 7A3-II
400 million people speak English as their first language; another 1.4 billion as a second tongue. Born 1,600 years ago among the Germanic tribes of northern Europe, English became global. A new exhibition at the British Library, named Evolving English, traces for the first time the incredible journey launched by the Frisians, Saxons, Angles and Jutes who sailed to southeast England, and whose descendants created the Vespasian Psalter in the eighth century. From the Vespasian Psalter the journey moves on through England’s early literary heroes, Beowulf, Sir Gawayne and the Grene Knight, and on to Jonathan Swift.
The curators of Evolving English have been clever to focus not just on English at school and English at work, but English at play, from spoonerisms to malapropisms, puns and palindromes and the 1,800 words invented by William Shakespeare — among them “green-eyed”, “go-between”, “well-read” and “zany”. Not only was Shakespeare the greatest English writer, he could have been no other kind.
Internet:
Beowulf, mentioned in text 7A3-II, is notoriously considered
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIVESP
Prova:
CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340710
Inglês
Texto associado
Text 7A3-I
As a science fiction writer, Octavia Butler forged a new path and envisioned bold possibilities. The future she wrote about is now our present moment. She wrote 12 novels and won each of science fiction’s highest honors. In 1995, she became the first science fiction writer to be awarded a MacArthur “genius” grant. She is also, increasingly, a writer recognized as one of the most important voices and visionaries of the 20th century, and now the 21st. As a Black woman and a writer, Butler demolished walls that seemed impermeable, writing on themes that seemed uncategorizable. Her ideas and characters continue to resonate with new readers when so many are looking for, if not hope, then a map for a way forward.
Her vision about the climate crisis, political and societal upheaval and the brutality and consequences of power hierarchies seems both sobering and prescient. However, as Butler often noted, being right was never the point. She didn’t want to be right — far from it. She wanted to give us time, and tools, to correct the course.
Lynell George. The Visions of Octavia Butler. Internet: <www.nytimes.com> (adapted).
Text 7A3-I mentions the work of Octavia Butler, an important American writer. Choose the option that correctly presents the literary movement of which Butler is considered a precursor.
Ano: 2025
Banca:
UFF
Órgão:
UFF
Prova:
UFF - 2025 - UFF - Residência - Clínica Médica de Cães e Gatos |
Q3340321
Inglês
Texto associado
How the Human Body Changes in Space
For years, TRISH (The Translational Research Institute for Space Health) has supported research projects and studies that aim to solve the challenges of human exploration in space. It is important that we know, first, the risks to human health during space travel. Understanding some of these risks (see below) is essential for a successful return to the moon in NASA’s Artemis missions.
Muscles
Astronauts experience decreased muscle mass, strength, and endurance because moving around requires reduced work from the legs and back. As a result, the muscles can begin to weaken or atrophy. To help combat this, astronauts aboard the International Space Station (ISS) have a strict exercise regime.
Neurological
In space missions, astronauts can experience disorientation, space motion sickness, and a loss of sense of direction, making completion of even basic tasks difficult. In an emergency, decreased sensorimotor function and postural stability could be dangerous.
Cardiovascular
In space, astronauts may face decreases in blood volume and aerobic capacity, while also experiencing increased arrhythmias. Although the cardiovascular system functions well in space, the body does not require as much work from the heart (still a muscle, after all) in microgravity. This could lead to deconditioning and a decrease in the size of the heart.
Available at: https://www.bcm.edu/academiccenters/space-medicine. Access: 30 Dec. 2023. Adapted.
The aim of the text is to:
Ano: 2025
Banca:
UFF
Órgão:
UFF
Prova:
UFF - 2025 - UFF - Residência - Anatomia Patológica Veterinária |
Q3338579
Inglês
Texto associado
How the Human Body Changes in Space
For years, TRISH (The Translational Research
Institute for Space Health) has supported
research projects and studies that aim to solve
the challenges of human exploration in space. It
is important that we know, first, the risks to
human health during space travel.
Understanding some of these risks (see below)
is essential for a successful return to the moon
in NASA’s Artemis missions.
Muscles
Astronauts experience decreased muscle
mass, strength, and endurance because
moving around requires reduced work from the
legs and back. As a result, the muscles can
begin to weaken or atrophy. To help combat
this, astronauts aboard the International Space
Station (ISS) have a strict exercise regime.
Neurological
In space missions, astronauts can experience
disorientation, space motion sickness, and a
loss of sense of direction, making completion of
even basic tasks difficult. In an emergency,
decreased sensorimotor function and postural
stability could be dangerous.
Cardiovascular
In space, astronauts may face decreases in
blood volume and aerobic capacity, while also
experiencing increased arrhythmias. Although
the cardiovascular system functions well in
space, the body does not require as much work
from the heart (still a muscle, after all) in
microgravity. This could lead to deconditioning
and a decrease in the size of the heart.
Available at: https://www.bcm.edu/academiccenters/space-medicine. Access: 30 Dec. 2023. Adapted.
“This, in the sentence “This could lead to
deconditioning and a decrease in the size of the
heart” (last paragraph), refers to the fact that:
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336630
Inglês
Which reading comprehension technique is most effective when analyzing persuasive
texts?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331757
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
Suponha que esse artigo jornalístico seja utilizado em um
curso de formação de professores de inglês. Consciente
da importância de se considerar o contexto de produção
para a compreensão de um texto, o professor-formador
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331756
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
In the sentence from the fourth paragraph “Instead of
being used to replace old ways of completing tasks, the
learning management systems were simply another
thing on teachers’ plates.”, figurative language in
the bold expression is used to mean that the learning
management systems
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331755
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
In the fragment from the third paragraph “because they
would house everything digitally”, the word “house”, more
frequently used as a noun, functions as a verb. Indicate
the alternative in which the bolded word is a verb in the
context.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331754
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
Um professor brasileiro lendo esse texto estará desenvolvendo sua competência intercultural à medida que
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331753
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
As breves narrativas que concluem o segundo e quarto
parágrafos
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331752
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
In the context of the third paragraph, the expression “get
the gist of” means to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331751
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
Ao ler o texto, determinado leitor encontra uma expressão
desconhecida “get the gist of”, na frase do terceiro
parágrafo “Sometimes the learner slips in just a word
or two, in the hope that the hearer will get the gist of
what is being communicated.” Ao buscar compreender
o significado da expressão, atentando para o contexto,
o leitor estará fazendo uso da estratégia compensatória
denominada
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331750
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
In “Learners in the early stages of acquisition might
code-switch—use their native language to fill in
missing knowledge—” (paragraph 3), the fragment in
bold plays the role of
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Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
Teachers who understand Brown’s exposition in the
second paragraph will tend to
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Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
The experience Gouin goes through can be said
to confirm views and theories which state that the
systematic learning of grammar
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Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
A experiência vivida por Francois Gouin, conforme
descrita no último parágrafo do texto, ilustra como o
sucesso na aprendizagem de uma língua estrangeira
depende, entre outros fatores,
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Q3331743
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Texto associado
Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
The two words that best summarize Gouin’s language
learning experience as described in the third and fourth
paragraphs are
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
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Q3331740
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
In the fragment from the first paragraph “you would have
found a rather well-prepared, confident Gouin”, the bolded
pronoun refers to
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