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Q3524643
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524643 Inglês
     The paper reflects on the role of technology in English language teaching (ELT) methodologies and on the impact of globalization and internationalization in education in general and in the ELT in particular. The study is based on the assumption that access to information and technology is necessary to build social capital (WARSCHAUER, 2003) and that this access requires some English knowledge and digital literacy (FINARDI; PREBIANCA; MOMM, 2013). Departing from a bibliographic review on the use of ELT methodologies and the role of technologies in these methodologies, the study proposes that both the resistance to and the uncritical use of technologies and methodologies may bring negative consequences to the development of English language proficiency and social development in Brazil. The study concludes that in the post-method (BROWN, 2002; KUMARAVADIVELO, 2003) and information era (LEVY, 1999) technologies have a relevant and crucial role that should be critically considered in ELT methodologies. The study also suggests that the informed use of technologies and methodologies, allied with the teaching of English as an international language are essential to leverage the development and the internationalization of education in Brazil in a critical way in relation to the effects of globalization.


(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
One of the authors’ objectives in the study described is to understand
Alternativas
Q3524642
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524642 Inglês
     The paper reflects on the role of technology in English language teaching (ELT) methodologies and on the impact of globalization and internationalization in education in general and in the ELT in particular. The study is based on the assumption that access to information and technology is necessary to build social capital (WARSCHAUER, 2003) and that this access requires some English knowledge and digital literacy (FINARDI; PREBIANCA; MOMM, 2013). Departing from a bibliographic review on the use of ELT methodologies and the role of technologies in these methodologies, the study proposes that both the resistance to and the uncritical use of technologies and methodologies may bring negative consequences to the development of English language proficiency and social development in Brazil. The study concludes that in the post-method (BROWN, 2002; KUMARAVADIVELO, 2003) and information era (LEVY, 1999) technologies have a relevant and crucial role that should be critically considered in ELT methodologies. The study also suggests that the informed use of technologies and methodologies, allied with the teaching of English as an international language are essential to leverage the development and the internationalization of education in Brazil in a critical way in relation to the effects of globalization.


(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
The linguistic and discourse characteristics of the text are consistent with those of an academic article’s
Alternativas
Q3524641
Linguística Divisões da Linguística ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524641 Linguística
Aluno: Inglês é muito difícil! Uma palavra significa muitas coisas!
Professor: Sim, como no português. Pense na palavra “banco”. Quantos significados você consegue lembrar?
O diálogo retrata uma possível situação em sala de aula de Língua Inglesa. Para argumentar que qualquer língua possa trazer dificuldades para seu falante ou aprendiz, o professor recorre a um exemplo que se insere na área da linguística denominada
Alternativas
Q3524640
Inglês Vocabulário | Vocabulary , Aspectos linguísticos | Linguistic aspects ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524640 Inglês
   The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

   What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

   The key elements of CLIL lesson plans are:

   Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

   It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

   Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

   You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
Homophones are words that sound the same but differ in meaning or spelling. Identify the alternative containing homophones.
Alternativas
Q3524639
Inglês Aspectos linguísticos | Linguistic aspects ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524639 Inglês
   The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

   What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

   The key elements of CLIL lesson plans are:

   Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

   It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

   Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

   You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
The text mentions pronunciation and intonation as language and communication skills to be developed in CLIL. Identifying word stress would be one of these skills. Choose the alternative in which the word bears the same stressed syllable, whether it is used as a verb or as a noun.
Alternativas
Q3524638
Inglês Vocabulário | Vocabulary ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524638 Inglês
   The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

   What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

   The key elements of CLIL lesson plans are:

   Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

   It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

   Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

   You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
Collocations are mentioned in the text as one of the language aspects to be covered in CLIL. A well-known difficulty Brazilian students contend with is the decision between “make” and “do” in collocations. The alternative with the correct use of a collocation is:
Alternativas
Q3524637
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524637 Inglês
   The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

   What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

   The key elements of CLIL lesson plans are:

   Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

   It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

   Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

   You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
It is correct to say that, in CLIL, the language teacher
Alternativas
Q3524636
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524636 Inglês
   The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

   What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

   The key elements of CLIL lesson plans are:

   Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

   It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

   Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

   You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
As far as the element “content” in CLIL is concerned, the fourth and fifth paragraphs state that 
Alternativas
Q3524635
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524635 Inglês
   The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

   What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

   The key elements of CLIL lesson plans are:

   Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

   It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

   Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

   You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
In paragraph 1, we learn that a good CLIL lesson plan
Alternativas
Q3524634
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524634 Inglês
    Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
While reading this text, a teacher comes across the word “interwoven” in the fragment “Each is interwoven, even if the emphasis is greater on one or the other at a given time”. A fluent reader, this teacher resorts to context to arrive at the meaning of this word and, doing so, makes use of the reading strategy named
Alternativas
Q3524633
Inglês Palavras conectivas | Connective words ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524633 Inglês
    Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
The word “since” is polysemic in English. Choose the alternative in which it is being used with the same meaning as in the excerpt “but are not synonymous with CLIL since there are some fundamental differences”.
Alternativas
Q3524632
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524632 Inglês
    Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
Look at the fragment: “others, such as content-based language teaching or English as an Additional Language (EAL)”. In English, there are also the terms other, another, the other, the others – all of them used to refer to something or someone different from the one(s) already mentioned.
Choose the alternative with the correct use of one of these terms.
Alternativas
Q3524631
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524631 Inglês
    Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
An example of an activity consistent with CLIL is found in
Alternativas
Q3524630
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524630 Inglês
    Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
The expression in bold in the excerpt “such as contentbased language teaching” is being used to
Alternativas
Q3524629
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524629 Inglês
    Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
According to the text, the concept “additional language” refers to
Alternativas
Q3524628
Pedagogia Temas Educacionais Pedagógicos ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524628 Pedagogia
    Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
De acordo com o texto, CLIL
Alternativas
Q3524576
História História Geral , Guerra Fria e seus desdobramentos ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524576 História
A inserção do Japão no cenário internacional causou impacto. A derrota militar atingira duramente dois pressupostos ideológicos básicos da sociedade nipônica, o racismo e o papel divino do imperador. Até 1951, o general MacArthur administrou o país como território ocupado. Durante tal período, foram fixadas as bases da recuperação do país. Os EUA tinham cinco eixo de interesses.

(Enrique Serra Padrós, Capitalismo, prosperidade e Estado de bem-estar social. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras)

Considerando os eixos discutidos pelo autor, está correto afirmar que os EUA tiveram como foco
Alternativas
Q3524575
História História Geral ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524575 História
Os índices globais do fim da guerra mostram as enormes dificuldades dos países europeus para ressurgir da destruição material. Os níveis de produção caíram em quase todos eles. Comparada aos anos 30, a produção de cereais diminuíra em 70%, a de carne, em 66%, e outros produtos agrícolas, em 75%. Claro, alguns beneficiaram-se com o colapso europeu. Os EUA, durante a guerra, triplicaram a produção industrial (em 1946 produziram metade da produção mundial); já a sua renda per capita aumentou mais de 100% (de 550 a 1260 dólares).
Além das perdas materiais, as potências coloniais europeias tiveram enorme dificuldade para manter seus impérios. Por quê?

(Enrique Serra Padrós, Capitalismo, prosperidade e Estado de bem-estar social. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras. Adaptado)

Assinale a alternativa na qual Padrós responde a sua própria pergunta.
Alternativas
Q3524574
História História Geral , Guerra Fria e seus desdobramentos ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524574 História
Em 1945 os EUA detinham vantagens talvez nunca obtidas por outra potência no plano político-militar: dominavam os mares, possuíam bases aéreas e navais, além de exércitos, em todos os continentes, bem como a bomba atômica e uma aviação estratégica capaz de atingir quase todas as áreas do planeta.

(Paulo G. Fagundes Vizentini, A Guerra Fria. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras)

Considerando o contexto abordado pelo excerto, está correto afirmar que, no plano financeiro e comercial, os Estados Unidos
Alternativas
Q3524573
História História Geral ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - QM 2018 |
Q3524573 História
A Política de Apaziguamento atingiu o auge com a Conferência de Munique. Realizada em 29 de setembro de 1938, a Conferência reuniu Adolf Hitler, Benito Mussolini, chefe do Estado fascista da Itália, Edouard Daladier e Neville Chamberlain, primeiros-ministros da França e da Inglaterra.

(Willians da Silva Gonçalves, A Segunda Guerra Mundial. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha (orgs.). O século XX: O tempo das crises, revoluções, fascismos e guerras.)

Nessa Conferência,
Alternativas
Respostas
4381: E
4382: C
4383: D
4384: C
4385: E
4386: B
4387: B
4388: C
4389: A
4390: D
4391: E
4392: B
4393: B
4394: C
4395: E
4396: D
4397: C
4398: B
4399: E
4400: A
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