Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.188 questões
Ano: 2025
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Q3524694
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “methods such
as the Silent Way”, the words in bold aim to
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Q3524692
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “and although
they may not be used much any more”, the part in bold
can be substituted with no change in meaning for
Ano: 2025
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Q3524691
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The excerpt from the second paragraph “certainly not as
they were originally envisaged” is being used as
Ano: 2025
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Q3524689
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The Lexical Approach, mentioned in the second paragraph,
can be described as an approach in which
Ano: 2025
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Q3524688
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
De acordo com o primeiro parágrafo do texto,
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Q3524667
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
Read the comic.
(https://www.boredpanda.com/comics-chinese-western-culturecomparison-part-2-tinyeyescomics)
It allows us to see different cultural representations of
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Q3524666
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
By ‘performing’ the function, you are performing an act
of communication.
(Brown,2000)
A student has been consistently late for class. Choose the alternative which might apply to other situations, including calling the student’s attention.
(Brown,2000)
A student has been consistently late for class. Choose the alternative which might apply to other situations, including calling the student’s attention.
Ano: 2025
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Q3524665
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
Consider the following exchange:
A: Doorbell. B: In the bathroom. A: Ok.
Taking context into account, the probable meaning of “Ok” is
A: Doorbell. B: In the bathroom. A: Ok.
Taking context into account, the probable meaning of “Ok” is
Ano: 2025
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Q3524664
Inglês
Texto associado
Em relação ao ensino de cultura, Kramasch escreve:
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?
(KRAMASCH, Claire. 2024. Adaptado)
Read the strip and compare it to the content of the text.
(https://www.boredpanda.com/community/chinesetinyeyes/)
The question by Kramash which most directly relates to the situation illustrated in the strip is found in
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Q3524663
Inglês
Texto associado
Em relação ao ensino de cultura, Kramasch escreve:
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?
(KRAMASCH, Claire. 2024. Adaptado)
O excerto mostra que, para a autora, o ensino de cultura
na educação em língua estrangeira
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Q3524662
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
Com relação à autonomia em contextos de aprendizagem, o texto mostra que
Ano: 2025
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Q3524652
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
O trecho em negrito do segundo parágrafo em “Over 200
years later, in 1870, technology advanced to include the
Magic Lantern, a primitive version of a slide projector
that projected images printed on glass plates” é usado
com o objetivo de
Ano: 2025
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Q3524648
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
The tittle that best applies to the text is:
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Q3524645
Inglês
Texto associado
The paper reflects on the role of technology in English
language teaching (ELT) methodologies and on the impact
of globalization and internationalization in education in
general and in the ELT in particular. The study is based on
the assumption that access to information and technology
is necessary to build social capital (WARSCHAUER, 2003)
and that this access requires some English knowledge
and digital literacy (FINARDI; PREBIANCA; MOMM,
2013). Departing from a bibliographic review on the use of
ELT methodologies and the role of technologies in these
methodologies, the study proposes that both the resistance to
and the uncritical use of technologies and methodologies may
bring negative consequences to the development of English
language proficiency and social development in Brazil. The
study concludes that in the post-method (BROWN, 2002;
KUMARAVADIVELO, 2003) and information era (LEVY,
1999) technologies have a relevant and crucial role that
should be critically considered in ELT methodologies. The
study also suggests that the informed use of technologies
and methodologies, allied with the teaching of English as
an international language are essential to leverage the
development and the internationalization of education in
Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
No texto, as autoras mencionam que
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Q3524643
Inglês
Texto associado
The paper reflects on the role of technology in English
language teaching (ELT) methodologies and on the impact
of globalization and internationalization in education in
general and in the ELT in particular. The study is based on
the assumption that access to information and technology
is necessary to build social capital (WARSCHAUER, 2003)
and that this access requires some English knowledge
and digital literacy (FINARDI; PREBIANCA; MOMM,
2013). Departing from a bibliographic review on the use of
ELT methodologies and the role of technologies in these
methodologies, the study proposes that both the resistance to
and the uncritical use of technologies and methodologies may
bring negative consequences to the development of English
language proficiency and social development in Brazil. The
study concludes that in the post-method (BROWN, 2002;
KUMARAVADIVELO, 2003) and information era (LEVY,
1999) technologies have a relevant and crucial role that
should be critically considered in ELT methodologies. The
study also suggests that the informed use of technologies
and methodologies, allied with the teaching of English as
an international language are essential to leverage the
development and the internationalization of education in
Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
One of the authors’ objectives in the study described is to
understand
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Q3524642
Inglês
Texto associado
The paper reflects on the role of technology in English
language teaching (ELT) methodologies and on the impact
of globalization and internationalization in education in
general and in the ELT in particular. The study is based on
the assumption that access to information and technology
is necessary to build social capital (WARSCHAUER, 2003)
and that this access requires some English knowledge
and digital literacy (FINARDI; PREBIANCA; MOMM,
2013). Departing from a bibliographic review on the use of
ELT methodologies and the role of technologies in these
methodologies, the study proposes that both the resistance to
and the uncritical use of technologies and methodologies may
bring negative consequences to the development of English
language proficiency and social development in Brazil. The
study concludes that in the post-method (BROWN, 2002;
KUMARAVADIVELO, 2003) and information era (LEVY,
1999) technologies have a relevant and crucial role that
should be critically considered in ELT methodologies. The
study also suggests that the informed use of technologies
and methodologies, allied with the teaching of English as
an international language are essential to leverage the
development and the internationalization of education in
Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
The linguistic and discourse characteristics of the text are
consistent with those of an academic article’s
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Q3524636
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
As far as the element “content” in CLIL is concerned, the
fourth and fifth paragraphs state that
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Q3524635
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
In paragraph 1, we learn that a good CLIL lesson plan
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Q3524634
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
While reading this text, a teacher comes across the word
“interwoven” in the fragment “Each is interwoven, even
if the emphasis is greater on one or the other at a given
time”. A fluent reader, this teacher resorts to context to
arrive at the meaning of this word and, doing so, makes
use of the reading strategy named
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524630
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
The expression in bold in the excerpt “such as contentbased language teaching” is being used to
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