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Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235090
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
According to Rubin (Rubin & Thompson, 1982), good
language learners “learn chunks of language as wholes
and formalized routines to help them perform “beyond
their competence”. To help their students develop such an
ability, the English teacher may, among other classroom
proposals,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235089
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
In the first two paragraphs, the pair of terms whose
meanings are in evident contrast is:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235088
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
Com relação ao uso de tempos verbais no texto, é correto
afirmar que
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235087
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
The VOICE has identified the insertion of prepositions
as an emerging pattern in ELF. An example of such a
linguistic deviation is found in alternative
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235086
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Das palavras a seguir, retiradas do texto, assinale aquela
em que as vogais /ea/ em negrito possuem a mesma pronúncia encontrada na palavra feature.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235085
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Depreende-se das visões de Seidlhofer (2004) e Jenkins
(2005), no segundo e terceiro parágrafos, e das posições
da BNCC sobre a aprendizagem de inglês na escola brasileira, que uma frase como “She wear a blue uniform
for school”, se pronunciada por um aprendiz brasileiro do
ensino fundamental,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235084
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Read the two quotations by two researchers, commenting
on some lexico-grammatical features of English as a
lingua franca:
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235083
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Na frase do segundo parágrafo “These features often
involve typical errors that most English teachers would
correct and remediate”, a palavra em negrito pode ser
corretamente substituída por:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235082
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
English as a lingua franca can be differentiated from
other languages or from other varieties of English in that it
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235081
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In the context of the second paragraph, the extract
“Parents dutifully take their kids to soccer practice, and
professional athletes dutifully show up for team practice,
sometimes even with recent injuries. Parents make their
kids practice their piano skills at home, and the world’s
most famous performers of classical music often practice
for many hours a day, even if it makes their fingers hurt”
aims at
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235080
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In communicative language teaching (CLT), practice
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235079
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
“Images of repetitive drills in the factories of foreign
language learning” (paragraph 1) can be most closely
associated to
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235078
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
The first paragraph depicts the topic of “practice” in
language learning as
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Médico - Pediatra - UBS |
Q3235068
Medicina
Assinale a alternativa correta sobre a administração
de vacinas de acordo com as mudanças mais atuais
do Programa Nacional de Imunizações, nas Unidades
Básicas de Saúde.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Médico - Pediatra - UBS |
Q3235067
Medicina
Pré-escolar, sexo feminino, com 2 anos e 4 meses, é
trazido ao pronto atendimento após ser encontrado junto
a uma caixa de remédios com várias cartelas abertas e
consumidas, observadas ao redor da criança. Segundo
a mãe, havia apenas medicações de uso eventual pela
família, sem relato de medicações de uso controlado.
No exame físico, observa-se uma criança com hipertermia
(38 ºC), frequência cardíaca de 154 bpm, frequência respiratória de 32 irpm, pressão arterial de 140 x 94 mmHg,
com agitação psicomotora, rubor facial, escassez salivar,
com boca e mucosa ocular muito seca e midríase bilateral.
Qual das substâncias a seguir, mais provavelmente essa criança ingeriu?
Qual das substâncias a seguir, mais provavelmente essa criança ingeriu?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Médico - Pediatra - UBS |
Q3235066
Medicina
Escolar masculino, 5 anos, é levado ao pronto atendimento por apresentar edema facial e de membros,
associado à dispneia. Inicialmente, foi medicado com antialérgico, sem melhora. Posteriormente, foram observadas diminuição da diurese e urina escurecida. Ao exame
físico, o paciente apresenta-se com edema generalizado e pressão arterial acima do percentil 95 para idade e
altura. Notam-se cicatrizes de infecções de pele.
Qual o diagnóstico mais provável para esse quadro clínico?
Qual o diagnóstico mais provável para esse quadro clínico?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Médico - Pediatra - UBS |
Q3235065
Medicina
Pré-escolar, sexo masculino, com 3 anos e 2 meses de
idade, é trazido ao pronto-socorro devido a crises convulsivas tônicas recorrentes que persistem há 20 minutos.
Foi transportado pelo SAMU, acompanhado pela mãe.
Durante o transporte, foram iniciadas a monitorização dos
sinais vitais, a administração de oxigênio por máscara
e a verificação da glicemia capilar, que foi de 85 mg/dL.
Nenhuma medicação foi administrada. Na admissão, o
paciente apresentava-se em regular estado geral, com
os seguintes sinais vitais: FC de 130 bpm, FR de 28 ipm,
saturação de oxigênio de 100%, e temperatura de 38,3 ºC.
O paciente estava pálido, com olhar fixo, sialorreico e com
postura de hipertonia generalizada. A mãe diz que ele já
teve crises febris curtas desde os 12 meses de idade.
Qual é a conduta farmacológica imediata mais adequada?
Qual é a conduta farmacológica imediata mais adequada?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Médico - Pediatra - UBS |
Q3235064
Medicina
Lactente, sexo masculino, com 15 meses, apresenta
história prévia de 5 episódios de sibilância, com necessidade de procurar pronto atendimento e realizar beta
2 agonista de curta duração. Apresenta também tosse
seca pela manhã quase diariamente e tosse desencadeada pelo choro. Apresentou regurgitações frequentes
até o 6º
mês de vida, com melhora espontânea. Apresenta pele ressecada com lesões pruriginosas em superfícies extensoras, face e abdome.
Qual é o tratamento de primeira escolha para esse lactente?
Qual é o tratamento de primeira escolha para esse lactente?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Médico - Pediatra - UBS |
Q3235063
Medicina
Lactente, sexo feminino, com 16 meses idade, é atendido em uma Unidade Básica de Saúde com suspeita
de pneumonia. Sendo a taquipneia o sinal isolado mais
sensível para a identificação do comprometimento respiratório em menores de cinco anos, na idade desse
lactente, segundo o Ministério da Saúde (Programa IRA
– Infecções respiratórias agudas na infância), qual o
valor de referência da frequência respiratória para se
considerar taquipneia?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Médico - Pediatra - UBS |
Q3235062
Medicina
Pré-escolar, sexo masculino, com 4 anos, tem queixa de
sangramento de difícil controle por uma lesão perfurocortante em pé esquerdo há 1 hora, após trauma local. Os
pais mudaram-se recentemente para a cidade, e contam
que a criança já foi diagnosticada com “problema de sangramento”, mas não trouxeram nenhum relatório médico.
Ao exame físico, paciente encontra-se em bom estado
geral, descorado +/4+ e hidratado. Apresentava ferimento
de cerca de 4 cm em dorso do pé direito, com sangramento abundante, com pouca melhora após medidas
locais de compressão do ferimento. À ectoscopia, foram
observadas algumas petéquias em membros inferiores.
Sem outros achados anormais ao exame clínico.
Qual o diagnóstico mais provável?
Qual o diagnóstico mais provável?
Conheça nossos planos