Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.963 questões
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã do Oeste - SC
Prova:
AMEOSC - 2025 - Prefeitura de Iporã do Oeste - SC - Professor de Inglês - Edital nº 19 |
Q3617942
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Inside the charming city named 'Europe's highest capital' - with no trains or airports
Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.
But only one can say it's the highest in the continent.
High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.
The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.
And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.
But that hasn't stopped 8 to 10 million people visiting the tiny place every year.
The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.
And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.
One person on Tripadvisor described: 'It is a giant duty free shopping haven.
'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.
'Very good for local economy, very boring.'
Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.
Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.
The basic package for three hours access starts from ?30.50.
One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'
Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'
For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.
And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.
When it comes to the weather, don't expect too much sun in Andorra.
In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.
Meanwhile, temperatures peak at 24C in July and August.
https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted)
English teacher Marcos is developing activities that
promote socioemotional competencies through
travel-themed content like the Andorra article. He focuses
on building empathy, cultural awareness, and global
citizenship while teaching English language skills. The
school emphasizes holistic education that addresses
both cognitive and emotional development through all
subject areas including foreign language learning.
Which statements are correct?
I.Travel texts can develop empathy by exposing students to different cultures and ways of life around the world.
II.Socioemotional learning in English classes should be avoided because it distracts from language skill development.
III.Discussion activities about travel destinations can promote tolerance and respect for cultural diversity.
IV.English learning environments can foster global citizenship by connecting students with international perspectives and experiences.
Which statements are correct?
I.Travel texts can develop empathy by exposing students to different cultures and ways of life around the world.
II.Socioemotional learning in English classes should be avoided because it distracts from language skill development.
III.Discussion activities about travel destinations can promote tolerance and respect for cultural diversity.
IV.English learning environments can foster global citizenship by connecting students with international perspectives and experiences.
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616896
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
No segundo parágrafo do texto, a palavra “novice” é definida
corretamente como:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616895
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
No trecho “We also know that reading texts on diff erent topics
increases the chances that our students will encounter different
words and come across new meanings of known words”, o
phrasal verb destacado pode ser substituído, sem prejuízo de
signifi cado, por:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616894
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
As collocations são combinações de palavras que ocorrem
naturalmente juntas, e que soam mais naturais para falantes
nativos do que outras combinações possíveis, mesmo que
gramaticalmente corretas. Dentre os trechos abaixo, todos
retirados do texto, temos uma collocation que signifi ca “to
understand the main point” em:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616893
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
O ensino de inglês pode ser enriquecido por meio do uso de
recursos educacionais abertos, da internet, das redes sociais e da
interatividade local e global, promovendo um aprendizado mais
dinâmico e conectado. Essa abordagem poderia ser aplicada por
um estudante que deseja escolher na internet os textos de seu
interesse, seguindo a sugestão dada pela autora, no trecho:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616892
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
O ensino de Inglês na BNCC enfatiza o desenvolvimento
de competências e habilidades essenciais para a comunicação
eficaz em Inglês, considerando a língua como um instrumento de
acesso ao conhecimento e participação na sociedade globalizada,
promovendo o ensino por meio de eixos distintos. No texto da
doutora Randi Reppen, a habilidade exposta está relacionada ao
eixo da BNCC que envolve:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616889
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
Ao recomendar atividades intensivas de leitura, a autora do
texto sugere o uso de jornais produzidos na escola como uma
maneira de exercitar a leitura superficial, em busca de informações
específicas. Tal atividade é uma forma de exercitar a estratégia de
leitura chamada de:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616888
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
Ao relacionar a abordagem instrumental para o ensino de
língua inglesa e o tema do texto, pode-se concluir que:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616887
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
De acordo com o texto, a relação que pode ser estabelecida
entre leitura e vocabulário é uma relação de:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613861
Inglês
Read the excerpt from the song “Matilda” by Harry Styles:
You can let it go
You can throw a party full of everyone you know
And not invite your family, 'cause they never showed you love
You don't have to be sorry for leaving and growing up.
(Available on: https://www.letras.mus.br/harry-styles/matilda/. Accessed in: July 2025.)
Based on the excerpt, the speaker expresses that:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613860
Inglês
Read the email below:
(Available on: https://s3.eu-central-1.amazonaws.com/studysmarter-mediafiles/. Accessed in: July 2025.)
Considering the overall use of verb tenses in the email, it is correct to state that:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613856
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The option that best aligns with an evaluation approach suitable for the use of technology in language learning is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613855
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The most appropriate initiative to support teachers in producing effective teaching materials using technology is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613854
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The most appropriate first step to support the school in integrating technology into the curriculum is:
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610243
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
As used in the opening evaluation of the Terminal
Classic, the phrase "the death knell for the Maya
civilization" serves a rhetorical purpose; which
interpretation best captures its figurative force in this
context?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610241
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Drawing on the passage's contrasting evaluations of the
period, which pair of nouns taken (or inferable) from the
text functions as antonyms in context?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610237
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Considering the passage's account of cultural
reorientation after the Classic decline, which geographic
shift characterizes developments in the Postclassic as
described by the author?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610236
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Considering tone, organization, and intent, which label
best classifies the overall text you read about the
Postclassic and Spanish intrusion?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610235
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Within the sentence explaining how independence was
maintained in the southern lowlands, to whom does the
pronoun "they" most plausibly refer, given the
surrounding details?
Ano: 2025
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2025 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
Q3598090
Inglês
Texto associado
A PERFECT FAMILY HOLIDAY
The pronoun “them” (line 1) refers to:
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