Questões de Concurso Sobre inglês
Foram encontradas 25.503 questões
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 |
Q3524708
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)
O segundo e o terceiro parágrafos permitem saber que
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524707
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 first sentence of the text “A new age has dawned
in additional language teaching methodology”, the
expression in bold letters is a figure of speech named
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524706
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)
Taking into account both the first sentence of the text and
what we know about the concepts that support the CLIL
methodology, it is correct to state that CLIL represents
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524705
Inglês
Segundo Brown (2006) e Harmer (1998), “registro”,
na linguagem e na comunicação, refere-se ao grau
de formalidade usado na fala ou escrita, conforme determinado pelo contexto social de uma interação. Um
professor decide usar o quadrinho com seus alunos de
língua estrangeira para trabalhar adequação de tipo de
registro e prepara para isso uma atividade comunicativa. Tal atividade encontra-se em:
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524704
Inglês
Texto associado
Read the comic strip to answer question.
(https://www.gocomics.com/calvinandhobbes/1992/12/15)
Knowing that an expression is a meaningful word or
phrase, and an idiom is a type of expression with a
non-literal meaning, mark the alternative in which the
phrase or sentence taken from the cartoon contains an
idiom.
Ano: 2025
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VUNESP
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Prova:
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Q3524703
Inglês
Texto associado
Read the comic strip to answer question.
(https://www.gocomics.com/calvinandhobbes/1992/12/15)
Harmer (1998) mentions the importance of “appropriacy
when talking or writing to people in terms of the kind of
language they use”. The boy’s choice of register use aims
at
Ano: 2025
Banca:
VUNESP
Órgão:
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Prova:
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Q3524702
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
In the excerpt from the second paragraph “Thus, CLT has
a lot in common”, the word in bold can be substituted, with
no change in meaning, for
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524701
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
A possible explanation for “language exponents”, as used
in the context of second language teaching and learning,
is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524700
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)
Um professor propõe um trabalho em pares usando os
exemplos de sentenças interrogativas encontrados no
segundo parágrafo.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524699
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)
According to the second paragraph, CLT and the concept
of language acquisition
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 2020 |
Q3524697
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
A discourse marker is a word or phrase that helps
to organize and connect ideas in written or spoken
communication, and has different purposes. The
expression first, in the beginning paragraph, aims at
Ano: 2025
Banca:
VUNESP
Órgão:
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Prova:
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Q3524695
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
O trecho retirado do terceiro parágrafo “a significant
impact on how languages are taught today” é um sintagma
nominal. Seu núcleo é
Ano: 2025
Banca:
VUNESP
Órgão:
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Prova:
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Q3524694
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “methods such
as the Silent Way”, the words in bold aim to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524693
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
Um professor decide usar o trecho de Harmer com seus
alunos de língua estrangeira. Pede que leiam o título
do texto para levantar hipóteses sobre seu conteúdo.
O professor estará fazendo com que seus alunos coloquem em uso a estratégia de leitura denominada
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524692
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “and although
they may not be used much any more”, the part in bold
can be substituted with no change in meaning for
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524691
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The excerpt from the second paragraph “certainly not as
they were originally envisaged” is being used as
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524689
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The Lexical Approach, mentioned in the second paragraph,
can be described as an approach in which
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524688
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
De acordo com o primeiro parágrafo do texto,
Conheça nossos planos