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Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541318
Inglês
During the school year, Ms. Taylor, an English
teacher, gives her students a short quiz before
starting a new grammar topic to identify what they
already know. She also provides continuous
feedback on their performance during writing
tasks and, at the end of each unit, she assigns a
final test to determine their level of achievement
and assign grades.
Considering the situation described select the alternative that shows the correct match between the assessment practices and their respective functions.
Considering the situation described select the alternative that shows the correct match between the assessment practices and their respective functions.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541317
Inglês
A Brazilian English teacher has been hired to
teach a group of experienced doctors who are
preparing for a professional development program
in an English-speaking country. These
professionals will mainly need to understand
technical literature in their field and participate in
conferences.
In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:
In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541316
Inglês
Considering the integrated teaching of the four
language skills – reading, listening, writing, and
speaking – in communicative approaches to
English language teaching, select the correct
alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541315
Inglês
Homographs and homophones are common in the
English language and often cause confusion
among learners. About it, judge the following
statements on the subject as True (T) or False (F),
and then mark the alternative with the correct
sequence.
( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.
( ) Homophones are words that sound the same but may differ in spelling and meaning.
( ) The word “can” is an example of a homograph.
( ) “Peace” and “piece” are examples of homophones.
( ) The word “bark” is an example of a homophone.
( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.
( ) Homophones are words that sound the same but may differ in spelling and meaning.
( ) The word “can” is an example of a homograph.
( ) “Peace” and “piece” are examples of homophones.
( ) The word “bark” is an example of a homophone.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541314
Inglês
According to the Brazilian document “Base
Nacional Comum Curricular” (BNCC), regarding
English as a lingua franca, select the correct
alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541313
Inglês
Texto associado
Text VI
TUDO SALA DE AULA. Portal educacional com recursos didáticos para professores da Educação Básica. Available at: https://www.tudosaladeaula.com. Accessed on: Mar. 21, 2025.
In relation to the elements from the comic strip,
Text VI, consider the following statements.
I. In the utterance “I don’t understand women”, the word “women” is the plural form of woman, and is classified as an irregular noun whose plural is formed by mutation, in other words, a change in the vowel of the singular form. Other examples of plural nouns formed by mutation include “man/men”, “tooth/teeth”, and “mouse/mice”.
II. In the clause “that’s always worked”, replacing the verb “worked” with the phrasal verb “given up” would preserve the original meaning of the sentence, as both expressions convey the idea of successful effort or effectiveness over time.
III. The term "yeah" is a conjunction that expresses surprise or disbelief, commonly used in formal written English to indicate hesitation or irony.
IV. In “I’ll pretend I do”, the term “do” refers to “understand women” and is used to avoid unnecessary repetition.
V. In the clause “Yeah, that’s always worked”, the apostrophe+s (´s) is a contraction of the verb “to be” in the present tense (that is), forming a structure that indicates an action that began in the past and continues into the present.
Mark the alternative in which the statements are correct.
I. In the utterance “I don’t understand women”, the word “women” is the plural form of woman, and is classified as an irregular noun whose plural is formed by mutation, in other words, a change in the vowel of the singular form. Other examples of plural nouns formed by mutation include “man/men”, “tooth/teeth”, and “mouse/mice”.
II. In the clause “that’s always worked”, replacing the verb “worked” with the phrasal verb “given up” would preserve the original meaning of the sentence, as both expressions convey the idea of successful effort or effectiveness over time.
III. The term "yeah" is a conjunction that expresses surprise or disbelief, commonly used in formal written English to indicate hesitation or irony.
IV. In “I’ll pretend I do”, the term “do” refers to “understand women” and is used to avoid unnecessary repetition.
V. In the clause “Yeah, that’s always worked”, the apostrophe+s (´s) is a contraction of the verb “to be” in the present tense (that is), forming a structure that indicates an action that began in the past and continues into the present.
Mark the alternative in which the statements are correct.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541312
Inglês
Texto associado
Text VI
TUDO SALA DE AULA. Portal educacional com recursos didáticos para professores da Educação Básica. Available at: https://www.tudosaladeaula.com. Accessed on: Mar. 21, 2025.
In the context of the comic strip, Text VI, it is
possible to infer that the human:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541311
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
Regarding the expression “these dimensions” in
the passage: “These dimensions constitute a field
of forces that complement one another and are
equally important in the process of both teaching
and learning, anda they also illustrate the multiple
facets and fluid nature of literacy”, select the
correct alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541310
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
In relation to the term “whose” in the sentence:
“We define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the
language skills [...]”, select the correct alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541309
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
In “This involves paying careful attention to
language, while also developing a critical
awareness of the relationships between texts,
images, discourse conventions and sociocultural
and digital contexts”, select the correct alternative
regarding the highlighted term “careful”.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541308
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
Contextual clues such as definitions, examples,
modifiers, relocation, parallel structures,
connectors, and the repetition of keywords play a
vital role in enhancing the flow and clarity of
academic texts. In the Text V, the term 'however',
present in the following excerpt, is used as one of
these contextual clues. About it, select the correct
alternative.
“An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear (2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).”
“An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear (2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).”
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541307
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
The Text V discusses the essential dimensions
identified by Kern (2000) and Kucer (2014) as
foundational for a multidimensional approach to
literacy in English as a Foreign Language (EFL).
What is the role of these dimensions in the
teaching and learning process?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541306
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
According to the Text V, what is the proposed
approach for the foreign language (FL) class?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541305
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
In the Text V, the author refers to several scholars
and organizations, such as Knobel and Lankshear
(2014), Kern (2000), the New London Group (1996),
and others. What is the author's main purpose in
including these references throughout the text?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541304
Português
O Novo Acordo Ortográfico da Língua Portuguesa
trouxe alterações significativas no uso do hífen,
do acento gráfico e da escrita de formas verbais,
com o objetivo de unificar as normas dos países
lusófonos. Com base no referido documento,
analise as assertivas e assinale a alternativa que
aponta as corretas.
I. Usa-se o hífen nas formações prefixais em que o prefixo termina com a mesma vogal com que se inicia o segundo elemento, como em: “anti-ibérico”, “auto-observação”, “micro-onda”, “semi-interno”.
II. O prefixo “co-” aglutina-se, em geral, ao segundo elemento, mesmo quando este se inicia com a vogal “o”, como em: “coobrigação”, “coocupante”, entre outros.
III. Deve-se usar acento circunflexo em “pôde”, forma da terceira pessoa do singular do pretérito perfeito do modo indicativo do verbo “poder”, para distingui-la de “pode”, que é a forma da terceira pessoa do singular do presente do modo indicativo.
IV. Emprega-se o hífen nas palavras compostas que designam espécies botânicas e zoológicas, estejam ou não ligadas por preposição ou qualquer outro elemento, como em: “abóbora-menina”, “couve-flor”, “erva-doce”.
V. Palavras como “eletrótica” e “suprauricular” perderam o hífen por serem compostas por prefixos técnicos.
I. Usa-se o hífen nas formações prefixais em que o prefixo termina com a mesma vogal com que se inicia o segundo elemento, como em: “anti-ibérico”, “auto-observação”, “micro-onda”, “semi-interno”.
II. O prefixo “co-” aglutina-se, em geral, ao segundo elemento, mesmo quando este se inicia com a vogal “o”, como em: “coobrigação”, “coocupante”, entre outros.
III. Deve-se usar acento circunflexo em “pôde”, forma da terceira pessoa do singular do pretérito perfeito do modo indicativo do verbo “poder”, para distingui-la de “pode”, que é a forma da terceira pessoa do singular do presente do modo indicativo.
IV. Emprega-se o hífen nas palavras compostas que designam espécies botânicas e zoológicas, estejam ou não ligadas por preposição ou qualquer outro elemento, como em: “abóbora-menina”, “couve-flor”, “erva-doce”.
V. Palavras como “eletrótica” e “suprauricular” perderam o hífen por serem compostas por prefixos técnicos.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541303
Português
A linguagem digital trouxe novas formas de
produção, circulação e leitura de textos. No
ciberespaço, o hipertexto se consolida como um
dos principais modelos de organização textual da
contemporaneidade, exigindo do leitor novas
competências interpretativas e de navegação.
Considerando as características do hipertexto na
linguagem digital, analise as assertivas e assinale
a alternativa que aponta as corretas.
I. O hipertexto é o texto construído eletronicamente, produto linguístico das novas tecnologias de escritura, que materializam elementos próprios da oralidade e/ou da escrita.
II. O ponto fundamental de uma boa organização hipertextual está nos chamados links ou nexos, que devem ser suficientemente significativos e organizados para promover liberdade ao leitor, sem gerar desorientação.
III. O hipertexto tem como característica principal a linearidade, visando novas formas de expressão para as quais são necessários leitores especialmente passivos.
IV. No hipertexto, há uma justaposição de três sistemas: o alfabético da escrita une-se ao pictórico e ao auditivo, criando a possibilidade de conversão para um mesmo espaço, o ciberespaço.
V. Uma característica importante do hipertexto é a iteratividade, que diz respeito à polifonia e à intertextualidade, isto é, às várias formas de recursividade a notas, citações e consultas a outros textos.
I. O hipertexto é o texto construído eletronicamente, produto linguístico das novas tecnologias de escritura, que materializam elementos próprios da oralidade e/ou da escrita.
II. O ponto fundamental de uma boa organização hipertextual está nos chamados links ou nexos, que devem ser suficientemente significativos e organizados para promover liberdade ao leitor, sem gerar desorientação.
III. O hipertexto tem como característica principal a linearidade, visando novas formas de expressão para as quais são necessários leitores especialmente passivos.
IV. No hipertexto, há uma justaposição de três sistemas: o alfabético da escrita une-se ao pictórico e ao auditivo, criando a possibilidade de conversão para um mesmo espaço, o ciberespaço.
V. Uma característica importante do hipertexto é a iteratividade, que diz respeito à polifonia e à intertextualidade, isto é, às várias formas de recursividade a notas, citações e consultas a outros textos.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541302
Português
Leia o Texto IV, a seguir, para responder à questão
Texto IV
LETRAS, Português e Cia. O gênero textual meme. Letras, Português e Cia, 28 set. 2018. Disponível em: https://letrasportuguesaecia.blogspot.com/2018/09/o-genero-textual-meme.html. Acesso em: 25 mar. 2025.
Embora o status do meme como gênero textual ainda seja debatido entre estudiosos, é inegável que esse tipo de construção verbo-visual circula amplamente em espaços digitais e possui intencionalidade comunicativa clara, sendo capaz de mobilizar inferência e referências culturais. Com base no meme apresentado, analise as assertivas e assinale a alternativa que aponta a(s) correta(s).
I. O meme em questão ativa o processo inferencial ao associar o desgaste físico típico de fim de semestre ao filme “À Espera de um Milagre”, atribuindo novo sentido à expressão.
II. A ausência de marcas linguísticas formais no meme apresentado compromete sua função comunicativa, tornando-o um texto de difícil apreensão em contextos educacionais.
III. O meme em questão é estruturado de forma verbo-visual, o que caracteriza sua multimodalidade, ativando no leitor múltiplas habilidades para a construção do sentido.
IV. A compreensão do meme apresentado depende, necessariamente, do reconhecimento do filme referenciado, sem o qual não há possibilidade de construção de sentido.
V. Por se tratar de um produto do humor digital, o meme não pode ser considerado uma prática discursiva relevante para a análise textual em ambientes formais de ensino.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541301
Português
Texto associado
Texto III
Sabiá
(Chico Buarque e Tom Jobim)
Vou voltar
Sei que ainda vou voltar
Para o meu lugar
Foi lá e é ainda lá
Que eu hei de ouvir cantar
Uma sabiá
Vou voltar
Sei que ainda vou voltar
Vou deitar à sombra
De uma palmeira que já não há
Colher a flor que já não dá
E algum amor talvez
Possa espantar as noites
Que eu não queria
E anunciar o dia
Vou voltar
Sei que ainda vou voltar
Não vai ser em vão
Que fiz tantos planos
De me enganar
Como fiz enganos
De me encontrar
Como fiz estradas
De me perder
Fiz de tudo e nada
De te esquecer
Vou voltar
Sei que ainda vou voltar
E é pra ficar
Sei que o amor existe
Eu não sou mais triste
E que a nova vida
Já vai chegar
E que a solidão
Vai se acabar
Buarque, C. (s.d.). Sabiá. Disponível em:
https://www.letras.mus.br/blog/sabia. Acesso em: 21 mar. 2025.
A intertextualidade é um dos fatores de
textualidade e desempenha papel fundamental na
construção de sentidos. Acerca desse assunto,
analise as assertivas e assinale a alternativa que
aponta as corretas.
I. A intertextualidade ocorre quando, em um texto, está inserido outro texto (intertexto) anteriormente produzido, que faz parte da memória social de uma coletividade ou da memória discursiva.
II. A intertextualidade explícita ocorre, por exemplo, por meio de citações, referências, menções, resumos, resenhas e traduções.
III. O plágio é um tipo particular de intertextualidade explícita, com valor de captação, no qual o produtor do texto espera (ou deseja) que o interlocutor não tenha na memória o intertexto e sua fonte.
IV. Nos casos de intertextualidade implícita, o produtor do texto espera que o leitor/ouvinte seja capaz de reconhecer a presença do intertexto, pela ativação do texto-fonte em sua memória discursiva, visto que, se tal não ocorrer, estará prejudicada a construção do sentido, particularmente no caso da subversão.
V. A canção Sabiá, de Chico Buarque e Tom Jobim, estabelece uma intertextualidade explícita com o poema Canção do Exílio, de Gonçalves Dias, ao evocar, em novo contexto histórico e poético, o desejo de retorno e pertencimento à terra natal.
I. A intertextualidade ocorre quando, em um texto, está inserido outro texto (intertexto) anteriormente produzido, que faz parte da memória social de uma coletividade ou da memória discursiva.
II. A intertextualidade explícita ocorre, por exemplo, por meio de citações, referências, menções, resumos, resenhas e traduções.
III. O plágio é um tipo particular de intertextualidade explícita, com valor de captação, no qual o produtor do texto espera (ou deseja) que o interlocutor não tenha na memória o intertexto e sua fonte.
IV. Nos casos de intertextualidade implícita, o produtor do texto espera que o leitor/ouvinte seja capaz de reconhecer a presença do intertexto, pela ativação do texto-fonte em sua memória discursiva, visto que, se tal não ocorrer, estará prejudicada a construção do sentido, particularmente no caso da subversão.
V. A canção Sabiá, de Chico Buarque e Tom Jobim, estabelece uma intertextualidade explícita com o poema Canção do Exílio, de Gonçalves Dias, ao evocar, em novo contexto histórico e poético, o desejo de retorno e pertencimento à terra natal.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541300
Português
Texto associado
Texto III
Sabiá
(Chico Buarque e Tom Jobim)
Vou voltar
Sei que ainda vou voltar
Para o meu lugar
Foi lá e é ainda lá
Que eu hei de ouvir cantar
Uma sabiá
Vou voltar
Sei que ainda vou voltar
Vou deitar à sombra
De uma palmeira que já não há
Colher a flor que já não dá
E algum amor talvez
Possa espantar as noites
Que eu não queria
E anunciar o dia
Vou voltar
Sei que ainda vou voltar
Não vai ser em vão
Que fiz tantos planos
De me enganar
Como fiz enganos
De me encontrar
Como fiz estradas
De me perder
Fiz de tudo e nada
De te esquecer
Vou voltar
Sei que ainda vou voltar
E é pra ficar
Sei que o amor existe
Eu não sou mais triste
E que a nova vida
Já vai chegar
E que a solidão
Vai se acabar
Buarque, C. (s.d.). Sabiá. Disponível em:
https://www.letras.mus.br/blog/sabia. Acesso em: 21 mar. 2025.
A linguagem utilizada na canção “Sabiá” constrói
sentidos simbólicos, recorrendo a diversos
recursos expressivos. O verso “fiz estradas de me
perder”, por exemplo, é especialmente
significativo nesse contexto. Sobre a figura de
linguagem presente nesse verso, assinale a
alternativa correta.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541299
Português
Texto associado
Texto III
Sabiá
(Chico Buarque e Tom Jobim)
Vou voltar
Sei que ainda vou voltar
Para o meu lugar
Foi lá e é ainda lá
Que eu hei de ouvir cantar
Uma sabiá
Vou voltar
Sei que ainda vou voltar
Vou deitar à sombra
De uma palmeira que já não há
Colher a flor que já não dá
E algum amor talvez
Possa espantar as noites
Que eu não queria
E anunciar o dia
Vou voltar
Sei que ainda vou voltar
Não vai ser em vão
Que fiz tantos planos
De me enganar
Como fiz enganos
De me encontrar
Como fiz estradas
De me perder
Fiz de tudo e nada
De te esquecer
Vou voltar
Sei que ainda vou voltar
E é pra ficar
Sei que o amor existe
Eu não sou mais triste
E que a nova vida
Já vai chegar
E que a solidão
Vai se acabar
Buarque, C. (s.d.). Sabiá. Disponível em:
https://www.letras.mus.br/blog/sabia. Acesso em: 21 mar. 2025.
No que tange aos seguintes versos retirados do
Texto III, assinale a alternativa correta.
“Sei que o amor existe Eu não sou mais triste E que a nova vida Já vai chegar”
“Sei que o amor existe Eu não sou mais triste E que a nova vida Já vai chegar”
Conheça nossos planos