Questões de Concurso Sobre inglês
Foram encontradas 25.527 questões
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235085
Inglês
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ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Depreende-se das visões de Seidlhofer (2004) e Jenkins
(2005), no segundo e terceiro parágrafos, e das posições
da BNCC sobre a aprendizagem de inglês na escola brasileira, que uma frase como “She wear a blue uniform
for school”, se pronunciada por um aprendiz brasileiro do
ensino fundamental,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235084
Inglês
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ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Read the two quotations by two researchers, commenting
on some lexico-grammatical features of English as a
lingua franca:
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235083
Inglês
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ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Na frase do segundo parágrafo “These features often
involve typical errors that most English teachers would
correct and remediate”, a palavra em negrito pode ser
corretamente substituída por:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235082
Inglês
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ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
English as a lingua franca can be differentiated from
other languages or from other varieties of English in that it
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235081
Inglês
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Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In the context of the second paragraph, the extract
“Parents dutifully take their kids to soccer practice, and
professional athletes dutifully show up for team practice,
sometimes even with recent injuries. Parents make their
kids practice their piano skills at home, and the world’s
most famous performers of classical music often practice
for many hours a day, even if it makes their fingers hurt”
aims at
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235080
Inglês
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Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In communicative language teaching (CLT), practice
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235079
Inglês
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Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
“Images of repetitive drills in the factories of foreign
language learning” (paragraph 1) can be most closely
associated to
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235078
Inglês
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Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
The first paragraph depicts the topic of “practice” in
language learning as
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235077
Inglês
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In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
In the sentence from the last paragraph “Had the teacher
followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book”, the
clause in bold
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235076
Inglês
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In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Falantes do Português brasileiro frequentemente pronunciam o -ed final de verbos regulares em inglês como
tendo o mesmo som, embora esse sufixo na verdade
possa assumir diferentes pronúncias: /t/; /d/; /id/. Das
palavras abaixo, retiradas do texto, assinale aquela em
que o sufixo -ed é pronunciado como /id/.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235075
Inglês
Texto associado
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In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Suppose this text were used in a professional development
course for Brazilian primary and secondary school
teachers. The theme “interculturality” would constitute
an integral part of this teachers’ course as long as the
participants were instigated to:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235074
Inglês
Texto associado
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In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Leia os trechos abaixo, retirados do terceiro parágrafo:
“They discussed how they came up with responses based on best practices they had learned from their own experience as teachers.”
“They also spoke of the knowledge acquired in professional development courses.”
O conjunto das duas citações ilustra como, para enfrentar os problemas que surgem no seu dia a dia, os professores participantes do estudo descrito no texto recorrem
“They discussed how they came up with responses based on best practices they had learned from their own experience as teachers.”
“They also spoke of the knowledge acquired in professional development courses.”
O conjunto das duas citações ilustra como, para enfrentar os problemas que surgem no seu dia a dia, os professores participantes do estudo descrito no texto recorrem
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235073
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
This text rests on information deriving largely from
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235072
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
In the fragment from the first paragraph “following a
curriculum to fidelity might mean a teacher is required
to”, the bolded modal verb carries the idea of
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235071
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
In the first paragraph, the idea of fidelity in teaching is
presented as
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235070
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
The author’s main argument in the text can be
summarized as:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235069
Inglês
Leia a tirinha.
A Brazilian teacher uses this comic strip as part of an English class. The attitude demonstrated by both characters in the last frame could be used as a starting point for a classroom discussion on
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225346
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
The authors agree that human action is at the root cause of changes in vegetation in drylands.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225345
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
Scientists are certain about the proportion of land degradation in the world, besides recognizing that it is an issue happening in various parts of the Earth.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225344
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
The following expressions are examples of technical or specialized language that help to place the text in a certain area of knowledge: “climate change”, “vegetation greenness” and “key challenge”.
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