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Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541318
Inglês
During the school year, Ms. Taylor, an English
teacher, gives her students a short quiz before
starting a new grammar topic to identify what they
already know. She also provides continuous
feedback on their performance during writing
tasks and, at the end of each unit, she assigns a
final test to determine their level of achievement
and assign grades.
Considering the situation described select the alternative that shows the correct match between the assessment practices and their respective functions.
Considering the situation described select the alternative that shows the correct match between the assessment practices and their respective functions.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541317
Inglês
A Brazilian English teacher has been hired to
teach a group of experienced doctors who are
preparing for a professional development program
in an English-speaking country. These
professionals will mainly need to understand
technical literature in their field and participate in
conferences.
In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:
In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541316
Inglês
Considering the integrated teaching of the four
language skills – reading, listening, writing, and
speaking – in communicative approaches to
English language teaching, select the correct
alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541315
Inglês
Homographs and homophones are common in the
English language and often cause confusion
among learners. About it, judge the following
statements on the subject as True (T) or False (F),
and then mark the alternative with the correct
sequence.
( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.
( ) Homophones are words that sound the same but may differ in spelling and meaning.
( ) The word “can” is an example of a homograph.
( ) “Peace” and “piece” are examples of homophones.
( ) The word “bark” is an example of a homophone.
( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.
( ) Homophones are words that sound the same but may differ in spelling and meaning.
( ) The word “can” is an example of a homograph.
( ) “Peace” and “piece” are examples of homophones.
( ) The word “bark” is an example of a homophone.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541314
Inglês
According to the Brazilian document “Base
Nacional Comum Curricular” (BNCC), regarding
English as a lingua franca, select the correct
alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541313
Inglês
Texto associado
Text VI
TUDO SALA DE AULA. Portal educacional com recursos didáticos para professores da Educação Básica. Available at: https://www.tudosaladeaula.com. Accessed on: Mar. 21, 2025.
In relation to the elements from the comic strip,
Text VI, consider the following statements.
I. In the utterance “I don’t understand women”, the word “women” is the plural form of woman, and is classified as an irregular noun whose plural is formed by mutation, in other words, a change in the vowel of the singular form. Other examples of plural nouns formed by mutation include “man/men”, “tooth/teeth”, and “mouse/mice”.
II. In the clause “that’s always worked”, replacing the verb “worked” with the phrasal verb “given up” would preserve the original meaning of the sentence, as both expressions convey the idea of successful effort or effectiveness over time.
III. The term "yeah" is a conjunction that expresses surprise or disbelief, commonly used in formal written English to indicate hesitation or irony.
IV. In “I’ll pretend I do”, the term “do” refers to “understand women” and is used to avoid unnecessary repetition.
V. In the clause “Yeah, that’s always worked”, the apostrophe+s (´s) is a contraction of the verb “to be” in the present tense (that is), forming a structure that indicates an action that began in the past and continues into the present.
Mark the alternative in which the statements are correct.
I. In the utterance “I don’t understand women”, the word “women” is the plural form of woman, and is classified as an irregular noun whose plural is formed by mutation, in other words, a change in the vowel of the singular form. Other examples of plural nouns formed by mutation include “man/men”, “tooth/teeth”, and “mouse/mice”.
II. In the clause “that’s always worked”, replacing the verb “worked” with the phrasal verb “given up” would preserve the original meaning of the sentence, as both expressions convey the idea of successful effort or effectiveness over time.
III. The term "yeah" is a conjunction that expresses surprise or disbelief, commonly used in formal written English to indicate hesitation or irony.
IV. In “I’ll pretend I do”, the term “do” refers to “understand women” and is used to avoid unnecessary repetition.
V. In the clause “Yeah, that’s always worked”, the apostrophe+s (´s) is a contraction of the verb “to be” in the present tense (that is), forming a structure that indicates an action that began in the past and continues into the present.
Mark the alternative in which the statements are correct.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541312
Inglês
Texto associado
Text VI
TUDO SALA DE AULA. Portal educacional com recursos didáticos para professores da Educação Básica. Available at: https://www.tudosaladeaula.com. Accessed on: Mar. 21, 2025.
In the context of the comic strip, Text VI, it is
possible to infer that the human:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541311
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
Regarding the expression “these dimensions” in
the passage: “These dimensions constitute a field
of forces that complement one another and are
equally important in the process of both teaching
and learning, anda they also illustrate the multiple
facets and fluid nature of literacy”, select the
correct alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541310
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
In relation to the term “whose” in the sentence:
“We define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the
language skills [...]”, select the correct alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541309
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
In “This involves paying careful attention to
language, while also developing a critical
awareness of the relationships between texts,
images, discourse conventions and sociocultural
and digital contexts”, select the correct alternative
regarding the highlighted term “careful”.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541308
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
Contextual clues such as definitions, examples,
modifiers, relocation, parallel structures,
connectors, and the repetition of keywords play a
vital role in enhancing the flow and clarity of
academic texts. In the Text V, the term 'however',
present in the following excerpt, is used as one of
these contextual clues. About it, select the correct
alternative.
“An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear (2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).”
“An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear (2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).”
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541307
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
The Text V discusses the essential dimensions
identified by Kern (2000) and Kucer (2014) as
foundational for a multidimensional approach to
literacy in English as a Foreign Language (EFL).
What is the role of these dimensions in the
teaching and learning process?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541306
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
According to the Text V, what is the proposed
approach for the foreign language (FL) class?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541305
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
In the Text V, the author refers to several scholars
and organizations, such as Knobel and Lankshear
(2014), Kern (2000), the New London Group (1996),
and others. What is the author's main purpose in
including these references throughout the text?
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238774
Inglês
The process of gamification refers to the use of
elements of game design in situations outside the
gaming environment. In light of this, and the
theme of ludic in English language teaching, it is
correct to state that
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238773
Inglês
Observe the morphological process of the formation of the following words:
Now analyze the following statements.
I. -context- and -tangle- are free roots, while -ident- is a bound root.
II. These three words are formed both by prefixation and suffixation.
III. In the noun, -ual- and -iz- are derivational suffixes, while in the adverb, -ifi- and -ab- are inflectional suffixes.
IV. dis- and en- both have negative meanings.
V. The head of the noun is -ation, the head of the verb is en- and the head of the adverb is -ly.
The correct statements are
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238772
Inglês
Choose the only alternative which contains a
compound word in the sentence.
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238771
Inglês
You are teaching your learners at IFMA how to
write a research project. You asked students to
write the introduction of the research project.
Learners handed in the written assignment, and
now you are writing comments for their feedback.
In this context, analyze the statements below, with
your comment and the area being focused on:
I. Comment: the introduction should briefly describe the theme of your research, its aims and explain the importance of your research. Area: communicative aim of the genre.
II. Comment: I can understand your point here, but connect the sentences in this paragraph using linkers. Also, avoid repetition of words by using pronouns and synonyms. Area: organization and coherence.
III. Comment: avoid talking to your reader, that is not typical of introduction in research projects. Area: language accuracy.
IV. Comment: your target reader is the professor and/or another researcher, so use formal language, avoiding contractions and colloquial expressions. Area: appropriate register of the genre.
V. Comment: use present perfect here, since there is no time reference for the action and this can happen again. Area: appropriate tone of the genre.
VI. Comment: you discuss a number of different points in a single block. Divide it into different paragraphs. Area: layout and organization.
The statements in which the feedback comment is completely in line with the area are
I. Comment: the introduction should briefly describe the theme of your research, its aims and explain the importance of your research. Area: communicative aim of the genre.
II. Comment: I can understand your point here, but connect the sentences in this paragraph using linkers. Also, avoid repetition of words by using pronouns and synonyms. Area: organization and coherence.
III. Comment: avoid talking to your reader, that is not typical of introduction in research projects. Area: language accuracy.
IV. Comment: your target reader is the professor and/or another researcher, so use formal language, avoiding contractions and colloquial expressions. Area: appropriate register of the genre.
V. Comment: use present perfect here, since there is no time reference for the action and this can happen again. Area: appropriate tone of the genre.
VI. Comment: you discuss a number of different points in a single block. Divide it into different paragraphs. Area: layout and organization.
The statements in which the feedback comment is completely in line with the area are
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238770
Inglês
You are an English language professor at IFMA
and you are teaching your learners the genre
“discursive essay”. Which of the rhetorical moves
below are NOT usually typical of this genre?
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238769
Inglês
You are an English language professor at IFMA
and you are teaching your learners to write
abstracts for academic papers. You asked your
learners to analyze the following model abstract:
Abstract Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpus-based research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p<0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units. Key words: Phrasal Verbs, Cognitive Linguistics, Corpus, Instruction Materials, TEFL, Second Language Acquisition.
Source: SPRING, Ryan. Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List. Advances in Language and Literary Studies: Volume: 9 Issue: 5. 2018.
Regarding the genre “abstract” and the model above, choose the correct alternative.
Abstract Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpus-based research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p<0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units. Key words: Phrasal Verbs, Cognitive Linguistics, Corpus, Instruction Materials, TEFL, Second Language Acquisition.
Source: SPRING, Ryan. Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List. Advances in Language and Literary Studies: Volume: 9 Issue: 5. 2018.
Regarding the genre “abstract” and the model above, choose the correct alternative.
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