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Q4189725
Italiano Classes Gramaticais | Classi Grammaticali , Interpretação de Texto | Interpretazione di Testo ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Italiano |
Q4189725 Italiano
Leia o texto a seguir para responder à questão:


    Quando c’è una bella notte stellata, il signor Palomar dice: – Devo andare a guardare le stelle –. Dice proprio: – Devo, – perchè odia gli sprechi e pensa che non sia giusto sprecare tutta quella quantità di stelle che gli viene messa a disposizione. Dice “Devo” anche perchè non ha molta pratica di come si guardano le stelle, e questo semplice atto gli costa sempre un certo sforzo.

    La prima difficoltà è quella di trovare un posto dal quale il suo sguardo possa spaziare per tutta la cupola del cielo senza ostacoli e senza l’invadenza dell’illuminazione elettrica: per esempio una spiaggia marina solitaria su una costa molto bassa.

   Altra condizione necessaria è il portarsi dietro una mappa astronomica, senza la quale non saprebbe cosa sta guardando; ma da una volta all’altra egli dimentica come si fa a orientarla e deve prima rimettersi a studiarla per mezz’ora. Per decifrare la mappa al buio deve portarsi anche una lampadina tascabile. I frequenti confronti tra il cielo e la mappa lo obbligano ad accendere e spegnere la lampadina, e in questi passaggi dalla luce al buio egli resta quasi accecato e deve riaggiustare la sua vista ogni volta.

   Se il signor Palomar facesse uso d’un telescopio le cose sarebbero più complicate sotto certi aspetti e semplificate sotto altri; ma, ora come ora, l’esperienza del cielo che interessa a lui è quella a occhio nudo, come gli antichi navigatori e i pastori erranti. Occhio nudo per lui che è miope significa occhiali; e siccome per leggere la mappa gli occhiali deve toglierseli, le operazioni si complicano con questo alzare e abbassare degli occhiali sulla fronte e comportano l’attesa di alcuni secondi prima che il suo cristallino rimetta a fuoco le stelle vere o quelle scritte.


(Italo Calvino, Palomar. Adaptado)
Considere os trechos a seguir:

•  “... trovare un posto dal quale il suo sguardo possa spaziare...” (2o parágrafo)
•  “... con questo alzare e abbassare degli occhiali sulla fronte...” (4o parágrafo)

É correto afirmar que as palavras destacadas expressam, correta e respectivamente,
Alternativas
Q4189724
Italiano Interpretação de Texto | Interpretazione di Testo ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Italiano |
Q4189724 Italiano
Leia o texto a seguir para responder à questão:


    Quando c’è una bella notte stellata, il signor Palomar dice: – Devo andare a guardare le stelle –. Dice proprio: – Devo, – perchè odia gli sprechi e pensa che non sia giusto sprecare tutta quella quantità di stelle che gli viene messa a disposizione. Dice “Devo” anche perchè non ha molta pratica di come si guardano le stelle, e questo semplice atto gli costa sempre un certo sforzo.

    La prima difficoltà è quella di trovare un posto dal quale il suo sguardo possa spaziare per tutta la cupola del cielo senza ostacoli e senza l’invadenza dell’illuminazione elettrica: per esempio una spiaggia marina solitaria su una costa molto bassa.

   Altra condizione necessaria è il portarsi dietro una mappa astronomica, senza la quale non saprebbe cosa sta guardando; ma da una volta all’altra egli dimentica come si fa a orientarla e deve prima rimettersi a studiarla per mezz’ora. Per decifrare la mappa al buio deve portarsi anche una lampadina tascabile. I frequenti confronti tra il cielo e la mappa lo obbligano ad accendere e spegnere la lampadina, e in questi passaggi dalla luce al buio egli resta quasi accecato e deve riaggiustare la sua vista ogni volta.

   Se il signor Palomar facesse uso d’un telescopio le cose sarebbero più complicate sotto certi aspetti e semplificate sotto altri; ma, ora come ora, l’esperienza del cielo che interessa a lui è quella a occhio nudo, come gli antichi navigatori e i pastori erranti. Occhio nudo per lui che è miope significa occhiali; e siccome per leggere la mappa gli occhiali deve toglierseli, le operazioni si complicano con questo alzare e abbassare degli occhiali sulla fronte e comportano l’attesa di alcuni secondi prima che il suo cristallino rimetta a fuoco le stelle vere o quelle scritte.


(Italo Calvino, Palomar. Adaptado)
No que se refere à atividade do Sr. Palomar, conforme descrita no texto, é correto afirmar que 
Alternativas
Q4189598
Química Soluções e Substâncias Inorgânicas , Substâncias Inorgânicas: dissociação iônica e ionização, conceitos de ácido-base. , Equilíbrio Químico , Sistemas Homogêneos: Equilíbrio Químico na Água: pH e pOH, Indicadores Ácido-Base, Solução Tampão. , Sistemas Homogêneos: Solubilidade dos Sais, Hidrólise dos Sais e Curvas de Titulação.
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Química |
Q4189598 Química
Foram preparadas cinco soluções a partir da mistura de volumes iguais de cada um dos componentes, I e II, representados no quadro a seguir.

Q48.png (492×161)

Das soluções preparadas, aquela que apresenta pH maior do que 7 é a de número
Alternativas
Q4189450
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189450 Inglês
Read the quotation by Frantz Fanon (1952), in Pennycook (2017), to answer the question:

“To speak means to be in a position to use a certain syntax, to grasp the morphology of this or that language, but it means above all to assume a culture, to support the weight of a civilization”.

(Pennycook, A., The cultural politics of English as an international language, 2017)

Para o autor,
Alternativas
Q4189449
Inglês Análise sintática | Syntax Parsing ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189449 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
The extract from the text “… one of the units of a textbook series for teens that was approved in 2020” is a noun phrase, whose nucleus is 
Alternativas
Q4189448
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189448 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
In the text, the authors refer to the analysis of textbooks for public schools by the National Program as 
Alternativas
Q4189447
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Verbos modais | Modal verbs ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189447 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
In the fragment “Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning”, the highlighted verbs indicate, respectively:
Alternativas
Q4189446
Pedagogia Temas Educacionais Pedagógicos , A Didática e o Processo de Ensino e Aprendizagem , Teorias e Práticas para o Ensino de Língua Estrangeira ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189446 Pedagogia
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
Um professor decide usar esse texto autêntico com seus alunos. Solicita que o mais rapidamente possível identifiquem os dois “multis” aos quais o texto se refere. Ao oferecer tal instrução, o professor estará contribuindo para o desenvolvimento da estratégia de leitura denominada
Alternativas
Q4189445
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189445 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
The text has characteristics consistent with
Alternativas
Q4189444
Linguística Divisões da Linguística , Sintaxe , Semântica ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189444 Linguística
Leia os textos a seguir para responder à questão:


     Do certain people actually have a “knack” for learning foreign languages? Anecdotal evidence would suggest that some people are indeed able to learn languages faster and more efficiently than others. One way of looking at such aptitude is the identification of characteristics of successful language learners. Risk-taking behavior, memory efficiency, intelligent guessing, willingness to communicate, low anxiety, and ambiguity tolerance are but a few of the many variables that have been cited

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)

    Historically, research on language aptitude has been a roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959) pioneering work on aptitude, embodied in the Modern Language Aptitude Test (MLAT), began the quest. The MLAT asserted the predictability of number learning, sound discrimination, pattern discernment, and memorization for future success in a foreign language. This test, and some others, were used for some time in such contexts as Peace Corps volunteer training programs and military communications courses to help predict successful language learners.

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Use information from syntax and semantics and mark the alternative that has only one possible interpretation in the given context.
Alternativas
Q4189443
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189443 Inglês
Leia os textos a seguir para responder à questão:


     Do certain people actually have a “knack” for learning foreign languages? Anecdotal evidence would suggest that some people are indeed able to learn languages faster and more efficiently than others. One way of looking at such aptitude is the identification of characteristics of successful language learners. Risk-taking behavior, memory efficiency, intelligent guessing, willingness to communicate, low anxiety, and ambiguity tolerance are but a few of the many variables that have been cited

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)

    Historically, research on language aptitude has been a roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959) pioneering work on aptitude, embodied in the Modern Language Aptitude Test (MLAT), began the quest. The MLAT asserted the predictability of number learning, sound discrimination, pattern discernment, and memorization for future success in a foreign language. This test, and some others, were used for some time in such contexts as Peace Corps volunteer training programs and military communications courses to help predict successful language learners.

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
The word “knack”, used within inverted commas in the question that opens the first paragraph, means 
Alternativas
Q4189442
Inglês Falso Cognatos | False Cognates ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189442 Inglês
Leia os textos a seguir para responder à questão:


     Do certain people actually have a “knack” for learning foreign languages? Anecdotal evidence would suggest that some people are indeed able to learn languages faster and more efficiently than others. One way of looking at such aptitude is the identification of characteristics of successful language learners. Risk-taking behavior, memory efficiency, intelligent guessing, willingness to communicate, low anxiety, and ambiguity tolerance are but a few of the many variables that have been cited

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)

    Historically, research on language aptitude has been a roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959) pioneering work on aptitude, embodied in the Modern Language Aptitude Test (MLAT), began the quest. The MLAT asserted the predictability of number learning, sound discrimination, pattern discernment, and memorization for future success in a foreign language. This test, and some others, were used for some time in such contexts as Peace Corps volunteer training programs and military communications courses to help predict successful language learners.

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Check the alternative in which the highlighted word functions as a true cognate.
Alternativas
Q4189441
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189441 Inglês
Leia os textos a seguir para responder à questão:


     Do certain people actually have a “knack” for learning foreign languages? Anecdotal evidence would suggest that some people are indeed able to learn languages faster and more efficiently than others. One way of looking at such aptitude is the identification of characteristics of successful language learners. Risk-taking behavior, memory efficiency, intelligent guessing, willingness to communicate, low anxiety, and ambiguity tolerance are but a few of the many variables that have been cited

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)

    Historically, research on language aptitude has been a roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959) pioneering work on aptitude, embodied in the Modern Language Aptitude Test (MLAT), began the quest. The MLAT asserted the predictability of number learning, sound discrimination, pattern discernment, and memorization for future success in a foreign language. This test, and some others, were used for some time in such contexts as Peace Corps volunteer training programs and military communications courses to help predict successful language learners.

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
To rewrite the opening question in the text “Do some people actually have a ‘knack’ for learning foreign languages?” in indirect speech, select the option that correctly completes the main sentence “We want to know 
Alternativas
Q4189440
Pedagogia Tecnologias Educacionais , As Tecnologias da Comunicação e Informação nas Práticas Educativas , Mídias, Comunicação e Tecnologias na Educação ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189440 Pedagogia
Leia o texto a seguir para responder à questão:


   According to Savignon and Sysoyev (2005), “cultures are never static” (p. 36). Certainly, there are aspects of culture that do not change or change at a slower rate, such as values, norms, and historical heritage (Savignon & Sysoyev, 2005), but teachers need “to recognize the limits of this static nature and keep in mind that culture, as well as language, is constantly changing, it is in flux (Lange, 1999). The dynamic nature of culture brings a number of challenges and concerns for teachers trying to choose relevant teaching materials and activities (Savignon & Sysoyev, 2005). While culture is often depicted as static in textbooks, the digital media, authentic products and texts provide a more dynamic environment.

   Foreign language instructors are beginning to incorporate more movies in the FL classroom as “an accessible window” (Bueno, 2009, p. 319) to the target culture through “combined effects of images, sounds, camera, plots and dialogue” (Stephens, 2001, p. 2). The teachers’ major task is to bring both language and culture into students’ social reality (Lange, 1999), in order to make sure that they do not possess incomplete or outdated knowledge about the target language and its culture.


(Dema, O., Mueller, A. J., Teaching culture in the 21st century language classroom, 2012. Adaptado)
The stretch from the second paragraph “… through ‘combined effects of images, sounds, camera, plots and dialogue’…” represents a teaching and communication approach consistent with
Alternativas
Q4189439
Inglês Voz Ativa e Passiva | Passive and Active Voice , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189439 Inglês
Leia o texto a seguir para responder à questão:


   According to Savignon and Sysoyev (2005), “cultures are never static” (p. 36). Certainly, there are aspects of culture that do not change or change at a slower rate, such as values, norms, and historical heritage (Savignon & Sysoyev, 2005), but teachers need “to recognize the limits of this static nature and keep in mind that culture, as well as language, is constantly changing, it is in flux (Lange, 1999). The dynamic nature of culture brings a number of challenges and concerns for teachers trying to choose relevant teaching materials and activities (Savignon & Sysoyev, 2005). While culture is often depicted as static in textbooks, the digital media, authentic products and texts provide a more dynamic environment.

   Foreign language instructors are beginning to incorporate more movies in the FL classroom as “an accessible window” (Bueno, 2009, p. 319) to the target culture through “combined effects of images, sounds, camera, plots and dialogue” (Stephens, 2001, p. 2). The teachers’ major task is to bring both language and culture into students’ social reality (Lange, 1999), in order to make sure that they do not possess incomplete or outdated knowledge about the target language and its culture.


(Dema, O., Mueller, A. J., Teaching culture in the 21st century language classroom, 2012. Adaptado)
The verb in the fragment “While culture is often depicted as static in textbooks” (paragraph 2) is in the passive voice. However, not all English verbs – or verb tenses – can take a passive. The alternative in which the sentence can be correctly rewritten in the passive voice is:
Alternativas
Q4189438
Pedagogia Temas Educacionais Pedagógicos , Tecnologias Educacionais , Mídias, Comunicação e Tecnologias na Educação , Teorias e Práticas para o Ensino de Língua Estrangeira
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189438 Pedagogia
Leia o texto a seguir para responder à questão:


   According to Savignon and Sysoyev (2005), “cultures are never static” (p. 36). Certainly, there are aspects of culture that do not change or change at a slower rate, such as values, norms, and historical heritage (Savignon & Sysoyev, 2005), but teachers need “to recognize the limits of this static nature and keep in mind that culture, as well as language, is constantly changing, it is in flux (Lange, 1999). The dynamic nature of culture brings a number of challenges and concerns for teachers trying to choose relevant teaching materials and activities (Savignon & Sysoyev, 2005). While culture is often depicted as static in textbooks, the digital media, authentic products and texts provide a more dynamic environment.

   Foreign language instructors are beginning to incorporate more movies in the FL classroom as “an accessible window” (Bueno, 2009, p. 319) to the target culture through “combined effects of images, sounds, camera, plots and dialogue” (Stephens, 2001, p. 2). The teachers’ major task is to bring both language and culture into students’ social reality (Lange, 1999), in order to make sure that they do not possess incomplete or outdated knowledge about the target language and its culture.


(Dema, O., Mueller, A. J., Teaching culture in the 21st century language classroom, 2012. Adaptado)
Um determinado professor compreende a reflexão levantada no texto e decide propor aos seus alunos uma tarefa em que três tipos de conhecimento sejam solicitados: da língua inglesa, de aspectos culturais dos países que falam a língua e de recursos disponíveis em meios digitais. A alternativa descrevendo uma tarefa que contempla o desenvolvimento e uso desses três conhecimentos é:
Alternativas
Q4189437
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189437 Inglês
Leia o texto a seguir para responder à questão:


   According to Savignon and Sysoyev (2005), “cultures are never static” (p. 36). Certainly, there are aspects of culture that do not change or change at a slower rate, such as values, norms, and historical heritage (Savignon & Sysoyev, 2005), but teachers need “to recognize the limits of this static nature and keep in mind that culture, as well as language, is constantly changing, it is in flux (Lange, 1999). The dynamic nature of culture brings a number of challenges and concerns for teachers trying to choose relevant teaching materials and activities (Savignon & Sysoyev, 2005). While culture is often depicted as static in textbooks, the digital media, authentic products and texts provide a more dynamic environment.

   Foreign language instructors are beginning to incorporate more movies in the FL classroom as “an accessible window” (Bueno, 2009, p. 319) to the target culture through “combined effects of images, sounds, camera, plots and dialogue” (Stephens, 2001, p. 2). The teachers’ major task is to bring both language and culture into students’ social reality (Lange, 1999), in order to make sure that they do not possess incomplete or outdated knowledge about the target language and its culture.


(Dema, O., Mueller, A. J., Teaching culture in the 21st century language classroom, 2012. Adaptado)
According to the first paragraph,
Alternativas
Q4189436
Inglês Interpretação de texto | Reading comprehension , Análise sintática | Syntax Parsing ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189436 Inglês
Leia o texto a seguir para responder à questão:


   Knowledge of a language enables you to combine sounds to form words, words to form phrases, and phrases to form sentences. You cannot buy a dictionary or phrase book of any language with all the sentences of the language. No dictionary can list all the possible sentences, because the number of sentences in a language is infinite. Knowing a language means being able to produce and understand new sentences never spoken before. This is the creative aspect of language. Not every speaker can create great literature, but everybody who knows a language can create and understand new sentences.

   This creative aspect of language is quite easy to illustrate. If for every sentence in the language a longer sentence can be formed, then there is no limit to the number of sentences. If you know English, you have the knowledge to add any number of adjectives as modifiers to a noun and to form sentences with indefinite numbers of clauses.

   All human languages permit their speakers to increase the length and complexity of sentences in these ways; creativity is a universal property of human language.

  Our knowledge of language not only allows us to produce and understand an infinite number of well-formed (even if silly and illogical) sentences, but also permits us to distinguish well-formed (grammatical) sentences from ill-formed (ungrammatical) sentences – or non-sentences.


(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
A teacher is discussing aspects of knowledge of the language and creativity, and also introduces the concept of sentences (grammatically well-formed) and non-sentences (grammatically ill-formed) discussed by Fromkin, Rodman and Hyams. Students are asked to get in groups and discuss the 5 following sentences to decide which one, among them, can be considered a non-sentence according to the authors’ view. Based on this context, select the option that presents a non-sentence.
Alternativas
Q4189435
Inglês Palavras conectivas | Connective words , Análise sintática | Syntax Parsing ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189435 Inglês
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   Knowledge of a language enables you to combine sounds to form words, words to form phrases, and phrases to form sentences. You cannot buy a dictionary or phrase book of any language with all the sentences of the language. No dictionary can list all the possible sentences, because the number of sentences in a language is infinite. Knowing a language means being able to produce and understand new sentences never spoken before. This is the creative aspect of language. Not every speaker can create great literature, but everybody who knows a language can create and understand new sentences.

   This creative aspect of language is quite easy to illustrate. If for every sentence in the language a longer sentence can be formed, then there is no limit to the number of sentences. If you know English, you have the knowledge to add any number of adjectives as modifiers to a noun and to form sentences with indefinite numbers of clauses.

   All human languages permit their speakers to increase the length and complexity of sentences in these ways; creativity is a universal property of human language.

  Our knowledge of language not only allows us to produce and understand an infinite number of well-formed (even if silly and illogical) sentences, but also permits us to distinguish well-formed (grammatical) sentences from ill-formed (ungrammatical) sentences – or non-sentences.


(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
The sentence in the fourth paragraph displays one correct use of paired conjunctions.

The alternative in which the paired conjunctions help form a grammatically correct sentence is:
Alternativas
Q4189434
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189434 Inglês
Leia o texto a seguir para responder à questão:


   Knowledge of a language enables you to combine sounds to form words, words to form phrases, and phrases to form sentences. You cannot buy a dictionary or phrase book of any language with all the sentences of the language. No dictionary can list all the possible sentences, because the number of sentences in a language is infinite. Knowing a language means being able to produce and understand new sentences never spoken before. This is the creative aspect of language. Not every speaker can create great literature, but everybody who knows a language can create and understand new sentences.

   This creative aspect of language is quite easy to illustrate. If for every sentence in the language a longer sentence can be formed, then there is no limit to the number of sentences. If you know English, you have the knowledge to add any number of adjectives as modifiers to a noun and to form sentences with indefinite numbers of clauses.

   All human languages permit their speakers to increase the length and complexity of sentences in these ways; creativity is a universal property of human language.

  Our knowledge of language not only allows us to produce and understand an infinite number of well-formed (even if silly and illogical) sentences, but also permits us to distinguish well-formed (grammatical) sentences from ill-formed (ungrammatical) sentences – or non-sentences.


(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
O conectivo que pode ser usado para relacionar as duas sentenças do terceiro parágrafo sem corromper o significado é
Alternativas
Respostas
201: A
202: E
203: A
204: C
205: D
206: C
207: B
208: E
209: A
210: D
211: C
212: C
213: E
214: A
215: B
216: D
217: A
218: C
219: E
220: B
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