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Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246827
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
In order to help students understand Text VI, the teacher could say
that “would” indicates that the house described is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246826
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
According to Text V, The House on Mango Street
Ano: 2026
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FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246825
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
The BNCC recommends that literary texts should be used in the ELF
classroom (EF08LI06) to sensitize students to different discursive
practices.
In this direction, a book such as The House on Mango Street would help increase their
In this direction, a book such as The House on Mango Street would help increase their
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246824
Inglês
Texto associado
READ TEXTS V AND VI AND ANSWER THE QUESTION THAT
FOLLOW.
TEXT V
Acclaimed by critics, beloved by readers of all ages, taught
everywhere from inner-city grade schools to universities across the
country, and translated all over the world, The House on Mango
Street is the remarkable story of Esperanza Cordero.
Told in a series of vignettes – sometimes heartbreaking, sometimes
deeply joyous – it is the story of a young Latina girl growing up in
Chicago, inventing for herself who and what she will become. Few
other books in our time have touched so many readers.
From: https://www.amazon.com.br/dp/0679734775
TEXT VI
They always told us that one day we would move into a house, a
real house that would be ours for always so we wouldn't have to
move each year. And our house would have running water and
pipes that worked. And inside it would have real stairs, not hallway
stairs, but stairs inside like the houses on T.V. And we'd have a
basement and at least three washrooms so when we took a bath
we wouldn't have to tell everybody. Our house would be white with
trees around it, a great big yard and grass growing without a fence.
This was the house Papa talked about when he held a lottery ticket
and this was the house Mama dreamed up in the stories she told
us before we went to bed.
From: CISNEROS, Sandra. The House on Mango Street. New York: Vintage Books,
1991. p. 4.
It is expected that an ELF teacher should be familiar with different
genres. In this sense, Texts V and VI can be classified, respectively,
as a
Ano: 2026
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FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246823
Inglês
Texto associado
READ TEXT IV AND ANSWER THE QUESTION THAT FOLLOW.
TEXT IV
From: https://as2.ftcdn.net
The past tense and past participle of the verb “rise” in this context
are, respectively
Ano: 2026
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FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246822
Inglês
Texto associado
READ TEXT IV AND ANSWER THE QUESTION THAT FOLLOW.
TEXT IV
From: https://as2.ftcdn.net
An ELF-aware approach includes presenting current issues to
students. In this sense, this poster may be used in a classroom to
promote reflection on
Ano: 2026
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Órgão:
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FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246821
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
Text III refers to ELF as “a guiding concept for English Language
Teaching (ELT)”.
From this perspective, the teaching practice that is closer to an ELF approach in Brazilian public schools is
From this perspective, the teaching practice that is closer to an ELF approach in Brazilian public schools is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246820
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
As part of the curriculum, the teacher should introduce students
to possessive adjectives. One strategy that can be used is asking
them to underline the possessive adjective in a sentence and
discussing its use.
In the case of the sentence “its implementation has brought significant challenges”, the possessive adjective is in the
In the case of the sentence “its implementation has brought significant challenges”, the possessive adjective is in the
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246819
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
In the sentence “These challenges underscore the pivotal role of
teacher education”, the verb can be replaced, without significant
change of meaning, by
Ano: 2026
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FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246818
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
Teachers “who often lack a clear understanding of the concept”
are those whose knowledge of the concept is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246817
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The fragment “the measure has sparked debate and controversy”
implies that the measure has
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246816
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION THAT FOLLOW
TEXT III
ELF and the Brazilian National Core Curriculum
The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.
Adapted from: https://periodicos.ufrb.edu.br
The focus of Text III is to:
Ano: 2026
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FGV
Órgão:
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Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246815
Inglês
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
The poster presents a sentence in the interrogative form and in the
simple past tense.
According to the rules of standard grammar, to rephrase this question in the simple present, the teacher should choose
According to the rules of standard grammar, to rephrase this question in the simple present, the teacher should choose
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246814
Inglês
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
Read the following phrases.
I. Hi there!
II. Take care!
III. Well done!
IV. See you soon!
The appropriate phrases for leave-taking are
I. Hi there!
II. Take care!
III. Well done!
IV. See you soon!
The appropriate phrases for leave-taking are
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246813
Inglês
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
A typical situation during a class is when a student asks to leave
the room.
In this case, when granting permission, the teacher’s reply should be
In this case, when granting permission, the teacher’s reply should be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246812
Pedagogia
Texto associado
READ TEXT II AND ANSWER THE QUESTION THAT FOLLOW.
TEXT II
Taken from: https://ecdn.teacherspayteachers.com
Based on the Brazilian National Core Curriculum (BNCC), an
approach to teaching English as a Lingua Franca should focus on
multiliteracies so that students become aware of a variety of
language practices and learn how to use them. Choosing this
poster would thus be aligned with a multiliteracies approach.
In this case, analyse the statements below.
I. Interpreting this poster depends on world knowledge, image perception and some language proficiency.
II. Advanced students of English can easily understand the information provided in this poster.
III. This poster is an example of gender stereotyping.
Choose the correct answer.
In this case, analyse the statements below.
I. Interpreting this poster depends on world knowledge, image perception and some language proficiency.
II. Advanced students of English can easily understand the information provided in this poster.
III. This poster is an example of gender stereotyping.
Choose the correct answer.
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246811
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The last sentence of Text I indicates that professional identity can
be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the
genitive case. In order to teach how to express possession, the only
sentence that the teacher could use as an example is
Ano: 2026
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Órgão:
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Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246809
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
In writing the clause “if no coping mechanisms are provided”, the
author has used the
Ano: 2026
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FGV
Órgão:
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Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246808
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
In an English as a Lingua Franca (ELF) setting, it is important that
students learn how new words are created, as this will help them
expand their vocabulary and understand how the new word can
be used in different contexts. To do so, one possibility is writing
the word “interplay” on the blackboard and asking them how it is
formed.
They should answer that “interplay” is formed by a(n)
They should answer that “interplay” is formed by a(n)
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