Questões de Concurso Sobre inglês
Foram encontradas 25.629 questões
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783585
Inglês
Os fundamentos da língua inglesa baseiam-se em
quatro pilares essenciais: a gramática, o vocabulário, a
fonética e a fonologia. A gramática estabelece as regras
para a organização das palavras e a formação de frases,
permitindo que a comunicação seja clara e eficaz.
Assinale a alternativa que apresenta a estrutura básica correta de uma frase afirmativa em inglês no tempo presente simples:
Assinale a alternativa que apresenta a estrutura básica correta de uma frase afirmativa em inglês no tempo presente simples:
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783584
Inglês
De acordo com a Base Nacional Comum Curricular (BNCC), os gêneros textuais em Língua Inglesa são
fundamentais para o desenvolvimento da competência comunicativa, intercultural e crítica.
Analise as afirmativas abaixo sobre os gêneros textuais.
1. Os gêneros textuais são formas socialmente reconhecidas de uso da linguagem, que cumprem funções comunicativas em contextos reais.
2. Trabalhar com gêneros textuais nas aulas de língua inglesa, tem como objetivo principal o desenvolvimento da competência comunicativa e intercultural por meio de práticas reais de linguagem.
3. Os gêneros textuais devem ser considerados a materialização das várias práticas educacionais que permeiam a sociedade, articulados de tal forma que são imprescindíveis à vida em sociedade.
4. O gênero textual ‘news article’ tem como objetivo convencer o leitor a recontar experiências pessoais.
Assinale a alternativa que indica todas as afirmativas corretas.
Analise as afirmativas abaixo sobre os gêneros textuais.
1. Os gêneros textuais são formas socialmente reconhecidas de uso da linguagem, que cumprem funções comunicativas em contextos reais.
2. Trabalhar com gêneros textuais nas aulas de língua inglesa, tem como objetivo principal o desenvolvimento da competência comunicativa e intercultural por meio de práticas reais de linguagem.
3. Os gêneros textuais devem ser considerados a materialização das várias práticas educacionais que permeiam a sociedade, articulados de tal forma que são imprescindíveis à vida em sociedade.
4. O gênero textual ‘news article’ tem como objetivo convencer o leitor a recontar experiências pessoais.
Assinale a alternativa que indica todas as afirmativas corretas.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783583
Inglês
Vocabulary study: Match column 2 with the correct meanings of the words from the text in column 1.
Column 1 Words 1. a backlash 2. a pact 3. surplus 4. figures 5. an unethical act
Column 2 Meanings ( ) excess; extra; oversupply. ( ) numbers. ( ) a strong negative reaction by a large number of people. ( ) an action that is morally wrong. ( ) a formal agreement between parties.
Choose the alternative which presents the correct sequence, from top to bottom.
Column 1 Words 1. a backlash 2. a pact 3. surplus 4. figures 5. an unethical act
Column 2 Meanings ( ) excess; extra; oversupply. ( ) numbers. ( ) a strong negative reaction by a large number of people. ( ) an action that is morally wrong. ( ) a formal agreement between parties.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783582
Inglês
Texto associado
Reading Comprehension
Modern supermarkets
Many of the major supermarket chains have come under fire with accusations of various unethical acts over the past decade. They’ve wasted loads of food, they’ve underpaid their suppliers and they’ve contributed to excessive plastic waste in their packaging, which has had its impact on our environment.
But supermarkets and grocers are starting to sit up and take notice. In response to growing consumer backlash against the huge amounts of plastic waste generated by plastic packaging, some of the largest UK supermarkets have signed up to a pact promising to transform packaging and cut plastic wastage. In a pledge to reuse, recycle or compost all plastic wastage by 2025, supermarkets are now beginning to take some responsibility for the part they play in contributing to the damage to our environment, with one major supermarket announcing their plan to eliminate all plastic packaging in their own-brand products by 2023.
In response to criticisms over food waste, some supermarkets are donating some of their food surplus. However, charities estimate that they are only accessing two per cent of supermarkets’ total food surplus, so this hardly seems to be solving the problem. Some say that supermarkets are simply not doing enough. Most supermarkets operate under a veil of secrecy when asked for exact figures of food wastage, and without more transparency it is hard to come up with a systematic approach to avoiding waste and to redistributing surplus food.
Some smaller companies are now taking matters into their own hands and offering consumers a greener, more environmentally friendly option. Shops like Berlin’s Original Unverpakt and London’s Bulk Market are plastic-free shops that have opened in recent years, encouraging customers to use their own containers or compostable bags. Online grocer Farmdrop eliminates the need for large warehouses and the risk of huge food surplus by delivering fresh produce from local farmers to its customers on a daily basis via electric cars, offering farmers the lion’s share of the retail price.
There is no doubt that we still have a long way to go in reducing food waste and plastic waste. But perhaps the major supermarkets might take inspiration from these smaller grocers and gradually move towards a more sustainable future for us all.
(adapted from www.britishcouncil.org)
Read the following paragraph about
supermarkets:
Two of the things that major supermarkets have been ................................ for are the waste of large amounts of excess food and unnecessary plastic usage in a lot of product packaging. Some supermarkets have ................................ to try and reduce plastic wastage, and one supermarket has said that it would get ................................ of all plastic packaging from its own in-house brands. Meanwhile, many supermarkets are not very transparent about the exact amount of food that is going to waste and so it’s hard for charities to know how to redistribute this surplus .................................
Select the alternative that correctly completes the blanks in the sentence.
Two of the things that major supermarkets have been ................................ for are the waste of large amounts of excess food and unnecessary plastic usage in a lot of product packaging. Some supermarkets have ................................ to try and reduce plastic wastage, and one supermarket has said that it would get ................................ of all plastic packaging from its own in-house brands. Meanwhile, many supermarkets are not very transparent about the exact amount of food that is going to waste and so it’s hard for charities to know how to redistribute this surplus .................................
Select the alternative that correctly completes the blanks in the sentence.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783581
Inglês
Texto associado
Reading Comprehension
Modern supermarkets
Many of the major supermarket chains have come under fire with accusations of various unethical acts over the past decade. They’ve wasted loads of food, they’ve underpaid their suppliers and they’ve contributed to excessive plastic waste in their packaging, which has had its impact on our environment.
But supermarkets and grocers are starting to sit up and take notice. In response to growing consumer backlash against the huge amounts of plastic waste generated by plastic packaging, some of the largest UK supermarkets have signed up to a pact promising to transform packaging and cut plastic wastage. In a pledge to reuse, recycle or compost all plastic wastage by 2025, supermarkets are now beginning to take some responsibility for the part they play in contributing to the damage to our environment, with one major supermarket announcing their plan to eliminate all plastic packaging in their own-brand products by 2023.
In response to criticisms over food waste, some supermarkets are donating some of their food surplus. However, charities estimate that they are only accessing two per cent of supermarkets’ total food surplus, so this hardly seems to be solving the problem. Some say that supermarkets are simply not doing enough. Most supermarkets operate under a veil of secrecy when asked for exact figures of food wastage, and without more transparency it is hard to come up with a systematic approach to avoiding waste and to redistributing surplus food.
Some smaller companies are now taking matters into their own hands and offering consumers a greener, more environmentally friendly option. Shops like Berlin’s Original Unverpakt and London’s Bulk Market are plastic-free shops that have opened in recent years, encouraging customers to use their own containers or compostable bags. Online grocer Farmdrop eliminates the need for large warehouses and the risk of huge food surplus by delivering fresh produce from local farmers to its customers on a daily basis via electric cars, offering farmers the lion’s share of the retail price.
There is no doubt that we still have a long way to go in reducing food waste and plastic waste. But perhaps the major supermarkets might take inspiration from these smaller grocers and gradually move towards a more sustainable future for us all.
(adapted from www.britishcouncil.org)
Study these sentences and decide if they are
true ( T ) or false ( F ), according to the text.
( ) More and more people want supermarkets to reduce the amount of plastic waste they produce.
( ) By 2025, many of the major supermarkets will have stopped using plastic in their in-house products.
( ) Supermarkets are still denying that plastic packaging can cause damage to our environment.
( ) Supermarkets are not telling people how much food they are actually wasting.
Choose the alternative which presents the correct sequence, from top to bottom.
( ) More and more people want supermarkets to reduce the amount of plastic waste they produce.
( ) By 2025, many of the major supermarkets will have stopped using plastic in their in-house products.
( ) Supermarkets are still denying that plastic packaging can cause damage to our environment.
( ) Supermarkets are not telling people how much food they are actually wasting.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783580
Inglês
Texto associado
Reading Comprehension
Modern supermarkets
Many of the major supermarket chains have come under fire with accusations of various unethical acts over the past decade. They’ve wasted loads of food, they’ve underpaid their suppliers and they’ve contributed to excessive plastic waste in their packaging, which has had its impact on our environment.
But supermarkets and grocers are starting to sit up and take notice. In response to growing consumer backlash against the huge amounts of plastic waste generated by plastic packaging, some of the largest UK supermarkets have signed up to a pact promising to transform packaging and cut plastic wastage. In a pledge to reuse, recycle or compost all plastic wastage by 2025, supermarkets are now beginning to take some responsibility for the part they play in contributing to the damage to our environment, with one major supermarket announcing their plan to eliminate all plastic packaging in their own-brand products by 2023.
In response to criticisms over food waste, some supermarkets are donating some of their food surplus. However, charities estimate that they are only accessing two per cent of supermarkets’ total food surplus, so this hardly seems to be solving the problem. Some say that supermarkets are simply not doing enough. Most supermarkets operate under a veil of secrecy when asked for exact figures of food wastage, and without more transparency it is hard to come up with a systematic approach to avoiding waste and to redistributing surplus food.
Some smaller companies are now taking matters into their own hands and offering consumers a greener, more environmentally friendly option. Shops like Berlin’s Original Unverpakt and London’s Bulk Market are plastic-free shops that have opened in recent years, encouraging customers to use their own containers or compostable bags. Online grocer Farmdrop eliminates the need for large warehouses and the risk of huge food surplus by delivering fresh produce from local farmers to its customers on a daily basis via electric cars, offering farmers the lion’s share of the retail price.
There is no doubt that we still have a long way to go in reducing food waste and plastic waste. But perhaps the major supermarkets might take inspiration from these smaller grocers and gradually move towards a more sustainable future for us all.
(adapted from www.britishcouncil.org)
Analyze the sentences below about the text.
1. There is a grocer in Berlin that doesn’t allow customers to use their own containers.
2. Farmdrop doesn’t store large amounts of food and so doesn’t produce unnecessary waste.
3. Farmers supplying food to Farmdrop get a small fraction of the price that customers pay.
4. The author believes that small shops like Bulk Market and Farmdrop will eventually take over the major supermarkets.
Choose the alternative which contains the correct affirmatives.
1. There is a grocer in Berlin that doesn’t allow customers to use their own containers.
2. Farmdrop doesn’t store large amounts of food and so doesn’t produce unnecessary waste.
3. Farmers supplying food to Farmdrop get a small fraction of the price that customers pay.
4. The author believes that small shops like Bulk Market and Farmdrop will eventually take over the major supermarkets.
Choose the alternative which contains the correct affirmatives.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781921
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
There are differences between content-based language
teaching (CBLT) and content and language integrated learning
(CLIL), the main one being that CBLT deals with teaching
content in language lessons, whereas CLIL deals with
teaching a subject at the same time as teaching language.
CLIL is also different from immersion, where learners learn
all their subjects in another language and there is no focus on
language in subject lessons, for example in an international
school. These ideas can be visualised as a continuum. On
the left-hand side of the continuum, content-based language
teaching is where language teachers teach another language
through content - so the focus is on language and the input
for language classes is topics based on subject content. On
the right-hand side of the continuum, learners are working all
the time in another language. CLIL can be placed somewhere
in the middle of the continuum: learners are learning content
through another language. Typically, they have a number of
lessons in one or more subjects per week in another language
(for example, geography, history, science, PE or music) and
the rest of their lessons in their first language.
(Liz Dale, Rosie Tanner. CLIL activities:
a resource for subjects and language teachers)
An EFL teacher is planning a lesson on “The Water Cycle”
where the primary goal is for students to successfully use
the conditional tense (if... then...) to describe the process.
Which learning approach is the teacher adopting?
Which learning approach is the teacher adopting?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781920
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
There are differences between content-based language
teaching (CBLT) and content and language integrated learning
(CLIL), the main one being that CBLT deals with teaching
content in language lessons, whereas CLIL deals with
teaching a subject at the same time as teaching language.
CLIL is also different from immersion, where learners learn
all their subjects in another language and there is no focus on
language in subject lessons, for example in an international
school. These ideas can be visualised as a continuum. On
the left-hand side of the continuum, content-based language
teaching is where language teachers teach another language
through content - so the focus is on language and the input
for language classes is topics based on subject content. On
the right-hand side of the continuum, learners are working all
the time in another language. CLIL can be placed somewhere
in the middle of the continuum: learners are learning content
through another language. Typically, they have a number of
lessons in one or more subjects per week in another language
(for example, geography, history, science, PE or music) and
the rest of their lessons in their first language.
(Liz Dale, Rosie Tanner. CLIL activities:
a resource for subjects and language teachers)
According to the text, the primary difference between
Content-Based Language Teaching (CBLT) and Content
and Language Integrated Learning (CLIL) is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781919
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
Creativity is a quality which manifests itself in many
different ways, and this is one of the reasons it has proved
so difficult to define. As Amabile (1996) points out, ‘a clear
and sufficiently detailed articulation of the creative process is
not yet possible.’ Yet we readily recognise creativity when we
meet it, even if we cannot define it precisely. For all practical
purposes this is enough, and we do not need to spend too
much time agonising over a definition.
There are of course some features which are almost
always present in a creative act. The core idea of ‘making
something new’ is at the heart of creativity. But novelty is not
alone sufficient for something to be recognised as creative.
We could, for example, wear a clown’s red nose to class. This
would certainly be doing something new and unusual but it
would only count as creative if we then did something with it,
like creating a new persona. It is also necessary for creative
acts to be recognised and accepted within the domain in
which they occur. They need to be relevant and practicable
– not just novel. Sometimes creative ideas are ahead of their
time and have to wait for technology to catch up. Leonardo da
Vinci designed an aeroplane in the 15th century, but before
aeroplanes could become a reality, materials and fuels had
to be available.
[…]
[…] Boden (1990) takes an AI (artificial intelligence)
approach to investigating creativity. She asks what a computer
would need to do to replicate human thought processes. This
leads to a consideration of the self-organising properties of
complex, generative systems through processes such as
parallel distributed processing. For her, creativity arises from
the systematic exploration of a conceptual space or domain
(mathematical, musical or linguistic). She draws attention to
the importance of constraints in this process. ‘Far from being
the antithesis of creativity, constraints on thinking are what
make it possible’ (p. 82). Chaos theory (Gleick, 1987) tends
to support her ideas. Boden’s approach is richly suggestive
for language acquisition, materials writing and for teaching, in
that all are rooted in complex, self-organising systems.
(Alan Maley, Nik Peachey. Creativity in the English language classroom.)
Based on Boden’s AI approach, how could an EFL teacher
creatively use a generative AI tool (e.g., ChatGPT)?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781918
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
Creativity is a quality which manifests itself in many
different ways, and this is one of the reasons it has proved
so difficult to define. As Amabile (1996) points out, ‘a clear
and sufficiently detailed articulation of the creative process is
not yet possible.’ Yet we readily recognise creativity when we
meet it, even if we cannot define it precisely. For all practical
purposes this is enough, and we do not need to spend too
much time agonising over a definition.
There are of course some features which are almost
always present in a creative act. The core idea of ‘making
something new’ is at the heart of creativity. But novelty is not
alone sufficient for something to be recognised as creative.
We could, for example, wear a clown’s red nose to class. This
would certainly be doing something new and unusual but it
would only count as creative if we then did something with it,
like creating a new persona. It is also necessary for creative
acts to be recognised and accepted within the domain in
which they occur. They need to be relevant and practicable
– not just novel. Sometimes creative ideas are ahead of their
time and have to wait for technology to catch up. Leonardo da
Vinci designed an aeroplane in the 15th century, but before
aeroplanes could become a reality, materials and fuels had
to be available.
[…]
[…] Boden (1990) takes an AI (artificial intelligence)
approach to investigating creativity. She asks what a computer
would need to do to replicate human thought processes. This
leads to a consideration of the self-organising properties of
complex, generative systems through processes such as
parallel distributed processing. For her, creativity arises from
the systematic exploration of a conceptual space or domain
(mathematical, musical or linguistic). She draws attention to
the importance of constraints in this process. ‘Far from being
the antithesis of creativity, constraints on thinking are what
make it possible’ (p. 82). Chaos theory (Gleick, 1987) tends
to support her ideas. Boden’s approach is richly suggestive
for language acquisition, materials writing and for teaching, in
that all are rooted in complex, self-organising systems.
(Alan Maley, Nik Peachey. Creativity in the English language classroom.)
What conclusion does the author draw about the necessity
of achieving a precise, universally accepted definition of
creativity?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781917
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
Creativity is a quality which manifests itself in many
different ways, and this is one of the reasons it has proved
so difficult to define. As Amabile (1996) points out, ‘a clear
and sufficiently detailed articulation of the creative process is
not yet possible.’ Yet we readily recognise creativity when we
meet it, even if we cannot define it precisely. For all practical
purposes this is enough, and we do not need to spend too
much time agonising over a definition.
There are of course some features which are almost
always present in a creative act. The core idea of ‘making
something new’ is at the heart of creativity. But novelty is not
alone sufficient for something to be recognised as creative.
We could, for example, wear a clown’s red nose to class. This
would certainly be doing something new and unusual but it
would only count as creative if we then did something with it,
like creating a new persona. It is also necessary for creative
acts to be recognised and accepted within the domain in
which they occur. They need to be relevant and practicable
– not just novel. Sometimes creative ideas are ahead of their
time and have to wait for technology to catch up. Leonardo da
Vinci designed an aeroplane in the 15th century, but before
aeroplanes could become a reality, materials and fuels had
to be available.
[…]
[…] Boden (1990) takes an AI (artificial intelligence)
approach to investigating creativity. She asks what a computer
would need to do to replicate human thought processes. This
leads to a consideration of the self-organising properties of
complex, generative systems through processes such as
parallel distributed processing. For her, creativity arises from
the systematic exploration of a conceptual space or domain
(mathematical, musical or linguistic). She draws attention to
the importance of constraints in this process. ‘Far from being
the antithesis of creativity, constraints on thinking are what
make it possible’ (p. 82). Chaos theory (Gleick, 1987) tends
to support her ideas. Boden’s approach is richly suggestive
for language acquisition, materials writing and for teaching, in
that all are rooted in complex, self-organising systems.
(Alan Maley, Nik Peachey. Creativity in the English language classroom.)
According to the second paragraph, in addition to being
new, the necessary condition for an act or idea to be
recognized and accepted as creative within its specific
domain is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781914
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
There is no single way of teaching English, no single
way of learning it, no single motive for doing so, no single
syllabus or textbook, no single way of assessing proficiency
and, indeed, no single variety of English which provides the
target of learning. It is tempting, but unhelpful, to say there
are as many combinations of these as there are learners and
teachers. The proliferation of acronyms in English Language
Teaching reflects this diversity of models.
By a ‘model’ I do not mean a particular variety of English –
such as US or British – though selection of a particular variety
may play a role.
By a ‘model’ of English I mean a complex
framework, which includes issues of methodology and variety,
but goes beyond these to include other dimensions of the
context and practice of learning English.
It is becoming clear that these issues are not easily
separable. The appropriateness of content clearly depends
on such things as the age of the learner and whether
English is to be used primarily as a language of international
communication or for survival communication with native
speakers, perhaps whilst on holiday in the UK or some other
English-speaking country. This is why I have identified broad
models which can be thought of as configurations of the
factors listed in the box.
There are many stakeholders involved in the teaching and
learning process, each of whom may have a different view.
Learners, their families, teachers, governments, employers,
textbook publishers, examination providers – all now possess
an interest in the English language business.
(David Graddol. English Next. Adaptado)
According to the author, the defining characteristic of a
‘model’ of English in the context of language teaching is a
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781913
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
There is no single way of teaching English, no single
way of learning it, no single motive for doing so, no single
syllabus or textbook, no single way of assessing proficiency
and, indeed, no single variety of English which provides the
target of learning. It is tempting, but unhelpful, to say there
are as many combinations of these as there are learners and
teachers. The proliferation of acronyms in English Language
Teaching reflects this diversity of models.
By a ‘model’ I do not mean a particular variety of English –
such as US or British – though selection of a particular variety
may play a role.
By a ‘model’ of English I mean a complex
framework, which includes issues of methodology and variety,
but goes beyond these to include other dimensions of the
context and practice of learning English.
It is becoming clear that these issues are not easily
separable. The appropriateness of content clearly depends
on such things as the age of the learner and whether
English is to be used primarily as a language of international
communication or for survival communication with native
speakers, perhaps whilst on holiday in the UK or some other
English-speaking country. This is why I have identified broad
models which can be thought of as configurations of the
factors listed in the box.
There are many stakeholders involved in the teaching and
learning process, each of whom may have a different view.
Learners, their families, teachers, governments, employers,
textbook publishers, examination providers – all now possess
an interest in the English language business.
(David Graddol. English Next. Adaptado)
What core idea regarding the current state of English
Language Teaching (ELT) does the author aim to convey?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781911
Inglês
Texto associado
Leia o texto a seguir para responder as questões:
Shifting paradigms in language teaching
Foreign language teaching has long relied on written
texts as a source of language input. Until relatively recently,
however, the sentence has been the privileged unit of
meaning and analysis. The grammar-translation method
of the nineteenth and twentieth centuries, for example,
illustrated grammatical principles via exemplary sentences.
The pedagogical goal was to recode sentences written in
the foreign language into one’s mother tongue, with heavy
emphasis placed on accuracy and completeness. During the
audiolingual era, from the 1940s to the 1960s, the emphasis
shifted to spoken language and dialogues were used as
language models, but the individual sentence remained the
focus of repetition and drills. Again, formal accuracy remained
paramount. In the 1960s, with the advent of ‘cognitive-code
learning’ theory (following Chomsky’s rejection of behavioristic
models of language learning in the late 1950s), teachers’ goals
gradually shifted from instilling accurate language habits, to
fostering learners’ mental construction of a second language
system. Rule learning was reintroduced, but still only at the
level of the individual sentence. Indeed, even today, many
introductory level foreign language courses are organized
around a planned sequence of grammatical structures that
are exemplified in sample sentences for intensive practice.
(Richard Kern. Literacy and language teaching)
Based on the historical overview, the sustained pattern
that can be observed regarding the unit of linguistic focus
across the Grammar-Translation, Audiolingual, and early
Cognitive-Code learning periods is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781910
Inglês
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The learning principles that good games incorporate
are by no means unknown to researchers in the learning
sciences. In fact current research on learning supports the
sorts of learning principles that good games use, though
these principles are often exemplified in games in particularly
striking ways (for a survey and citations of the literature, see
Gee 2003). However, many of these principles are much
better reflected in good games than they are in today’s
schools, where we also ask young people to learn complex
and challenging things. With the current return in our schools
to skill-and-drill and curricula driven by standardized tests,
good learning principles have, more and more, been left on
the cognitive scientist’s laboratory bench and, I will argue,
inside good computer and video games.
Game design involves modeling human interactions
with and within complex virtual worlds, including learning
processes as part and parcel of these interactions. This is,
in fact, not unlike design research in educational psychology
where researchers model new forms of interaction connected
to learning in classrooms (complex worlds, indeed), study
such interactions to better understand how and why they lead
to deep learning, and then ultimately disseminate them across
a great many classrooms (see, for example, the chapters in
Kelly 2003).
(James Paulo Gee. Situated Language and Learning:
a critique of traditional schooling)
Based on the author’s comparison of game design to
design research in education, a pedagogical practice an
English as a Foreign Language teacher should prioritize
to move beyond the criticized approach is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781909
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
The learning principles that good games incorporate
are by no means unknown to researchers in the learning
sciences. In fact current research on learning supports the
sorts of learning principles that good games use, though
these principles are often exemplified in games in particularly
striking ways (for a survey and citations of the literature, see
Gee 2003). However, many of these principles are much
better reflected in good games than they are in today’s
schools, where we also ask young people to learn complex
and challenging things. With the current return in our schools
to skill-and-drill and curricula driven by standardized tests,
good learning principles have, more and more, been left on
the cognitive scientist’s laboratory bench and, I will argue,
inside good computer and video games.
Game design involves modeling human interactions
with and within complex virtual worlds, including learning
processes as part and parcel of these interactions. This is,
in fact, not unlike design research in educational psychology
where researchers model new forms of interaction connected
to learning in classrooms (complex worlds, indeed), study
such interactions to better understand how and why they lead
to deep learning, and then ultimately disseminate them across
a great many classrooms (see, for example, the chapters in
Kelly 2003).
(James Paulo Gee. Situated Language and Learning:
a critique of traditional schooling)
According to the author, “good learning principles” are
neglected and relegated because of
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781908
Inglês
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Language monitor
A new topic area will quickly generate the need to acquire
new language in the form of vocabulary, structures, and
pronunciation. It is a good idea to have ready a way of coping
with this demand.
If students can feel that they have the time and opportunity
to master the use of language that either you or they have
identified as being necessary for a certain stage in a project,
this will go a long way to increasing their confidence and
language competence.
One way to do this is to produce a language monitor
which focuses on vocabulary and structures that have been
identified as being useful.
This allows other students to read it and absorb the word
or phrase, the meaning, pronunciation, associated words or
collocations, and how to use it in a sentence. They can also
add their own cards. The vocabulary monitor remains on the
noticeboard throughout the project, constantly available for
reinforcement and consolidation. It can also be used as a
source of vocabulary games.
In addition to this or as an alternative, if you have
suitable computer facilities available, electronic lists could be
created. Students can add to the lists in the same way as the
noticeboard. The updated list can be printed out at regular
intervals and put on the noticeboard and handouts given to
the students.
(Diana L. Fried-Booth. Project Work. Adaptado)
Considering the concept of the “Language Monitor,” an
English as a Foreign Language teacher best integrates
this tool to foster learner autonomy and confidence in a
project-based learning environment by
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781907
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
Language monitor
A new topic area will quickly generate the need to acquire
new language in the form of vocabulary, structures, and
pronunciation. It is a good idea to have ready a way of coping
with this demand.
If students can feel that they have the time and opportunity
to master the use of language that either you or they have
identified as being necessary for a certain stage in a project,
this will go a long way to increasing their confidence and
language competence.
One way to do this is to produce a language monitor
which focuses on vocabulary and structures that have been
identified as being useful.
This allows other students to read it and absorb the word
or phrase, the meaning, pronunciation, associated words or
collocations, and how to use it in a sentence. They can also
add their own cards. The vocabulary monitor remains on the
noticeboard throughout the project, constantly available for
reinforcement and consolidation. It can also be used as a
source of vocabulary games.
In addition to this or as an alternative, if you have
suitable computer facilities available, electronic lists could be
created. Students can add to the lists in the same way as the
noticeboard. The updated list can be printed out at regular
intervals and put on the noticeboard and handouts given to
the students.
(Diana L. Fried-Booth. Project Work. Adaptado)
According to the text, the main purpose of the “Language
Monitor” is to
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781906
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
[…] The action research cycle results show that task
design should follow a certain sequence: First, tasks should
focus on gaining an understanding of the e-literacy skills
required when working with tools such as forums, wikis, and
social bookmarking sites for language learning and teaching
purposes. Ideally, this understanding should enable teachers
to provide a rationale for using bespoke tools. Next, tasks
should raise their awareness of a tool’s specific affordances,
i.e. the constraints and possibilities of the modes available
for meaning making and communication (Hampel & Hauck,
2006). This will allow the teachers to move to the next level
of Hampel and Stickler’s (2005) skills pyramid by fostering
their multimodal communicative competence and thus
their professional literacy (Willis, 2001). These steps are
a prerequisite for the subsequent phase in which teachers
themselves design tasks with the goal of fostering, in turn,
their learners’ multimodal competence and autonomy since
merely equipping learners with creative and democratic
representational online resources will not necessarily result
in higher student control over the learning process or the
development of autonomy (Hampel & Hauck, 2006).
(Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck.
Promoting learner autonomy through multiliteracy
skills development in cross-institutional exchanges. Adaptado)
Based on the final phase described in the text, where
teachers design tasks to foster learner autonomy and
multimodal competence, a teacher planning a task using
a discussion forum should ensure the task
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781905
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
[…] The action research cycle results show that task
design should follow a certain sequence: First, tasks should
focus on gaining an understanding of the e-literacy skills
required when working with tools such as forums, wikis, and
social bookmarking sites for language learning and teaching
purposes. Ideally, this understanding should enable teachers
to provide a rationale for using bespoke tools. Next, tasks
should raise their awareness of a tool’s specific affordances,
i.e. the constraints and possibilities of the modes available
for meaning making and communication (Hampel & Hauck,
2006). This will allow the teachers to move to the next level
of Hampel and Stickler’s (2005) skills pyramid by fostering
their multimodal communicative competence and thus
their professional literacy (Willis, 2001). These steps are
a prerequisite for the subsequent phase in which teachers
themselves design tasks with the goal of fostering, in turn,
their learners’ multimodal competence and autonomy since
merely equipping learners with creative and democratic
representational online resources will not necessarily result
in higher student control over the learning process or the
development of autonomy (Hampel & Hauck, 2006).
(Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck.
Promoting learner autonomy through multiliteracy
skills development in cross-institutional exchanges. Adaptado)
The text mentions that understanding a tool’s specific
affordances involves recognizing “the constraints and
possibilities of the modes available for meaning making
and communication”.
For a language teacher, a significant implication of focusing on a tool’s constraints in task design is
For a language teacher, a significant implication of focusing on a tool’s constraints in task design is
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