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 - Promoção do QM 2022 |
Q3430810
Inglês
Texto associado
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a
more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note
that there have been calls to abandon the search for a single
“supermethod” and to instead focus on equipping teachers
with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from
the idea that there is one “right” way to teach language, and
towards an approach that values flexibility, adaptability, and a
recognition of the diverse contexts in which language learning
takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been
empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great
enthusiasm for (and wide adoption of) the Communicative
Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the
Grammar-Translation Method) to meet the national language
learning goals. It failed to develop a language learner who can
communicate properly in English. This does not mean that the
CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been
changing the nature of language and how it should be taught
(Abdallah, 2011).
(M. Abdallah, 2024. Disponível em:
https://files.eric.ed.gov/fulltext/ED660475.pdf.
Adaptado)
The title which best represents the content of the text is:
Ano: 2025
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VUNESP
Órgão:
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Prova:
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Q3430809
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 text, CLIL presupposes
Ano: 2025
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Q3430808
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 extract from the fourth paragraph “Appropriate
methodologies were to be used to attain the best possible
results”, the expression in bold may be substituted by the
following modal if meaning is to be preserved:
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 |
Q3430807
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.)
The word “yet” is polysemic (has more than one meaning)
in English. Choose the alternative in which it is being used
with the same meaning as in the excerpt from the second
paragraph “Yet, as climate change became increasingly
worrying…”.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430806
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 fragment from the third paragraph of the text “would
have needed to climb out of their respective mindsets”
the part in bold is equivalent in meaning 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 |
Q3430805
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.)
The suffix -ed that forms the past and past participle
of regular verbs has 3 possible pronunciations: /t/, /d/,
/id/. The following verbs, taken from the text, are in the
infinitive form. The alternative in which the two verbs
share the same ending pronunciation in the past or past
participle is
Ano: 2025
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Órgão:
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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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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
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
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
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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:
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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:
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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
Banca:
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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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:
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Prova:
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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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Prova:
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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
Banca:
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
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
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?
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