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Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259749
Inglês
Texto associado
Fricatives are consonants with the characteristic that
air escapes through a narrow passage and makes a hissing
sound. The dental fricatives are sometimes described as if the
tongue were placed between the front teeth, and it is common
for teachers to make their students do this when they are
trying to teach them the sound. The thing is, however, that the
tongue is normally placed behind the teeth; the air escapes
through the gaps between the tongue and the teeth. There is
a distiction between fortis (unvoiced) fricatives, as in the word
“thin”, and lenis (voiced) fricatives, as in “thus”. (Roach 2003)
(Mark Roach,. English Phonetics and Phonology.
Cambridge: CUP, 2003. Adaptado)
In a more formal register, the word in bold in “The thing is,
however, that the tongue” could be adequately replaced
by:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259748
Inglês
Texto associado
Fricatives are consonants with the characteristic that
air escapes through a narrow passage and makes a hissing
sound. The dental fricatives are sometimes described as if the
tongue were placed between the front teeth, and it is common
for teachers to make their students do this when they are
trying to teach them the sound. The thing is, however, that the
tongue is normally placed behind the teeth; the air escapes
through the gaps between the tongue and the teeth. There is
a distiction between fortis (unvoiced) fricatives, as in the word
“thin”, and lenis (voiced) fricatives, as in “thus”. (Roach 2003)
(Mark Roach,. English Phonetics and Phonology.
Cambridge: CUP, 2003. Adaptado)
There are several words with fricatives in the preceding
text. The word with an unvoiced initial fricative is
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259747
Inglês
Na frase “in situations where students are expected to
learn English as an additional language”, a palavra destacada em negrito pode ser corretamente substituída por:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259746
Inglês
Texto associado
To share knowledge in the academic world, researchers
might need to publish their research articles (RAs) in
high-impact journals. And, to do that, they should improve
their writing skills. Many investigations have analyzed the
distribution of metadiscourse markers in RA, but no study
has yet investigated the use of metadiscourse markers in
RAs abstracts of applied linguistics. To bridge this gap, the
present study has analyzed distribution of metadiscourse
markers in 125 RA abstracts, which were extracted from five
main journals. Findings show the high frequency of transitions
and large use of hedges in the abstracts analyzed. Academic
writing instruction is then claimed to be of utmost importance
for novice authors taking graduate and post-graduate courses.
(Journal of Language and Linguistic Studies, 16(4), 2077-2096; 2020.
Adaptado)
Written genres in the academic and scientific spheres
make large use of the impersonal passive voice.
Select, from the following fragments in bold, the correct
impersonal passive construction such as the one found
in “Academic writing instruction is claimed to be of utmost
importance”:
Translanguaging has been gaining prominence as a way to understand multilingual practices; however, there are still questions to be answered regarding its application in various educational contexts. This study investigates the significance of translanguaging by comparing discourses in classes being taught by the same teacher, and in situations where students are expected to learn English as an additional language. Data have included screen recordings as well as teacher and student interviews.
(https://www.uv.uio.no. Adaptado)
Translanguaging has been gaining prominence as a way to understand multilingual practices; however, there are still questions to be answered regarding its application in various educational contexts. This study investigates the significance of translanguaging by comparing discourses in classes being taught by the same teacher, and in situations where students are expected to learn English as an additional language. Data have included screen recordings as well as teacher and student interviews.
(https://www.uv.uio.no. Adaptado)
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259745
Inglês
Texto associado
To share knowledge in the academic world, researchers
might need to publish their research articles (RAs) in
high-impact journals. And, to do that, they should improve
their writing skills. Many investigations have analyzed the
distribution of metadiscourse markers in RA, but no study
has yet investigated the use of metadiscourse markers in
RAs abstracts of applied linguistics. To bridge this gap, the
present study has analyzed distribution of metadiscourse
markers in 125 RA abstracts, which were extracted from five
main journals. Findings show the high frequency of transitions
and large use of hedges in the abstracts analyzed. Academic
writing instruction is then claimed to be of utmost importance
for novice authors taking graduate and post-graduate courses.
(Journal of Language and Linguistic Studies, 16(4), 2077-2096; 2020.
Adaptado)
The text is
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259744
Inglês
Texto associado
Um conceito essencial para o trabalho com gêneros de
texto é o de capacidades de linguagem. A primeira delas é a
de ação. A capacidade de ação trata das representações que
o agente produtor do texto tem sobre o contexto em que o
gênero será produzido.
A segunda capacidade de linguagem envolvida na produção textual é a discursiva. Pode-se dizer que ela diz respeito aos tipos de discurso e aos tipos de sequências predominantes que um determinado gênero apresenta. A terceira
capacidade é a linguístico-discursiva. É com ela que o aluno
desenvolverá seu texto lançando uso correto das coesões
nominais e verbais, da coerência ao longo da produção, da
modalização do discurso e do paralelismo presente na sua
construção.
(E. Lousada, et alii. A elaboração de material didático
para o ensino de Língua inglesa: um estudo preliminar
baseado na noção de gênero de texto. In DAMIANOVIC, M. C. (ed).
Material Didático: Elaboração e Avaliação.
Taubaté: Cabral - Editora e Livraria Universitária.
2007. pp. 204-6. Adaptado)
The last sentence mentions the importance of
“parallelism” in the construction of texts. There is a
parallelism error as to the use of noun phrases in
alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259743
Inglês
Texto associado
Um conceito essencial para o trabalho com gêneros de
texto é o de capacidades de linguagem. A primeira delas é a
de ação. A capacidade de ação trata das representações que
o agente produtor do texto tem sobre o contexto em que o
gênero será produzido.
A segunda capacidade de linguagem envolvida na produção textual é a discursiva. Pode-se dizer que ela diz respeito aos tipos de discurso e aos tipos de sequências predominantes que um determinado gênero apresenta. A terceira
capacidade é a linguístico-discursiva. É com ela que o aluno
desenvolverá seu texto lançando uso correto das coesões
nominais e verbais, da coerência ao longo da produção, da
modalização do discurso e do paralelismo presente na sua
construção.
(E. Lousada, et alii. A elaboração de material didático
para o ensino de Língua inglesa: um estudo preliminar
baseado na noção de gênero de texto. In DAMIANOVIC, M. C. (ed).
Material Didático: Elaboração e Avaliação.
Taubaté: Cabral - Editora e Livraria Universitária.
2007. pp. 204-6. Adaptado)
A “letter of complaint”, citada no segundo parágrafo do
texto de Tomlinson, é um exemplo de gênero textual.
Preocupado com o desenvolvimento de capacidades de
ação na produção de gêneros escritos, um professor de
Língua Inglesa deverá propor a seus alunos que, ao prepararem sua carta de reclamação, levem em consideração a seguinte pergunta:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259742
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
The preposition “for” can convey a variety of meanings. It
indicates a purpose in the fragment in alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259741
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
Substantial certainty is expressed by the modal verb in
bold in alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259740
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
The “conventional approach” described at the end of the
third paragraph is most typically found in courses which
follow
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259739
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
An example of a short-term language goal for a student
beginning high school would be
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259738
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
In the fragment from the second paragraph — and so
that they would be able to write letters of complaint —,
the fragment in bold could be rewritten, with no change in
meaning, as:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259737
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
Demonstrative pronouns may refer to one particular
element (a person or an object, for example), or to
whole ideas in clauses, sentences or paragraphs. In
the fragment from the second paragraph — In general
English materials this is obviously more difficult —, the
demonstrative pronoun in bold refers to the difficulty in
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259736
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
The second paragraph opposes ESP to general English
in relation to the awareness students may have of the
relevance of what they are learning. This contrast would
be made more explicit if the beginning of the second
sentence in the paragraph were rewritten as:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259735
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
ESP courses have been taught in Brazil since the 1970’s.
They
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259734
Pedagogia
A Resolução CNE/CEB nº 04/2010 trata do Sistema
Nacional de Educação, em seu Título III. De acordo
com o § 2º do artigo 7º, o que caracteriza um sistema é
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259728
Pedagogia
Dentre as dimensões da alfabetização digital, uma delas
é descrita, na obra organizada por Coll e Monero (2010),
como “a competência de examinar as consequências
sociais dos meios de comunicação do ponto de vista da
segurança, da privacidade e outros”. Essa competência
é a alfabetização
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259725
Pedagogia
As últimas três décadas assistiram a mudanças de paradigmas teóricos no campo da alfabetização que podem
ser assim resumidas: um paradigma __________, dominante nos anos de 1960 e 1970, é substituído, nos anos
de 1980, por um paradigma ___________, que avança, nos
anos de 1990, para um paradigma________. Se a transição da teoria I para a teoria II representou realmente
uma radical mudança de paradigma, a transição da teoria
II para a perspectiva III pode ser interpretada antes como
um aprimoramento do paradigma II do que propriamente
como uma mudança paradigmática.
Assinale a alternativa que preenche, correta e respectivamente, os termos do excerto adaptado de Soares (2004).
Assinale a alternativa que preenche, correta e respectivamente, os termos do excerto adaptado de Soares (2004).
Q1983527
Enfermagem
Em consulta de enfermagem, ao realizar o exame físico
de M.J., 64 anos, sexo feminino, com história de diabete tipo 2 há 11 anos, insulinodependente, o enfermeiro
observou a presença de úlcera na região do metatarso do
pé direito D. Ao examinar a lesão, constatou a presença
de edema e eritema de um centímetro ao redor da úlcera. Considerando que M.J. não havia sido tratado com
antibioticoterapia recentemente, não apresentava sinais
e sintomas sistêmicos de infecção, bem como outras
afecções, o enfermeiro deve considerar que as alterações observadas no local da úlcera
Q1983526
Enfermagem
Ao realizar a consulta de enfermagem de P.A., 48 anos,
sexo masculino, com diagnóstico recente de diabete melito tipo 2, o enfermeiro constatou que a avaliação oftalmológica inicial mostrou a ausência de sinais de retinopatia diabética (RD).
Frente a essa situação, deve esclarecer P.A. que deverá realizar nova avaliação oftalmológica para o rastreamento da RD em
Frente a essa situação, deve esclarecer P.A. que deverá realizar nova avaliação oftalmológica para o rastreamento da RD em
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