Questões de Inglês

#Questão 926079 - Inglês, Ensino da Língua Estrangeira Inglesa, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

The curriculum published by the Municipal Secretariat of Education, São Paulo (2019), sets new goals and directions for learning and provides guidance to those involved in education. Such goals are distributed into three cycles for Primary Education (Years 1 to 9), as listed below. Match these cycles to their pertinent goals:
1. Literacy Cycle 2. Interdisciplinary Cycle 3. Authoring Cycle
( ) Recognize instructions that indicate body movements (EF01LI09; p. 75); ( ) Recognize the difference between layouts of texts from various media, according to the context (EF07LI06, p.85); ( ) Recognize words in English looking at images in games such as bingo and tic-tac-toe (EF04LI10, p.80); ( ) Recognize narrative elements such as characters, plot, time and space in a group work situation (EF03LI04; p.77); ( ) Recognize language variation as a manifestation of different ways of thinking and expressing the world (EF07LI25, p.87).
The item with the correct sequence is:

A) 2 – 1 – 3 – 3 – 2.

B) 3 – 2 – 1 – 2 – 3.

C) 1 – 2 – 3 – 3 – 1.

D) 2 – 3 – 2 – 3 - 1.

E) 1 – 3 – 2 – 1 – 3.

#Questão 926080 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

The Internet has been changing the way we communicate (Lotherington, 2007). Here are some of 2022’s most used internet abbreviations for tweeting and texting:
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Adapted from: https://preply.com/en/blog/the-most-used-internet-abbreviationsfor-texting-and-tweeting/
If a person is in a hurry, the abbreviation that will be used will be

A) G2G.

B) IMO.

C) TIME.

D) GRATZ.

E) WUZUP.

#Questão 926084 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

Text I

Nurturing Multimodalism

[…]

New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.

The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.

Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.

Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter acies_in_ELT

In the 2^nd paragraph, the pronoun in “Instant messaging systems […] provide as natural a medium for communicating to them” refers to

A) adults.

B) teachers.

C) children.

D) professionals.

E) baby-boomers.

#Questão 926085 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

Text I

Nurturing Multimodalism

[…]

New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.

The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.

Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.

Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter acies_in_ELT

When the author says that “Adults may find new ways of communicating digitally to be quite baffling” (2^nd paragraph), she means that they might find them

A) believing.

B) beguiling.

C) becoming.

D) bewitching.

E) bewildering.

#Questão 926354 - Inglês, Interpretação de texto | Reading comprehension, UPENET/IAUPE, 2023, Prefeitura de São José da Coroa Grande - PE, Professor do ensino Fundamental - Anos Finais - Inglês

Text 5 (for question)

Calvin and Hobbes by Bill Watterson.

Disponível em: https://web.mit.edu/manoli/mood/www/calvin-full.html. Acesso em 27/ 11/2022.)

De acordo com a tira cômica, é CORRETO afirmar que

A) embora não goste de escrever, Calvin está ensinando ao amigo Hobbes as estratégias que costuma usar para ser criativo nas tarefas de redação.

B) Calvin não está conseguindo concluir suas tarefas no prazo estipulado e Hobbes está lhe sugerindo algumas desculpas para a aula do dia seguinte.

C) Hobbes e Calvin parecem confusos com as instruções e os temas dados para as tarefas de redação, cujos prazos são sempre muito curtos.

D) Hobbes e Calvin não sabem como fazer para enviar os trabalhos escolares no dia seguinte, já que ambos produziram textos muito longos.

E) Calvin está insatisfeito com as tarefas de redação, as quais ele acha que podem ensiná-lo não a escrever, mas a odiar a escrita de textos.

Questões de Inglês

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