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Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616891
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
A técnica da tradução, quando utilizada de forma adequada,
pode ser uma ferramenta valiosa no ensino de inglês como
língua estrangeira, auxiliando na compreensão e na aquisição
de vocabulário. No entanto, é importante considerar os aspectos
socioculturais envolvidos, evitando a mera tradução literal, que
pode levar a erros de tradução. Levando em consideração a
afirmação acima, o trecho do texto: “Now put yourself in your
student’s shoes” tem como tradução mais adequada:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616890
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
No segundo parágrafo do texto, a autora fala sobre como
ampliar o vocabulário dando como exemplo o termo “green”, que
pode ter significados diferentes de acordo com o contexto. O
ensino da língua é, portanto, algo complexo e o ensino inadequado,
desconsiderando diferenças sociais, culturais e regionais, pode
levar a desigualdades no acesso ao conhecimento, uma vez
que um aluno com pouco acesso dificilmente entenderia o termo
no segundo exemplo citado. Esses desafios de ensino estão
relacionados:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616889
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
Ao recomendar atividades intensivas de leitura, a autora do
texto sugere o uso de jornais produzidos na escola como uma
maneira de exercitar a leitura superficial, em busca de informações
específicas. Tal atividade é uma forma de exercitar a estratégia de
leitura chamada de:
Resumos relacionados
Resumo relacionado
Advérbios e conjunções em inglês para concursos públicos
O estudo de advérbios e conjunções na língua inglesa é fundamental para quem deseja se destacar em provas de concursos públicos. Esses elementos desempenham papéis essenciais na construção de frases, influenciando diretamente o sentido e a coesão textual, habilidades bastante exigidas nas questões de interpretação e compreensão de textos em inglês.
Resumo relacionado
Artigos (Articles) em inglês: uso em concursos públicos
Artigos (Articles) são palavras essenciais na gramática da língua inglesa, usadas para indicar se um substantivo está sendo mencionado de forma específica ou geral. Eles desempenham papel fundamental em provas de concursos, pois ajudam na compreensão e interpretação dos textos, além de serem frequentemente cobrados em questões envolvendo uso correto de estruturas gramaticais.
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616888
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
Ao relacionar a abordagem instrumental para o ensino de
língua inglesa e o tema do texto, pode-se concluir que:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616887
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
De acordo com o texto, a relação que pode ser estabelecida
entre leitura e vocabulário é uma relação de:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613863
Inglês
Read the sentence in the image:
(Available on: https://giphy.com/gifs/. Accessed in: July 2025.)
Based on the sentence, the word “funnier” is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613862
Inglês
Read the lyric excerpt from “Love is bigger than anything in its way” by U2.
The door is open to go through If I could I would come too But the path is made by you As you're walking start singing and stop talking Oh, if I could hear myself when I say Oh, love is bigger than anything in its way
(Available on: https://www.letras.mus.br/u2/love-is-bigger-than-anything-in-its-way/#autoplay. Accessed in: July 2025.)
The word “its” is used in this line because:
The door is open to go through If I could I would come too But the path is made by you As you're walking start singing and stop talking Oh, if I could hear myself when I say Oh, love is bigger than anything in its way
(Available on: https://www.letras.mus.br/u2/love-is-bigger-than-anything-in-its-way/#autoplay. Accessed in: July 2025.)
The word “its” is used in this line because:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613861
Inglês
Read the excerpt from the song “Matilda” by Harry Styles:
You can let it go
You can throw a party full of everyone you know
And not invite your family, 'cause they never showed you love
You don't have to be sorry for leaving and growing up.
(Available on: https://www.letras.mus.br/harry-styles/matilda/. Accessed in: July 2025.)
Based on the excerpt, the speaker expresses that:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613860
Inglês
Read the email below:
(Available on: https://s3.eu-central-1.amazonaws.com/studysmarter-mediafiles/. Accessed in: July 2025.)
Considering the overall use of verb tenses in the email, it is correct to state that:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613859
Inglês
Observe the images:
(Available on: https://www.tainstruments.com/the-science-of-sandcastles. Accessed in: July 2025.)
All the words represented by the images above share a common morphological characteristic:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613858
Inglês
Read the sign below:
(Available on: https://www.englishexperts.com.br. Accessed in: July 2025.)
Considering vocabulary in context, the word “pretend” is best understood as:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613857
Inglês
Read the comic strip below:
(Available on: https://pyrosophy.net/2012/12/16/comic-strip-reblog/. Accessed in: July 2025. Adapted.)
The relative pronoun that best fills the blank is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613856
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The option that best aligns with an evaluation approach suitable for the use of technology in language learning is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613855
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The most appropriate initiative to support teachers in producing effective teaching materials using technology is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613854
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The most appropriate first step to support the school in integrating technology into the curriculum is:
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610246
Inglês
Which sentence avoids a comma splice and uses the
linker appropriately to join two independent clauses?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610245
Inglês
Which pair exemplifies back-formation (rather than
affixation, compounding, clipping, or conversion)?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610244
Inglês
Choose the only sentence that is free of spelling errors
(ignore punctuation and capitalization).
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610243
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
As used in the opening evaluation of the Terminal
Classic, the phrase "the death knell for the Maya
civilization" serves a rhetorical purpose; which
interpretation best captures its figurative force in this
context?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610242
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Analyzing the non-finite structure in "Hostile to their
neighbors and ensconced in the Maya forest," what is the
syntactic role of "ensconced in the Maya forest" with
respect to the subject?
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