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quinta-feira, 23 de fevereiro de 2023

UNIFESP-2022 – VESTIBULAR – LÍNGUA INGLESA – UNIVERSIDADE FEDERAL DE SÃO PAULO – PROVA COM GABARITO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• UNIFESP-2022-VESTIBULAR-20/01/2022.

https://ingresso.unifesp.br
 ESTRUTURA-PROVA:
 15 Multiple Choice Questions / 5 Options Each Question.
 Text (1) – | Cartum de Farley Katz | The New Yorker |
 Text (2) – | Meme | cena do filme O sétimo selo |
 Text (3) – | Artigo | www.theconversation.com |
 Text (4) – | Introducing social media advertising | www.bannerflow |
 Text (5) – | Tirinha | www.reddit.com |



 TEXTO 1Examine o cartum de Farley Katz, publicado no Instagram da revista The New Yorker em 18.06.2018.

“This is the barn where we keep our feelings. If a feeling comes to you, bring it out here and lock it up.”

01 – (UNIFESP-2022-VESTIBULAR)

Implícito à fala do homem está um elogio

(A) à privacidade.

(B) ao isolamento.

(C) à agressividade.

(D) à insensibilidade.

(E) à ingenuidade.

👍 Comentários e Gabarito  D  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
 “This is the barn where we keep our feelings. If a feeling comes to you, bring it out here and lock it up.”
➭ Este é o celeiro onde guardamos nossos sentimentos. Se um sentimento vier até você, traga-o aqui e tranque-o.

 TEXTO 2Examine o meme criado a partir de uma cena famosa do filme O sétimo selo, do cineasta sueco Ingmar Bergman.

07 – (UNIFESP-2022-VESTIBULAR)

Para obter seu efeito de humor, o meme explora os recursos expressivos:

(A) personificação e ironia.

(B) eufemismo e ironia.

(C) hipérbole e ambiguidade.

(D) personificação e antítese.

(E) eufemismo e antítese.

👍 Comentários e Gabarito   A  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

- Who are you? – Quem é você?
- I am Death. – Eu sou a Morte.
- Are you here for me? – Você está aqui por mim?
- No. For your indoor plants. – Não. Por causa das plantas que estão no interior de sua casa..

 TEXTO 3Leia o texto para responder às questões de 16 a 22.

Facebook officials had internal research in March 2020 showing that Instagram — the social media platform most used by adolescents — is harmful to teen girls’ body image and well-being but swept those findings under the rug to continue conducting business as usual, according to a Sept. 14, 2021, Wall Street Journal report.

Facebook’s policy of pursuing profits regardless of documented harm has sparked comparisons to Big Tobacco, which knew in the 1950s that its products were carcinogenic but publicly denied it into the 21st century. Those of us who study social media use in teens didn’t need a suppressed internal research study to know that Instagram can harm teens.

Understanding the impact of social media on teens is important. A Pew Research Center poll shows that 89% of teens report they are online “almost constantly” or “several times a day”. Teens are more likely to log on to Instagram than any other social media site. It is a prevalent part of adolescent life. Yet studies consistently show that the more often teens use Instagram, the worse their overall well-being, self-esteem, life satisfaction, mood and body image.

But Instagram isn’t problematic simply because it is popular. There are two key features that seem to make it particularly risky. First, it allows users to follow both celebrities and peers, both of whom can present a manipulated, filtered picture of an unrealistic body along with a highly curated impression of a perfect life. Meanwhile, Facebook has been relegated to the uncool soccer moms and grandparents. For teens, this integration of celebrities and retouched versions of real-life peers presents a ripe environment for upward social comparison, or comparing yourself to someone who is “better” in some respect.

Instagram is also risky for teens because its emphasis on pictures of the body leads users to focus on how their bodies look to others. Being an object for others to view doesn’t help the “selfie generation” feel empowered and sure of themselves — it can do exactly the opposite. These are not insignificant health concerns, because body dissatisfaction during the teen years is a powerful and consistent predictor of later eating disorder symptoms.

Facebook has acknowledged internally what researchers have been documenting for years: Instagram can be harmful to teens. The big question will be how Facebook handles these damaging results. History and the courts have been less than forgiving of the head-in-the-sand approach of Big Tobacco.

(Christia Spears Brown. www.theconversation.com, 16.09.2021. Adaptado.)

 TRADUÇÃO - TEXT 3:

Facebook officials had internal research in March 2020 showing that Instagram — the social media platform most used by adolescents — is harmful to teen girls’ body image and well-being but swept those findings under the rug to continue conducting business as usual, according to a Sept. 14, 2021, Wall Street Journal report.

Funcionários do Facebook realizaram uma pesquisa interna em março de 2020 mostrando que o Instagram – a plataforma de mídia social mais usada por adolescentes – é prejudicial à imagem corporal e ao bem-estar das meninas adolescentes, mas varreram essas descobertas para debaixo do tapete para continuar conduzindo os negócios normalmente, de acordo com um 14 de setembro de 2021, relatório do Wall Street Journal.

Facebook’s policy of pursuing profits regardless of documented harm has sparked comparisons to Big Tobacco, which knew in the 1950s that its products were carcinogenic but publicly denied it into the 21st century.

A política do Facebook de procurar obter lucros independentemente dos danos documentados suscitou comparações com as grandes empresas do tabaco, que sabiam na década de 1950 que os seus produtos eram cancerígenos, mas negaram-no publicamente no século XXI.

Those of us who study social media use in teens didn’t need a suppressed internal research study to know that Instagram can harm teens.

Aqueles de nós que estudam o uso de mídias sociais por adolescentes não precisavam de uma pesquisa interna suprimida para saber que o Instagram pode prejudicar os adolescentes.

Understanding the impact of social media on teens is important. A Pew Research Center poll shows that 89% of teens report they are online “almost constantly” or “several times a day”. Teens are more likely to log on to Instagram than any other social media site. It is a prevalent part of adolescent life.

Compreender o impacto das mídias sociais nos adolescentes é importante. Uma pesquisa do Pew Research Center mostra que 89% dos adolescentes relatam que estão online “quase constantemente” ou “várias vezes ao dia”. Os adolescentes são mais propensos a fazer logon no Instagram do que em qualquer outro site de mídia social. É uma parte predominante da vida do adolescente.

Yet studies consistently show that the more often teens use Instagram, the worse their overall well-being, self-esteem, life satisfaction, mood and body image.

No entanto, estudos mostram consistentemente que quanto mais os adolescentes utilizam o Instagram, pior é o seu bem-estar geral, autoestima, satisfação com a vida, humor e imagem corporal.

But Instagram isn’t problematic simply because it is popular. There are two key features that seem to make it particularly risky. First, it allows users to follow both celebrities and peers, both of whom can present a manipulated, filtered picture of an unrealistic body along with a highly curated impression of a perfect life.

Mas o Instagram não é problemático simplesmente porque é popular. Existem duas características principais que parecem torná-lo particularmente arriscado. Primeiro, permite que os usuários sigam celebridades e colegas, os quais podem apresentar uma imagem manipulada e filtrada de um corpo irreal, juntamente com uma impressão altamente selecionada de uma vida perfeita.

Meanwhile, Facebook has been relegated to the uncool soccer moms and grandparents. For teens, this integration of celebrities and retouched versions of real-life peers presents a ripe environment for upward social comparison, or comparing yourself to someone who is “better” in some respect.

Enquanto isso, o Facebook foi relegado às mães e avós chatas do futebol. Para os adolescentes, esta integração de celebridades e versões retocadas de colegas da vida real apresenta um ambiente propício para comparação social ascendente, ou para comparar-se com alguém que é “melhor” em algum aspecto.

Instagram is also risky for teens because its emphasis on pictures of the body leads users to focus on how their bodies look to others. Being an object for others to view doesn’t help the “selfie generation” feel empowered and sure of themselves — it can do exactly the opposite. These are not insignificant health concerns, because body dissatisfaction during the teen years is a powerful and consistent predictor of later eating disorder symptoms.

O Instagram também é arriscado para os adolescentes porque sua ênfase em fotos do corpo leva os usuários a se concentrarem na aparência de seus corpos para os outros. Ser um objeto para os outros verem não ajuda a “geração selfie” a se sentir fortalecida e segura de si – pode fazer exatamente o oposto. Estas não são preocupações de saúde insignificantes, porque a insatisfação corporal durante a adolescência é um preditor poderoso e consistente de sintomas posteriores de transtorno alimentar.

Facebook has acknowledged internally what researchers have been documenting for years: Instagram can be harmful to teens. The big question will be how Facebook handles these damaging results. History and the courts have been less than forgiving of the head-in-the-sand approach of Big Tobacco.

O Facebook reconheceu internamente o que os pesquisadores documentam há anos: o Instagram pode ser prejudicial aos adolescentes. A grande questão será como o Facebook lidará com esses resultados prejudiciais. A história e os tribunais não perdoaram a abordagem cabeça-na-areia das grandes empresas do tabaco.

16 – (UNIFESP-2022-VESTIBULAR)

A publicação do texto no site theconversation.com, na data de 16 de setembro de 2021, deve-se, em particular,

(A) à preocupação da sociedade quanto à crescente obsessão dos jovens pelo uso do Facebook ou Instagram.

(B) à urgência de exposição ao grande público de determinados comportamentos nocivos dos jovens.

(C) ao interesse de grandes companhias americanas em salvaguardar o bem-estar da população.

(D) à divulgação recente de acobertamento de informações relevantes à saúde pública por parte de empresa de mídia social.

(E) à relevância que temas relacionados às mídias sociais assumem no universo da pesquisa hoje em dia.

👍 Comentários e Gabarito   D  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

17 – (UNIFESP-2022-VESTIBULAR)

Facebook and Big Tobacco have been put side by side in the first two paragraphs for the reason that

(A) they have both been subject of articles by The Wall Street Journal, an important mainstream media institution.

(B) both companies have been the subject of research papers on carcinogenic illnesses.

(C) neither of the two have publicly acknowledged proven health damage precipitated by their products.

(D) both companies have admitted their eagerness for increasing gains and achieving success.

(E) their products, though at different time periods, have been top brands in the world market.

👍 Comentários e Gabarito   C  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

Facebook and Big Tobacco have been put side by side in the first two paragraphs for the reason that

Facebook e Big Tobacco foram colocados lado a lado nos dois primeiros parágrafos porque

(A) they have both been subject of articles by The Wall Street Journal, an important mainstream media institution.  – ambos foram objeto de artigos do The Wall Street Journal, uma importante instituição da grande mídia.

(B) both companies have been the subject of research papers on carcinogenic illnesses.  – ambas as empresas foram objeto de pesquisas sobre doenças cancerígenas.

(C) neither of the two have publicly acknowledged proven health damage precipitated by their products.  – nenhum dos dois reconheceu publicamente danos comprovados à saúde precipitados por seus produtos.

(D) both companies have admitted their eagerness for increasing gains and achieving success.  – ambas as empresas admitiram a sua vontade de aumentar os ganhos e alcançar o sucesso.

(E) their products, though at different time periods, have been top brands in the world market.  – seus produtos, embora em épocas diferentes, têm sido marcas de destaque no mercado mundial.

18 – (UNIFESP-2022-VESTIBULAR)

On the first line of the second paragraph “Facebook’s policy of pursuing profits”, the underlined term can be replaced, with no change in meaning, by

(A) generating.

(B) exhibiting.

(C) hiding.

(D) increasing.

(E) seeking.

👍 Comentários e Gabarito   E  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
➭ “Facebook’s policy of pursuing profits”  – A política do Facebook de buscar lucros.
➭ TO PURSUE - TO SEEK - BUSCAR.

19 – (UNIFESP-2022-VESTIBULAR)

According to the third paragraph, studies about the impact of social media on the teen generation are justified considering that

(A) they have been carried out by well-reputed institutions such as the Pew Research Center.

(B) Instagram occupies a highly significant space in teenagers’ day-to-day time.

(C) Instagram is, by far, the most suitable platform for teenagers’ mental health.

(D) social media platforms are part of nearly every age group’s lives nowadays.

(E) social media have proved to be a source of life satisfaction for a number of young people.

👍 Comentários e Gabarito   B  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

20 – (UNIFESP-2022-VESTIBULAR)

In the fragment from the third paragraph

Yet studies consistently show that the more often teens use Instagram”,

the underlined word indicates a

(A) reiteration.

(B) time relation.

(C) contrast.

(D) cause-and-effect relation.

(E) consequence.

👍 Comentários e Gabarito   C  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
➭ Yet studies consistently show that the more often teens use Instagram”  –  “No entanto, estudos mostram consistentemente que os adolescentes usam o Instagram com mais frequência”.

21 – (UNIFESP-2022-VESTIBULAR)

According to the fourth and fifth paragraphs, Instagram is problematic and risky because it

(A) is a fruitful context for unhealthy analogies with edited versions of other people’s lives.

(B) offers easy access to celebrities and their unreachable and perfect life styles.

(C) has contributed to ever increasing instances of eating disorder symptoms in youth.

(D) deliberately manipulates and plays on young people’s feelings of insecurity and inadequacy.

(E) somehow sabotages the empowerment ardously achieved by the youngest generations.

👍 Comentários e Gabarito   A  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

22 – (UNIFESP-2022-VESTIBULAR)

The last paragraph goes back to the comparison between Facebook and Big Tobacco and states that the latter has

(A) had accusations against it dismissed as complete falsehood.

(B) continued using an aggressive business style despite court warnings.

(C) been forgiven for its clandestine approach to business.

(D) been condemned for its attitude on the confirmed health risks of its goods.

(E) been able to bring History and the courts to its side of the story.

👍 Comentários e Gabarito   D  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

 TEXTO 4Leia o texto para responder às questões 23 e 24.

Introducing social media advertising

Wondering which social media platform complements your desired demographic and business Performance Indicators? Here is something about Facebook.

•  Active users: 2.6 billion

•  Device: 96% of Facebook users are on mobile

•  Demographic: 65% of users are under the age of 35

•  Time spent on Facebook: 58.5 minutes per day

A social platform for every age — and surprisingly, still being adopted by 18–24-year-olds — Facebook offers a wide-reaching platform for social media ads.

When it comes to advertising, Facebook is very switched on. It offers a plethora of options for businesses looking to promote their services. People turn to Facebook for first-hand reviews and recommendations too. This means it’s worth keeping this in mind and ensuring customers only have positive things to say when they visit your profile.

(www.bannerflow. Adaptado.)

23 – (UNIFESP-2022-VESTIBULAR)

O anúncio contradiz informações no quarto parágrafo do texto utilizado para as questões de 16 a 22 ao afirmar que o Facebook

(A) tende a focar em fatos positivos verdadeiros mais do que em imagens fabricadas.

(B) é menos propício à mobilidade social do que o Instagram.

(C) é acessado por pessoas de qualquer idade em busca de perfis profissionais.

(D) é a mídia social de mais longo alcance em todas as faixas etárias.

(E) é ainda hoje amplamente utilizado por grande parte da população mais jovem.

👍 Comentários e Gabarito   E  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

24 – (UNIFESP-2022-VESTIBULAR)

In the last sentence of the ad, the term “ensuring” means

(A) proposing.

(B) guaranteeing.

(C) obliging.

(D) hoping.

(E) offering.

👍 Comentários e Gabarito  B  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
➭ This means it’s worth keeping this in mind and ensuring customers only have positive things to say when they visit your profile. – Isso significa que vale a pena ter isso em mente e garantir que os clientes só tenham coisas positivas a dizer quando visitarem seu perfil.
➭ TO ENSURE - TO GUARANTEE - ASSEGURAR, GARANTIR.

 TEXTO 5Leia a tirinha.

25 – (UNIFESP-2022-VESTIBULAR)

The question “How’s that bad?”, in the second panel, refers to Shifty’s

(A) refusing to follow the doctor’s advice.

(B) having a poor health condition.

(C) being addicted to social media.

(D) being given a prescription by the doctor.

(E) visiting the doctor.

👍 Comentários e Gabarito   D  

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
1º QUADRINHO:
- Do you know shfty went to a doctor last week for his addiction to social media? (Você sabia que Shfty foi ao médico na semana passada por causa de seu vício em mídias sociais?)
- It sounds serious! Is he going to be okay? (Parece sério! Ele vai ficar bem?)
2º QUADRINHO:
- Debatable ... They gave him a prescription and told him to take 2 tablets daily. (Deram-lhe uma receita e disseram-lhe para tomar 2 comprimidos por dia.)
- How’s that bad? (Como isso é ruim?)
➭ 3º QUADRINHO:
- Hey ... come back with those. (Ei... volte com isso.)
➭ RESOLUÇÃO RÁPIDA:

The question “How’s that bad?”, in the second panel, refers to Shifty’s

A pergunta “Como isso é ruim?”, no segundo painel, refere-se à atitude de Shifty.

(A) refusing to follow the doctor’s advice.  – recusar-se a seguir o conselho do médico.

(B) having a poor health condition.  – ter um estado de saúde precário.

(C) being addicted to social media.  – ser viciado em redes sociais.

(D) being given a prescription by the doctor.  – receber prescrição médica.

(E) visiting the doctor.  – visitar o médico.


NOUN PHRASE — COLLABORATIVE LEARNING PARTNERSHIPS — FGV — 2023 — SME/SP — PROFESSOR DE ENSINO FUNDAMENTAL II E MÉDIO – LÍNGUA INGLESA.

Welcome back to another post!

➧ 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.

(...)

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

QUESTÃO – (FGV-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.

Resposta :  E


- Questão sobre NOUN PHRASE (FRASE NOMINAL):

DICAS IMPORTANTES:

(1) NOUN PHRASE (ou SINTAGMA NOMINAL ou LOCUÇÃO SUBSTANTIVA ou FRASE NOMINAL ou GRUPO NOMINAL) é uma frase cuja palavra núcleo é um SUBSTANTIVO (NOUN) e os demais vocábulos são DETERMINANTES (artigos, possessivos, demonstrativos), QUANTIFICADORES (many, much, a lot, etc) e ADJETIVOS.

(2) ESTRUTURA GRAMATICAL: 

DETERMINERS+QUANTIFIERS+ADJECTIVES+NOUN
 
(3) EXEMPLOS:
  • The beautiful lake. (o artigo THE e o adjetivo BEAUTIFUL estão modificando o substantivo LAKE )
  • the Russian invasion. (o artigo THE e o adjetivo RUSSIAN estão modificando o substantivo INVASION)
  • that happy puppy. (o demonstrativo THAT e o adjetivo HAPPY estão modificando o substantivo PUPPY)
  • an understanding friend. (o artigo AN e o adjetivo UNDERSTANDING estão modificando o substantivo FRIEND.
  • many living and non-living things. (o quantificador MANY e os adjetivos LIVING e NON-LIVING estão modificando o substantivo THINGS)
RESOLUÇÃO RÁPIDA:

In the phrase “collaborative learning partnerships” (1st paragraph),

the word “learning” is a(n)

(A) verb.
(B) noun.
(C) article.
(D) adverb.
(E) adjective.

FGV/CONHECIMENTO–2023–SME/SP–PROFESSOR DE ENSINO FUNDAMENTAL II E MÉDIO–LÍNGUA INGLESA –SECRETARIA MUNICIPAL DE EDUCAÇÃO/SP–PROVA COM GABARITO.

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.
  • 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.
>>"FAIRLY" /'fer-lē/ -  É um "reinforcement adverb" (advérbio de reforço), usado em contexto de circunstâncias favorável:
  1. Sinônimo de "pretty", "quite", "reasonably", "definitely".
  2. Os adjetivos e advérbios que acompanham a palavra "FAIRLY", têm basicamente significados positivos.
  3. We get on fairly well. (Nós nos damos bastante bem.)
  4. These technicians learn fairly rapidly. (Esses técnicos aprendem BASTANTE rápido.)
  5. 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: