Questões de Concurso
Comentadas sobre pronomes | pronouns em inglês
Foram encontradas 847 questões
Ano: 2025
Banca:
IDECAN
Órgão:
SME de João Pessoa - PB
Prova:
IDECAN - 2025 - SME de João Pessoa - PB - Professor de Inglês (Educação Básica II) |
Q3633656
Inglês
Relative clauses give us more information about someone or something. We can use relative clauses to combine sentences
without repeating information. In this sense, choose the correct alternative.
Ano: 2025
Banca:
IDECAN
Órgão:
SME de João Pessoa - PB
Prova:
IDECAN - 2025 - SME de João Pessoa - PB - Professor de Inglês (Educação Básica II) |
Q3633648
Inglês
A pronoun, in general, is a word that is used instead of a
noun or noun phrase. In this sense, choose the option where
both the personal pronoun and the object pronoun are correctly
used in the sentence.
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2025 - Prefeitura de Nova Mutum - MT - Professor Nível Superior - Inglês |
Q3628178
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
Observe o fragmento a seguir:
“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.”
A reescritura no singular do trecho destacado acima fi ca correta da seguinte forma:
“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.”
A reescritura no singular do trecho destacado acima fi ca correta da seguinte forma:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2025 - Prefeitura de Nova Mutum - MT - Professor Nível Superior - Inglês |
Q3628173
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
O pronome these em "These foods are rich in vitamins,
minerals, and fi ber" (no 2º parágrafo) se refere a:
Q3626339
Inglês
Which of the following sentences demonstrates a
grammatically and semantically correct use of a defining
relative clause?
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616900
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 “During that time everyone, including me, reads
something of their choice”, o termo sublinhado é definido como:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613862
Inglês
Read the lyric excerpt from “Love is bigger than anything in its way” by U2.
The door is open to go through If I could I would come too But the path is made by you As you're walking start singing and stop talking Oh, if I could hear myself when I say Oh, love is bigger than anything in its way
(Available on: https://www.letras.mus.br/u2/love-is-bigger-than-anything-in-its-way/#autoplay. Accessed in: July 2025.)
The word “its” is used in this line because:
The door is open to go through If I could I would come too But the path is made by you As you're walking start singing and stop talking Oh, if I could hear myself when I say Oh, love is bigger than anything in its way
(Available on: https://www.letras.mus.br/u2/love-is-bigger-than-anything-in-its-way/#autoplay. Accessed in: July 2025.)
The word “its” is used in this line because:
Ano: 2025
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2025 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
Q3598100
Inglês
Texto associado
For this question choose the correct answer.
She didn't have to lend her son any money. He bought a
new house by __________.
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Santa Helena - SC
Prova:
AMEOSC - 2025 - Prefeitura de Santa Helena - SC - Professor com Licenciatura Plena em Língua Portuguesa e Estrangeira (Inglês) - Edital nº 6 |
Q3591151
Inglês
Texto associado
O texto seguinte servirá de base para responder às
questões de 1 a 5.
Population history of the Southern Caucasus
Max Planck Institute for Evolutionary Anthropology—An
international team of researchers from Germany,
Georgia, Armenia, and Norway has analyzed ancient
DNA from 230 individuals across 50 archaeological sites
from Georgia and Armenia. Within the framework of the
Max Planck-Harvard Research Center for the
Archaeoscience of the Ancient Mediterranean,
co-directed by Johannes Krause, Director at the Max
Planck Institute for Evolutionary Anthropology in Leipzig,
and Philipp Stockhammer, Professor at Ludwig
Maximilians University of Munich, this study reconstructs
the genetic interactions of populations in the Southern
Caucasus over time and down to the level of individual
mobility.
Mostly constant ancestry with traces of Bronze Age
migrations
Spanning from the Early Bronze Age (circa 3500 BCE) to
after the Migration Period (circa 500 CE), the research
shows that people in the Southern Caucasus retained a
mostly constant ancestry profile. "The persistence of a
deeply rooted local gene pool through several shifts in
material culture is exceptional", says population
geneticist Harald Ringbauer, whose research team at the
Max Planck Institute for Evolutionary Anthropology led
this study, "This stands out compared to other regions
across Western Eurasia, where many changes were
linked to substantial movement of people."
While there was overall genetic continuity, the research
also found evidence of migration from neighboring
regions. During the later phases of the Bronze Age, in
particular, a portion of the area's genetic makeup traces
back to people from Anatolia and the Eurasian steppe
pastoralists—reflecting cultural exchange, technological
innovation, burial practices, and the expansion of
economic systems, such as mobile pastoralism.
Following this period, the population size in the area
increased, and genetic signatures of mixing were often
more transient or confined to singular mobile individuals.
Cranial deformation: introduced by migration, then turned
into a local tradition
One of the study's most striking findings concerns early
Medieval individuals from the Iberian Kingdom, located in
present-day eastern Georgia, who had intentionally
deformed skulls. This cultural practice was long thought
to be tied to Central Eurasian Steppe populations. "We
identified numerous individuals with deformed skulls who
were genetically Central Asian, and we even found direct
genealogical links to the Avars and Huns " says lead
author and geneticist Eirini Skourtanioti from the Max
Planck Institute for Evolutionary Anthropology and
Ludwig Maximilians University Munich. "However, our
analyses revealed that most of these individuals were
locals, not migrants. This is a compelling example of the
cultural adoption of a practice that was likely
disseminated in the area by nomadic groups."
Liana Bitadze, head of the Anthropological Research
Laboratory at Tbilisi State University in Georgia and a
co-author of the study, corroborates the significance of
this finding: "Previously, we addressed this question
through comparative morphometric analyses. Now,
ancient DNA analysis has created a completely new line
of evidence, helping us to reach more definitive
answers."
A melting pot of diverse ancestries
The study also highlights how urban centers and early
Christian sites in eastern Georgia became melting pots of
people beginning in Late Antiquity. This further
emphasizes the long-standing role of the Caucasus as a
dynamic cultural and genetic frontier.
"Historical sources mention how the Caucasus Mountains
served both as a barrier and a corridor for migration
during Late Antiquity. Our study shows that increased
individual mobility was a key feature of the emerging
urban centers in the region", says Xiaowen Jia, co-lead
author and PhD researcher at Ludwig Maximilians
University Munich.
This research sets a new standard for understanding the
population histories of regions that have long been
overlooked by archaeogenetics.
https://popular-archaeology.com/article/population-history-of-the-southe
rn-caucasus/
Read the sentence from the text:
"This stands out compared to other regions across
Western Eurasia, where many changes were linked to
substantial movement of people."
Match each highlighted word to its correct grammatical
category:
COLUMN 1
I. This
II. other
III. where
IV. many
V. substantial
COLUMN 2
1.Relative adverb
2.Adjective
3.Quantifier adjective
4.Demonstrative pronoun
5.Attributive adjective
The correct matching is:
COLUMN 1
I. This
II. other
III. where
IV. many
V. substantial
COLUMN 2
1.Relative adverb
2.Adjective
3.Quantifier adjective
4.Demonstrative pronoun
5.Attributive adjective
The correct matching is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Vermelho Novo - MG
Prova:
Instituto Consulplan - 2025 - Prefeitura de Vermelho Novo - MG - Professor de Inglês |
Q3587381
Inglês
Read the excerpt from Marie Curie’s biography below:
Marie Curie, née Maria Sklodowska, was born in Warsaw on November 7, 1867, the daughter of a secondary-school teacher. She received a general education in local schools and some scientific training from her father. She became involved in a students’ revolutionary organization and found it prudent to leave Warsaw, then in the part of Poland dominated by Russia, for Cracow, which at that time was under Austrian rule. In 1891, she went to Paris to continue her studies at the Sorbonne, where she obtained Licenciateships in Physics and the Mathematical Sciences. She met Pierre Curie, Professor in the School of Physics, in 1894 and in the following year they were married.
(Available on: https://www.nobelprize.org/prizes/. Accessed on: may 2025.)
The alternative that correctly identifies the meaning and function of the relative pronoun in bold is:
Marie Curie, née Maria Sklodowska, was born in Warsaw on November 7, 1867, the daughter of a secondary-school teacher. She received a general education in local schools and some scientific training from her father. She became involved in a students’ revolutionary organization and found it prudent to leave Warsaw, then in the part of Poland dominated by Russia, for Cracow, which at that time was under Austrian rule. In 1891, she went to Paris to continue her studies at the Sorbonne, where she obtained Licenciateships in Physics and the Mathematical Sciences. She met Pierre Curie, Professor in the School of Physics, in 1894 and in the following year they were married.
(Available on: https://www.nobelprize.org/prizes/. Accessed on: may 2025.)
The alternative that correctly identifies the meaning and function of the relative pronoun in bold is:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Ensino Fundamental e Médio - Inglês |
Q3565889
Inglês
Texto associado
Read the following text to answer question
his paper presents the concept of task as the location for learning a foreign language (FL), a space for creation in and with the target language, with the tasks utilized simulating as closely as possible the situations which the students will encounter outside the classroom and which, moreover, emphasize meaning. Throughout the paper, the theory of the use of tasks for the teaching/learning of a FL present in the literature will be discussed, and an approach which is based on the utilization of tasks as the backbone for the planning of course is presented. In addition to emphasizing meaning, the tasks analyzed take a relatively long time to complete, i.e. they last more than a single class. Thus, the input can be remembered and re-worked as it reappears in different ways, thus making it possible for learning to be more long-lasting and significant.
(José Carlos Paes de Almeida Filho e Rita Barbirato.
Ambientes comunicativos para aprender línguas estrangeiras,
2000. Adaptado)
In the extract from the text “the concept of task as the
location for learning a foreign language (FL), a space for
creation in and with the target language, with the tasks
utilized simulating as closely as possible the situations
which the students will encounter outside the classroom”,
the word in bold introduces a clause that modifies
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553785
Inglês
Identify the sentence that uses the correct subjectverb agreement:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541310
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.
In relation to the term “whose” in the sentence:
“We define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the
language skills [...]”, select the correct alternative.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529894
Inglês
Texto associado
Read the text and answer question.
Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.
Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.
Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
In the excerpt from the third paragraph “Researchers and
educators have sought new practices in education that
will suit the demands of the present day”, the word in bold
can be replaced, without meaning change, by
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529175
Inglês
Texto associado
Read the text to answer question.
Traditional EFL classrooms face several challenges,
including limited exposure to authentic language use, lack
of engagement, and varying learner proficiency levels.
Research indicates that reliance on non-authentic materials
can hinder listening comprehension and motivation among
students. For instance, substituting traditional listening inputs
with spontaneous teacher discourse and storytelling has been
proposed as a means to enhance engagement and provide
authentic language exposure (Ypsilanti, 2024). Additionally,
the integration of Content and Language Integrated Learning
(CLIL) approaches can bridge the gap between vocabulary
learning and meaningful text production, fostering a more
engaging learning environment (Balle & Olsen, 2023).
Moreover, varying proficiency levels among learners often lead
to common writing errors, such as grammatical mistakes and
vocabulary misuse, which necessitate targeted instructional
strategies to address these challenges effectively (Isma et al., 2023). Teachers also encounter difficulties in adapting
to curriculum reforms and integrating digital media due to
limited resources and training, which can further exacerbate
engagement issues (Alnasib & Alharbi, 2024; Syarifuddin &
Hz, 2023). Addressing these challenges requires innovative
teaching strategies and a supportive infrastructure to enhance
EFL learning outcomes.
(Sari, Nurhidayah. The Role of Technology in Facilitating EFL Learning:
A Case Study Approach. Journal of Education Research, v. 5, 2024)
No trecho “which can further exacerbate engagement
issues”, a palavra em negrito refere-se a
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524721
Inglês
Texto associado
Read the text to answer question.
Our world is changing rapidly and so are the needs and
wants of our learners. Mobile phones and social media have
become staples in students’ daily lives. Many work from home
and value flexibility in when and where they learn. English has
become an essential tool for international communication,
and so have many transferable skills that are crucial to our
learners’ employability in a landscape where new jobs and
tasks are constantly being created.
It can be tricky to define ‘innovation’ and often, when we
talk about innovations, it is easy to only focus on technological
innovations. However, innovations go beyond technological
advancements. In the world of English language teaching
(ELT), innovation introduces new and original elements in
methodology, design, content, and, of course, in technology.
However innovative, technology shouldn’t be used for the sake
of using the latest technology because innovation is about
addressing and solving current challenges and offering fresh
solutions. It is about adapting to changing needs and contexts
and enhancing learning outcomes. It is about reimagining old
ways of teaching and learning and attempting new pedagogies.
In other words, innovation is about moving forward with the
way we do things because it can make things more effective
and more efficient for the educator and the learner.
(https://www.britishcouncil.org/voices-magazine/2024)
The excerpt from the text “It can be tricky to define
‘innovation’ and often, when we talk about innovations, it
is easy to only focus on technological innovations” shows
two instances of the use of an ambient “it” or empty “it”.
Unlike the common pronoun it, empty it does not refer
to anything; it simply serves a grammatical function. In
other words, empty it has a grammatical meaning, but no
lexical meaning.
Mark the alternative in which it has a lexical meaning.
Mark the alternative in which it has a lexical meaning.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524709
Inglês
Texto associado
Read the text and answer question.
A new age has dawned in additional language teaching
methodology which directly reflects wider changes in the
world. In the corresponding sea-change in educational
philosophy, Content and Language Integrated Learning (CLIL)
presents an opportunity and a threat to accepted language
teaching practice. As with immersion, formal language
instruction remains integral to most CLIL models. But for this
to be synchronous to subject teaching through an additional
language, curricular and methodological adjustment is often
required.
The ways in which content and language are integrated
influence decision-making on how each is handled within the
model. For example, this may be through language-learning
preparation before the CLIL course, language learning
embedded in the CLIL course, or language learning parallel
to the CLIL course.
A useful starting point is to consider the content of
learning. The concept of what constitutes content in a CLIL
context is much more flexible than selecting a discipline from
a traditional school curriculum such as geography, music,
biology or physics. Whilst curricular subjects such as these
might be appropriate for some CLIL programmes, contextual
variables such as teacher availability, language support,
age of learners and the social demands of the learning
environment may mean that a different choice of content is
more appropriate. In other words: what exactly is meant by
‘content’ in CLIL will depend on the context of the learning
institution.
However, the crucial point here is that, no matter whether
issues concerning the content or the language are more
dominant at a given point, neither must be subsumed or the
interrelationship between the two ignored.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
In the excerpt from the first paragraph “additional
language teaching methodology which directly reflects
wider changes in the world”, the word in bold can be
replaced, with no change in meaning, by
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524698
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 first paragraph “which students
should learn how to perform”, the word in bold has as its
referent
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524655
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
Both adjective clauses and adjective phrases are used to
qualify nouns. Select from the following alternatives the
one which contains a relative clause.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524654
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
In the fragment from the text’s final sentence “a
technological revolution that has been in the making for
four decades”, the highlighted word is a type of pronoun
called
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