Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.963 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430812
Inglês
Texto associado
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a
more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note
that there have been calls to abandon the search for a single
“supermethod” and to instead focus on equipping teachers
with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from
the idea that there is one “right” way to teach language, and
towards an approach that values flexibility, adaptability, and a
recognition of the diverse contexts in which language learning
takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been
empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great
enthusiasm for (and wide adoption of) the Communicative
Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the
Grammar-Translation Method) to meet the national language
learning goals. It failed to develop a language learner who can
communicate properly in English. This does not mean that the
CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been
changing the nature of language and how it should be taught
(Abdallah, 2011).
(M. Abdallah, 2024. Disponível em:
https://files.eric.ed.gov/fulltext/ED660475.pdf.
Adaptado)
A teacher is going to use this text with the students, and
intends to practice with them the reading strategy called
inference. In order to do this, they will ask their students to
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430810
Inglês
Texto associado
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a
more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note
that there have been calls to abandon the search for a single
“supermethod” and to instead focus on equipping teachers
with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from
the idea that there is one “right” way to teach language, and
towards an approach that values flexibility, adaptability, and a
recognition of the diverse contexts in which language learning
takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been
empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great
enthusiasm for (and wide adoption of) the Communicative
Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the
Grammar-Translation Method) to meet the national language
learning goals. It failed to develop a language learner who can
communicate properly in English. This does not mean that the
CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been
changing the nature of language and how it should be taught
(Abdallah, 2011).
(M. Abdallah, 2024. Disponível em:
https://files.eric.ed.gov/fulltext/ED660475.pdf.
Adaptado)
The title which best represents the content of the text is:
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430809
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
According to the text, CLIL presupposes
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430807
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
The word “yet” is polysemic (has more than one meaning)
in English. Choose the alternative in which it is being used
with the same meaning as in the excerpt from the second
paragraph “Yet, as climate change became increasingly
worrying…”.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430806
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
In the fragment from the third paragraph of the text “would
have needed to climb out of their respective mindsets”
the part in bold is equivalent in meaning to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430804
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
In the context of the text, the word in bold in the extract
from the first paragraph “the fusion of elements which
may have been previously fragmented” indicates
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430803
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
According to the first and second paragraphs, CLIL
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430800
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
In the second paragraph, the information within dashes
“– global or analytic, auditory or visual –” is intended to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430796
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
Among the many uses of the word learning in the text,
the one functioning as a noun is found in
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430795
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
O primeiro e o segundo parágrafo permitem afirmar que
Ano: 2025
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EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412600
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Still based on Text 2, which of the following areas
does PISA specifically investigate regarding language
learning?
Ano: 2025
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EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412599
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Based on Text 2, which benefit is not mentioned as a
result of speaking multiple languages?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412598
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
According to Text 2, what is one of the main goals of
education systems worldwide nowadays?
Ano: 2025
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EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412596
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to Text 1, how can English be learned in
today’s world?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412595
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to text 1, what was one of the main reasons
that used to demotivate English language learners in the
past?
Ano: 2025
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EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412594
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to Text 1, learning a foreign language in the
past usually meant “learning grammar rules and
vocabulary, doing written exercises, reading specially
written texts, and answering comprehension
questions”. Based on this information, which teaching
method or approach below best describes the
combination of this set of practices?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412593
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to Text 1, choose the alternative that
correctly summarizes its general idea:
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
STM
Provas:
CESPE / CEBRASPE - 2025 - STM - Analista Judiciário - Área: Apoio Especializado - Especialidade: Análise de Sistemas
|
CESPE / CEBRASPE - 2025 - STM - Analista Judiciário - Área: Apoio Especializado - Especialidade: Suporte em Tecnologia da Informação |
Q3407585
Inglês
Texto associado
According to text CG2A1-II, judge the item that follow.
Text CG2A1-II
Virtual reality (VR) can, in its own imperfect ways,
transport a user into distant experiences. One thing VR can’t yet
do, however, is simulate the experience of eating lunch. But that
could change thanks to a new “bio-integrated gustatory interface”
device called e-Taste.
Researchers from Ohio State University created a small
electromagnetic pump connected to a liquid channel of chemicals
that, when mixed in the right ratios, can approximate the taste of
coffee, lemonade, cake, and other food and drinks. That newly
crafted chemical liquid is then pushed through via a gel. Users
ultimately experience the taste as a liquid that sits in their mouth.
And while an initial group of human test subjects struggled to
accurately differentiate between different taste profiles, the study
suggests a future VR steakhouse experience might not be as
far-fetched as it sounds.
The researchers tested their new device on 10 volunteers
and received mixed results. On the positive side, the test subjects
were able to differentiate between various sour taste profile
intensities with approximately 70 percent accuracy. The tests
were less conclusive though when researchers asked participants
to distinguish between flavors intended to represent cake, fried
egg, coffee, and fish soup. That discrepancy is not necessarily
due entirely to poor device performance, though. Even in the
physical world, taste is inherently subjective. Factors such as
smell, memory, and visual cues can influence how we perceive
food. Two people might experience the taste of the same meal
slightly differently. “Taste and smell are greatly related to human
emotion and memory,” added one of the researchers. “So our
sensor has to learn to capture, control, and store all that
information.”
The e-Taste researchers believe their device could also
have applications beyond video games. Theoretically, the
technology could one day allow users to virtually taste-test items
before ordering them. Medical professionals might also use the
device to remotely assess whether patients have lost certain
aspects of taste, which could be an early indicator of illness.
Additionally, the device could serve as an aid in reintroducing
taste sensations to individuals with certain neurological disorders
or illnesses, such as long COVID, that have impaired their ability
to taste food.
Internet: <popsci.com> (adapted).
The tests of the e-Taste device suggest that taste perception
presents a high degree of uniformity across individuals.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
STM
Provas:
CESPE / CEBRASPE - 2025 - STM - Analista Judiciário - Área: Apoio Especializado - Especialidade: Análise de Sistemas
|
CESPE / CEBRASPE - 2025 - STM - Analista Judiciário - Área: Apoio Especializado - Especialidade: Suporte em Tecnologia da Informação |
Q3407584
Inglês
Texto associado
According to text CG2A1-II, judge the item that follow.
Text CG2A1-II
Virtual reality (VR) can, in its own imperfect ways,
transport a user into distant experiences. One thing VR can’t yet
do, however, is simulate the experience of eating lunch. But that
could change thanks to a new “bio-integrated gustatory interface”
device called e-Taste.
Researchers from Ohio State University created a small
electromagnetic pump connected to a liquid channel of chemicals
that, when mixed in the right ratios, can approximate the taste of
coffee, lemonade, cake, and other food and drinks. That newly
crafted chemical liquid is then pushed through via a gel. Users
ultimately experience the taste as a liquid that sits in their mouth.
And while an initial group of human test subjects struggled to
accurately differentiate between different taste profiles, the study
suggests a future VR steakhouse experience might not be as
far-fetched as it sounds.
The researchers tested their new device on 10 volunteers
and received mixed results. On the positive side, the test subjects
were able to differentiate between various sour taste profile
intensities with approximately 70 percent accuracy. The tests
were less conclusive though when researchers asked participants
to distinguish between flavors intended to represent cake, fried
egg, coffee, and fish soup. That discrepancy is not necessarily
due entirely to poor device performance, though. Even in the
physical world, taste is inherently subjective. Factors such as
smell, memory, and visual cues can influence how we perceive
food. Two people might experience the taste of the same meal
slightly differently. “Taste and smell are greatly related to human
emotion and memory,” added one of the researchers. “So our
sensor has to learn to capture, control, and store all that
information.”
The e-Taste researchers believe their device could also
have applications beyond video games. Theoretically, the
technology could one day allow users to virtually taste-test items
before ordering them. Medical professionals might also use the
device to remotely assess whether patients have lost certain
aspects of taste, which could be an early indicator of illness.
Additionally, the device could serve as an aid in reintroducing
taste sensations to individuals with certain neurological disorders
or illnesses, such as long COVID, that have impaired their ability
to taste food.
Internet: <popsci.com> (adapted).
The test subjects of the research mentioned in the text could
accurately distinguish between sour taste intensities most of
the time.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
STM
Provas:
CESPE / CEBRASPE - 2025 - STM - Analista Judiciário - Área: Apoio Especializado - Especialidade: Análise de Sistemas
|
CESPE / CEBRASPE - 2025 - STM - Analista Judiciário - Área: Apoio Especializado - Especialidade: Suporte em Tecnologia da Informação |
Q3407583
Inglês
Texto associado
According to text CG2A1-II, judge the item that follow.
Text CG2A1-II
Virtual reality (VR) can, in its own imperfect ways,
transport a user into distant experiences. One thing VR can’t yet
do, however, is simulate the experience of eating lunch. But that
could change thanks to a new “bio-integrated gustatory interface”
device called e-Taste.
Researchers from Ohio State University created a small
electromagnetic pump connected to a liquid channel of chemicals
that, when mixed in the right ratios, can approximate the taste of
coffee, lemonade, cake, and other food and drinks. That newly
crafted chemical liquid is then pushed through via a gel. Users
ultimately experience the taste as a liquid that sits in their mouth.
And while an initial group of human test subjects struggled to
accurately differentiate between different taste profiles, the study
suggests a future VR steakhouse experience might not be as
far-fetched as it sounds.
The researchers tested their new device on 10 volunteers
and received mixed results. On the positive side, the test subjects
were able to differentiate between various sour taste profile
intensities with approximately 70 percent accuracy. The tests
were less conclusive though when researchers asked participants
to distinguish between flavors intended to represent cake, fried
egg, coffee, and fish soup. That discrepancy is not necessarily
due entirely to poor device performance, though. Even in the
physical world, taste is inherently subjective. Factors such as
smell, memory, and visual cues can influence how we perceive
food. Two people might experience the taste of the same meal
slightly differently. “Taste and smell are greatly related to human
emotion and memory,” added one of the researchers. “So our
sensor has to learn to capture, control, and store all that
information.”
The e-Taste researchers believe their device could also
have applications beyond video games. Theoretically, the
technology could one day allow users to virtually taste-test items
before ordering them. Medical professionals might also use the
device to remotely assess whether patients have lost certain
aspects of taste, which could be an early indicator of illness.
Additionally, the device could serve as an aid in reintroducing
taste sensations to individuals with certain neurological disorders
or illnesses, such as long COVID, that have impaired their ability
to taste food.
Internet: <popsci.com> (adapted).
The text states that, even though they have tried, the creators
of e-Taste could not emulate the experience of eating lunch.
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