Questões de Concurso
Sobre palavras conectivas | connective words em inglês
Foram encontradas 684 questões
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2025 - Prefeitura de Piratuba - SC - Professor Inglês |
Q3650831
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Big Data Begins to Crack the Case of Endometriosis
Records from millions of patients at University of
California health centers found correlations between
endometriosis, one of the most common diseases in
women, and a bounty of other diseases.
By Levi Gadye
Scientists at UC San Francisco have found that
endometriosis — a painful chronic disease that often
goes undiagnosed yet is estimated to affect as many as
200 million women worldwide — frequently occurs
alongside conditions like cancer, Crohn's disease, and
migraine.
The research could improve diagnosis and, ultimately,
treatments for endometriosis, preventing women from
having to go on long diagnostic journeys in which they
are told that nothing is wrong with them.
The study, which appeared in Cell Reports Medicine on
July 31, used computational methods developed at
UCSF to analyze anonymized patient records collected at
the University of California's six health centers.
"We now have both the tools and the data to make a
difference for the huge population that suffers from
endometriosis," said Marina Sirota, PhD, the interim
director of the UCSF Bakar Computational Health
Sciences Institute (BCHSI), professor of pediatrics, and
senior author of the paper. "We hope this can spur a sea
change in how we approach this disorder."
"The impact on patients' lives is huge"
Endometriosis, often called 'endo,' occurs when the
endometrium, the blood-rich tissue that grows in the
uterus before being expelled each month during
menstruation, spreads to other nearby organs. It causes
chronic pain and infertility. It is estimated that nearly 10%
of women worldwide suffer from it.
"Endo is extremely debilitating," said Linda Giudice, MD,
PhD, MSc, a physician-scientist in the Department of
Obstetrics, Gynecology and Reproductive Sciences at
UCSF and co-author of the paper. "The impact on patients' lives is huge, from their interpersonal
relationships to being able to hold a job, have a family,
and maintain psychological wellbeing."
The gold standard to diagnose endometriosis is surgery
to find endometrial tissue outside of the uterus, and it is
mainly treated with hormones to suppress the menstrual
cycle, or surgery to remove the excess tissue.
But not everyone responds to hormonal therapy, which
can have debilitating side effects. Even after surgery, the
condition can flare up. Removal of the uterus is a
last-ditch measure that is usually reserved for older
women; but some women continue to experience pain
even after a hysterectomy.
Giudice partnered with Sirota to leverage the UC health
system's anonymized patient data against endo, which
can vary dramatically across patients. Both Giudice and
Sirota are principal investigators at the UCSF-Stanford
Endometriosis Center for Discovery, Innovation, Training
and Community Engagement (ENACT).
"This data is messy; it was not collected for research
purposes but for the real, human purpose of helping
women who need care," Sirota said. "We had the rare
chance to rigorously assess how endometriosis presents
across UCSF's patient population and then ask whether
these observations held true with patients seen at the
other UC health centers."
Data connects the dots for understanding endometriosis
Using algorithms developed for the task, Umair Khan, a
bioinformatics graduate student in Sirota's lab and first
author of the paper, hunted for connections linking
endometriosis with the rest of each patient's health
history.
He compared endo patients with patients who did not
have it, and categorized the patients with endo into
groups based on shared health histories. He mapped his
findings from the UCSF data against the rest of the UC's
health data to see if they held up across California.
"We found over 600 correlations between endometriosis
and other conditions," Khan said. "These ranged from
what we already knew or suspected, like infertility,
autoimmune disease, and acid-reflux, to the unexpected,
like certain cancers, asthma, and eye-related diseases."
Some patients had migraines, bolstering previous studies
suggesting that migraine drugs might help treat
endometriosis.
"In the past, studies like this would have been nearly
impossible," said Tomiko Oskotsky, MD, an investigator
at ENACT, associate professor in UCSF BCHSI, and
co-author of the paper. "It was only 12 years ago that
de-identified electronic health records became available
at this scale."
The study supports the growing understanding of
endometriosis as a "multi-system" disorder — a disease
arising from dysfunction throughout the body.
"This is the kind of data we need to move the needle,
which hasn't moved in decades," Giudice said. "We're finally getting closer to faster diagnosis and, eventually,
we hope, tailored treatment for the millions of women
who suffer from endometriosis."
https://www.ucsf.edu/news/2025/07/430471/big-data-begins-crack-case
-endometriosis
In the paragraph beginning with "This data is messy; it
was not collected for research purposes but for the real,
human purpose of helping women who need care", which
cohesive device connects the idea of limitation with
contrast?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de São Miguel do Oeste - SC
Prova:
AMEOSC - 2025 - Prefeitura de São Miguel do Oeste - SC - Professor de Língua Inglesa |
Q3643965
Inglês
Cohesion in texts is achieved through linguistic elements
that connect sentences and ideas, such as conjunctions
and adverbial connectors. Consider the following
example:
"The company promised to reduce its carbon footprint. However, recent reports show an increase in emissions."
In this case, what is the function of the connector "however"?
"The company promised to reduce its carbon footprint. However, recent reports show an increase in emissions."
In this case, what is the function of the connector "however"?
Ano: 2025
Banca:
IDECAN
Órgão:
SME de João Pessoa - PB
Prova:
IDECAN - 2025 - SME de João Pessoa - PB - Professor de Inglês (Educação Básica II) |
Q3633653
Inglês
Discourse markers are very important for structuring text or speech and connecting sentences in a meaningful and logical
way. In this regard, select the alternative that presents the correct use and explanation.
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2025 - Prefeitura de Nova Mutum - MT - Professor Nível Superior - Inglês |
Q3628174
Inglês
Texto associado
Balanced diet
Keeping a balanced diet is essential for maintaining good
health and well-being. It means consuming a variety of foods
that provide your body with the right nutrients it needs to function
properly. So, what does a balanced diet look like?
Fruits and Vegetables: Start by fi lling half your plate with
fruits and vegetables. These foods are rich in vitamins, minerals,
and fi ber. They help you stay healthy and provide essential
nutrients.
Proteins: Include lean proteins like chicken, fi sh, beans, and
tofu in your diet. Proteins are important for building and repairing
tissues in your body.
Whole Grains: Opt for whole grains like brown rice, whole
wheat bread, and oatmeal. They provide energy and fi ber, keeping
you full and satisfi ed.
Dairy or Alternatives: Dairy products like milk, yogurt,
and cheese are excellent sources of calcium. If you’re lactose
intolerant or prefer plant-based options, try fortifi ed non-dairy
alternatives like almond milk.
Healthy Fats: Don’t be afraid of fats; just choose healthy
ones like avocados, nuts, and olive oil. These fats are essential
for brain and heart health.
Limit Sugars and Salt: Try to reduce your intake of sugary drinks,
sweets, and high-sodium foods. Too much of these can harm
your health.
Hydration: Drink plenty of water throughout the day. It helps
with digestion, keeps you hydrated, and supports overall health.
Portion Control: Pay attention to portion sizes. Eating the
right amount of food helps maintain a healthy weight.
Remember, a balanced diet isn’t about perfection; it’s about
making good choices most of the time. So, try to incorporate a
variety of foods into your meals, and don’t forget to enjoy your
food. A balanced diet is not only good for your body but also for
your taste buds!
(https://www.maxhealthcare.in/blogs/what-is-abalanced-diet)
Acessadado em: 20 de agosto de 2025
No trecho "So, try to incorporate a variety of foods into your
meals, and don’t forget to enjoy your food”, a palavra destacada
tem valor de:
Q3626345
Inglês
In nuanced argumentative texts, conjunctions do more
than link ideas—they suggest relationships such as
contrast, cause, or consequence. Which of the following
sentences correctly uses a conjunction to express
contrast while maintaining formal coherence?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Santa Cecília - PB
Prova:
EDUCA - 2025 - Prefeitura de Santa Cecília - PB - Professor B – Inglês |
Q3624399
Inglês
Texto associado
TEXT 1
The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers
Betri Virga Erizara, Suciana Wijirahayu English Education Program, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia DOI: 10.37729/scripta.v11i1.5081
Abstract: Teaching and learning vocabulary and pronunciation is challenging for foreign language learning. Currently, the majority of vocabulary and pronunciation teaching in the classroom employs traditional and uninspiring approaches. Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills. This study aims to investigate the potential of gamification-based technology media, specifically Duolingo, to enhance prospective English teachers’ English vocabulary and pronunciation skills. This study employed a quantitative approach. The study was conducted at a private university in Jakarta with 72 students as participants. The results of this study indicate that most participants perceive learning a foreign language, particularly vocabulary and pronunciation, through Duolingo as relatively straightforward due to the numerous conversation exercises with diverse vocabulary. Several findings corroborate this regarding Duolingo’s facilities, which include ease of access, variety of topics and information, and a positive effect on learners’ motivation and enthusiasm for learning English. This research implies that Duolingo is an effective tool to support learners in learning foreign languages, especially vocabulary development and English pronunciation, which is easy and enjoyable.
Read the sentence below:
"Duolingo has a variety of topics. It positively affects learners’ motivation."
Now, choose the only one alternative that correctly combine these two ideas using the appropriate conjunction:
"Duolingo has a variety of topics. It positively affects learners’ motivation."
Now, choose the only one alternative that correctly combine these two ideas using the appropriate conjunction:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Santa Cecília - PB
Prova:
EDUCA - 2025 - Prefeitura de Santa Cecília - PB - Professor B – Inglês |
Q3624397
Inglês
Texto associado
TEXT 1
The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers
Betri Virga Erizara, Suciana Wijirahayu English Education Program, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia DOI: 10.37729/scripta.v11i1.5081
Abstract: Teaching and learning vocabulary and pronunciation is challenging for foreign language learning. Currently, the majority of vocabulary and pronunciation teaching in the classroom employs traditional and uninspiring approaches. Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills. This study aims to investigate the potential of gamification-based technology media, specifically Duolingo, to enhance prospective English teachers’ English vocabulary and pronunciation skills. This study employed a quantitative approach. The study was conducted at a private university in Jakarta with 72 students as participants. The results of this study indicate that most participants perceive learning a foreign language, particularly vocabulary and pronunciation, through Duolingo as relatively straightforward due to the numerous conversation exercises with diverse vocabulary. Several findings corroborate this regarding Duolingo’s facilities, which include ease of access, variety of topics and information, and a positive effect on learners’ motivation and enthusiasm for learning English. This research implies that Duolingo is an effective tool to support learners in learning foreign languages, especially vocabulary development and English pronunciation, which is easy and enjoyable.
Consider the sentence that follows, extracted
from Text 1:
“Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills”
Now, choose the alternative below in which the underlined word (“Conversely”) is correctly classified:
“Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills”
Now, choose the alternative below in which the underlined word (“Conversely”) is correctly classified:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616899
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 “After all, we need to be able to understand the
words that we encounter when reading in order to understand
what we’re reading”, o conectivo destacado foi usado para
expressar:
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610246
Inglês
Which sentence avoids a comma splice and uses the
linker appropriately to join two independent clauses?
Ano: 2025
Banca:
CPCON
Órgão:
Prefeitura de Nova Palmeira - PB
Prova:
CPCON - 2025 - Prefeitura de Nova Palmeira - PB - Professor de Inglês |
Q3583514
Inglês
In the sentence "She had studied for hours; nevertheless, she still found the test extremely difficult," what is the function of the linking
word "nevertheless"?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565857
Inglês
A teacher asks students to analyze the following text excerpt:
“The project was delayed. Nevertheless, the team worked hard to meet the deadline.”
What does the discourse marker “nevertheless” indicate in this context?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565856
Inglês
A teacher asks students to analize the following sentence:
“It was raining heavily; therefore, the match was postponed.”
What is the function of the word “therefore”?
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553786
Inglês
In academic writing, the phrase "It is widely believed
that" serves as:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541308
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
Contextual clues such as definitions, examples,
modifiers, relocation, parallel structures,
connectors, and the repetition of keywords play a
vital role in enhancing the flow and clarity of
academic texts. In the Text V, the term 'however',
present in the following excerpt, is used as one of
these contextual clues. About it, select the correct
alternative.
“An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear (2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).”
“An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear (2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).”
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529184
Inglês
Texto associado
Read the text to answer question.
Stephen R. Covey (2017) once explained the importance
of priorities by using an experience he had in a business
class. He stated that a professor stood in front of a group of
students and set a large canning jar in front of them. He filled
it to the top with rocks and asked the students if it was full.
They responded yes. Then he took out a bucket of sand and
filled the jar again, and students watched as the sand poured
inside the spaces between the large rocks. The professor
asked again if the jar was full. This time students hesitated,
and with good reason. The professor proceeded to fill the jar
with a pitcher of water, after which he asked the students to
explain the purpose behind this visual demonstration. After
several incorrect responses, (including something along the
lines of. There is always room for more stuff in your life), the
professor gave his answer, which amounts to this: Unless you
put the rocks in first, they will never fit into the jar.
This story demonstrates the principle of prioritizing,
of knowing what matters most and what matters least, and
that what matters most must be placed in the first position.
No doubt, this is a very relevant way to analyze your own
ecosystem1
.
As you move forward in developing a lifestyle that
incorporates language learning, you must constantly reflect
on whether or not you have prioritized your tasks well. If you
imagine your ecosystem as the canning jar, and your language
tasks as items that fill up the jar, you can see how making the
right decisions will increase your chances of not only enjoying
the learning process but making it more successful. Always
remember that it is not just “doing a lot of language stuff”
that will bring you success but rather that by putting priorities
in their place, language learning can happen on its own.
Let’s talk about how to prioritize language learning tasks by
using the metaphor of the canning jar itself and discuss two
concepts: fixed and fluid.
(Dixon, Shane. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
1
A language ecosystem describes a holistic environment that encourages
and extends the learning and application of language beyond the classroom
through a diverse system of tasks and incentives.
In the fragment from the text “As you move forward
in developing a lifestyle that incorporates language
learning”, the word in bold may be replaced with no
change in meaning or structure by:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529155
Inglês
Texto associado
Read the text to answer question:
Information and communication technology (ICT)
ICT uses language to develop and apply technical
computing skills. Learners practise how to find, develop,
analyse and present information, and they learn how to model
situations, solve problems and evaluate their solutions. There
are many opportunities for CLIL ICT teachers to support
their learners’ understanding of key ICT concepts and skills
through the use of physical objects, visuals, demonstrations
and hands-on practice. It is these visual elements of the
subject that makes ICT a good one for learners who are new
to CLIL. However, since ICT lessons may often concentrate
on technical skills or involve learners sitting silently behind
a computer, the challenge for ICT teachers is to create
opportunities for CLIL learners to think for themselves, to
speak and to practise communicating in writing. ICT is ideal
for cross-curricular work: learners can use the content of their subject lessons to carry out ICT tasks in another language. As
they develop ICT knowledge and skills, CLIL learners can be
taught how to think, talk and write like ICT specialists.
(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and
language teachers. Cambridge: Cambridge University, 2012)
In the following part of the text “However, since ICT
lessons may often concentrate on technical skills…,” the
word in bold
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529150
Inglês
Texto associado
Read the text to answer question:
CLIL is an approach or method which integrates the
teaching of content from the curriculum with the teaching
of a non-native language. It is increasingly important in our
global, technological society, where knowledge of another
language helps learners to develop skills in their first or home
language and also helps them develop skills to communicate
ideas about science, arts and technology to people around
the world. It gives learners a different learning experience
compared with most foreign language teaching because in
a CLIL classroom, the curricular subject and new language
are taught together. Thinking and learning skills are integrated
too. CLIL can involve many methodologies from both subject
and language teaching, so CLIL presents new challenges for
teachers and learners.
(BENTLEY, Kay. The TKT course CLIL module. Cambridge:
Cambridge University, 2010)
No trecho retirado do texto “It is increasingly important
in our global, technological society, where knowledge of
another language helps learners to develop skills in their
first or home language…”, a palavra, em negrito, pode ser
subtituída, sem alteração de significado ou estrutura, por
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524702
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
In the excerpt from the second paragraph “Thus, CLT has
a lot in common”, the word in bold can be substituted, with
no change in meaning, for
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524697
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
A discourse marker is a word or phrase that helps
to organize and connect ideas in written or spoken
communication, and has different purposes. The
expression first, in the beginning paragraph, aims at
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524694
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “methods such
as the Silent Way”, the words in bold aim to
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