www.inglesparaconcursos.blog.br
❑ PROVA DE LÍNGUA INGLESA:
- FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR DE ENSINO FUNDAMENTAL II E MÉDIO-18/01/2023.
❑ ESTRUTURA-PROVA:
- 30 MCQs (Multiple Choice Questions) / 5 Options Each Question.
❑ PROVA:
➧ VOCABULÁRIO:
- a lifelong learner - um eterno aprendiz.
- a million-word corpus - um corpus de milhões de palavras.
- a never-ending path - um caminho sem fim.
- aim - objetivo, alvo.
- collaborative learning partnerships - parcerias de aprendizagem colaborativa.
- collaborative relationships - relações de colaboração.
- communicative expertise - habilidade comunicativa.
- cryptic (= mysterious) - misterioso, com um significado que está oculto ou não é facilmente compreendido.
- digital literacies - letramentos digitais.
- digitally oriented curricula - currículos orientados digitalmente.
- disgusted (= very annoyed, upset) - muito irritado, chateado
- dismayed (= disappointed, upset) - desapontado, chateado.
- English speaking countries - Cidadãos de países de língua inglesa.
- ELF - Inglês como a Língua Franca. Ela é franca porque é neutra, pertence a quem dela fizer uso. É comprovado que hoje a língua inglesa apresenta mais falantes não-nativos do que nativos de inglês (UK, USA).
- exploratory play - brincadeiras exploratórias.
- excerpt - trecho.
- first-language backgrounds - .origens de primeira língua.
- frightened - assustado.
- from all walks of life - de todas as esferas da vida.
- goals - metas, objetivos.
- ill (= sick) = doente.
- Information Age - Era da Informação.
- knowledge - conhecimento.
- Language Assessment - Avaliação da Linguagem.
- learner - aluno.
- learner-centered activities - atividades centradas no aluno.
- learning collaborations - colaborações de aprendizagem.
- learning spaces - espaços de aprendizagem.
- profile - perfil.
- native-speaker norms - normas do falante nativo.
- postmodern literacies - letramentos pós-modernos.
- quite baffling - bastante desconcertante.
- quite informal - bastante informal.
- quite straining - bastante difícil.
- seldom (= rarely) - raramente.
- spelling - ortografia.
- speech communities - comunidades de fala.
- socially sanctioned literacies - letramentos socialmente sancionados.
- such as - tais como, por exemplo.
- so threatening - tão ameaçador.
- strategic digital literacies - alfabetização digital estratégica.
- teaching spaces - espaços de ensino.
- the baby-boomer generation - a geração dos anos entre 1960 e 1970.
- The global spread of English - A disseminação global do inglês.
- the media at hand - a mídia disponível.
- the professional’s education - a formação do profissional.
- tired (= weary) - cansado, necessidade de descanso ou de dormir.
- they may exchange roles - eles podem trocar de papéis, eles podem trocar de funções.
- to allow - permitir.
- to call on - pedir ou exigir algo.
- to get a grasp of digital communication - entender a comunicação digital.
- to intersperse - espalhar.
- to norture - nutrir, estimular, educar.
- to seek (= to look for) - pesquisar, procurar.
- to segregate - separar, isolar.
- to share - compartilhar.
- to supplant - suplantar, substituir, tomar o lugar de.
- to sweep away - destruir completamente algo ou fazer algo desaparecer.
- to tailor - adaptar, ajustar.
- to take part in cross-cultural exchanges - participar de intercâmbios culturais.
- throughout - por toda a parte.
➧ GABARITO: Read Text I and answer the eight questions that follow it.
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
31 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
Based on Text I, mark the statements below as TRUE (T) or FALSE
(F).
( ) In the digital era, modern literacies have been swept away by
postmodern perspectives.
( ) Learners are to be stimulated to share their digital knowledge
with teacher and peers.
( ) A digitally infused curriculum requires a restricted area in the
school for working with computers.
The statements are, respectively,
(A) F, F, T.
(B) F, T, F.
(C) T, T, F.
(D) T, F, T.
(E) F, T, T.
Comentários e Gabarito B
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
32 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
“Seldom” in “Although teachers seldom have (…)”
(3rd paragraph) can be replaced without change of meaning by
(A) always.
(B) usually.
(C) rarely.
(D) never.
(E) often.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
33 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
As regards Text I, analyse the assertions below:
I. In recent collaborative teaching, learners and teachers may
exchange roles.
II. The goals of digitally oriented curricula should conform to the
media at hand.
III. It is quite straining for children to get a grasp of digital
communication.
Choose the correct answer:
(A) Only I is correct.
(B) Only II is correct.
(C) Only III is correct.
(D) Only I and II are correct.
(E) All three assertions are correct.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
34 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
The excerpt that informs that the professional’s education is a
never-ending path is
(A) “The teacher is a lifelong learner”.
(B) “Information is driven by purpose and content”.
(C) “ELT typically employs learner-centered activities”.
(D) “Teachers seldom have much individual say in the layout of
teaching spaces”.
(E) “It is not fair for the teacher to treat Information and
Communication Technologies as auxiliary communication”.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
35 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
In the phrase “collaborative learning partnerships”
(1st paragraph), the word “learning” is a(n)
(A) verb.
(B) noun.
(C) article.
(D) adverb.
(E) adjective.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
36 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
The author refers to learning as being “tailored to their collective
knowledge” (1st paragraph), which means it can be
(A) credited.
(B) adjusted.
(C) confined.
(D) conveyed.
(E) purchased.
37 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
When the author says that “Adults may find new ways of
communicating digitally to be quite baffling” (2nd paragraph),
she
means that they might find them
(A) believing.
(B) beguiling.
(C) becoming.
(D) bewitching.
(E) bewildering.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
- Questão sobre ADJETIVOS:
DICAS IMPORTANTES:
(1) BAFFLING (= strange, weird, bewildering, puzzling) — ESTRANHO, ESQUISITO, INTRIGANTE, EMBARAÇOSO, EXTREMAMENTE DIFÍCIL DE ENTENDER.
- A baffling decision. — uma decisão embaraçosa. [Merriam-webster Dictionary]
- Some of the country’s customs are baffling to outsiders. — Alguns dos costumes do país são embaraçosos para quem está de fora. [Oxford Dictionary]
- I was constantly ill, with a baffling array of symptoms. — Eu estava constantemente doente, com uma série estranhas de sintomas. [The Free Dictionary]
- The financial markets can be baffling. — Os mercados financeiros podem ser intrigantes. [Cambridge Dictionary]
- RESOLUÇÃO RÁPIDA:
When the author says that
“Adults may find new ways of communicating digitally to be quite baffling” (2nd paragraph),
she means that they might find them
(A) believing. (CRENTE)
(B) beguiling. (SEDUTOR)
(C) becoming. (ATRAENTE)
(D) bewitching. (FASCINANTE)
(E) bewildering. (DIFÍCIL DE ENTENDER)
38 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
In the 2nd 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.
➧ TEXT II: Read Text II and answer the two questions that follow it.
Hi, did two shifts tonite and am off to bed. But still fancy the
film tomoz. Ur still ok for this right? How about meet up at I
dunno 6 or something outside the Chinese take away.
Adapted from Carter, R. & Goddard, A. How to Analyse Texts. A toolkit for students
of English. London: Routledge, 2016, p. 154.
39 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
On writing the message the writer implies he or she is
(A) frightened.
(B) dismayed.
(C) disgusted.
(D) tired.
(E) ill.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
40 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
From this message taken from a million-word corpus of ecommunication in the Cambridge English Corpus we can say that
the
(A) communication is quite informal.
(B) use of vague language is avoided.
(C) spelling is not suitable to the medium.
(D) information conveyed is intentionally cryptic.
(E) aim of the writer is to avoid meeting the interlocutor.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
41 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
The global spread of English has seen the development of English
as a Lingua Franca (ELF), where users are defined as:
(A) Individuals whose first language is English and who like to
take part in cross-cultural exchanges.
(B) Citizens of English speaking countries who take part in
different oral and written contexts of language use.
(C) Interlocutors from diverse first-language backgrounds for
whom English is the chosen language of communication.
(D) Professionals from all walks of life who need to learn English
formally in reference to native-speaker norms.
(E) EFL learners whose advanced fluency in English allows them
to travel and participate in intercultural communication.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
42 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
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:
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.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
43 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
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.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
44 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
Read the following strategies for teaching English as an additional
language to public school children:
1. Explain a word to the students drawing on the blackboard.
Then ask them to copy the word and have them recite it out
loud.
2. Ask students to look at pictures of two children and add to
the speech bubbles what they think the characters might be
saying to each other.
3. Create a mnemonic device in the students’ native language so
that they memorize the grammar rules better.
4. Choose a video that shows how people in a specific country
dress and behave and ask students to perform a parody of
these characteristics.
5. Have students stand up and start by saying "Simon says,
hands on head" while placing your hands on your head. The
students who don’t imitate you correctly or are too slow
should sit down and stay out of the game.
Choose the option that indicates the strategies in line with the
parameters published by the Municipal Secretariat of Education,
São Paulo (2019).
(A) 1 and 2.
(B) Only 2.
(C) 3 and 4.
(D) 4 and 5.
(E) Only 5.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
45 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
Siqueira (2011) holds that to deal with the challenges of teaching
a "deterritorialized" language like English, teachers should agree
with the following suggestions, except:
(A) Use textbooks and materials produced both locally and
internationally.
(B) Introduce students to literary/artistic productions from
Africa, Asia and America.
(C) Recognize intercultural competence as part of English
language proficiency.
(D) Avoid teaching English following the cultural models and
practices of native speakers.
(E) Assume that English teaching is successful when inner circle
countries are given priority.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
➧ TEXT III: Read Text III and answer the three questions that follow it:
https://www.gocomics.com/search/full_results?category
=comic&page=40&terms=baldo
Note: chulo means “cute”
46 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
In the last panel, the characters feel
(A) stirred up.
(B) turned on.
(C) choked up.
(D) taken aback.
(E) carried away.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
47 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
The excerpt from Lotherington (2007) that can be applied to this
comic strip is:
(A) “English also continues to be the dominant language of
virtual communication.”
(B) “As English grows in international prominence as a lingua
franca, the profile of its speech communities is shifting.”
(C) “ELT has conventionally described and taught language in
four designated skill areas: reading, writing, listening, and
speaking.”
(D) “The Internet provides a channel for communication not
limited by social or geopolitical space, or even time as
customarily envisioned.”
(E) “The revolutionary changes in English orthography in online
discourse provide confusing alternatives to conventional print
usage for language learners (and teachers).”
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
48 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
The characters’ reactions resulted from the fact that they
(A) rejoiced in having a yearbook.
(B) identified the girl’s background.
(C) noticed some spelling problems.
(D) realized the messages were ready-made.
(E) could not understand the word in Spanish.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
➧ TEXT IV: Read Text IV and answer the two questions that follow it:
Source: http://www.martybucella.com/fam37.html
49 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
The question raised by the child in the cartoon brings out a recent
view of critical literacy. Choose the option in line with such an
understanding:
(A) Stimulate the practice of reading to familiarize children with
traditional fairy tales.
(B) Find the author’s background through the reconstruction of
the context of text production.
(C) Invite the child to perceive similarities and differences in the
meaning processes of the self and other.
(D) Criticize the superficiality of bedtime storytelling so as to
reveal how ineffective they may be to literacy.
(E) Question power relations and the implications this may have
for the individual in his or her life and community.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
50 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
It has been argued that “Fostering a critical stance in very young
readers can have surprising results, for both children and
teachers” (BOURKE, Ryan T. First Graders and Fairy Tales: One
Teacher's Action Research of Critical Literacy. The Reading
Teacher 62 (4), 2008, 304-312, p. 304).
This quotation is in line with the following goals for the teaching
of English defined by the Municipal Secretariat of Education, São
Paulo (2019), except:
(A) Preparing a play based on a story told in class and performing
it.
(B) Rewriting the beginning and the end of a narrative as group
work.
(C) Learning about a narrative by following the oral reading and
discussing it.
(D) Working in a group, inferring information and relationships
that are not explicit in the text.
(E) Collecting information on the schedules, eating habits, leisure
activities and daily routines of the group.
Comentários e Gabarito E
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
50 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
The question raised by the child in the cartoon brings out a recent
view of critical literacy. Choose the option in line with such an
understanding:
(A) Stimulate the practice of reading to familiarize children with
traditional fairy tales.
(B) Find the author’s background through the reconstruction of
the context of text production.
(C) Invite the child to perceive similarities and differences in the
meaning processes of the self and other.
(D) Criticize the superficiality of bedtime storytelling so as to
reveal how ineffective they may be to literacy.
(E) Question power relations and the implications this may have
for the individual in his or her life and community.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
51 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
Read the statements below and choose the alternative that is in
line with Duboc (2016) as regards language assessment:
1. Punishment is replaced by the understanding of the reasons
of certain performances in order to improve students'
learning as well as the teacher's choices;
2. The act of evaluating is more collaborative, mediated, more
public, and more horizontal;
3. Formal moments of assessment are most desirable rather
than more informal ones, such as self-evaluation.
(translated from DUBOC 2016, pp.57-80.)
(A) All of them are true.
(B) None of them are true.
(C) 1 and 3 are false.
(D) 1 and 2 are true.
(E) 2 and 3 are false.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
➧ TEXT V: Read Text V and answer the nine questions that follow it.
Language Assessment and the new Literacy Studies
Some Final Remarks
Planning language assessment from a structuralist view of
language has been a fairly easy task, since it aims at testing the
correct use of grammar and lexical structures. This has been a
very comfortable way to evaluate students’ performance in many
regular schools or language institutes due to the stability of
standardized answers. From the perspective of the new literacy
studies, the comfort of teaching and assessing objective and
homogeneous linguistic contents is replaced by a wider spectrum
of language teaching and assessing possibilities, whose key
elements turn to be difference and critique. Typical activities
based on this new approach would enable students to make and
negotiate meanings in a much more flexible way, corroborating
the novel notion of unstable, dynamic, collaborative and
distributed knowledge.
The inclusion of contents of such nature in language
assessments may be, at a first glance, a very laborious process
due to the fact we are simply not accustomed to that. Actually,
we sometimes find ourselves deprived from the teaching skills
necessary to apply a more critical teaching approach, a fact that
is much the results of our positivist educational background.
Nonetheless, since the emergent digital epistemology will
require subject more capable of designing and redesigning
meaning critically towards a great deal of representational
modes, we need to reconsider our teaching approaches, go
further and seek theories that take such issues into account. By
redefining the notions of language and knowledge, we, thus,
assume that the new literacy studies from the last decades may
offer very good insights to the field of foreign language teaching.
The re-conceptualization of language assessment according
to the new literacies project presented in this paper does not
intend to suggest prompt fixed answers, but it takes the risk of
outlining possible activities, signaling certain changes regarding
its characteristics and contents, as previously shared.
The increasing importance of the new literacy and
multiliteracies studies and their fruitful theoretical insight for the
rethinking of pedagogical issues invite us to review our foreign
language teaching practices in a different perspective. By sharing
some of our local findings, we attempt to corroborate the
collaborative and distributed knowledge discussed by the
literacies theory itself and hope to be contributing to the new
educational demands of the emerging epistemological basis.
From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.
52 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
Based on the text, mark the statements below as TRUE (T) or
FALSE (F).
( ) The new literacy studies have kept away from the
homogeneous assessment provided by earlier approaches.
( ) Teachers can find it hard to engage in new literacy practices
as they have not been educated in this direction.
( ) Instability and collaboration are essential to structuralist
approaches to language teaching.
The statements are, respectively:
(A) F, F, T.
(B) F, T, F.
(C) T, T, F.
(D) T, F, T.
(E) F, T, T.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
53 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
In the conclusion, the author expresses some
(A) fealty.
(B) anxiety.
(C) diffidence.
(D) annoyance.
(E) expectancy.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
54 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
In the sentence “Typical activities based on this new approach
would enable students to make and negotiate meanings in a
much more flexible way” (1st paragraph), the author offers a(n)
(A) warning.
(B) prospect.
(C) certainty.
(D) resistance.
(E) compliment.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
54 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
“Fairly” in “fairly easy task” (1st paragraph) can be replaced
without changing the meaning of the sentence by
(A) utterly.
(B) definitely.
(C) thoroughly.
(D) moderately.
(E) indisputably.
Comentários e Gabarito B
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
“Fairly” in “fairly easy task” (1st paragraph) can be replaced without changing the meaning of the sentence by
“Bastante” em “tarefa bastante fácil” (1º parágrafo) pode ser substituído sem alterar o significado da frase por
(A) utterly.
totalmente.
(B) definitely.
definitivamente.
(C) thoroughly.
completamente.
(D) moderately.
moderadamente.
(E) indisputably.
indiscutivelmente.
>>NO TEXTO:
- Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures.
- Planejar a avaliação linguística a partir de uma visão estruturalista da língua tem sido uma tarefa bastante fácil, pois visa testar o uso correto das estruturas gramaticais e lexicais.
- Sinônimo de "pretty", "quite", "reasonably", "definitely".
- Os adjetivos e advérbios que acompanham a palavra "FAIRLY", têm basicamente significados positivos.
- We get on fairly well. (Nós nos damos bastante bem.)
- These technicians learn fairly rapidly. (Esses técnicos aprendem BASTANTE rápido.)
- Those exercises are fairly easy. I can do them. (Esses exercícios são BASTANTE fáceis. Eu posso fazê-los.)
56 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
The word that is closely related to “nonetheless” in the opening
of the 3rd paragraph is
(A) however.
(B) therefore.
(C) moreover.
(D) henceforth.
(E) furthermore.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
57 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR
The function of the conjunction in the extract
“since it aims at
testing the correct use of grammar and lexical structures”
(1st paragraph) is to
(A) offer a contrast.
(B) indicate an event.
(C) introduce a reason.
(D) provide an alternative.
(E) advance an illustration.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
28 – (FGV-2023-SME/SP-PROFESSOR)
The opposite of the adjective in “wider spectrum” (1st paragraph) is
(A) narrower.
(B) broader.
(C) higher.
(D) looser.
(E) fuller.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
29 – (FGV-2023-SME/SP-PROFESSOR)
When the author uses the word “glance” (2nd paragraph),
she
implies the approach has been
(A) deep.
(B) hasty.
(C) intense.
(D) careful.
(E) ominous.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
30 – (FGV-2023-SME/SP-PROFESSOR)
The verb in “seek theories”(3rd paragraph) is the same as
(A) look after.
(B) look into.
(C) look for.
(D) look on.
(E) look out.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
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