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Q4158888
Inglês
A High School English teacher prepared an activity in order to engage students in critical reflection on the
impact of social media on teenager’s lives and promote responsible digital citizenship. Initially, the teacher
introduced the concept of responsible digital citizenship, stressing the importance of understanding both
the positive and negative aspects of social media use. Then, students were divided into small groups and
assigned specific aspects of social media impact to research, such as cyberbullying, body image and privacy
concerns. Their task was to create presentations to share their findings with other groups, employing
creative visual tools like infographics and incorporating real-life examples to reinforce their arguments.
Based on this case study, we can state that the approach used is communicative because the teacher
Based on this case study, we can state that the approach used is communicative because the teacher
Q4158887
Pedagogia
In a High School English class, when dealing with a reading comprehension activity, the teacher brought
to the class the textual genre “movie poster” and presented the following example:
Available at: https://www.pastposters.com. Accessed on: Jun. 7, 2024.
To help the students interpret the text, the teacher should choose the most relevant teaching strategy to go beyond literal meanings, that is, to
Available at: https://www.pastposters.com. Accessed on: Jun. 7, 2024.
To help the students interpret the text, the teacher should choose the most relevant teaching strategy to go beyond literal meanings, that is, to
Q4158886
Inglês
Scenario I: In an Elementary School, we observed a dialogue between the teacher (T) and his students (Ss):
T: Hello, class!
Ss: Hi, teacher.
T: Today, I am going to introduce a new verb tense to you: the simple past. The simple past tense is used to describe actions or events that happened in the past. For example, If I say, “I walked to school yesterday,” what tense am I using?
(The teacher writes the sentences on the blackboard)
Ss: It is easy. It is simple past.
T: Ok, very good. What happened to the verb in the sentence?
Ss: You added “-ed.”
(The teacher underlines “-ed” in a different color)
T: Great. So, to change from the present tense to the past tense, with regular verbs, we simply add “-ed” to the verb. If the verb ends in “-y” preceded by a consonant, we drop the “-e” and add “-ied”, ok? Now let’s practice. Change the verbs below from present to past tense.
Scenario II: An English teacher (T) introduces the simple past tense to a group of 7th-grade students (Ss, S1, S2).
T: Hello, class!
Ss: Hello, teacher.
T: What day is today?
Ss: It is Monday.
T: Excellent. So, can you tell me what you did yesterday?
S1: I watch a movie on TV.
T: You watched a movie on TV, how nice.
S2: I played soccer with my friends.
T: Great. Now let’s practice. Sit in pairs and talk to your friend about things you did last week. (The teacher observes their performances and assists them when required).
We can state about scenario I and scenario II, respectively, that
T: Hello, class!
Ss: Hi, teacher.
T: Today, I am going to introduce a new verb tense to you: the simple past. The simple past tense is used to describe actions or events that happened in the past. For example, If I say, “I walked to school yesterday,” what tense am I using?
(The teacher writes the sentences on the blackboard)
Ss: It is easy. It is simple past.
T: Ok, very good. What happened to the verb in the sentence?
Ss: You added “-ed.”
(The teacher underlines “-ed” in a different color)
T: Great. So, to change from the present tense to the past tense, with regular verbs, we simply add “-ed” to the verb. If the verb ends in “-y” preceded by a consonant, we drop the “-e” and add “-ied”, ok? Now let’s practice. Change the verbs below from present to past tense.
Scenario II: An English teacher (T) introduces the simple past tense to a group of 7th-grade students (Ss, S1, S2).
T: Hello, class!
Ss: Hello, teacher.
T: What day is today?
Ss: It is Monday.
T: Excellent. So, can you tell me what you did yesterday?
S1: I watch a movie on TV.
T: You watched a movie on TV, how nice.
S2: I played soccer with my friends.
T: Great. Now let’s practice. Sit in pairs and talk to your friend about things you did last week. (The teacher observes their performances and assists them when required).
We can state about scenario I and scenario II, respectively, that
Q4158885
Pedagogia
Em uma turma de 1ª série do Ensino Médio, é marcante a heterogeneidade dos alunos em relação aos
níveis de letramento literário. Há alguns que sequer tiveram contato com obra(s) canônica(s) da literatura
brasileira e outros que fizeram leituras de algumas delas. A professora de Língua Portuguesa, que procura
sempre utilizar uma perspectiva pedagógica pautada no pensamento de Paulo Freire e ficou ciente de tal
realidade ao conversar com os alunos, precisa iniciar o trabalho com literatura na turma.
Nessa situação, qual das sequências de ações a seguir constituiria um plano de trabalho consonante com a abordagem pedagógica seguida pela professora?
Nessa situação, qual das sequências de ações a seguir constituiria um plano de trabalho consonante com a abordagem pedagógica seguida pela professora?
Q4158884
Pedagogia
Joana, a pre-service English teacher, has been taking part in several teaching and researching projects since
the beginning of her course. It provided her with strong theoretical and methodological basis related to
the specific contents of the course. However, it was only during the supervised internship in a public school
when she realized that being a teacher requires more than mastering contents and techniques. During her
permanence at school she had to deal with lack of interest in English classes, great amount of bureaucratic
work, conflicts among students and precarious working conditions. She was not prepared for those issues.
Concerning all the issues mentioned, Joana could benefit from the supervised internship because it
Concerning all the issues mentioned, Joana could benefit from the supervised internship because it
Q4158883
Linguística
An English Language teacher corrected a High School student’s assignment, as follows.
In this case, the phenomenon of translanguaging can be identified as
In this case, the phenomenon of translanguaging can be identified as
Q4158882
Inglês
West Side Story is a contemporary film inspired in William Shakespeare’s Romeo and Juliet. The central
theme of forbidden love between young lovers from opposing groups portrays the destructive nature of
prejudice and hatred, leading to tragic outcomes. The lovers, Romeo and Juliet, and Tony and Maria, face
immense societal pressures and personal sacrifices. Ultimately, both narratives highlight the senselessness
of violence and the enduring power of love amidst conflict.
A teacher presents to her High School students the film West Side Story, and then associates it with the play Romeo and Juliet to conduct a thematic comparative analysis; by doing this, she
A teacher presents to her High School students the film West Side Story, and then associates it with the play Romeo and Juliet to conduct a thematic comparative analysis; by doing this, she
Q4158881
Pedagogia
Com o objetivo de aprimorar a competência de leitura e escrita criativa de estudantes da 2ª série do
Ensino Médio, uma professora de Literatura propõe uma sequência de ensino para os alunos com os
seguintes passos: 1) uma apresentação inicial na qual a docente mostra aos alunos trechos de filmes de
sucesso que foram produzidos a partir de releituras de obras canônicas; 2) uma introdução sobre o conto
A cartomante, de Machado de Assis; e 3) leitura do texto integral desse conto.
Para concluir a atividade e estimular a competência de leitura e escrita criativa, a opção mais apropriada seria solicitar aos estudantes que
Para concluir a atividade e estimular a competência de leitura e escrita criativa, a opção mais apropriada seria solicitar aos estudantes que
Q4158880
Português
Alguns domínios discursivos foram “invadidos” por palavras do inglês que parecem resistentes à
substituição por equivalentes vernaculares. Esse é o caso do vocabulário associado à Internet e à tecnologia
computacional como um todo. É certo que computer foi absorvido como “computador”; contudo, website é
um vocábulo que foi absorvido como “site”. Há toda uma matriz de palavras como mouse, e-mail, download,
upgrade, entre outras, que foi também incorporada. Um fenômeno ainda mais curioso é a emergência
de um novo conjunto de itens lexicais como “printar”, “estartar” e “deletar” (adaptações de print, start e
delete, respectivamente), que resultou no interessante fato de que equivalentes em português já existentes
ficaram aos poucos reservados a qualquer contexto que não seja o mundo da informática.
RAJAGOPALAN, K. Línguas nacionais como bandeiras patrióticas, ou a linguística que nos deixou na mão: observando mais de perto o chauvinismo linguístico emergente no Brasil. In: SILVA, F. L. da; RAJAGOPALAN, K. (org.). A linguística que nos faz falhar: investigação crítica. São Paulo: Parábola, 2004. p. 14 (adaptado).
Com base nas informações apresentadas, quanto ao uso de léxico estrangeiro associado à tecnologia computacional e à Internet, assinale a opção correta.
RAJAGOPALAN, K. Línguas nacionais como bandeiras patrióticas, ou a linguística que nos deixou na mão: observando mais de perto o chauvinismo linguístico emergente no Brasil. In: SILVA, F. L. da; RAJAGOPALAN, K. (org.). A linguística que nos faz falhar: investigação crítica. São Paulo: Parábola, 2004. p. 14 (adaptado).
Com base nas informações apresentadas, quanto ao uso de léxico estrangeiro associado à tecnologia computacional e à Internet, assinale a opção correta.
Q4158879
Pedagogia
In the context of Foreign Language (FL) teaching, there has been an emphasis on understanding the
underlying causes of errors, which may include the transfer of patterns from the native language to the
foreign language. In FL learning, what we believe to be or not to be an error is often related to our own
way of acting in the situations we experience in our daily lives. In this sense, it is important to consider
the fact that learners and teachers are individuals who have their particular ways of thinking and acting
regarding what constitutes an error within the teaching and learning process, as well as regarding why,
how, and when to correct it.
SILVA, S. V. D.; FIGUEIREDO, F. J. Q. D. Erro e correção: as crenças de dois professores de escola pública e de alguns de seus alunos. Revista Brasileira de Linguística Aplicada, n. 6, p. 113-141, 2006 (adaptado).
In a Brazilian English classroom, a student says, “I am going to the shopping.” The teacher interrupts and corrects the student, saying, “No, in English, we say ‘I am going to the mall,’ not ‘shopping’.” By doing this correction, the teacher assumed his own dialect or regional variation of English as the standard or correct one. However, in Brazilian Portuguese, it’s common to use the term “shopping” to refer to a shopping mall.
Considering the text, we can infer the purpose behind the correction demonstrated in this case stud
SILVA, S. V. D.; FIGUEIREDO, F. J. Q. D. Erro e correção: as crenças de dois professores de escola pública e de alguns de seus alunos. Revista Brasileira de Linguística Aplicada, n. 6, p. 113-141, 2006 (adaptado).
In a Brazilian English classroom, a student says, “I am going to the shopping.” The teacher interrupts and corrects the student, saying, “No, in English, we say ‘I am going to the mall,’ not ‘shopping’.” By doing this correction, the teacher assumed his own dialect or regional variation of English as the standard or correct one. However, in Brazilian Portuguese, it’s common to use the term “shopping” to refer to a shopping mall.
Considering the text, we can infer the purpose behind the correction demonstrated in this case stud
Q4158878
Inglês
As perspectivas psicológicas e socioemocionais da autonomia baseiam-se na compreensão dos processos
internos, emoções e comportamentos que influenciam a capacidade de um indivíduo assumir o controle
de sua aprendizagem. Ao integrar tais perspectivas em suas práticas, os professores podem obter uma
compreensão holística dos fatores internos e externos que influenciam a autonomia dos alunos e
adaptar intervenções para apoiá-los no desenvolvimento de uma maior autonomia nos seus percursos
de aprendizagem.
OXFORD, R. L. Expanded perspectives on autonomous learners. Innovation in language learning and teaching. v. 9, n. 1, p. 58-71, 2015 (adaptado).
Uma estratégia que, efetivamente, contribuiria para o desenvolvimento da autonomia discente, considerando-se a perspectiva do texto apresentado, é a utilização de
OXFORD, R. L. Expanded perspectives on autonomous learners. Innovation in language learning and teaching. v. 9, n. 1, p. 58-71, 2015 (adaptado).
Uma estratégia que, efetivamente, contribuiria para o desenvolvimento da autonomia discente, considerando-se a perspectiva do texto apresentado, é a utilização de
Q4158877
Inglês
TEXT 1
Available at: https://www.instagram.com.
Accessed on: May. 6, 2024.
TEXT 2
Available at: https://www.instagram.com.
Accessed on: May. 6, 2024.
Considering a reading comprehension lesson plan focused on literacy and multimodality based on Texts 1 and 2, teaching modules should
Available at: https://www.instagram.com.
Accessed on: May. 6, 2024.
TEXT 2
Available at: https://www.instagram.com.
Accessed on: May. 6, 2024.
Considering a reading comprehension lesson plan focused on literacy and multimodality based on Texts 1 and 2, teaching modules should
Q4158876
Pedagogia
Uma professora de Língua Portuguesa desenvolveu um projeto em que abordou a temática “grafite” com os
alunos do 1º ano do Ensino Médio de uma escola em São Paulo. A maioria dos grafites exploram a linguagem
visual, mas podem também trazer palavras ou frases. Assim, inicialmente, a docente apresentou a imagem
de um grafite que possuía uma frase e dialogou com a turma sobre a variação linguística e o preconceito
linguístico, bem como sobre as mensagens de cunho social, apontando problemas da comunidade ou
sociedade que muitos grafites possuem. Em um segundo momento, levou à unidade escolar um grafiteiro
da localidade, que tinha sua arte exposta em vários pontos na cidade, para uma conversa sobre a diferença
entre o grafite e a pichação. Na aula seguinte, uma das atividades do livro didático utilizado tinha o grafite
como tema e sugeria a observação de grafites e grafiteiros de alguns lugares do mundo, solicitando que o
estudante desse a sua opinião sobre eles e sobre o que essa arte representa. Para que o aluno opinasse, a
docente abordou o gênero artigo de opinião, suas características e exemplos. Como a cidade de São Paulo
é repleta de grafites, optou-se por trazer a atividade para o contexto local; sugerindo que os estudantes,
em grupos, realizassem registros fotográficos dos grafites locais e, em seguida, redigissem um artigo de
opinião em relação às impressões que o grafite despertou neles. A professora também destacou que as
fotografias e os artigos fariam parte de uma exposição que ocorreria na própria escola.
Analisando a situação apresentada, conclui-se que o projeto
Analisando a situação apresentada, conclui-se que o projeto
Q4158875
Pedagogia
Ao elaborar um plano de ensino para o componente didático Língua Portuguesa, uma professora opta por
trabalhar aspectos da literatura decolonial produzida por mulheres brasileiras.
Uma ação adequada da professora para a abordagem de tais aspectos seria selecionar textos escritos por mulheres em diferentes momentos da literatura brasileira e utilizar uma metodologia
Uma ação adequada da professora para a abordagem de tais aspectos seria selecionar textos escritos por mulheres em diferentes momentos da literatura brasileira e utilizar uma metodologia
Q4158874
Pedagogia
O trabalho com a Literatura pode ser efetivado a partir de certas práticas relevantes. Para tanto, um
professor de Língua Portuguesa de uma turma dos anos finais do Ensino Fundamental prepara um plano
de aula que tem como suporte a ideia de letramento literário.
Considerando esse contexto, identifique a opção que apresenta práticas efetivas de letramento literário.
Considerando esse contexto, identifique a opção que apresenta práticas efetivas de letramento literário.
Q4158873
Pedagogia
Corrective feedback is any reaction by the teacher to demonstrate incorrect usage of language. There are
six types of feedback corrections:
• explicit correction, which refers to the explicit provision of the correct form;
• recast, which involves the teacher’s reformulation of all or part of a student’s utterance, minus the error;
• clarification requests, which indicate to students either that their utterance has been misunderstood by the teacher or that the utterance is ill-formed in some way;
• metalinguistic feedback, which contains either comments, information, or questions related to the well-formedness of the student’s utterance;
• elicitation, where the teacher prompts the student to correct themselves by asking questions or pausing to allow the student to complete the teacher’s utterance correctly;
• repetition, where the teacher repeats the student’s error, often with a change in intonation to highlight the mistake.
LYSTER, R.; RANTA, L. Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, n. 19, p. 37-66, 1997 (adapted).
In an Elementary English class, the teacher asks the students to introduce themselves. The first student stands up and says, “Hi, my name is Carlos. I from Venezuela. I have 12 years old.” The teacher didn’t want to demotivate the students by pointing out the errors because he believes making errors is part of the learning process. So, he used a type of corrective feedback by saying, “I am from Venezuela. I am 12 years old.”
Considering this situacion, to correct the student’s utterance, the teacher used a type of corrective feedback known as
• explicit correction, which refers to the explicit provision of the correct form;
• recast, which involves the teacher’s reformulation of all or part of a student’s utterance, minus the error;
• clarification requests, which indicate to students either that their utterance has been misunderstood by the teacher or that the utterance is ill-formed in some way;
• metalinguistic feedback, which contains either comments, information, or questions related to the well-formedness of the student’s utterance;
• elicitation, where the teacher prompts the student to correct themselves by asking questions or pausing to allow the student to complete the teacher’s utterance correctly;
• repetition, where the teacher repeats the student’s error, often with a change in intonation to highlight the mistake.
LYSTER, R.; RANTA, L. Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, n. 19, p. 37-66, 1997 (adapted).
In an Elementary English class, the teacher asks the students to introduce themselves. The first student stands up and says, “Hi, my name is Carlos. I from Venezuela. I have 12 years old.” The teacher didn’t want to demotivate the students by pointing out the errors because he believes making errors is part of the learning process. So, he used a type of corrective feedback by saying, “I am from Venezuela. I am 12 years old.”
Considering this situacion, to correct the student’s utterance, the teacher used a type of corrective feedback known as
Q4158872
Inglês
The belief that students don’t learn English effectively in public schools can have a great impact on the
emotions, beliefs, and professional identity of Brazilian English teachers. This belief may stem from a
variety of factors, such as limited resources, large class sizes, and inadequate language proficiency among
students. As a result, teachers may experience a range of emotions, including frustration, disappointment,
and a sense of helplessness in their efforts to facilitate language learning in such environments. Emotions
influence beliefs and vice-versa. Understanding this relationship is necessary to offer a more supportive
environment to help teachers to re-signify their beliefs and emotions. Numerous studies have shown that
emotions are also interconnected with various other concepts, including identities and motivations.
BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted).
Considering the text, we can state that
BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted).
Considering the text, we can state that
Q4158871
Pedagogia
Um docente do Ensino Médio escolheu elaborar uma sequência didática de ensino de Literatura a fim de
promover um debate com os alunos em relação aos povos originários retratados em diferentes momentos
da literatura brasileira. Elegeu, para o conjunto de aulas, as obras I-Juca Pirama, de Gonçalves Dias,
O Guarani, de José de Alencar, Macunaíma, de Mário de Andrade e O Quarup, de Antonio Callado. Ao longo
dos encontros, o docente sistematizou as aulas apresentando os pontos em comum das obras e como os
textos ajudaram a criar um imaginário sobre os povos indígenas brasileiros. Antes de concluir a sequência,
o professor propôs como atividade de interpretação uma prova escrita que continha as seguintes questões:
1) qual o nome do personagem principal de cada um dos livros trabalhados?; 2) qual a classificação de
cada um dos narradores das obras?; 3) quem foi o antagonista de cada uma das obras?; 4) o tempo das
obras é psicológico ou cronológico?
Partindo do pressuposto de que a atividade de avaliação está inadequada, de acordo com as concepções mais atuais de ensino de Literatura, o professor poderia ter estimulado uma avaliação mais coerente propondo aos alunos que
Partindo do pressuposto de que a atividade de avaliação está inadequada, de acordo com as concepções mais atuais de ensino de Literatura, o professor poderia ter estimulado uma avaliação mais coerente propondo aos alunos que
Q4158870
Inglês
TEXT 1
Critical literacy refers to the ability to actively and critically engage with texts, media, and information in order to understand, question, and analyze underlying power structures, ideologies, and assumptions. It goes beyond basic reading comprehension to involve a deeper examination of the social, political, and cultural contexts in which texts are produced and interpreted.
TEXT 2
The earliest accounts describe The Handmaid’s Tale (by Margaret Atwood) as a feminist dystopia: (a) it contrasts the present with an envisioned idealized society (separated from the present by time or space); (b) it offers a comprehensive critique of present values/conditions; (c) it sees men or male institutions as a major cause of present social ills; (d) it presents women not only as at least the equals of men but also as the sole arbiters of their reproductive functions.
The quotation also applies to dystopia, except that it deals with a negative society rather than an idealized one. Unlike a negative utopia or anti-utopia, [The Handmaid’s Tale] includes the promise of a return to our norm or to a more desirable state.
LECLAIRE, J. The Handmaid’s Tale: a Feminist Dystopia? In: LACROIX, J. M. et al. The Handmaid’s Tale, roman protéen. Presses universitaires de Rouen et du Havre, p. 85, 1999 (adapted).
Considering the texts, select the alternative that justifies why The Handmaid’s Tale is a viable option for a pedagogical activity involving critical literacy and the thematic of dystopia.
Critical literacy refers to the ability to actively and critically engage with texts, media, and information in order to understand, question, and analyze underlying power structures, ideologies, and assumptions. It goes beyond basic reading comprehension to involve a deeper examination of the social, political, and cultural contexts in which texts are produced and interpreted.
TEXT 2
The earliest accounts describe The Handmaid’s Tale (by Margaret Atwood) as a feminist dystopia: (a) it contrasts the present with an envisioned idealized society (separated from the present by time or space); (b) it offers a comprehensive critique of present values/conditions; (c) it sees men or male institutions as a major cause of present social ills; (d) it presents women not only as at least the equals of men but also as the sole arbiters of their reproductive functions.
The quotation also applies to dystopia, except that it deals with a negative society rather than an idealized one. Unlike a negative utopia or anti-utopia, [The Handmaid’s Tale] includes the promise of a return to our norm or to a more desirable state.
LECLAIRE, J. The Handmaid’s Tale: a Feminist Dystopia? In: LACROIX, J. M. et al. The Handmaid’s Tale, roman protéen. Presses universitaires de Rouen et du Havre, p. 85, 1999 (adapted).
Considering the texts, select the alternative that justifies why The Handmaid’s Tale is a viable option for a pedagogical activity involving critical literacy and the thematic of dystopia.
Q4158869
Inglês
A High School teacher brought to his English class a text about English as a lingua franca. After reading the
text and discussing it with the students, he asked them to write a text related to the theme. The students
argued that they would have difficulties with linguistic issues to accomplish the task. The teacher told
them that there was a technology lab at the school with internet access, so he took the students there
and taught them how to use some translation tools available.
Considering this situation, the teacher’s decision to allow students to use electronic translation tools to accomplish the task will
Considering this situation, the teacher’s decision to allow students to use electronic translation tools to accomplish the task will
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