Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.407 questões
Ano: 2025
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Q3430804
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
In the context of the text, the word in bold in the extract
from the first paragraph “the fusion of elements which
may have been previously fragmented” indicates
Ano: 2025
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Q3430803
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
According to the first and second paragraphs, CLIL
Ano: 2025
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Q3430802
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
Enquanto estratégias auxiliam a aquisição da língua
estrangeira, outros fatores interferem na aprendizagem.
Um desses fatores é a “transferência negativa” – a
aplicação inadequada de elementos da língua materna
na produção da língua sendo aprendida.
Assinale a alternativa em que pode ser observada transferência negativa na construção da frase.
Assinale a alternativa em que pode ser observada transferência negativa na construção da frase.
Ano: 2025
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VUNESP
Órgão:
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Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430801
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
Concerning the passive voice: there are sentences which
cannot be transformed into a passive at all, sentences
which accept only one form of the passive voice, and
sentences which can be made passive in two different
ways. Point out the sentence which accepts the latter.
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430800
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
In the second paragraph, the information within dashes
“– global or analytic, auditory or visual –” is intended to
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430798
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
A autora menciona o uso do termo “L2” para designar o
inglês tanto como língua estrangeira quanto como segunda língua. A BNCC adota o conceito de língua franca para
o inglês a ser ensinado nas escolas. A opção por esse
conceito, como mencionado na BNCC, implica
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430797
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
In the excerpt from the first paragraph “The term L2 is
used in this text to refer to either a second or a foreign
language”, the terms in bold show the use of the paired
conjunctions “either … or”. Sentences with paired
conjunctions require parallel structures. Identify the
alternative containing both a correct pair of conjunctions
and correct parallel sentence structure.
Ano: 2025
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VUNESP
Órgão:
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Q3430796
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
Among the many uses of the word learning in the text,
the one functioning as a noun is found in
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430795
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
O primeiro e o segundo parágrafo permitem afirmar que
Ano: 2025
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VUNESP
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Q3430794
Inglês
Read the oral exchange:
Speaker: Repeat after me. I...
Crowd: I...
Speaker: State your name...
Crowd: State your name...
(https://tvtropes.org/pmwiki/pmwiki.php/Main/RepeatAfterMe)
The words “Repeat after me” are characteristic of English learning courses and classes that follow the approach named
Speaker: Repeat after me. I...
Crowd: I...
Speaker: State your name...
Crowd: State your name...
(https://tvtropes.org/pmwiki/pmwiki.php/Main/RepeatAfterMe)
The words “Repeat after me” are characteristic of English learning courses and classes that follow the approach named
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412602
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
In the excerpt “These socio-economic disparities in
foreign-language instruction time are telling as they
correlate to inequity in student achievement in other
areas” (from paragraph 2), the underlined word
(“telling”) has the suffix “-ing” for the same reason as
in:
Ano: 2025
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EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412601
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
In the sentence “In today’s increasingly interconnected
world, speaking multiple languages improves
employability, fosters respect for people from other
cultures, and gives young people direct access to
content that would otherwise be inaccessible”, the
underlined word (“fosters”) ends with an “s” for the
same reason as in:
Ano: 2025
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Órgão:
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Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412600
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Still based on Text 2, which of the following areas
does PISA specifically investigate regarding language
learning?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412599
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Based on Text 2, which benefit is not mentioned as a
result of speaking multiple languages?
Ano: 2025
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EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412598
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
According to Text 2, what is one of the main goals of
education systems worldwide nowadays?
Ano: 2025
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EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412597
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
In the sentence “However, some adults who first
experienced a foreign language at school in the past
did not have much success with it” (2nd paragraph), the
word “However” can be correctly classified as:
Ano: 2025
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EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412596
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to Text 1, how can English be learned in
today’s world?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412595
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to text 1, what was one of the main reasons
that used to demotivate English language learners in the
past?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412594
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to Text 1, learning a foreign language in the
past usually meant “learning grammar rules and
vocabulary, doing written exercises, reading specially
written texts, and answering comprehension
questions”. Based on this information, which teaching
method or approach below best describes the
combination of this set of practices?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412593
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to Text 1, choose the alternative that
correctly summarizes its general idea:
Conheça nossos planos