đ VUNESP — InglĂȘs 2025 (PDF da Prova + Gabarito • Comentada) — Professor — SEDUC — SP — đ️ B3GE™
1️⃣ Texto – | Language Function | Jeremy Harme | How to teach English |
3️⃣ Texto – | The 5 items listed by Harmer about the good language learner | How to teach English |
4️⃣ Texto – | Foreign language pronunciation instruction in a communicative language teaching context: amounts, practices and beliefs | www.uv.uio.no |
5️⃣ Texto – | Different spellings can have the same sound too | Jeremy Harme | How to teach English |
7️⃣ Texto – | The language learner guidebook: powerful tools to help you conquer any language. | Wayzgoose, 2018 |
9️⃣ Texto – | Compensatory Strategies | Principles of language learning and teaching |
đ Texto – | Has technology facilitated teachers’ work? Or reduced teacher burnout? | https://theconversation.com | http://englishteachermargarita.blogspot.com |
đ ESTILO MĂLTIPLA ESCOLHAS
đč 40 MCQs (Multiple Choice Questions)
đčFive-Option Question.
⬛ TEXTO 1 — Leia o texto a seguir para responder Ă s questĂ”es de 21 a 23: A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are
performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other
words, how to use grammar and vocabulary to express certain meanings / purposes.⬛ (Jeremy Harmer. How to teach English, 1998. Adaptado)22 – The same function can be performed at different levels of formality, depending on the situation and
the intimacy between speakers. There is an adequate choice of grammar and vocabulary in the function ‘making a
recommendation’ in the situation illustrated in: (A) Coach to athletes before finals: “If you really are into winning, try and do your best from beginning to end. Now...go!” (B) An exasperated teacher to a routinely late student: “Here you are... late again. Why can’t you ever be in on time?” (C) Student to the school principal: “You must consider the students’ requests and abolish uniforms on Fridays.” (D) Teacher to 10-year-old elementary students a day before a Math test: “As regards your test tomorrow, I propose you
study hard should you wish to have a good grade!” (E) Father to adolescent daughter going out with her boy-friend for the first time: “I very strongly recommend you two
behave quite properly the entire evening!”• Gabarito A The same function can be performed at different levels of formality, depending on the situation and the intimacy between speakers.A mesma função pode ser realizada em diferentes nĂveis de formalidade, dependendo da situação e da intimidade entre os oradores[falantes]. There is an adequate choice of grammar and vocabulary in the function ‘making a recommendation’ in the situation illustrated in:HĂĄ uma escolha adequada de gramĂĄtica e vocabulĂĄrio na função 'fazer uma recomendação' na situação ilustrada em: (A) Coach to athletes before finals: "If you really are into winning, try and do your best from beginning to end. Now...go!”Treinador para atletas antes das finais: "Se vocĂȘ realmente gosta de ganhar, tente fazer o seu melhor do inĂcio ao fim. Agora...vai!"
(B) An exasperated teacher to a routinely late student: “Here you are... late again. Why can’t you ever be in on time?”Um professor exasperado[irritado] para um aluno que costuma chegar atrasado: "Aqui estĂĄ vocĂȘ... atrasado novamente. Por que vocĂȘ nunca consegue chegar a tempo?"
(C) Student to the school principal: “You must consider the students’ requests and abolish uniforms on Fridays.”Aluno para o diretor da escola: "VocĂȘ deve considerar os pedidos dos alunos e abolir os uniformes Ă s sextas-feiras." (D) Teacher to 10-year-old elementary students a day before a Math test: “As regards your test tomorrow, I propose you study hard should you wish to have a good grade!”Professor para alunos do ensino fundamental de 10 anos um dia antes de uma prova de matemĂĄtica: "No que diz respeito Ă sua prova de amanhĂŁ, eu proponho que vocĂȘ estude duro se vocĂȘ deseja ter uma boa nota!" (E) Father to adolescent daughter going out with her boy-friend for the first time: “I very strongly recommend you two behave quite properly the entire evening!”Pai para filha adolescente saindo com seu namorado pela primeira vez: "Eu recomendo que vocĂȘs dois se comportem muito bem a noite toda!"
⬛ Leia a gravura a seguir:
Garota: Eik!Rapaz: Oops! I have something to say to you but I can't think of the word.23 – In the context of the cartoon, the boy is (A) complaining. (B) apologizing. (C) advising. (D) requesting. (E) speculating.• Gabarito B In the context of the cartoon, the boy isNo contexto do desenho animado, o menino Ă© (A) complaining.queixando-se. (B) apologizing.pedindo desculpa. (C) advising.aconselhando. (D) requesting.solicitando. (E) speculating.especulando.
⬛ TEXTO 2 — Leia o texto a seguir para responder Ă s questĂ”es de 24 a 29: Inside the classroom, some learners seem to take
advantage of what is going on more than others.
Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics. 1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence. 2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is animportant one. 3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing. 4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment. 5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them. They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.⬛ (Jeremy Harmer. How to teach English, 1998. Adaptado) 29 – In the text’s final sentence “It involves teachers in judging
their students’ responses to correction so that they can
act accordingly”, the conjunction so that introduces a (A) purpose. (B) result. (C) comparison. (D) concession. (E) reason.• Gabarito A In the text’s final sentence “It involves teachers in judging their students’ responses to correction so that they can act accordingly”, the conjunction so that introduces a (A) purpose. propĂłsito, finalidade, "para que".(B) result.resultado. (C) comparison. comparação.(D) concession.concessĂŁo. (E) reason.razĂŁo.>> Usamos "SO THAT" (= "with the purpose that"; "in order that") para introduzir oraçÔes que expressam "PURPOSE" (propĂłsito, finalidade), ou seja, "SO THAT" Ă© utilizado para indicar a finalidade ou o objetivo de algo:- I woke up early so that I could finish my work.
- I saved up some money so that I could buy a new cell phone.(Poupei algum dinheiro para poder comprar um celular novo.)
- • Aceite[enfrente] os desafios para que possa sentir a alegria da vitĂłria.
>> REASON(razĂŁo, motivo) e PURPOSE (propĂłsito, finalidade) transmite ideias diferentes. Em outras palavras, "REASON" responde ao "porquĂȘ", enquanto a "PURPOSE" responde ao "para quĂȘ", veja os exemplos:• "The reason for studying" for an exam" may be pressure from parents or the desire to learn more.A razĂŁo de estudar para um exame pode ser a pressĂŁo dos pais ou o desejo de aprender mais.• "The purpose of studying for an exam" is to get a good grade and pass a public exam,O objetivo de estudar para um exame Ă© ter uma boa nota e passar de ano.
⬛ TEXTO 3: Leia o texto a seguir para responder Ă s questĂ”es de 30 a 34: 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.34 – 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. • Gabarito D 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 No fragmento da Ășltima frase "Esses achados podem ser usados para abordar preocupaçÔes sobre o papel do ensino de pronĂșncia no ensino de lĂnguas estrangeiras", o verbo modal em negrito introduz(A) a recommendation. (B) an urgency. (C) a necessity. (D) a possibility. (E) an obligation.
⬛ TEXTO 4 — Leia o texto a seguir e responda Ă s questĂ”es de 35 a 37: 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) 37 – Dental fricatives are consonants with the characteristic
that air escapes through a narrow passage between
the tongue and the teeth. There is a distinction in
pronunciation between unvoiced fricatives as in “think”,
and voiced fricatives, as in “that”. The initial th is an
unvoiced fricative in (A) there. (B) those. (C) thus. (D) them. (E) theme. • Gabarito E Dental fricatives are consonants with the characteristic that air escapes through a narrow passage between the tongue and the teeth. There is a distinction in pronunciation between unvoiced fricatives as in “think”, and voiced fricatives, as in “that”. The initial th is an unvoiced fricative in (A) there. (B) those. (C) thus. (D) them. (E) theme.
⬛ TEXTO 5 — Leia a tirinha a seguir para responder Ă s questĂ”es 38 e 39:
You should go out with Dilton. He must be the smartest kid in school.And very gentle! That's why everybody likes him.Dilton, would you please test my new lipstick?I'd love to!Leave it there! I'll run a spectroscope analysis in a minute!See?39 – The cartoon is part of an English class aimed at reviewing
modal verbs. The teacher asks the students to explain
the modals used. Mark the alternative which presents the
correct explanation.
(A) In “He must be the smartest kid in school”, the modal
verb must indicates a prediction. (B) In “Dilton, would you please test my new lipstick?”,
the modal verb would introduces a request. (C) In “I’d love to”, the use of I’d indicates permission. (D) In “I’ll run a spectroscope analysis in a minute”, the
modal verb will indicates an ability. (E) In “You should go out with Dilton”, the modal verb
should introduces an obligation. • Gabarito B The cartoon is part of an English class aimed at reviewing modal verbs. The teacher asks the students to explain the modals used. Mark the alternative which presents the correct explanation. (A) In “He must be the smartest kid in school”, the modal verb must indicates a prediction. (B) In “Dilton, would you please test my new lipstick?”, the modal verb would introduces a request. (C) In “I’d love to”, the use of I’d indicates permission. (D) In “I’ll run a spectroscope analysis in a minute”, the modal verb will indicates an ability. (E) In “You should go out with Dilton”, the modal verb should introduces an obligation.
⬛ TEXTO 6: Leia o texto a seguir para responder Ă s questĂ”es de 40 a 46: Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.” ⬛ (Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
41. In the fragment from the first paragraph “Francois Gouin
who, despite his young age, is already a gifted Latin and
Greek professor”, the word in bold means the same as (A) due to. (B) instead of. (C) as if. (D) in relation to. (E) regardless of. • Gabarito E In the fragment from the first paragraph “Francois Gouin who, despite his young age, is already a gifted Latin and Greek professor”, the word in bold means the same as (A) due to. (B) instead of. (C) as if. (D) in relation to. (E) regardless of.
42. The same affixation process which resulted in the verbs
“encouraged” and “deepen” (paragraph 2) is found in the
words: (A) enslave – broaden. (B) engage – chosen. (C) encircle – golden. (D) entire – cheapen. (E) encounter – spoken. • Gabarito A The same affixation process which resulted in the verbs “encouraged” and “deepen” (paragraph 2) is found in the words: (A) enslave – broaden. (B) engage – chosen. (C) encircle – golden. (D) entire – cheapen. (E) encounter – spoken.
43. The two words that best summarize Gouin’s language
learning experience as described in the third and fourth
paragraphs are (A) determination and resignation. (B) excitement and shame. (C) confidence and frustration. (D) reclusion and irritation. (E) expectation and fulfilment. • Gabarito C The two words that best summarize Gouin’s language learning experience as described in the third and fourth paragraphs are (A) determination and resignation. (B) excitement and shame. (C) confidence and frustration. (D) reclusion and irritation. (E) expectation and fulfilment.
44. To learn German, Gouin resorts to the classical process
of language learning he used for mastering Greek and
Latin. The ‘process’ referred to here is the (A) Notional Syllabus. (B) Silent Method. (C) Post-method. (D) Structural Approach. (E) Direct Method.• Gabarito D To learn German, Gouin resorts to the classical process of language learning he used for mastering Greek and Latin. The ‘process’ referred to here is the (A) Notional Syllabus. (B) Silent Method. (C) Post-method. (D) Structural Approach. (E) Direct Method.
45. A experiĂȘncia vivida por Francois Gouin, conforme
descrita no Ășltimo parĂĄgrafo do texto, ilustra como o
sucesso na aprendizagem de uma lĂngua estrangeira
depende, entre outros fatores, (A) do material didĂĄtico selecionado. (B) da compatibilização objetivo-metodologia. (C) do background linguĂstico-cultural do aprendiz. (D) da motivação e empenho do aprendiz. (E) da autonomia do aprendiz. • Gabarito B A experiĂȘncia vivida por Francois Gouin, conforme descrita no Ășltimo parĂĄgrafo do texto, ilustra como o sucesso na aprendizagem de uma lĂngua estrangeira depende, entre outros fatores, (A) do material didĂĄtico selecionado. (B) da compatibilização objetivo-metodologia. (C) do background linguĂstico-cultural do aprendiz. (D) da motivação e empenho do aprendiz. (E) da autonomia do aprendiz.
46. The experience Gouin goes through can be said
to confirm views and theories which state that the
systematic learning of grammar (A) is the adequate starting point for beginners, but
insufficient at more advanced stages. (B) will be successful as long as the learner employs the
right resources for it. (C) is useless if the learner’s goal is to speak fluently in
the foreign language. (D) can be frustrating if it does not really lead to the
mastering of the language rules. (E) will be meaningful and productive depending on the
purpose of the learner for it. • Gabarito E The experience Gouin goes through can be said to confirm views and theories which state that the systematic learning of grammar (A) is the adequate starting point for beginners, but insufficient at more advanced stages. (B) will be successful as long as the learner employs the right resources for it. (C) is useless if the learner’s goal is to speak fluently in the foreign language. (D) can be frustrating if it does not really lead to the mastering of the language rules. (E) will be meaningful and productive depending on the purpose of the learner for it.
❑ TEXTO 8: Leia a tirinha a seguir:47. A reporting verb is used according to rules of grammar
in sentence: (A) He asked to me to stop talking loudly. (B) He told to me to stop talking loudly. (C) He begged to me to stop talking loudly. (D) He advised me to stop talking loudly. (E) He explained me to stop talking loudly.• Gabarito D A reporting verb is used according to rules of grammar in sentence: (A) He asked to me to stop talking loudly. (B) He told to me to stop talking loudly. (C) He begged to me to stop talking loudly. (D) He advised me to stop talking loudly. (E) He explained me to stop talking loudly.
⬛ TEXTO 7 — Leia o texto para responder Ă s questĂ”es de nĂșmeros 48 a 53. Compensatory Strategies A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ________?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.” ⬛ (H. Douglas Brown. DisponĂvel em: Principles of
language learning and teaching, 2006. Adaptado)
48. Teachers who understand Brown’s exposition in the
second paragraph will tend to (A) incorporate chunks of language into their lessons,
just as they include isolated lexical items. (B) opt for individual lexical item as the basic unit in the
teaching of English. (C) avoid presenting lexical items separately from the
exact sentences they are in. (D) discourage the learning of individual words; knowing
language chunks is more productive. (E) add rote memorization activities of prefabricated
expressions to their lesson plans.• Gabarito A Teachers who understand Brown’s exposition in the second paragraph will tend to (A) incorporate chunks of language into their lessons, just as they include isolated lexical items. (B) opt for individual lexical item as the basic unit in the teaching of English. (C) avoid presenting lexical items separately from the exact sentences they are in. (D) discourage the learning of individual words; knowing language chunks is more productive. (E) add rote memorization activities of prefabricated expressions to their lesson plans.
49. Classroom language is rich in institutionalized,
pre-fabricated phrases and sentences. Mark the
alternative which contains a correct example of
such use. (A) Teacher, I am not understanding your question. (B) Peter, must you please clean the board? (C) What do you call this animal in English? (D) Rise your hand if you wish to speak. (E) Please, what do you spell the word “monarchy”? • Gabarito C Classroom language is rich in institutionalized, pre-fabricated phrases and sentences. Mark the alternative which contains a correct example of such use. (A) Teacher, I am not understanding your question. (B) Peter, must you please clean the board? (C) What do you call this animal in English? (D) Rise your hand if you wish to speak. (E) Please, what do you spell the word “monarchy”?
50. In “Learners in the early stages of acquisition might
code-switch—use their native language to fill in
missing knowledge—” (paragraph 3), the fragment in
bold plays the role of (A) a commentary. (B) an explanation. (C) an exemplification. (D) an argument. (E) a summary. • Gabarito B In “Learners in the early stages of acquisition might code-switch—use their native language to fill in missing knowledge—” (paragraph 3), the fragment in bold plays the role of (A) a commentary. (B) an explanation. (C) an exemplification. (D) an argument. (E) a summary.
51. Ao ler o texto, determinado leitor encontra uma expressĂŁo
desconhecida “get the gist of”, na frase do terceiro
parĂĄgrafo “Sometimes the learner slips in just a word
or two, in the hope that the hearer will get the gist of
what is being communicated.” Ao buscar compreender
o significado da expressĂŁo, atentando para o contexto,
o leitor estarå fazendo uso da estratégia compensatória
denominada (A) predição. (B) indução. (C) identificação. (D) inferĂȘncia. (E) associação. • Gabarito D Ao ler o texto, determinado leitor encontra uma expressĂŁo desconhecida “get the gist of”, na frase do terceiro parĂĄgrafo “Sometimes the learner slips in just a word or two, in the hope that the hearer will get the gist of what is being communicated.” Ao buscar compreender o significado da expressĂŁo, atentando para o contexto, o leitor estarĂĄ fazendo uso da estratĂ©gia compensatĂłria denominada (A) predição. (B) indução. (C) identificação. (D) inferĂȘncia. (E) associação.
52. In the context of the third paragraph, the expression “get
the gist of” means to (A) understand the main idea of. (B) ignore the importance of. (C) fill in the missing information on. (D) make an inference about. (E) try to fully understand.• Gabarito A In the context of the third paragraph, the expression “get the gist of” means to (A) understand the main idea of. (B) ignore the importance of. (C) fill in the missing information on. (D) make an inference about. (E) try to fully understand.
53. As breves narrativas que concluem o segundo e quarto
parågrafos (A) exemplificam o emprego ideal de estratégias compensatórias de aprendizagem. (B) argumentam a favor do ensino de estratégias para a
aprendizagem de lĂnguas. (C) confirmam o fato de que, para alguns aprendizes,
estratĂ©gias compensatĂłrias nĂŁo sĂŁo produtivas. (D) visam tornar a leitura de um texto acadĂȘmico-cientĂfico mais palatĂĄvel. (E) ilustram situaçÔes em que o uso de estratĂ©gias nĂŁo
atingiu o resultado esperado. • Gabarito E As breves narrativas que concluem o segundo e quarto parĂĄgrafos (A) exemplificam o emprego ideal de estratĂ©gias compensatĂłrias de aprendizagem. (B) argumentam a favor do ensino de estratĂ©gias para a aprendizagem de lĂnguas. (C) confirmam o fato de que, para alguns aprendizes, estratĂ©gias compensatĂłrias nĂŁo sĂŁo produtivas. (D) visam tornar a leitura de um texto acadĂȘmico-cientĂfico mais palatĂĄvel. (E) ilustram situaçÔes em que o uso de estratĂ©gias nĂŁo atingiu o resultado esperado.
⬛ TEXTO 8: Leia o texto a seguir para responder Ă s questĂ”es de 54 a 58: Has technology facilitated teachers’ work?
Or reduced teacher burnout? When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates. ⬛ (David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
DisponĂvel em: https://theconversation.com. Adaptado) 54. Um professor brasileiro lendo esse texto estarĂĄ desenvolvendo sua competĂȘncia intercultural Ă medida que (A) realize uma pesquisa sobre o uso de tecnologias
para a educação ao redor do mundo. (B) compreenda as repercussÔes da tecnologia escolar
em alunos com backgrounds educacionais e culturais variados. (C) confronte o conteĂșdo do texto com suas experiĂȘncias como professor no Brasil em tempos de novas
tecnologias no ambiente escolar. (D) avalie, junto a seus pares, o papel e impacto da
tecnologia no seu trabalho diĂĄrio como professor,
independentemente da disciplina que ministre. (E) proponha, junto a professores de outras disciplinas,
projetos ou tarefas em que alunos aprendam a fazer
uso competente de tecnologias digitais.• Gabarito C Um professor brasileiro lendo esse texto estarĂĄ desenvolvendo sua competĂȘncia intercultural Ă medida que (A) realize uma pesquisa sobre o uso de tecnologias para a educação ao redor do mundo. (B) compreenda as repercussĂ”es da tecnologia escolar em alunos com backgrounds educacionais e culturais variados. (C) confronte o conteĂșdo do texto com suas experiĂȘncias como professor no Brasil em tempos de novas tecnologias no ambiente escolar. (D) avalie, junto a seus pares, o papel e impacto da tecnologia no seu trabalho diĂĄrio como professor, independentemente da disciplina que ministre. (E) proponha, junto a professores de outras disciplinas, projetos ou tarefas em que alunos aprendam a fazer uso competente de tecnologias digitais.
55. In the fragment from the third paragraph “because they
would house everything digitally”, the word “house”, more
frequently used as a noun, functions as a verb. Indicate
the alternative in which the bolded word is a verb in the
context. (A) The study describes the lungs’ function as they
supply the body with oxygen. (B) He would have done anything she asked to make her
silence. (C) For your birthday you can choose any gift, within
reason. (D) This seems the best policy to damage resultant of
serious car accidents. (E) After their young baby died, the couple joined
support groups as therapy. • Gabarito B In the fragment from the third paragraph “because they would house everything digitally”, the word “house”, more frequently used as a noun, functions as a verb. Indicate the alternative in which the bolded word is a verb in the context. (A) The study describes the lungs’ function as they supply the body with oxygen. (B) He would have done anything she asked to make her silence. (C) For your birthday you can choose any gift, within reason. (D) This seems the best policy to damage resultant of serious car accidents. (E) After their young baby died, the couple joined support groups as therapy.
56. In the sentence from the fourth paragraph “Instead of
being used to replace old ways of completing tasks, the
learning management systems were simply another
thing on teachers’ plates.”, figurative language in
the bold expression is used to mean that the learning
management systems (A) were just too difficult to learn. (B) were not user friendly. (C) meant more extra work for the teachers. (D) proved irrelevant and unnecessary. (E) did not help accomplish ‘old tasks’. • Gabarito C In the sentence from the fourth paragraph “Instead of being used to replace old ways of completing tasks, the learning management systems were simply another thing on teachers’ plates.”, figurative language in the bold expression is used to mean that the learning management systems (A) were just too difficult to learn. (B) were not user friendly. (C) meant more extra work for the teachers. (D) proved irrelevant and unnecessary. (E) did not help accomplish ‘old tasks’.
57. Suponha que esse artigo jornalĂstico seja utilizado em um
curso de formação de professores de inglĂȘs. Consciente
da importùncia de se considerar o contexto de produção
para a compreensĂŁo de um texto, o professor-formador (A) focaria a leitura a partir das escolhas linguĂsticas e
estilĂsticas do jornalista produtor do texto. (B) partiria de uma atividade de antecipação de conteĂșdo
linguĂstico e temĂĄtico, de modo a facilitar a posterior
leitura do texto. (C) proporia uma pesquisa na internet sobre outros textos
publicados sobre este mesmo tema. (D) solicitaria aos participantes do curso a identificação
da fonte do texto, data de publicação, e provåvel
pĂșblico-alvo. (E) analisaria os traços linguĂsticos e organização textual que definiriam o possĂvel gĂȘnero do texto. • Gabarito D Suponha que esse artigo jornalĂstico seja utilizado em um curso de formação de professores de inglĂȘs. Consciente da importĂąncia de se considerar o contexto de produção para a compreensĂŁo de um texto, o professor-formador (A) focaria a leitura a partir das escolhas linguĂsticas e estilĂsticas do jornalista produtor do texto. (B) partiria de uma atividade de antecipação de conteĂșdo linguĂstico e temĂĄtico, de modo a facilitar a posterior leitura do texto. (C) proporia uma pesquisa na internet sobre outros textos publicados sobre este mesmo tema. (D) solicitaria aos participantes do curso a identificação da fonte do texto, data de publicação, e provĂĄvel pĂșblico-alvo. (E) analisaria os traços linguĂsticos e organização textual que definiriam o possĂvel gĂȘnero do texto.
58. HĂĄ no texto substantivos que tĂȘm a forma plural irregular. Assinale a alternativa que apresenta corretamente o
substantivo singular seguido de seu plural irregular. (A) diagnoses – diagnosis. (B) stimulus – stimuli. (C) crisis – crisis. (D) date – data. (E) phenomena – phenomenae.• Gabarito B HĂĄ no texto substantivos que tĂȘm a forma plural irregular. Assinale a alternativa que apresenta corretamente o substantivo singular seguido de seu plural irregular. (A) diagnoses – diagnosis. (B) stimulus – stimuli. (C) crisis – crisis. (D) date – data. (E) phenomena – phenomenae.
⬛ TEXTO 9: Leia o trecho sobre um podcast para responder Ă s questĂ”es
59 e 60:
[...][...]
59. It is correct to state from the reading of the podcast text: (A) teacher burnout can be a source of improvement. (B) burn-out teachers should abandon the profession. (C) Amber Harper is currently a burn-out teacher. (D) the educational system must badly change. (E) Amber Harper compares her insecurities to a child’s. • Gabarito A It is correct to state from the reading of the podcast text: (A) teacher burnout can be a source of improvement. (B) burn-out teachers should abandon the profession. (C) Amber Harper is currently a burn-out teacher. (D) the educational system must badly change. (E) Amber Harper compares her insecurities to a child’s.
60. HĂĄ um erro gramatical no trecho “but for other people its
not”. EstĂĄ adequadamente corrigida a seguinte versĂŁo: (A) “but for other people it has not”. (B) “but for others people its not”. (C) “but for another people its not”. (D) “but to other people its not”. (E) “but for other people it is not”• Gabarito E HĂĄ um erro gramatical no trecho “but for other people its not”. EstĂĄ adequadamente corrigida a seguinte versĂŁo: (A) “but for other people it has not”. (B) “but for others people its not”. (C) “but for another people its not”. (D) “but to other people its not”. (E) “but for other people it is not”
⬛ TEXTO 1 — Leia o texto a seguir para responder Ă s questĂ”es de 21 a 23:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are
performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other
words, how to use grammar and vocabulary to express certain meanings / purposes.
⬛ (Jeremy Harmer. How to teach English, 1998. Adaptado)
22 – The same function can be performed at different levels of formality, depending on the situation and
the intimacy between speakers.
There is an adequate choice of grammar and vocabulary in the function ‘making a
recommendation’ in the situation illustrated in:
(A) Coach to athletes before finals: “If you really are into winning, try and do your best from beginning to end. Now...go!”
(B) An exasperated teacher to a routinely late student: “Here you are... late again. Why can’t you ever be in on time?”
(C) Student to the school principal: “You must consider the students’ requests and abolish uniforms on Fridays.”
(D) Teacher to 10-year-old elementary students a day before a Math test: “As regards your test tomorrow, I propose you
study hard should you wish to have a good grade!”
(E) Father to adolescent daughter going out with her boy-friend for the first time: “I very strongly recommend you two
behave quite properly the entire evening!”
• Gabarito A
The same function can be performed at different levels of formality, depending on the situation and the intimacy between speakers.
A mesma função pode ser realizada em diferentes nĂveis de formalidade, dependendo da situação e da intimidade entre os oradores[falantes].
There is an adequate choice of grammar and vocabulary in the function ‘making a recommendation’ in the situation illustrated in:
Hå uma escolha adequada de gramåtica e vocabulårio na função 'fazer uma recomendação' na situação ilustrada em:
(A) Coach to athletes before finals: "If you really are into winning, try and do your best from beginning to end. Now...go!”
Treinador para atletas antes das finais: "Se vocĂȘ realmente gosta de ganhar, tente fazer o seu melhor do inĂcio ao fim. Agora...vai!"
(B) An exasperated teacher to a routinely late student: “Here you are... late again. Why can’t you ever be in on time?”
Um professor exasperado[irritado] para um aluno que costuma chegar atrasado: "Aqui estĂĄ vocĂȘ... atrasado novamente. Por que vocĂȘ nunca consegue chegar a tempo?"
(C) Student to the school principal: “You must consider the students’ requests and abolish uniforms on Fridays.”
Aluno para o diretor da escola: "VocĂȘ deve considerar os pedidos dos alunos e abolir os uniformes Ă s sextas-feiras."
(D) Teacher to 10-year-old elementary students a day before a Math test: “As regards your test tomorrow, I propose you study hard should you wish to have a good grade!”
Professor para alunos do ensino fundamental de 10 anos um dia antes de uma prova de matemĂĄtica: "No que diz respeito Ă sua prova de amanhĂŁ, eu proponho que vocĂȘ estude duro se vocĂȘ deseja ter uma boa nota!"
(E) Father to adolescent daughter going out with her boy-friend for the first time: “I very strongly recommend you two behave quite properly the entire evening!”
Pai para filha adolescente saindo com seu namorado pela primeira vez: "Eu recomendo que vocĂȘs dois se comportem muito bem a noite toda!"
⬛ Leia a gravura a seguir:
Garota: Eik!
Rapaz: Oops! I have something to say to you but I can't think of the word.
23 – In the context of the cartoon, the boy is
(A) complaining.
(B) apologizing.
(C) advising.
(D) requesting.
(E) speculating.
• Gabarito B
In the context of the cartoon, the boy is
No contexto do desenho animado, o menino Ă©
(A) complaining.
queixando-se.
(B) apologizing.
pedindo desculpa.
(C) advising.
aconselhando.
(D) requesting.
solicitando.
(E) speculating.
especulando.
⬛ TEXTO 2 — Leia o texto a seguir para responder Ă s questĂ”es de 24 a 29:
Inside the classroom, some learners seem to take
advantage of what is going on more than others.
Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is animportant one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them. They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
⬛ (Jeremy Harmer. How to teach English, 1998. Adaptado)
29 – In the text’s final sentence “It involves teachers in judging
their students’ responses to correction so that they can
act accordingly”, the conjunction so that introduces a
(A) purpose.
(B) result.
(C) comparison.
(D) concession.
(E) reason.
• Gabarito A
In the text’s final sentence “It involves teachers in judging their students’ responses to correction so that they can act accordingly”, the conjunction so that introduces a
(A) purpose.
propĂłsito, finalidade, "para que".
(B) result.
resultado.
(C) comparison.
comparação.
(D) concession.
concessĂŁo.
(E) reason.
razĂŁo.
>> Usamos "SO THAT" (= "with the purpose that"; "in order that") para introduzir oraçÔes que expressam "PURPOSE" (propósito, finalidade), ou seja, "SO THAT" é utilizado para indicar a finalidade ou o objetivo de algo:
- I woke up early so that I could finish my work.
- I saved up some money so that I could buy a new cell phone.(Poupei algum dinheiro para poder comprar um celular novo.)
- • Aceite[enfrente] os desafios para que possa sentir a alegria da vitĂłria.
>> REASON(razĂŁo, motivo) e PURPOSE (propĂłsito, finalidade) transmite ideias diferentes. Em outras palavras, "REASON" responde ao "porquĂȘ", enquanto a "PURPOSE" responde ao "para quĂȘ", veja os exemplos:
• "The reason for studying" for an exam" may be pressure from parents or the desire to learn more.
A razĂŁo de estudar para um exame pode ser a pressĂŁo dos pais ou o desejo de aprender mais.
• "The purpose of studying for an exam" is to get a good grade and pass a public exam,
O objetivo de estudar para um exame Ă© ter uma boa nota e passar de ano.
⬛ TEXTO 3: Leia o texto a seguir para responder Ă s questĂ”es de 30 a 34:
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.
34 – 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.
• Gabarito D
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
No fragmento da Ășltima frase "Esses achados podem ser usados para abordar preocupaçÔes sobre o papel do ensino de pronĂșncia no ensino de lĂnguas estrangeiras", o verbo modal em negrito introduz
(A) a recommendation.
(B) an urgency.
(C) a necessity.
(D) a possibility.
(E) an obligation.
⬛ TEXTO 4 — Leia o texto a seguir e responda Ă s questĂ”es de 35 a 37:
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)
37 – Dental fricatives are consonants with the characteristic
that air escapes through a narrow passage between
the tongue and the teeth. There is a distinction in
pronunciation between unvoiced fricatives as in “think”,
and voiced fricatives, as in “that”. The initial th is an
unvoiced fricative in
(A) there.
(B) those.
(C) thus.
(D) them.
(E) theme.
• Gabarito E
Dental fricatives are consonants with the characteristic that air escapes through a narrow passage between the tongue and the teeth. There is a distinction in pronunciation between unvoiced fricatives as in “think”, and voiced fricatives, as in “that”. The initial th is an unvoiced fricative in
(A) there.
(B) those.
(C) thus.
(D) them.
(E) theme.
⬛ TEXTO 5 — Leia a tirinha a seguir para responder Ă s questĂ”es 38 e 39:
You should go out with Dilton. He must be the smartest kid in school.
And very gentle! That's why everybody likes him.
Dilton, would you please test my new lipstick?
I'd love to!
Leave it there! I'll run a spectroscope analysis in a minute!
See?
39 – The cartoon is part of an English class aimed at reviewing
modal verbs. The teacher asks the students to explain
the modals used. Mark the alternative which presents the
correct explanation.
(A) In “He must be the smartest kid in school”, the modal
verb must indicates a prediction.
(B) In “Dilton, would you please test my new lipstick?”,
the modal verb would introduces a request.
(C) In “I’d love to”, the use of I’d indicates permission.
(D) In “I’ll run a spectroscope analysis in a minute”, the
modal verb will indicates an ability.
(E) In “You should go out with Dilton”, the modal verb
should introduces an obligation.
• Gabarito B
The cartoon is part of an English class aimed at reviewing modal verbs. The teacher asks the students to explain the modals used. Mark the alternative which presents the correct explanation. (A) In “He must be the smartest kid in school”, the modal verb must indicates a prediction.
(B) In “Dilton, would you please test my new lipstick?”, the modal verb would introduces a request.
(C) In “I’d love to”, the use of I’d indicates permission.
(D) In “I’ll run a spectroscope analysis in a minute”, the modal verb will indicates an ability.
(E) In “You should go out with Dilton”, the modal verb should introduces an obligation.
⬛ TEXTO 6: Leia o texto a seguir para responder Ă s questĂ”es de 40 a 46:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
⬛ (Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
41. In the fragment from the first paragraph “Francois Gouin
who, despite his young age, is already a gifted Latin and
Greek professor”, the word in bold means the same as
(A) due to.
(B) instead of.
(C) as if.
(D) in relation to.
(E) regardless of.
• Gabarito E
In the fragment from the first paragraph “Francois Gouin who, despite his young age, is already a gifted Latin and Greek professor”, the word in bold means the same as
(A) due to.
(B) instead of.
(C) as if.
(D) in relation to.
(E) regardless of.
42. The same affixation process which resulted in the verbs
“encouraged” and “deepen” (paragraph 2) is found in the
words:
(A) enslave – broaden.
(B) engage – chosen.
(C) encircle – golden.
(D) entire – cheapen.
(E) encounter – spoken.
• Gabarito A
The same affixation process which resulted in the verbs “encouraged” and “deepen” (paragraph 2) is found in the words:
(A) enslave – broaden.
(B) engage – chosen.
(C) encircle – golden.
(D) entire – cheapen.
(E) encounter – spoken.
43. The two words that best summarize Gouin’s language
learning experience as described in the third and fourth
paragraphs are
(A) determination and resignation.
(B) excitement and shame.
(C) confidence and frustration.
(D) reclusion and irritation.
(E) expectation and fulfilment.
• Gabarito C
The two words that best summarize Gouin’s language learning experience as described in the third and fourth paragraphs are
(A) determination and resignation.
(B) excitement and shame.
(C) confidence and frustration.
(D) reclusion and irritation.
(E) expectation and fulfilment.
44. To learn German, Gouin resorts to the classical process
of language learning he used for mastering Greek and
Latin. The ‘process’ referred to here is the
(A) Notional Syllabus.
(B) Silent Method.
(C) Post-method.
(D) Structural Approach.
(E) Direct Method.
• Gabarito D
To learn German, Gouin resorts to the classical process of language learning he used for mastering Greek and Latin. The ‘process’ referred to here is the
(A) Notional Syllabus.
(B) Silent Method.
(C) Post-method.
(D) Structural Approach.
(E) Direct Method.
45. A experiĂȘncia vivida por Francois Gouin, conforme
descrita no Ășltimo parĂĄgrafo do texto, ilustra como o
sucesso na aprendizagem de uma lĂngua estrangeira
depende, entre outros fatores,
(A) do material didĂĄtico selecionado.
(B) da compatibilização objetivo-metodologia.
(C) do background linguĂstico-cultural do aprendiz.
(D) da motivação e empenho do aprendiz.
(E) da autonomia do aprendiz.
• Gabarito B
A experiĂȘncia vivida por Francois Gouin, conforme descrita no Ășltimo parĂĄgrafo do texto, ilustra como o sucesso na aprendizagem de uma lĂngua estrangeira depende, entre outros fatores,
(A) do material didĂĄtico selecionado.
(B) da compatibilização objetivo-metodologia.
(C) do background linguĂstico-cultural do aprendiz.
(D) da motivação e empenho do aprendiz.
(E) da autonomia do aprendiz.
46. The experience Gouin goes through can be said
to confirm views and theories which state that the
systematic learning of grammar
(A) is the adequate starting point for beginners, but
insufficient at more advanced stages.
(B) will be successful as long as the learner employs the
right resources for it.
(C) is useless if the learner’s goal is to speak fluently in
the foreign language.
(D) can be frustrating if it does not really lead to the
mastering of the language rules.
(E) will be meaningful and productive depending on the
purpose of the learner for it.
• Gabarito E
The experience Gouin goes through can be said to confirm views and theories which state that the systematic learning of grammar
(A) is the adequate starting point for beginners, but insufficient at more advanced stages.
(B) will be successful as long as the learner employs the right resources for it.
(C) is useless if the learner’s goal is to speak fluently in the foreign language.
(D) can be frustrating if it does not really lead to the mastering of the language rules.
(E) will be meaningful and productive depending on the purpose of the learner for it.
❑ TEXTO 8: Leia a tirinha a seguir:
47. A reporting verb is used according to rules of grammar
in sentence:
(A) He asked to me to stop talking loudly.
(B) He told to me to stop talking loudly.
(C) He begged to me to stop talking loudly.
(D) He advised me to stop talking loudly.
(E) He explained me to stop talking loudly.
• Gabarito D
A reporting verb is used according to rules of grammar in sentence:
(A) He asked to me to stop talking loudly.
(B) He told to me to stop talking loudly.
(C) He begged to me to stop talking loudly.
(D) He advised me to stop talking loudly.
(E) He explained me to stop talking loudly.
⬛ TEXTO 7 — Leia o texto para responder Ă s questĂ”es de nĂșmeros 48 a 53.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ________?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
⬛ (H. Douglas Brown. DisponĂvel em: Principles of
language learning and teaching, 2006. Adaptado)
48. Teachers who understand Brown’s exposition in the
second paragraph will tend to
(A) incorporate chunks of language into their lessons,
just as they include isolated lexical items.
(B) opt for individual lexical item as the basic unit in the
teaching of English.
(C) avoid presenting lexical items separately from the
exact sentences they are in.
(D) discourage the learning of individual words; knowing
language chunks is more productive.
(E) add rote memorization activities of prefabricated
expressions to their lesson plans.
• Gabarito A
Teachers who understand Brown’s exposition in the second paragraph will tend to
(A) incorporate chunks of language into their lessons, just as they include isolated lexical items.
(B) opt for individual lexical item as the basic unit in the teaching of English.
(C) avoid presenting lexical items separately from the exact sentences they are in.
(D) discourage the learning of individual words; knowing language chunks is more productive.
(E) add rote memorization activities of prefabricated expressions to their lesson plans.
49. Classroom language is rich in institutionalized,
pre-fabricated phrases and sentences. Mark the
alternative which contains a correct example of
such use.
(A) Teacher, I am not understanding your question.
(B) Peter, must you please clean the board?
(C) What do you call this animal in English?
(D) Rise your hand if you wish to speak.
(E) Please, what do you spell the word “monarchy”?
• Gabarito C
Classroom language is rich in institutionalized, pre-fabricated phrases and sentences. Mark the alternative which contains a correct example of such use.
(A) Teacher, I am not understanding your question.
(B) Peter, must you please clean the board?
(C) What do you call this animal in English?
(D) Rise your hand if you wish to speak.
(E) Please, what do you spell the word “monarchy”?
50. In “Learners in the early stages of acquisition might
code-switch—use their native language to fill in
missing knowledge—” (paragraph 3), the fragment in
bold plays the role of
(A) a commentary.
(B) an explanation.
(C) an exemplification.
(D) an argument.
(E) a summary.
• Gabarito B
In “Learners in the early stages of acquisition might code-switch—use their native language to fill in missing knowledge—” (paragraph 3), the fragment in bold plays the role of
(A) a commentary.
(B) an explanation.
(C) an exemplification.
(D) an argument.
(E) a summary.
51. Ao ler o texto, determinado leitor encontra uma expressĂŁo
desconhecida “get the gist of”, na frase do terceiro
parĂĄgrafo “Sometimes the learner slips in just a word
or two, in the hope that the hearer will get the gist of
what is being communicated.” Ao buscar compreender
o significado da expressĂŁo, atentando para o contexto,
o leitor estarå fazendo uso da estratégia compensatória
denominada
(A) predição.
(B) indução.
(C) identificação.
(D) inferĂȘncia.
(E) associação.
• Gabarito D
Ao ler o texto, determinado leitor encontra uma expressĂŁo desconhecida “get the gist of”, na frase do terceiro parĂĄgrafo “Sometimes the learner slips in just a word or two, in the hope that the hearer will get the gist of what is being communicated.” Ao buscar compreender o significado da expressĂŁo, atentando para o contexto, o leitor estarĂĄ fazendo uso da estratĂ©gia compensatĂłria denominada
(A) predição.
(B) indução.
(C) identificação.
(D) inferĂȘncia.
(E) associação.
52. In the context of the third paragraph, the expression “get
the gist of” means to
(A) understand the main idea of.
(B) ignore the importance of.
(C) fill in the missing information on.
(D) make an inference about.
(E) try to fully understand.
• Gabarito A
In the context of the third paragraph, the expression “get the gist of” means to
(A) understand the main idea of.
(B) ignore the importance of.
(C) fill in the missing information on.
(D) make an inference about.
(E) try to fully understand.
53. As breves narrativas que concluem o segundo e quarto
parĂĄgrafos
(A) exemplificam o emprego ideal de estratégias compensatórias de aprendizagem.
(B) argumentam a favor do ensino de estratégias para a
aprendizagem de lĂnguas.
(C) confirmam o fato de que, para alguns aprendizes,
estratégias compensatórias não são produtivas.
(D) visam tornar a leitura de um texto acadĂȘmico-cientĂfico mais palatĂĄvel.
(E) ilustram situaçÔes em que o uso de estratégias não
atingiu o resultado esperado.
• Gabarito E
As breves narrativas que concluem o segundo e quarto parĂĄgrafos
(A) exemplificam o emprego ideal de estratégias compensatórias de aprendizagem.
(B) argumentam a favor do ensino de estratĂ©gias para a aprendizagem de lĂnguas.
(C) confirmam o fato de que, para alguns aprendizes, estratégias compensatórias não são produtivas.
(D) visam tornar a leitura de um texto acadĂȘmico-cientĂfico mais palatĂĄvel.
(E) ilustram situaçÔes em que o uso de estratégias não atingiu o resultado esperado.
⬛ TEXTO 8: Leia o texto a seguir para responder Ă s questĂ”es de 54 a 58:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
⬛ (David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
DisponĂvel em: https://theconversation.com. Adaptado)
54. Um professor brasileiro lendo esse texto estarĂĄ desenvolvendo sua competĂȘncia intercultural Ă medida que
(A) realize uma pesquisa sobre o uso de tecnologias
para a educação ao redor do mundo.
(B) compreenda as repercussÔes da tecnologia escolar
em alunos com backgrounds educacionais e culturais variados.
(C) confronte o conteĂșdo do texto com suas experiĂȘncias como professor no Brasil em tempos de novas
tecnologias no ambiente escolar.
(D) avalie, junto a seus pares, o papel e impacto da
tecnologia no seu trabalho diĂĄrio como professor,
independentemente da disciplina que ministre.
(E) proponha, junto a professores de outras disciplinas,
projetos ou tarefas em que alunos aprendam a fazer
uso competente de tecnologias digitais.
• Gabarito C
Um professor brasileiro lendo esse texto estarĂĄ desenvolvendo sua competĂȘncia intercultural Ă medida que
(A) realize uma pesquisa sobre o uso de tecnologias para a educação ao redor do mundo.
(B) compreenda as repercussÔes da tecnologia escolar em alunos com backgrounds educacionais e culturais variados.
(C) confronte o conteĂșdo do texto com suas experiĂȘncias como professor no Brasil em tempos de novas tecnologias no ambiente escolar.
(D) avalie, junto a seus pares, o papel e impacto da tecnologia no seu trabalho diĂĄrio como professor, independentemente da disciplina que ministre.
(E) proponha, junto a professores de outras disciplinas, projetos ou tarefas em que alunos aprendam a fazer uso competente de tecnologias digitais.
55. In the fragment from the third paragraph “because they
would house everything digitally”, the word “house”, more
frequently used as a noun, functions as a verb. Indicate
the alternative in which the bolded word is a verb in the
context.
(A) The study describes the lungs’ function as they
supply the body with oxygen.
(B) He would have done anything she asked to make her
silence.
(C) For your birthday you can choose any gift, within
reason.
(D) This seems the best policy to damage resultant of
serious car accidents.
(E) After their young baby died, the couple joined
support groups as therapy.
• Gabarito B
In the fragment from the third paragraph “because they would house everything digitally”, the word “house”, more frequently used as a noun, functions as a verb. Indicate the alternative in which the bolded word is a verb in the context.
(A) The study describes the lungs’ function as they supply the body with oxygen.
(B) He would have done anything she asked to make her silence.
(C) For your birthday you can choose any gift, within reason.
(D) This seems the best policy to damage resultant of serious car accidents.
(E) After their young baby died, the couple joined support groups as therapy.
56. In the sentence from the fourth paragraph “Instead of
being used to replace old ways of completing tasks, the
learning management systems were simply another
thing on teachers’ plates.”, figurative language in
the bold expression is used to mean that the learning
management systems
(A) were just too difficult to learn.
(B) were not user friendly.
(C) meant more extra work for the teachers.
(D) proved irrelevant and unnecessary.
(E) did not help accomplish ‘old tasks’.
• Gabarito C
In the sentence from the fourth paragraph “Instead of being used to replace old ways of completing tasks, the learning management systems were simply another thing on teachers’ plates.”, figurative language in the bold expression is used to mean that the learning management systems
(A) were just too difficult to learn.
(B) were not user friendly.
(C) meant more extra work for the teachers.
(D) proved irrelevant and unnecessary.
(E) did not help accomplish ‘old tasks’.
57. Suponha que esse artigo jornalĂstico seja utilizado em um
curso de formação de professores de inglĂȘs. Consciente
da importùncia de se considerar o contexto de produção
para a compreensĂŁo de um texto, o professor-formador
(A) focaria a leitura a partir das escolhas linguĂsticas e
estilĂsticas do jornalista produtor do texto.
(B) partiria de uma atividade de antecipação de conteĂșdo
linguĂstico e temĂĄtico, de modo a facilitar a posterior
leitura do texto.
(C) proporia uma pesquisa na internet sobre outros textos
publicados sobre este mesmo tema.
(D) solicitaria aos participantes do curso a identificação
da fonte do texto, data de publicação, e provåvel
pĂșblico-alvo.
(E) analisaria os traços linguĂsticos e organização textual que definiriam o possĂvel gĂȘnero do texto.
• Gabarito D
Suponha que esse artigo jornalĂstico seja utilizado em um curso de formação de professores de inglĂȘs. Consciente da importĂąncia de se considerar o contexto de produção para a compreensĂŁo de um texto, o professor-formador
(A) focaria a leitura a partir das escolhas linguĂsticas e estilĂsticas do jornalista produtor do texto.
(B) partiria de uma atividade de antecipação de conteĂșdo linguĂstico e temĂĄtico, de modo a facilitar a posterior leitura do texto.
(C) proporia uma pesquisa na internet sobre outros textos publicados sobre este mesmo tema.
(D) solicitaria aos participantes do curso a identificação da fonte do texto, data de publicação, e provĂĄvel pĂșblico-alvo.
(E) analisaria os traços linguĂsticos e organização textual que definiriam o possĂvel gĂȘnero do texto.
58. HĂĄ no texto substantivos que tĂȘm a forma plural irregular. Assinale a alternativa que apresenta corretamente o
substantivo singular seguido de seu plural irregular.
(A) diagnoses – diagnosis.
(B) stimulus – stimuli.
(C) crisis – crisis.
(D) date – data.
(E) phenomena – phenomenae.
• Gabarito B
HĂĄ no texto substantivos que tĂȘm a forma plural irregular. Assinale a alternativa que apresenta corretamente o substantivo singular seguido de seu plural irregular.
(A) diagnoses – diagnosis.
(B) stimulus – stimuli.
(C) crisis – crisis.
(D) date – data.
(E) phenomena – phenomenae.
⬛ TEXTO 9: Leia o trecho sobre um podcast para responder Ă s questĂ”es
59 e 60:
[...]
[...]
59. It is correct to state from the reading of the podcast text:
(A) teacher burnout can be a source of improvement.
(B) burn-out teachers should abandon the profession.
(C) Amber Harper is currently a burn-out teacher.
(D) the educational system must badly change.
(E) Amber Harper compares her insecurities to a child’s.
• Gabarito A
It is correct to state from the reading of the podcast text:
(A) teacher burnout can be a source of improvement.
(B) burn-out teachers should abandon the profession.
(C) Amber Harper is currently a burn-out teacher.
(D) the educational system must badly change.
(E) Amber Harper compares her insecurities to a child’s.
60. HĂĄ um erro gramatical no trecho “but for other people its
not”. EstĂĄ adequadamente corrigida a seguinte versĂŁo:
(A) “but for other people it has not”.
(B) “but for others people its not”.
(C) “but for another people its not”.
(D) “but to other people its not”.
(E) “but for other people it is not”
• Gabarito E
HĂĄ um erro gramatical no trecho “but for other people its not”. EstĂĄ adequadamente corrigida a seguinte versĂŁo:
(A) “but for other people it has not”.
(B) “but for others people its not”.
(C) “but for another people its not”.
(D) “but to other people its not”.
(E) “but for other people it is not”
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