Even before they start reading the text “Powerful storm knoc...
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Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439621
Inglês
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Powerful storm knocks out power to 1.4 million homes in
Brazil’s largest city
SAO PAULO (AP) — Around 1.4 million households in Sao
Paulo, Brazil, were without power on Saturday almost 24 hours
after a brief but powerful storm swept through South America’s
largest metropolis. At least seven people were killed.
Officials in Sao Paulo state said that record winds of up to 67
mph (108 kph) knocked down transmission lines and destroyed
trees, causing severe damage in some parts. The storm also shut
down several airports and interrupted water service in several
areas, according to the state government.
Authorities originally expected to restore power within a few
hours. But several neighborhoods in the metropolitan area, which
is home to 21 million people, were still in the dark on Saturday,
and authorities were urging residents to limit their consumption
of water.
https://apnews.com. Adaptado. Acesso em 24.04.2025
Even before they start reading the text “Powerful storm knocks
out power to 1.4 million homes in Brazil’s largest city”, some
students say they will not be able to understand it. And
immediately mention the words “knock”, “households” and
“swept”, in the headline and the first paragraph.
The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to
I. make use of the dictionary: they will not understand the text properly if they do not know all the words in it.
II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension.
III. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures.
IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language.
V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text’s main points.
A teacher interested in developing their students’ use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, focus on the instructions given in items
The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to
I. make use of the dictionary: they will not understand the text properly if they do not know all the words in it.
II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension.
III. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures.
IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language.
V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text’s main points.
A teacher interested in developing their students’ use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, focus on the instructions given in items
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