📝QUESTÕES DE MÚLTIPLA ESCOLHA
🔹15 Multiple Choice Questions | FOUR-Option Question |
❑ Questão 26
– Traditional views set the teachers’ task as the application of theory to practice, in more recent views teachers are seen to be
both practitioners and theory builders (Prabhu 1992; Savignon 2007).
Given the latter view of teachers, their knowledge of
methods is beneficial because:
A) They can aid teachers in bringing to conscious awareness the thinking that underlies their actions.
B) A large, diverse repertoire of practices is sure to exempt them to take over deep theoretical supply.
C) They ought not think about methods when planning lessons, and deciding how to fit instruction and context.
D) Having command of the professional discourse that community members use enables their accomplishment.
💡 GABARITO A
🧩“They can aid teachers in bringing to conscious awareness the thinking that underlies their actions.”
📘 Justificativa:
De acordo com a visão moderna apresentada (Prabhu 1992; Savignon 2007), os professores são teóricos e práticos ao mesmo tempo, o que significa que conhecer métodos não é só aplicar, mas refletir sobre o que fazem e por que fazem.
👉 O conhecimento de métodos ajuda o professor a tornar consciente a base teórica de suas próprias práticas.
❌ B)
“A large, diverse repertoire of practices is sure to exempt them to take over deep theoretical supply.”
🪤 Pegadinha: sugere que ter muitas práticas dispensa teoria, o que contradiz totalmente a ideia central do texto, que defende a integração entre teoria e prática, não a exclusão de uma pela outra.
❌ C)
“They ought not think about methods when planning lessons, and deciding how to fit instruction and context.”
🪤 Pegadinha: afirma que professores não devem pensar em métodos, o que é o oposto da visão defendida. O texto enfatiza que pensar sobre métodos é justamente o que torna o professor um “theory builder”.
❌ D)
“Having command of the professional discourse that community members use enables their accomplishment.”
🪤 Pegadinha semântica: parece positiva, mas o texto não fala sobre “discurso profissional” ou “comunidade de prática”. Ele foca na consciência e reflexão sobre a própria ação docente, não na comunicação com colegas.
✅ Resumo:
A) Correta → conhecimento de métodos → consciência teórica da prática.
B), C), D) incorretas → distorcem ou desviam da ideia de integração teoria–prática.
❑ Questão 27 – The didactic approach of knowledge aims at emphasizing the importance of giving proper treatment to the different contents
that make up a teacher’s plan in order to equip his/her practice, as well as cover distinct categories integrating reality and
understanding. Some kinds of contents cater to the active construction of capacities that operate with symbols, ideas,
images, and representations that will allow the assignment of meaning to reality. From the least to the most complex
perceptions, learning happens through a continuous process of coming and going, advancements and retreats upon which
learners build tentative ideas, that are then amplified, modified, getting closer and closer to what is really accurate. The
construction of some of these ideas might not be immediate, it will take them longer to be ready since hypothesis elaboration
and original expression also rely on personal conditioning. The data offered refers to content which is:
A) Practical.
B) Attitudinal.
C) Procedural.
D) Conceptual.
💡 GABARITO D
🧩💡D) Conceptual
O texto fala sobre conteúdos que lidam com símbolos, ideias, imagens, representações e com o processo de atribuir significado à realidade.
📘 Justificativa:
Essas características correspondem exatamente aos conteúdos conceituais, que envolvem a construção de significados, elaboração de hipóteses e compreensão progressiva de ideias.
👉 O texto descreve como o aluno constrói conceitos gradualmente, por meio de avanços e retrocessos, até atingir uma compreensão mais precisa — o que define o aprendizado conceitual.
❌ A) Practical
🪤 Pegadinha:
Parece tentador porque fala de “equip his/her practice”, mas “practical content” (ou conteúdos práticos/procedimentais) estão relacionados a saber fazer (ações, técnicas, habilidades), não a ideias ou símbolos. O texto foca em representações mentais, não em prática manual ou aplicação direta.
❌ B) Attitudinal
🪤 Pegadinha:
Os conteúdos atitudinais envolvem valores, comportamentos, atitudes e posturas (como cooperação, responsabilidade, respeito).
➡️ O texto não fala de valores ou comportamentos, mas sim de elaboração cognitiva e simbólica, o que o distancia dessa categoria.
❌ C) Procedural
🪤 Pegadinha clássica:
Muitos confundem porque o texto menciona “processo de vir e voltar”, o que soa como “procedimento”.
Mas atenção: o processo descrito é cognitivo, não operacional.
👉 Procedural seria “como fazer”;
👉 Conceitual é “compreender o porquê” — que é o foco do texto.
✅ Resumo Final:
A) Practical → não é prática, é cognitiva.
B) Attitudinal → não trata de valores ou atitudes.
C) Procedural → não descreve procedimentos, mas construção de conceitos.
D) Conceptual → correto, pois trata de ideias, significados e representações.
❑ Questão 28 – Examine the image, and the meme it exhibits to indicate the fitting option.
🔹Got caught up with a new T.V. series. Now I have to wait a week between each episode.
🔗Available in: https://cheezburger.com/5815397632. Acessed: July 2024.)
A) She was engaged in watching a series, and regrets it’s a weekly show.
B) Due to her hectic pace of life she won’t have time to watch her series.
C) She misses the chance of having some time off to do things but chores.
D) Her favorite TV series is so moving she will have to take a week’s break.
💡 GABARITO A
🧩💬 Texto do meme:
“Got caught up with a new T.V. series. Now I have to wait a week between each episode.”
💡 GABARITO:
A) ✅She was engaged in watching a series, and regrets it’s a weekly show.
🔹Correta → Ela estava envolvida em assistir a uma série e lamenta o fato de ela ser semanal.
📘 Justificativa:
🔹A expressão “got caught up with” significa “ficar envolvido / empolgado / viciado em algo”, neste caso, em uma nova série de TV.
🔹A segunda parte — “Now I have to wait a week between each episode” — mostra um tom de frustração ou arrependimento, porque a pessoa gostaria de continuar assistindo sem interrupções.
🔹Portanto, a alternativa A resume perfeitamente o sentido:
🔹Ela se envolveu com uma série e agora lamenta o fato de precisar esperar uma semana entre os episódios.
B) ❌Due to her hectic pace of life she won’t have time to watch her series.
🪤 Pegadinha:
Parece lógica à primeira vista, mas o texto não fala de falta de tempo nem de rotina ocupada — o problema é ter que esperar entre episódios, não não ter tempo para vê-los.
C) ❌She misses the chance of having some time off to do things but chores.
🪤 Pegadinha semântica:
Sugere que ela sente falta de tempo livre por causa de tarefas domésticas (“chores”), mas isso não aparece em nenhuma parte do texto.
O humor vem da impaciência, não do excesso de obrigações.
D) ❌Her favorite TV series is so moving she will have to take a week’s break.
🪤 Pegadinha de interpretação emocional:
Dá a entender que a série é emocionalmente intensa (“so moving”) e que ela precisa de uma pausa, mas no texto, a pausa é imposta pela programação semanal, não por emoção ou exaustão.
✅ Resumo final:
Alternativa Explicação Correta?
A✅ Envolvimento + frustração com espera semanal
B❌ Fala de falta de tempo — não mencionada
C❌ Fala de tarefas domésticas — irrelevante
D❌ Fala de emoção — não há isso no meme
👉 O humor da tirinha está justamente na situação irônica: a pessoa se empolga com uma série nova (binges), mas acaba arrependida porque agora tem que esperar uma semana por cada novo episódio, algo que frustra o comportamento de “maratonar”.
❑ TEXTO – Read the text and point out the option that matches content.
A Way Back From Campus Chaos
Protesting the world’s wrongs has been a rite of passage for generations of American youth, buoyed by our strong laws
protecting free speech and free assembly.
Yet the students and other demonstrators disrupting college campuses this spring are
being taught the wrong lesson – for as admirable as it can be to stand up for your beliefs, there are no guarantees that doing so will
be without consequence.
The highest calling of a university is to craft a culture of open inquiry, one where both free speech and
academic freedom are held as ideals.
Protest is part of that culture, and the issue on which so many of the current demonstrations
are centered – U.S. involvement in the Israel-Hamas conflict – ought to be fiercely and regularly debated on college campuses.
The constitutional right to free speech is the protection against government interference restricting speech. In the real
world, though, this can get messy, and nuance is required when free speech comes into tension with protecting academic
freedom.
The earliest universities to adopt the principle of academic freedom did so to thwart interference and influence from
totalitarian states and religious zealotry.
Student codes of conduct and other guidelines are meant to relieve some of the tension
between free speech and academic freedom, as well as to ensure that schools are in compliance with government regulations
and laws.
During the current demonstrations, a lack of accountability has helped produce a crisis. It has left some Jewish
students feeling systematically harassed. It has deprived many students of access to parts of campus life.
For years, right-wing Republicans, at the federal and state level, have found opportunities to crusade against academic
freedom, with charges of antisemitism on campus serving as the latest vehicle.
The House of Representatives used this moment
of chaos as cover to begin a legislative effort to crack down on elite universities, and lawmakers in the House recently passed a
proposal that would impose egregious government restrictions on free speech.
Schools ought to be teaching their students that there is as much courage in listening as there is in speaking up.
It has not
gone unnoticed – on campuses but also by members of Congress and by the public writ large – that many of those who are now
demanding the right to protest have previously sought to curtail the speech of those whom they declared hateful.
Establishing a
culture of openness and free expression is crucial to the mission of educational institutions.
That includes clear guardrails on
conduct and enforcement of those guardrails, regardless of the speaker or the topic.
Doing so would not only help restore order
on college campuses today but would also strengthen the cultural bedrock of higher education for generations to come.
🔗(Available in: https://www.nytimes.com. Acessed: July 2024.)
❑ Questão 29
A) Protesters’ behavior has been proven to be contradictory.
B) Legislators ought to enforce students’ conduct guidelines.
C) By and large the public opinion backed the students’ plea.
D) Universities should avert the discussion of political issues.
💡 GABARITO A
🧩
Questão 30
After carrying out text reading, it is possible to infer the featured words highlight.
The announcement of pandemic-related lockdown measures in March 2020 in the UK led to a wide-ranging series of
measures in education as a whole to deal with the sudden changes in the learning environment.
These included top-down policy
directives and centralised toolkits, but arguably in language education the most effective responses were often bottom-up
community initiatives. Language education was well placed to deal with some of the challenges in responding to the rapid move
to online teaching through historical work in areas such as computer-assisted language learning (CALL) (Levy) dating back to the
1960s and more recent variants such as mobile-assisted language learning (MALL). There has been undeniably community-driven
work in the school sector in particular in recent years, with the use of the #MFLTwitterati hashtag in part driving debate around
the use of technology in language education on Twitter long before COVID-19 struck, and the TiLT (Technology in Language
Teaching) webinar series, which began soon afterwards in March 2020. During the COVID-19 crisis, in a drive to support language
teachers in moving to online teaching, experts at the Open University developed a free toolkit that could be downloaded, used,
adapted and modified by ML practitioners which indeed made a difference. Social media was often a useful platform to provide
help with teaching online (Rosell-Aguilar).
Other examples include interdisciplinary discussions, such as the AMLUK Symposium on
Modern Languages, Area Studies and Linguistics in 2021, which provided examples of the relationship and possible interdisciplinary
links between research and pedagogy in Modern Languages, Area Studies and Linguistics.
This symposium assuredly opened up
constructive discussions about which teaching methodologies and strategies could support the internationalisation and
decolonisation of our discipline.
(Reflections on Post-Pandemic Pedagogical Trends in Language Education. In: Dec, 2023.)
A) Similarity.
B) Disclaimer.
C) Endorsement.
D) Resemblance.
💡 GABARITO C
🧩
Questão 31
Depending upon the purpose, different texts have specific styles and structure. The communicative purpose and genre
conventions present in the text that follows make it a:
🔗(Available in: https://www.theguardian.com/childrens-books-site. Acessed: July, 2024)
A) Report.
B) Review.
C) Recount.
D) Response.
💡 GABARITO C
🧩
Questão 32
Mark the item displaying suitable data, having verbal and nonverbal language as reference:
🔗(Available in: https://lingualog.wordpress.com/2009/12/14/english-as-the-official-language. Acessed: July, 2024)
A) Biased language has become a valuable asset for career advancement, although it decreases social violence rates and racial
tensions.
B) Intercultural skills are valuable in today's globalized society for they sort out people on the basis of ethnic identities and
social roles.
C) The ability to communicate with a wider range of people allows bilingual speakers to deepen cultural gaps and skip stronger
relationships.
D) The blending of different cultures and languages makes one better equipped to communicate effectively with people from
various backgrounds.
💡 GABARITO D
🧩
Questão 33
The sentence in the image bears:
🔗(Available in: https://m.facebook.com/heavenhlp. Acessed: July 2024.)
A) A subordinate clause.
B) A present subjunctive.
C) An exclamative indicative.
D) An affirmative imperative.
💡 GABARITO B
🧩
Questão 34
Concerning the lyrics introduced below, the assertions bring true information, EXCEPT for:
La Isla Bonita (Madonna, 1986)
¿Cómo puede ser verdad?
Last night I dreamt of San Pedro
Just like I'd never gone, I knew the song
A young girl with eyes like the desert
It all seems like yesterday, not far away
Tropical the island breeze
All of nature wild and free
This is where I long to be
La isla bonita
And when the samba played
The sun would set so high
Ring through my ears and sting my eyes
Your Spanish lullaby
I fell in love with San Pedro
Warm wind carried on the sea, he called to me
Te dijo te amo
I prayed that the days would last
They went so fast
Tropical the island breeze
All of nature wild and free
This is where I long to be
La isla bonita
I want to be where the sun warms the sky
When it's time for siesta you can watch them go by
Beautiful faces, no cares in this world
Where a girl loves a boy, and a boy loves a girl
Te dijo te amo
El dijo que te ama
La isla bonita
Your Spanish lullaby
(Available in: https://www.azlyrics.com/lyrics/madonna/laislabonita.html. Adapted. Acessed: July, 2024)
A) The English language hegemony is conveyed in the blending of English and Spanish.
B) Language boundaries are overcome in search and apraisal of novel expression paths.
C) The English language status of lingua franca confirms the appreciation of interactions.
D) The text highlights a cultural transformation process marked by new cultural elements’ influx.
💡 GABARITO A
🧩
Questão 35
A morpheme is the smallest unit of grammar with meaning making up all words in the English language. Because learning
morphemes unlocks the structure and significance within words, analyse the word group to choose the appropriate option.
Fun - night - dog - but - shake - girl - after - ball - play - joke - the - fish - book - run - happy - she - free - kiss - time - milk
A) Free morphemes are gramatical/functional or lexical.
B) It is not possible to use a morpheme to modify a verb.
C) Bound morphemes can be derivational or inflectional.
D) Syllable and morpheme are synonymous terminologies.
💡 GABARITO A
🧩
Read the text to aswer 36 to 40.
The enduring joy of Golden Girls: a wildly sassy sitcom that will always cheer you up
A comedic masterclass with the best sitcom theme song of all time, Golden Girls pulled
back the curtains on ageing and dealt with big-ticket issues.
A zinger-infused maelstrom of shoulder pads, pastels and perms. Rattan furniture, DayGlo linen and Formica. There’s such
a distinctive look, feel and vibe to The Golden Girls, the iconic sitcom that ran from 1985 to 1992, scooping up 68 Emmy
nominations and 11 wins in the process.
The brainchild of producer Susan Harris, the show spawned several acclaimed spinoffs and became an enduring work of high camp in the process.
The premise? Three older women decide to live together: the stern, witty ex-teacher Dorothy Zbornak (Bea Arthur), the
sweet but fantastically dense Rose Nylund (Betty White) and southern hornbag Blanche Devereaux (Rue McClanahan). At first
it’s a matter of convenience, but before long, they become fast friends. During the pilot they’re joined by a fourth: Dorothy’s
mother Sophia Petrillo (Estelle Getty), a nitpicky little shrew whose ability to cockblock our heroines saw her gradually become
the Scrappy-Doo of the house. (Don’t @ me, Goldies, you know I’m right.)
For a comedy that primarily took place within a Floridian kitchen, The Golden Girls boasted some serious talent. The four
leads were all astoundingly adept at their craft.
The golden girls themselves proved that the family you make is sometimes stronger than the one you’re born with.
Dorothy, Rose and Blanche feel, at times, aged out of their previous lives. Careers, spouses, the world: all seem to be pushing
them away. But the girls are proof that you can – and should – forge new bonds, even if it seems like your old life is done for.
That you can make a new family, even if your old one rejects you.
The Golden Girls pulled back the curtains on ageing, showing the ways in which old people can be flawed, passionate,
monumentally stupid, brave – even at times, almost heroically horny. And it did so with an almost reckless willingness to be as
wildly funny as it possibly could.
The show ended up doing what many sitcoms do: use antagonism as heat to push the plot forward. It takes truly hack
writers to defend needless antagonism as the only source of fuel to propel a story (I’m looking at you, post-Sorkin West Wing).
The last two seasons of The Golden Girls aren’t terrible, but Sophia morphs from an old lady without boundaries to an ancient
sociopathic prankster. But even with this odd acceleration towards a caricatured sitcom event horizon, the show still manages
to roll out the hits. The two-part finale, written by Mitch Hurwitz (the creator of Arrested Development) and starring Leslie
Nielsen as Dorothy’s love interest, ranks as some of the best in the show’s history.
It also has – and I cannot stress this enough – the best sitcom theme song in the history of sitcom theme songs. In 2023,
there are few things that will haul you out of whatever psychic muck you find yourself in than whacking on an episode of The
Golden Girls. I promise you, once the credits roll, you’ll find yourself lying on the lanai in your mind, feeling somehow much
lighter than you did before.
(The Guardian 2024, The Guardian website. Accessed: 06 February 2024. Available: <https://www.theguardian.com/tv-and-radio/2023/aug/02/goldengirls-tv-sitcom-enduring-joy-dorothy-rose-betty-white-blanche>. Adapted.)
💡 GABARITO D
🧩
💡 GABARITO B
🧩
B) Park a car.
C) Prepare food.
💡 GABARITO C
🧩
B) Its writer is the creator of the show West Wing.
C) It ranks as some of the best episodes of the show.
💡 GABARITO B
🧩
💡 GABARITO B
🧩