Questões Concurso SEDUC-SP

#Questão 1134350 - Língua Inglesa, Aspectos linguísticos | Linguistic aspects, VUNESP, 2025, SEDUC-SP, Professor de Educação Básica II - Inglês

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Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently.

(Jeremy Harmer. How to teach English, 1998. Adaptado)

Phonetic transcription contains a lot of information about the exact quality of the sounds. The phonetic symbol for the final consonant sound in “teach” and “speech” is /tʃ/. The same /tʃ/ sound is found in

A)

stomach.

B)

moustache.

C)

reproach.

D)

cliché.

E)

monarchy.

#Questão 1134351 - Língua Inglesa, Verbos | Verbs, VUNESP, 2025, SEDUC-SP, Professor de Educação Básica II - Inglês

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Foreign language pronunciation instruction

in a communicative language teaching context:

amounts, practices and beliefs

The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.

(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)

In the fragment from the last sentence “These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching”, the modal verb in bold introduces

A)

a recommendation.

B)

an urgency

C)

a necessity.

D)

a possibility

E)

an obligation.

#Questão 1134352 - Língua Inglesa, Análise sintática | Syntax Parsing, VUNESP, 2025, SEDUC-SP, Professor de Educação Básica II - Inglês

Leia o texto a seguir para responder à questão:

Foreign language pronunciation instruction

in a communicative language teaching context:

amounts, practices and beliefs

The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.

(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)

From the words in bold in the following text, choose the one which functions as a verb in the context.
The aim of the research was to examine important components of foreign language pronunciation instruction. The data consisted of 45 video-recorded (1) lessons in French-as-a-foreign-language in selected (2) secondary schools in Norway and semistructured (3) interviews conducted with the same teachers whose instruction was previously video-recorded (4). Results indicate too little dedicated (5) time for pronunciation practice; and a need for more training in and knowledge of phonetics and pronunciation pedagogy.

A)

video-recorded (1).

B)

video-recorded (4).

C)

dedicated (5).

D)

selected (2).

E)

semistructured (3).

#Questão 1134356 - Pedagogia, Políticas Educacionais, VUNESP, 2025, SEDUC-SP,

Mantoan (2015) aborda o processo que “ocorre dentro de uma estrutura educacional que oferece ao aluno a oportunidade de transitar no sistema escolar – da classe regular ao ensino especial – em todos os seus tipos de atendimento escolar especiais: classes especiais em escolas comuns, ensino itinerante, salas de recursos, classes hospitalares, ensino domiciliar e outros”. Para a autora, essa descrição corresponde a uma concepção de

A)

exclusão social, porque invisibiliza a necessidade das escolas e classes especiais.

B)

inclusão efetiva, porque consegue remover os problemas de aprendizagem com adequação e eficiência.

C)

inserção parcial, porque prevê serviços educacionais segregados.

D)

inclusão realista, pois permite ao professor comum a dedicação mais concentrada aos alunos regulares.

E)

integração desejável, pois concretiza a individualização dos programas escolares.

#Questão 1134353 - Língua Portuguesa, Interpretação de Textos, VUNESP, 2025, SEDUC-SP, Professor de Educação Básica II - Inglês

Leia o texto a seguir para responder à questão:

Foreign language pronunciation instruction

in a communicative language teaching context:

amounts, practices and beliefs

The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.

(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)

O documento Currículo Paulista, da Secretaria de Educação do Estado de São Paulo, advoga fortemente a favor do trabalho sobre gêneros textuais, dentre os quais os gêneros acadêmicos, como parte do currículo nas disciplinas de Língua Portuguesa e Inglesa. Tal decisão pedagógica se justifica considerando-se que

A)

gêneros correspondem a uma forma explicativa e acessível de descrever textos, substituindo a noção mais tradicional de tipos textuais.

B)

o trabalho com gêneros contribui para o contato do aluno com textos autênticos, permitindo-lhe experienciar a língua estrangeira assim como ela se manifesta na vida social.

C)

o conceito de gêneros tem regido também o ensino de Língua Portuguesa, e assim a sua compreensão do conceito em uma língua contribui para a sua compreensão na outra.

D)

novos gêneros, em especial os digitais, estão sendo constantemente criados, e sua inclusão em sala de aula mantém a motivação dos alunos para a aprendizagem.

E)

gêneros são classificados de acordo com critérios linguísticos clara e previamente estabelecidos, o que facilita o ensino-aprendizagem da estrutura da língua.

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