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Q3393901
Geografia História da Geografia ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Geografia |
Q3393901 Geografia
Leia o excerto a seguir:

     Para cumprir os objetivos do ensino de Geografia, sintetizados na ideia de desenvolvimento do raciocínio geográfico, é preciso que se selecionem e se organizem os conteúdos que sejam significativos e socialmente relevantes. A leitura do mundo do ponto de vista de sua espacialidade demanda a apropriação, pelos alunos, de um conjunto de instrumentos conceituais de interpretação e de questionamento da realidade socioespacial. Esses conceitos são considerados como fundamentais para o raciocínio espacial e são citados como os mais elementares para o estudo da Geografia.

(Lana de Souza Cavalcanti, Geografia, escola e construção de conhecimentos)

São exemplos desses conceitos:
Alternativas
Q3393900
Geografia História da Geografia , Categorias de Análise da Geografia ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Geografia |
Q3393900 Geografia
Leia o excerto a seguir:

    No Brasil, o movimento de renovação do ensino de Geografia faz parte de um conjunto de reflexões mais gerais sobre os fundamentos epistemológicos, ideológicos e políticos da ciência geográfica, iniciadas no final da década de 1970. Podem-se situar nesse movimento alguns marcos, como _______________________.

(Lana de Souza Cavalcanti, Geografia, escola e construção de conhecimentos. Adaptado)

A lacuna é corretamente preenchida por:
Alternativas
Q3393789
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393789 Inglês
Read the following suggestion:

    Maintaining good eye contact can show you’re engaged and actively listening to what someone is telling you. However, if you stare too intensely, it can have the opposite effect by making the other person feel too targeted. Pay attention to their response to determine if they feel comfortable.

(Disponível em: https://www.indeed.com)

The suggestion reveals a kind of cultural manifestation consistent with
Alternativas
Q3393788
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393788 Inglês
Read the following text to answer question:


    In language teaching and research on language, the term culture includes many different definitions and considerations that deal with forms of speech acts, rhetorical structure of texts, socio-cultural behaviors, and ways in which knowledge is transmitted and obtained. Culture may find its manifestations in body language, gestures, concepts of time, hospitality customs, and even expressions of friendliness. While all these certainly reflect the cultural norms accepted in a particular society, the influence of culture on language use and on the concepts of how language can be taught and learned is both broader and deeper. To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society.


    Although attaining linguistic proficiency is essential for learners to be considered communicatively competent, particularly in the case of ESL learners, this is not sufficient. On the whole, to become proficient and effective communicators, learners need to attain second language (L2) sociocultural competence. Knowing how to say thank you, for example, does not automatically confer the knowledge of when to say thank you, how often to say thank you, and whether any additional action is called for. Quite reasonably, learners first apply the standards that exist in the first language (L1) communities where they were socialized.


(Marianne Celce-Murcia, Teaching English as a second or foreign language. Adaptado)
Com relação à competência sociocultural, um exemplo de uso adequado da língua inglesa está em
Alternativas
Q3393787
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393787 Inglês
Read the following text to answer question:


    In language teaching and research on language, the term culture includes many different definitions and considerations that deal with forms of speech acts, rhetorical structure of texts, socio-cultural behaviors, and ways in which knowledge is transmitted and obtained. Culture may find its manifestations in body language, gestures, concepts of time, hospitality customs, and even expressions of friendliness. While all these certainly reflect the cultural norms accepted in a particular society, the influence of culture on language use and on the concepts of how language can be taught and learned is both broader and deeper. To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society.


    Although attaining linguistic proficiency is essential for learners to be considered communicatively competent, particularly in the case of ESL learners, this is not sufficient. On the whole, to become proficient and effective communicators, learners need to attain second language (L2) sociocultural competence. Knowing how to say thank you, for example, does not automatically confer the knowledge of when to say thank you, how often to say thank you, and whether any additional action is called for. Quite reasonably, learners first apply the standards that exist in the first language (L1) communities where they were socialized.


(Marianne Celce-Murcia, Teaching English as a second or foreign language. Adaptado)
In the excerpt from the second paragraph “To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society”, the expression in bold may be substituted, with no change in meaning, by
Alternativas
Q3393786
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393786 Inglês
Read the following text to answer question:


    In language teaching and research on language, the term culture includes many different definitions and considerations that deal with forms of speech acts, rhetorical structure of texts, socio-cultural behaviors, and ways in which knowledge is transmitted and obtained. Culture may find its manifestations in body language, gestures, concepts of time, hospitality customs, and even expressions of friendliness. While all these certainly reflect the cultural norms accepted in a particular society, the influence of culture on language use and on the concepts of how language can be taught and learned is both broader and deeper. To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society.


    Although attaining linguistic proficiency is essential for learners to be considered communicatively competent, particularly in the case of ESL learners, this is not sufficient. On the whole, to become proficient and effective communicators, learners need to attain second language (L2) sociocultural competence. Knowing how to say thank you, for example, does not automatically confer the knowledge of when to say thank you, how often to say thank you, and whether any additional action is called for. Quite reasonably, learners first apply the standards that exist in the first language (L1) communities where they were socialized.


(Marianne Celce-Murcia, Teaching English as a second or foreign language. Adaptado)
The content of the text allows for the following statement about the teaching of L2:
Alternativas
Q3393785
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393785 Inglês
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
The citation that is the closest match to the main point in the text is
Alternativas
Q3393784
Pedagogia Temas Educacionais Pedagógicos , Teorias e Práticas para o Ensino de Língua Estrangeira ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393784 Pedagogia
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
Um professor usa em aula o texto sobre curiosidade. Ele chama a atenção dos estudantes para o provérbio “Curiosity killed the cat” e sugere que eles se reúnam em pequenos grupos para pesquisar provérbios em inglês e verificar sua correspondência com provérbios em português. Como atividade final, o professor pede aos grupos que apresentem e comparem em inglês o resultado de suas pesquisas.

A atividade desenvolvida é coerente com a abordagem denominada
Alternativas
Q3393783
Inglês Advérbios e conjunções | Adverbs and conjunctions , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393783 Inglês
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
Indicate the sentence in which the word “once” is being used with the same meaning as the word in bold in the excerpt from the second paragraph “Once we find that individual spark in a child, in many ways, the hard part is over”. 
Alternativas
Q3393782
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393782 Inglês
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
In the context of the text, the expression from the first paragraph “painting by the numbers” means
Alternativas
Q3393781
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393781 Inglês
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
A teacher is going to use this text with the students, and intends to practice with them the reading strategy called inference.

In order to do this, he will ask his students to 
Alternativas
Q3393780
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393780 Inglês
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
Inquiry-based learning, mentioned in the second and third paragraphs, can be described as
Alternativas
Q3393779
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393779 Inglês
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
It is correct to state that this extract is probably part of
Alternativas
Q3393778
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393778 Inglês
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
A teacher asks students to read the title and try to imagine what the text is going to be about.

This is intended to foster the reading strategy named
Alternativas
Q3393774
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393774 Inglês
Read the following excerpt:

    The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.

(Disponível em: https://www.actfl.org/news/the-role-of-technology-inlanguage-learning. Adaptado)

It is correct to state that the use of technology described by the author is consistent with the principles of the
Alternativas
Q3393773
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393773 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
O terceiro e o quarto parágrafos permitem saber o seguinte: 
Alternativas
Q3393772
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393772 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
Along 2,000 years, many approaches have been used in language teaching. The approach that emphasizes the importance of exposure to ‘comprehensible input’ in learning, encourages a stress-free environment and highlights the difference between learning and acquiring a language is
Alternativas
Q3393771
Inglês Adjetivos | Adjectives ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393771 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
In the fragment taken from the second paragraph “But other things have, and continue to change”, the word in bold belongs to a group of words made up of adjectives and pronouns such as “the other”, “the others”, “others”, “another”.

The alternative in which the use of any of these words is correct is
Alternativas
Q3393770
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393770 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
O segundo parágrafo permite saber que Harmer considera que
Alternativas
Q3393769
Inglês Análise sintática | Syntax Parsing ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393769 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
Sintagmas nominais são unidades sintáticas compostas de um núcleo (um substantivo) e seus modificadores. No trecho “Martin-the-conductor’s flippant enquiry”, retirado do primeiro parágrafo, o núcleo do sintagma nominal é
Alternativas
Respostas
621: A
622: B
623: B
624: C
625: B
626: E
627: D
628: D
629: C
630: E
631: C
632: C
633: B
634: B
635: D
636: C
637: B
638: A
639: C
640: E
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