Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.847 questões
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276444
Inglês
Texto associado
TEXT 2
WHAT IS THE COMMUNICATIVE APPROACH?
In the Communicative Approach, real communication and interaction is not only the objective in learning, but also the means through which it takes place. This approach started in the 70s and became prominent as it proposed an alternative to the then ubiquitous systems-oriented approaches, such as the Audiolingual method. That means that, instead of focusing on the acquisition of grammar and vocabulary (grammatical/linguistic competence), the Communicative Approach aimed at developing the learner’s competence to communicate in the target language (communicative competence), with an enhanced focus on real-life situations.
Excerpt extracted and adapted from: https://www.whatiselt.com/single-post/2018/08/23/what-is-thecommunicative-approach
According to text 2, how does the Communicative
Approach view language learning:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276442
Inglês
Texto associado
TEXT 1
BRAZIL JOINS GROWING LIST OF COUNTRIES
BANNING CELLPHONES IN SCHOOLS
Despite questions about the effectiveness of such bans,
Brazil is the latest to prohibit the devices amid concerns
over impacts on learning and well-being.
A bill that bans students from using cellphones in schools
was signed into law in Brazil on Monday, the latest example
of lawmakers limiting young people’s use of personal
technology in the classroom, amid growing concern about
its effect on education and well-being.
Brazil’s Education Ministry said in a statement that the law
“aims to safeguard the mental, physical and psychological
health of children and adolescents.” The Brazilian President
called it an example of “working together for the safety and
better learning of our children and young people.”
The law prohibits all students in public and private
elementary and secondary schools from using portable
electronic devices throughout the school day, the ministry
said, though it allows for their educational use and some
other exceptions.
Brazil joins several countries that have banned the personal
use of cellphones in schools — including the Netherlands,
Italy for students up to the third year of middle school, and
France for those under 15 — though there are questions as
to whether phone bans are effective in achieving their aims.
Excerpt extracted and adapted from:
https://www.washingtonpost.com/world/2025/01/14/brazil-cellphoneschool-ban/
Considering text 1 and its genre, we can correctly
classify it as:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276441
Inglês
Texto associado
TEXT 1
BRAZIL JOINS GROWING LIST OF COUNTRIES
BANNING CELLPHONES IN SCHOOLS
Despite questions about the effectiveness of such bans,
Brazil is the latest to prohibit the devices amid concerns
over impacts on learning and well-being.
A bill that bans students from using cellphones in schools
was signed into law in Brazil on Monday, the latest example
of lawmakers limiting young people’s use of personal
technology in the classroom, amid growing concern about
its effect on education and well-being.
Brazil’s Education Ministry said in a statement that the law
“aims to safeguard the mental, physical and psychological
health of children and adolescents.” The Brazilian President
called it an example of “working together for the safety and
better learning of our children and young people.”
The law prohibits all students in public and private
elementary and secondary schools from using portable
electronic devices throughout the school day, the ministry
said, though it allows for their educational use and some
other exceptions.
Brazil joins several countries that have banned the personal
use of cellphones in schools — including the Netherlands,
Italy for students up to the third year of middle school, and
France for those under 15 — though there are questions as
to whether phone bans are effective in achieving their aims.
Excerpt extracted and adapted from:
https://www.washingtonpost.com/world/2025/01/14/brazil-cellphoneschool-ban/
According to the text 1, it is possible to infer that:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276440
Inglês
Texto associado
TEXT 1
BRAZIL JOINS GROWING LIST OF COUNTRIES
BANNING CELLPHONES IN SCHOOLS
Despite questions about the effectiveness of such bans,
Brazil is the latest to prohibit the devices amid concerns
over impacts on learning and well-being.
A bill that bans students from using cellphones in schools
was signed into law in Brazil on Monday, the latest example
of lawmakers limiting young people’s use of personal
technology in the classroom, amid growing concern about
its effect on education and well-being.
Brazil’s Education Ministry said in a statement that the law
“aims to safeguard the mental, physical and psychological
health of children and adolescents.” The Brazilian President
called it an example of “working together for the safety and
better learning of our children and young people.”
The law prohibits all students in public and private
elementary and secondary schools from using portable
electronic devices throughout the school day, the ministry
said, though it allows for their educational use and some
other exceptions.
Brazil joins several countries that have banned the personal
use of cellphones in schools — including the Netherlands,
Italy for students up to the third year of middle school, and
France for those under 15 — though there are questions as
to whether phone bans are effective in achieving their aims.
Excerpt extracted and adapted from:
https://www.washingtonpost.com/world/2025/01/14/brazil-cellphoneschool-ban/
Based on text 1, what exceptions exist in Brazil's
cellphone ban:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276439
Inglês
Texto associado
TEXT 1
BRAZIL JOINS GROWING LIST OF COUNTRIES
BANNING CELLPHONES IN SCHOOLS
Despite questions about the effectiveness of such bans,
Brazil is the latest to prohibit the devices amid concerns
over impacts on learning and well-being.
A bill that bans students from using cellphones in schools
was signed into law in Brazil on Monday, the latest example
of lawmakers limiting young people’s use of personal
technology in the classroom, amid growing concern about
its effect on education and well-being.
Brazil’s Education Ministry said in a statement that the law
“aims to safeguard the mental, physical and psychological
health of children and adolescents.” The Brazilian President
called it an example of “working together for the safety and
better learning of our children and young people.”
The law prohibits all students in public and private
elementary and secondary schools from using portable
electronic devices throughout the school day, the ministry
said, though it allows for their educational use and some
other exceptions.
Brazil joins several countries that have banned the personal
use of cellphones in schools — including the Netherlands,
Italy for students up to the third year of middle school, and
France for those under 15 — though there are questions as
to whether phone bans are effective in achieving their aims.
Excerpt extracted and adapted from:
https://www.washingtonpost.com/world/2025/01/14/brazil-cellphoneschool-ban/
According to text 1, what is the primary reason Brazil
implemented the cellphone ban in Brazilian schools
recently?
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
BDMG
Provas:
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Gestão, Finanças e Controladoria
|
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Infraestrutura e Segurança Cibernética |
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Engenharias |
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Sistemas, Arquitetura e Solução de Dados |
Q3257228
Inglês
Innovation is crucial for the food industry to address several critical challenges. Firstly, it is essential to meet the rising demand for food products driven by a growing global population. By implementing new technologies and improving production processes, companies can significantly increase output. Secondly, innovation plays a vital role in enhancing the efficiency and reducing the costs associated with food production. This allows companies to remain competitive by offering affordable prices while maintaining profitability. Finally, innovation empowers companies to adapt to evolving consumer preferences. This includes developing new products that cater to specific dietary needs and preferences, such as healthier options or products with unique flavor combinations.
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
Process innovation in the food industry primarily focuses on developing new and unique flavors for food products.
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
Process innovation in the food industry primarily focuses on developing new and unique flavors for food products.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
BDMG
Provas:
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Gestão, Finanças e Controladoria
|
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Infraestrutura e Segurança Cibernética |
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Engenharias |
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Sistemas, Arquitetura e Solução de Dados |
Q3257227
Inglês
Innovation is crucial for the food industry to address several critical challenges. Firstly, it is essential to meet the rising demand for food products driven by a growing global population. By implementing new technologies and improving production processes, companies can significantly increase output. Secondly, innovation plays a vital role in enhancing the efficiency and reducing the costs associated with food production. This allows companies to remain competitive by offering affordable prices while maintaining profitability. Finally, innovation empowers companies to adapt to evolving consumer preferences. This includes developing new products that cater to specific dietary needs and preferences, such as healthier options or products with unique flavor combinations.
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
The primary motivation behind innovation in the food industry is to cater to the increasing demand for organic food products.
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
The primary motivation behind innovation in the food industry is to cater to the increasing demand for organic food products.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
BDMG
Provas:
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Gestão, Finanças e Controladoria
|
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Infraestrutura e Segurança Cibernética |
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Engenharias |
CESPE / CEBRASPE - 2025 - BDMG - Analista de Desenvolvimento - Sistemas, Arquitetura e Solução de Dados |
Q3257226
Inglês
Innovation is crucial for the food industry to address
several critical challenges. Firstly, it is essential to meet the rising
demand for food products driven by a growing global population.
By implementing new technologies and improving production
processes, companies can significantly increase output. Secondly,
innovation plays a vital role in enhancing the efficiency and
reducing the costs associated with food production. This allows
companies to remain competitive by offering affordable prices
while maintaining profitability. Finally, innovation empowers
companies to adapt to evolving consumer preferences. This
includes developing new products that cater to specific dietary
needs and preferences, such as healthier options or products with
unique flavor combinations.
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
The word “leveraging” as used in the second paragraph implies the act of taking as much advantage or profit as possible from something.
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
The word “leveraging” as used in the second paragraph implies the act of taking as much advantage or profit as possible from something.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio Negro - PR
Prova:
OBJETIVA - 2025 - Prefeitura de Rio Negro - PR - Professor de Inglês (Lageado e Sede) |
Q3243920
Inglês
Texto associado
The mysterious death of Alexander the Great
When Alexander the Great’s body seemingly remained unchanged for six days after his death in 323 BCE, his contemporaries could offer only one explanation. Alexander must have been a god. So… was he?
Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed, complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.”
When Alexander was declared dead on June 13, theories began forming. Had he been poisoned? Sabotaged? Had he been killed by drinking too much wine? Today we have an explanation for Alexander’s death and his period of bodily freshness that relies less on the supernatural and more on science. In 2018 Dr. Katherine Hall, a lecturer in New Zealand, proposed that Alexander the Great had Guillain-Barré syndrome, an acute autoimmune condition that results in muscle paralysis. In other words, Alexander may have been alive when he was declared dead—a mistake that could have been made when physicians mistook the shallow breathing of a coma patient for no breathing at all. If this was the case, Alexander may have been effectively murdered during embalming—a process that would have seen him disemboweled.
While we can’t travel back in time to confirm Hall’s theory, it is the only one that takes into account all the details of Alexander’s death—and his body’s mysterious life.
Encyclopaedia Britannica. Adaptation
Regarding the text, mark the INCORRECT item.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235093
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
Leia a gravura e compare-a ao conteúdo do texto de Brown (2000).
The space in the bingo card that best represents learners who “Learn to live with uncertainty by continuing to talk or listen without understanding every word” (item 4 in Brown’s list of strategies”) is the one which reads
The space in the bingo card that best represents learners who “Learn to live with uncertainty by continuing to talk or listen without understanding every word” (item 4 in Brown’s list of strategies”) is the one which reads
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235092
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
In reading, the ability to “make intelligent guesses” is
named
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235091
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
Um professor do Ensino Fundamental preocupado em
desenvolver no aluno a habilidade n.7 citada no texto de
Brown, “Learn to make intelligent guesses”, deverá
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235090
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
According to Rubin (Rubin & Thompson, 1982), good
language learners “learn chunks of language as wholes
and formalized routines to help them perform “beyond
their competence”. To help their students develop such an
ability, the English teacher may, among other classroom
proposals,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235085
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Depreende-se das visões de Seidlhofer (2004) e Jenkins
(2005), no segundo e terceiro parágrafos, e das posições
da BNCC sobre a aprendizagem de inglês na escola brasileira, que uma frase como “She wear a blue uniform
for school”, se pronunciada por um aprendiz brasileiro do
ensino fundamental,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235084
Inglês
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ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Read the two quotations by two researchers, commenting
on some lexico-grammatical features of English as a
lingua franca:
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235082
Inglês
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Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
English as a lingua franca can be differentiated from
other languages or from other varieties of English in that it
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235081
Inglês
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Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In the context of the second paragraph, the extract
“Parents dutifully take their kids to soccer practice, and
professional athletes dutifully show up for team practice,
sometimes even with recent injuries. Parents make their
kids practice their piano skills at home, and the world’s
most famous performers of classical music often practice
for many hours a day, even if it makes their fingers hurt”
aims at
Ano: 2025
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VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235080
Inglês
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Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In communicative language teaching (CLT), practice
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235079
Inglês
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Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
“Images of repetitive drills in the factories of foreign
language learning” (paragraph 1) can be most closely
associated to
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235078
Inglês
Texto associado
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field
of applied linguistics. Most laypeople simply assume that
practice is a necessary condition for language learning without
giving the concept much further thought, but many applied
linguists deliberately avoid the term practice. For some, the
word conjures up images of repetitive drills in the factories of
foreign language learning, while for others it means fun and
games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of
human endeavor, however. Parents dutifully take their kids to
soccer practice, and professional athletes dutifully show up for
team practice, sometimes even with recent injuries. Parents
make their kids practice their piano skills at home, and the
world’s most famous performers of classical music often
practice for many hours a day, even if it makes their fingers
hurt. If even idolized, spoiled, and highly paid celebrities are
willing to put up with practice, why not language learners,
teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from
Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
The first paragraph depicts the topic of “practice” in
language learning as
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