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Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de São João Nepomuceno - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de São João Nepomuceno - MG - Professor Regente II - Língua Inglesa |
Q3069664
Inglês
Texto associado
Conclusions and Recommendations
Given the panorama of English instruction in Brazil, particularly in the states of Minas Gerais and Mato Grosso, and
considering the results of the surveys conducted with universities and teachers in both states, some conclusions and
recommendations could be drawn.
Nationally, English instruction has been gaining importance and visibility through curriculum reform and the new model
of upper secondary school. It is an enormously significant achievement that, for the first time, English has become mandatory
in all public and private schools from 6th grade onward. The BNCC offers clarity on the competencies and abilities that students
should develop at each education level. However, if, on the one hand, making English compulsory was an important step, on
the other hand, the implementation of this policy is still incomplete. The main issue is the limited amount of instructional time
in English in the national curriculum guidelines. As the cases of Mato Grosso and Minas Gerais illustrate, the result is that
students have insufficient exposure to the language, with only two classes per week in secondary schools and one class per
week in upper secondary. Under these conditions, it is unlikely that learners will develop full proficiency in the language, and
teachers will have the instructional time to focus on all the necessary competencies and abilities required by the BNCC.
Another important consideration is the link between initial training for English teachers and how it interacts with the
routines and challenges of the classroom. There is room for improvement when considering the mismatch between the
programs of study at universities and the pedagogical practice required of English teachers and strengthened ties and
communication between State Education Departments and the teacher training programs at universities.
Universities face additional challenges, such as the low English proficiency of students in the initial training courses. Initial
training institutions face difficulties in thoroughly preparing future teachers regarding language proficiency and the pedagogical
elements related to being an effective teacher. In this sense, the situation can create a vicious cycle; students leave schools
with a low proficiency level in English, and those who decide to take the initial training courses to become English teachers and
enter universities cannot fully develop proficiency as pedagogical competencies. Therefore, they enter schools not fully
prepared to be teachers and face all the challenges of a classroom.
Another critical challenge is class size and the heterogeneity of students’ ability levels, which could limit teachers’ ability
to implement some pedagogical practices, such as working with practicing speaking. This is not only a challenge faced by English
teachers, but all teachers and that policymakers need to keep in mind. In addition, teachers commonly work in more than one
school at a time and sometimes teach other subjects to meet the required hours of instructional time stipulated in their
contracts.
The surveys with teachers demonstrated that many have never participated in a professional development session
specifically designed for English teachers. For those who have, not all considered the helpful training to improve their knowledge
and practice. This points to the fact that more attention needs to be paid to the continuous training courses offered to English
teachers. These training courses should be frequent and address specific challenges, taking into account the pedagogical issues
and areas that English teachers identify as most critical.
Briefly, it is important to highlight the windows of opportunity that have been opened in Brazil with the BNCC and the
new upper secondary model. Through their education ministries, state governments have made significant efforts to adapt
their regional curricula to the competencies and abilities listed on the BNCC and implement the first pilots and designed
pathways for upper secondary schools. It remains a question of how the rest of those two processes will be implemented, but
there are positive signs that English may gain more importance at a national level. At least in Minas Gerais and Mato Grosso,
there is already a movement to increase the importance of the discipline.
While Minas Gerais has developed a few specific training courses for English teachers focused on improving their
pedagogical knowledge through the program “Pathways for Educators” and intends to create a training pathway for upper
secondary students focused in English, Mato Grosso has implemented English in all primary schools in the state and launched
the program “More English,” with resources to help teachers and students. Those efforts are aligned with the national reforms
and illustrate the political willingness of states to promote more actions to improve teachers’ and students’ proficiency in
English.
In these states and, to some extent, at the national level, the foundations have been set to put English instruction in the
spotlight as a crucial discipline to the integral development of students. However, much work and resources are still needed to
realize this goal. Therefore, the following recommendations are intended to advise decision-makers at universities and State
Education Departments.
(Source: https://www.thedialogue.org/wp-content/. Access: October 2024.)
Read the statements below.
( ) It is possible to say that the lack of continuing educational courses for English teachers influences poor pedagogical practices in school.
( ) The author expresses optimism for new pedagogical practices and teacher training in view of the changings that have taken place in curricula and educational policies.
( ) “Pathwaysfor Education” and “More English” are printed material resources developed for teachers’ pedagogical improvement.
( ) Essential foundations have been laid to position English training as a vital discipline for integral students’ development. Nevertheless, there is still a lot of work and resources needed to achieve this objective.
The sequence is correct only in
( ) It is possible to say that the lack of continuing educational courses for English teachers influences poor pedagogical practices in school.
( ) The author expresses optimism for new pedagogical practices and teacher training in view of the changings that have taken place in curricula and educational policies.
( ) “Pathwaysfor Education” and “More English” are printed material resources developed for teachers’ pedagogical improvement.
( ) Essential foundations have been laid to position English training as a vital discipline for integral students’ development. Nevertheless, there is still a lot of work and resources needed to achieve this objective.
The sequence is correct only in
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de São João Nepomuceno - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de São João Nepomuceno - MG - Professor Regente II - Língua Inglesa |
Q3069663
Inglês
Texto associado
Conclusions and Recommendations
Given the panorama of English instruction in Brazil, particularly in the states of Minas Gerais and Mato Grosso, and
considering the results of the surveys conducted with universities and teachers in both states, some conclusions and
recommendations could be drawn.
Nationally, English instruction has been gaining importance and visibility through curriculum reform and the new model
of upper secondary school. It is an enormously significant achievement that, for the first time, English has become mandatory
in all public and private schools from 6th grade onward. The BNCC offers clarity on the competencies and abilities that students
should develop at each education level. However, if, on the one hand, making English compulsory was an important step, on
the other hand, the implementation of this policy is still incomplete. The main issue is the limited amount of instructional time
in English in the national curriculum guidelines. As the cases of Mato Grosso and Minas Gerais illustrate, the result is that
students have insufficient exposure to the language, with only two classes per week in secondary schools and one class per
week in upper secondary. Under these conditions, it is unlikely that learners will develop full proficiency in the language, and
teachers will have the instructional time to focus on all the necessary competencies and abilities required by the BNCC.
Another important consideration is the link between initial training for English teachers and how it interacts with the
routines and challenges of the classroom. There is room for improvement when considering the mismatch between the
programs of study at universities and the pedagogical practice required of English teachers and strengthened ties and
communication between State Education Departments and the teacher training programs at universities.
Universities face additional challenges, such as the low English proficiency of students in the initial training courses. Initial
training institutions face difficulties in thoroughly preparing future teachers regarding language proficiency and the pedagogical
elements related to being an effective teacher. In this sense, the situation can create a vicious cycle; students leave schools
with a low proficiency level in English, and those who decide to take the initial training courses to become English teachers and
enter universities cannot fully develop proficiency as pedagogical competencies. Therefore, they enter schools not fully
prepared to be teachers and face all the challenges of a classroom.
Another critical challenge is class size and the heterogeneity of students’ ability levels, which could limit teachers’ ability
to implement some pedagogical practices, such as working with practicing speaking. This is not only a challenge faced by English
teachers, but all teachers and that policymakers need to keep in mind. In addition, teachers commonly work in more than one
school at a time and sometimes teach other subjects to meet the required hours of instructional time stipulated in their
contracts.
The surveys with teachers demonstrated that many have never participated in a professional development session
specifically designed for English teachers. For those who have, not all considered the helpful training to improve their knowledge
and practice. This points to the fact that more attention needs to be paid to the continuous training courses offered to English
teachers. These training courses should be frequent and address specific challenges, taking into account the pedagogical issues
and areas that English teachers identify as most critical.
Briefly, it is important to highlight the windows of opportunity that have been opened in Brazil with the BNCC and the
new upper secondary model. Through their education ministries, state governments have made significant efforts to adapt
their regional curricula to the competencies and abilities listed on the BNCC and implement the first pilots and designed
pathways for upper secondary schools. It remains a question of how the rest of those two processes will be implemented, but
there are positive signs that English may gain more importance at a national level. At least in Minas Gerais and Mato Grosso,
there is already a movement to increase the importance of the discipline.
While Minas Gerais has developed a few specific training courses for English teachers focused on improving their
pedagogical knowledge through the program “Pathways for Educators” and intends to create a training pathway for upper
secondary students focused in English, Mato Grosso has implemented English in all primary schools in the state and launched
the program “More English,” with resources to help teachers and students. Those efforts are aligned with the national reforms
and illustrate the political willingness of states to promote more actions to improve teachers’ and students’ proficiency in
English.
In these states and, to some extent, at the national level, the foundations have been set to put English instruction in the
spotlight as a crucial discipline to the integral development of students. However, much work and resources are still needed to
realize this goal. Therefore, the following recommendations are intended to advise decision-makers at universities and State
Education Departments.
(Source: https://www.thedialogue.org/wp-content/. Access: October 2024.)
Read the statements.
I. One of the aspects that impair the implementation of the new educational guidelines mentioned in the text is student’s lack of sufficient language exposure, which may lead to lower English proficiency.
II. The mismatch between the initial training of English teachers in universities and the pedagogical practices required in schools is not considered to be a key factor that jeopardizes students’ English proficiency.
III. It is clear in the text that teachers who have not fully developed English proficiency during their initial training courses may face challenges when it comes to pedagogical practices in the classroom.
IV. Students’ different levels of English proficiency is a crucial factor that could inhibit speaking activities in the classroom.
Which statement is INCORRECT?
I. One of the aspects that impair the implementation of the new educational guidelines mentioned in the text is student’s lack of sufficient language exposure, which may lead to lower English proficiency.
II. The mismatch between the initial training of English teachers in universities and the pedagogical practices required in schools is not considered to be a key factor that jeopardizes students’ English proficiency.
III. It is clear in the text that teachers who have not fully developed English proficiency during their initial training courses may face challenges when it comes to pedagogical practices in the classroom.
IV. Students’ different levels of English proficiency is a crucial factor that could inhibit speaking activities in the classroom.
Which statement is INCORRECT?
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de São João Nepomuceno - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de São João Nepomuceno - MG - Professor Regente II - Língua Inglesa |
Q3069662
Inglês
Texto associado
The report presents an overview of English teaching in Brazil, examining the main national policies that regulate and
inform English language learning and how they have been implemented. In addition, the study aims to exemplify how English
teaching is guided from the national level to the state and municipal level, looking particularly at the states of Minas Gerais and
Mato Grosso. The case studies in these two states examine state policies related to English, with a particular focus on teachers
and their careers, from training to work routine and 20 classroom pedagogical practices.
Based on an in-depth analysis of these two Brazilian states and the results of questionnaires conducted with universities
and with teachers, this report offers a set of recommendations for improving English teaching in these two states, which can
also be applied to other states or federal entities in Brazil. The aim is to consolidate these recommendations into workable and
meaningful propositions with the ultimate goal of improving English teaching 25 in Brazil through better quality education led
by qualified teachers.
(Source: https://www.thedialogue.org/analysis/english-language-learning-in-brazil/. Access: October 2024.)
In line 19, which word could substitute “in-depth” (4º§) without losing meaning?
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de São João Nepomuceno - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de São João Nepomuceno - MG - Professor Regente II - Língua Inglesa |
Q3069661
Inglês
Texto associado
The report presents an overview of English teaching in Brazil, examining the main national policies that regulate and
inform English language learning and how they have been implemented. In addition, the study aims to exemplify how English
teaching is guided from the national level to the state and municipal level, looking particularly at the states of Minas Gerais and
Mato Grosso. The case studies in these two states examine state policies related to English, with a particular focus on teachers
and their careers, from training to work routine and 20 classroom pedagogical practices.
Based on an in-depth analysis of these two Brazilian states and the results of questionnaires conducted with universities
and with teachers, this report offers a set of recommendations for improving English teaching in these two states, which can
also be applied to other states or federal entities in Brazil. The aim is to consolidate these recommendations into workable and
meaningful propositions with the ultimate goal of improving English teaching 25 in Brazil through better quality education led
by qualified teachers.
(Source: https://www.thedialogue.org/analysis/english-language-learning-in-brazil/. Access: October 2024.)
Choose the option that is true about the following sentence: “In the case of Brazil, English instruction Has Been Gaining more
importance in recent years, especially with the inclusion of the subject as compulsory at the secondary level (beginning in 6th
grade) in all public and private schools.” (2º§)
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de São João Nepomuceno - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de São João Nepomuceno - MG - Professor Regente II - Língua Inglesa |
Q3069660
Inglês
Texto associado
The report presents an overview of English teaching in Brazil, examining the main national policies that regulate and
inform English language learning and how they have been implemented. In addition, the study aims to exemplify how English
teaching is guided from the national level to the state and municipal level, looking particularly at the states of Minas Gerais and
Mato Grosso. The case studies in these two states examine state policies related to English, with a particular focus on teachers
and their careers, from training to work routine and 20 classroom pedagogical practices.
Based on an in-depth analysis of these two Brazilian states and the results of questionnaires conducted with universities
and with teachers, this report offers a set of recommendations for improving English teaching in these two states, which can
also be applied to other states or federal entities in Brazil. The aim is to consolidate these recommendations into workable and
meaningful propositions with the ultimate goal of improving English teaching 25 in Brazil through better quality education led
by qualified teachers.
(Source: https://www.thedialogue.org/analysis/english-language-learning-in-brazil/. Access: October 2024.)
“There is then, a window of opportunity that is opening to improve English instruction in Brazilian education and a chance to
modernize the way school is structured in the country.” (2º§)
( ) The word “opportunity” is cognate, which means it is similar to Portuguese and has the same meaning in English.
( ) The word “improve” is cognate and the word “improbable” is one of its synonyms.
( ) The word “modernize” is a cognate word. It could be substituted by the word “update”.
( ) The word “country” is a false cognate. It seems to be a type of music, but it is actually referring to places far from the city.
The sequence is correct only in:
( ) The word “opportunity” is cognate, which means it is similar to Portuguese and has the same meaning in English.
( ) The word “improve” is cognate and the word “improbable” is one of its synonyms.
( ) The word “modernize” is a cognate word. It could be substituted by the word “update”.
( ) The word “country” is a false cognate. It seems to be a type of music, but it is actually referring to places far from the city.
The sequence is correct only in:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de São João Nepomuceno - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de São João Nepomuceno - MG - Professor Regente II - Língua Inglesa |
Q3069659
Inglês
Texto associado
The report presents an overview of English teaching in Brazil, examining the main national policies that regulate and
inform English language learning and how they have been implemented. In addition, the study aims to exemplify how English
teaching is guided from the national level to the state and municipal level, looking particularly at the states of Minas Gerais and
Mato Grosso. The case studies in these two states examine state policies related to English, with a particular focus on teachers
and their careers, from training to work routine and 20 classroom pedagogical practices.
Based on an in-depth analysis of these two Brazilian states and the results of questionnaires conducted with universities
and with teachers, this report offers a set of recommendations for improving English teaching in these two states, which can
also be applied to other states or federal entities in Brazil. The aim is to consolidate these recommendations into workable and
meaningful propositions with the ultimate goal of improving English teaching 25 in Brazil through better quality education led
by qualified teachers.
(Source: https://www.thedialogue.org/analysis/english-language-learning-in-brazil/. Access: October 2024.)
Read the statements below.
I. A transition movement in the educational system has been happening due to facts like technology in schools, globalization, digitalization and the growing emphasis given to emotional and social abilities.
II. Bridging different people and cultures and being a highly demanded skill in the job market, the proficiency in English has become indispensable and justify the need for an excellent education in the language.
III. English language has become a mandatory subject at the secondary level in public schools and it is optional in private schools.
IV. A positive impact in the efficiency of English instruction in Brazil is believed to happen as a result of the current reforms in the educational system.
The true statements are
I. A transition movement in the educational system has been happening due to facts like technology in schools, globalization, digitalization and the growing emphasis given to emotional and social abilities.
II. Bridging different people and cultures and being a highly demanded skill in the job market, the proficiency in English has become indispensable and justify the need for an excellent education in the language.
III. English language has become a mandatory subject at the secondary level in public schools and it is optional in private schools.
IV. A positive impact in the efficiency of English instruction in Brazil is believed to happen as a result of the current reforms in the educational system.
The true statements are
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de São João Nepomuceno - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de São João Nepomuceno - MG - Professor Regente II - Língua Inglesa |
Q3069658
Inglês
Texto associado
The report presents an overview of English teaching in Brazil, examining the main national policies that regulate and
inform English language learning and how they have been implemented. In addition, the study aims to exemplify how English
teaching is guided from the national level to the state and municipal level, looking particularly at the states of Minas Gerais and
Mato Grosso. The case studies in these two states examine state policies related to English, with a particular focus on teachers
and their careers, from training to work routine and 20 classroom pedagogical practices.
Based on an in-depth analysis of these two Brazilian states and the results of questionnaires conducted with universities
and with teachers, this report offers a set of recommendations for improving English teaching in these two states, which can
also be applied to other states or federal entities in Brazil. The aim is to consolidate these recommendations into workable and
meaningful propositions with the ultimate goal of improving English teaching 25 in Brazil through better quality education led
by qualified teachers.
(Source: https://www.thedialogue.org/analysis/english-language-learning-in-brazil/. Access: October 2024.)
What is the purpose of the text?
Ano: 2024
Banca:
Itame
Órgão:
Prefeitura de Mozarlândia - GO
Prova:
Itame - 2024 - Prefeitura de Mozarlândia - GO - Profissional de Educação - NI - Professor de Língua Portuguesa/Inglesa |
Q3068830
Inglês
Texto associado
Read the text below and answer the question
Paris 2024 Gymnastics: Rebeca Andrade captures
floor exercise gold ahead of Simone Biles and Jordan Chiles
By Scott Bregman / 05 August 2024
If this was a finale, Rebeca Andrade went out in style.
The most decorated Brazilian athlete at the Olympic Games added a gold medal Monday afternoon (5 August), claiming the women's floor title at the Olympic Games Paris 2024.
It's a second Olympic gold for Andrade, the Tokyo 2020 vaulting champion. She has six total medals in her three Olympic appearances. Andrade told media earlier this week that Paris could be her career floor finale.
"I am very happy and proud about what I did," she said. "We came here every day to compete and perform (well). Gymnastics is not an easy sport, it requires a lot from our body and mind.
"I was confident I was able to manage all of the pressure and I worked with my coach in order to achieve what we've done." Andrade's 14.166 was just ahead of Simone Biles (14.133).
Biles' American teammate Jordan Chiles was third, scoring a 13.766 after a scoring inquiry lifted her from fifth to the podium.
It's the 11th Olympic medal for Biles, extending her record as the most decorated U.S. Olympic gymnast. The Brazilian star tumbled a front layout full to full-in and a full-twisting double layout to open. She closed with a controlled double pike.
Andrade took her time coming off the podium, savouring the appreciation from the crowd. When the final scores flashed inside Bercy Arena, the 25-year-old artistic gymnastics star seemed stunned during an embrace with coach.
In the warm-up, Biles looked cautious.
She has been dealing with a strained calf injury throughout the Games and struggled through her signature triple-double (Biles II) in the moments before she competed.
But in competition, that tumbling pass gave her no trouble. Instead, Biles flew out of bounds with both feet on her second and fourth tumbling passes, incurring a .600 total neutral deduction.
"Obviously wasn't my best performances, but at the end of the day, whoever medaled, medaled and that's what's so exciting because you just never know with gymnastics," said Biles afterward. "So I'm not very upset or anything about my performance at the Olympics. I'm actually very happy, proud and even more excited about it."
Chiles' score was originally 13.666 but coaches Laurent and Cecile Landi filed an inquiry. It was accepting, raising her difficulty score by .1 and giving her the bronze medal.
"I didn't even realize my coaches put in an inquiry, and I was like, 'Okay, yeah. Like, let's see... it can vary,'" explained Chiles. "So when it came through, I was very proud of myself. It was my first event final and my first event medal. This is crazy."
https://olympics.com/en/news/paris-2024-gymnastics-rebeca-andrade-captures-floor-exercise-gold
In the sentence, “I'm actually very happy, proud and
even more excited about it,” which of the following
correctly identifies the use of comparative and
superlative adjectives, and which of the provided
options correctly forms a comparative and superlative
version of the adjective “excited”?
Ano: 2024
Banca:
Itame
Órgão:
Prefeitura de Mozarlândia - GO
Prova:
Itame - 2024 - Prefeitura de Mozarlândia - GO - Profissional de Educação - NI - Professor de Língua Portuguesa/Inglesa |
Q3068829
Inglês
Texto associado
Read the text below and answer the question
Paris 2024 Gymnastics: Rebeca Andrade captures
floor exercise gold ahead of Simone Biles and Jordan Chiles
By Scott Bregman / 05 August 2024
If this was a finale, Rebeca Andrade went out in style.
The most decorated Brazilian athlete at the Olympic Games added a gold medal Monday afternoon (5 August), claiming the women's floor title at the Olympic Games Paris 2024.
It's a second Olympic gold for Andrade, the Tokyo 2020 vaulting champion. She has six total medals in her three Olympic appearances. Andrade told media earlier this week that Paris could be her career floor finale.
"I am very happy and proud about what I did," she said. "We came here every day to compete and perform (well). Gymnastics is not an easy sport, it requires a lot from our body and mind.
"I was confident I was able to manage all of the pressure and I worked with my coach in order to achieve what we've done." Andrade's 14.166 was just ahead of Simone Biles (14.133).
Biles' American teammate Jordan Chiles was third, scoring a 13.766 after a scoring inquiry lifted her from fifth to the podium.
It's the 11th Olympic medal for Biles, extending her record as the most decorated U.S. Olympic gymnast. The Brazilian star tumbled a front layout full to full-in and a full-twisting double layout to open. She closed with a controlled double pike.
Andrade took her time coming off the podium, savouring the appreciation from the crowd. When the final scores flashed inside Bercy Arena, the 25-year-old artistic gymnastics star seemed stunned during an embrace with coach.
In the warm-up, Biles looked cautious.
She has been dealing with a strained calf injury throughout the Games and struggled through her signature triple-double (Biles II) in the moments before she competed.
But in competition, that tumbling pass gave her no trouble. Instead, Biles flew out of bounds with both feet on her second and fourth tumbling passes, incurring a .600 total neutral deduction.
"Obviously wasn't my best performances, but at the end of the day, whoever medaled, medaled and that's what's so exciting because you just never know with gymnastics," said Biles afterward. "So I'm not very upset or anything about my performance at the Olympics. I'm actually very happy, proud and even more excited about it."
Chiles' score was originally 13.666 but coaches Laurent and Cecile Landi filed an inquiry. It was accepting, raising her difficulty score by .1 and giving her the bronze medal.
"I didn't even realize my coaches put in an inquiry, and I was like, 'Okay, yeah. Like, let's see... it can vary,'" explained Chiles. "So when it came through, I was very proud of myself. It was my first event final and my first event medal. This is crazy."
https://olympics.com/en/news/paris-2024-gymnastics-rebeca-andrade-captures-floor-exercise-gold
After winning the floor exercise gold at Paris 2024,
Rebeca Andrade mentioned that gymnastics is not an
easy sport. Based on the article, what reasons does
Andrade give to explain the challenges of gymnastics,
and how do her statements reflect her journey to
winning the gold?
Ano: 2024
Banca:
Itame
Órgão:
Prefeitura de Mozarlândia - GO
Prova:
Itame - 2024 - Prefeitura de Mozarlândia - GO - Profissional de Educação - NI - Professor de Língua Portuguesa/Inglesa |
Q3068828
Inglês
The image shows a person imagining a scenario
using an "if clause." Which grammatical structure is
being used to express a hypothetical situation?
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Cruz Alta - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Cruz Alta - RS - Professor de Ensino Fundamental - Inglês |
Q3068632
Inglês
Texto associado
(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).
The underlined structure “a few” (l. 06) refers to “experiences and skills” (l. 05),
which are countable nouns in the context presented in the article. Mark the alternative below that
shows other nouns that could be preceded by “a few”.
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Cruz Alta - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Cruz Alta - RS - Professor de Ensino Fundamental - Inglês |
Q3068631
Inglês
Texto associado
(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).
Why is the sentence “I have named all of my pets after your various product
lines” (l. 03) in the present perfect tense?
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Cruz Alta - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Cruz Alta - RS - Professor de Ensino Fundamental - Inglês |
Q3068630
Inglês
Texto associado
(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).
Mark the alternative that fills in, correctly and respectively, the blanks in the text
with the correct forms of the verbs given in parentheses:
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Cruz Alta - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Cruz Alta - RS - Professor de Ensino Fundamental - Inglês |
Q3068629
Inglês
Texto associado
(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).
Which of the questions below are NOT answered by the article?
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Cruz Alta - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Cruz Alta - RS - Professor de Ensino Fundamental - Inglês |
Q3068628
Inglês
Texto associado
(Available at: https://www.economist.com/business/2024/09/05/the-mystery-of-the-cover-letter – text specially adapted for this test).
The author wrote a humorous cover letter exaggerating all the strategies commonly
used by applicants. Which alternative below best describes his opinion about cover letters?
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065967
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
De acordo com a autora do texto, um dos desafios para
realizar as mudanças necessárias para tornar o ensino de Inglês
eficaz, dever ser implementado principalmente:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065966
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
No quinto parágrafo do texto, o termo “acknowledge” pode
ser substituído, sem prejuízo de significado, por:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065965
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
No quarto parágrafo do texto, o termo “policies” pode ser
definido como:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065964
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
No trecho “If we want to disrupt this situation and offer quality
English teaching for all as part of the basic curriculum, we have to
understand what it is during their time at school that determines
whether or not they learn the language properly”, o termo em
destaque classifica-se como:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2024 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3065963
Inglês
Texto associado
TEXT:
For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês
no Brasil [Demand for English Learning in Brazil, British Council,
2013], only 5.1 per cent of the population aged 16 or more claim
to have some knowledge of English. This claim, however, is more
a question of perception and does not necessarily translate into
actual knowledge of the language. Among the younger people,
aged from 18 to 24 — who have completed or are about to
complete their secondary education — the number claiming to
speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian
students spend at least seven years studying English at school
– more specifically, from the sixth grade of lower secondary
education to the third grade of upper secondary education, for
an average of two hours a week. There are also students who
take English lessons at private language institutions or on courses
offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching
for all as part of the basic curriculum, we have to understand what
it is during their time at school that determines whether or not they
learn the language properly. Thinking about the system, how is
policy made and implemented for teaching English in state-run
schools? What are the basic elements that a state education
department needs for an English teaching programme?
Finding answers to these questions is essential if we want to
understand how English language teaching functions in our
country. We need to recognise the good practices existing in parts
of Brazil and other countries that improve English teaching and
learning and that can help formulate new and more comprehensive
public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular
(BNCC) [Common National Curricular Base] progress towards
teaching the language as a social practice, rather than just as a
list of grammatical content. This change in the approach to English
language teaching can and must have a prominent role in the
personal, academic and professional training of students, helping
make them into global citizens.
One of the challenges of my work at the British Council is to
design and develop projects, in partnership with Brazilian public
managers at national and subnational level, for improvements in
English teaching. Brazil is a vast and diverse country, and with
85 per cent of Brazilian students in public schools, this is where
change must be made, particularly in the state education network,
which bears most responsibility for teaching foreign languages
and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public
Network Experience - British Council - 2019
O paradoxo existente no baixo número de alunos que sabem
falar Inglês é o fato de que:
Conheça nossos planos