Questões de Concursos

filtre e encontre questões para seus estudos.

ID: 1024609•
Inglês•
Formação de Palavras com Prefixos e Sufixos•
VUNESP•
SEDUC SP•
Promoção do QM 2022•
2025

Read the text to answer question:


CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
The suffix -ed that forms the past and past participle of regular verbs has 3 possible pronunciations: /t/, /d/, /id/. The following verbs, taken from the text, are in the infinitive form. The alternative in which the two verbs share the same ending pronunciation in the past or past participle is

ID: 1068671•
Inglês•
Formação de Palavras com Prefixos e Sufixos•
VUNESP•
EsFCEx•
Especialidade Magistério em Inglês•
2025

Read the text to answer question.


Based on theoretical, experimental, and experiential knowledge, teachers and teacher educators have expressed their dissatisfaction with method in different ways. Studies clearly demonstrate that, even as the methodological band played on, practicing teachers have been marching to a different drum.

In this sense, the post method condition is established as a timely response. It signifies interrelated attributes. First and foremost, it signifies a search for an alternative to method rather than an alternative method. While alternative methods are primarily products of top-down processes, alternatives to method are mainly products of bottom-up processes. In practical terms, this means that we need to refigure the relationship between the theorizer and the practitioner of language teaching. If the concept of method authorizes theorizers to centralize pedagogic decision-making, the postmethod condition enables practitioners to generate location-specific, classroom-oriented innovative strategies.

Secondly, the postmethod condition signifies teacher autonomy. The conventional concept of method “overlooks the fund of experience and tacit knowledge about teaching which the teachers already have by virtue of their lives as students” (Freeman, 1991). The postmethod condition, however, recognizes the teachers’ potential to know not only how to teach but also how to act autonomously within the academic and administrative constraints imposed by institutions, curricula, and textbooks. It also promotes the ability of teachers to know how to develop a critical approach in order to self-observe, self-analyze, and self-evaluate their own teaching practice with a view to effecting desired changes.


(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
In the excerpt from the second paragraph “we need to refigure the relationship between the theorizer and the practitioner”, the bolded word has been formed by the addition of the prefix re- to a base word. Mark the alternative in which the re- is a prefix in both words, and not part of the base word itself.

ID: 1024467•
Inglês•
Formação de Palavras com Prefixos e Sufixos•
VUNESP•
Prefeitura de Vista Alegre do Alto SP•
Inglês•
2024

Leia o texto para responder à questão.


Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.

H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).

So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:

– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.

– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.

– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.

– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.

– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.

– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.


(Celce-Murcia, M. 2001. Adaptado)

In the excerpt from the text “to infer underlying grammatical rules”, the word in bold is a use of the suffix -ing as an adjective. An example of this use of -ing is found in:

ID: 1023150•
Inglês•
Formação de Palavras com Prefixos e Sufixos•
VUNESP•
SEDUC SP•
Promoção do QM 2022•
2025

Read the paragraph and answer question:


William Shakespeare (23 April 1564 – 23 April 1616), who was an English playwright, poet and actor, is regarded as the greatest writer in the English language and one of the most famous in the history of humanity. He was very fond of creating words, of which Arch-villain is an example. He also created words by attaching prefixes or suffixes to existing phrases. In Romeo and Juliet, Shakespeare popped ‘un’ in front of ‘comfortable’ to create a word that’s now used every day by people around the world.


(https://www.shakespeare.org.uk/explore. Adaptado)
From the following words, the one that takes the prefix un- to form a new word with opposite meaning is

ID: 1024461•
Inglês•
Formação de Palavras com Prefixos e Sufixos•
VUNESP•
Prefeitura de Vista Alegre do Alto SP•
Inglês•
2024

Leia o texto para responder à questão.


Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.

H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).

So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:

– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.

– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.

– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.

– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.

– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.

– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.


(Celce-Murcia, M. 2001. Adaptado)

Words in which the prefixes ir- and re- bear the same meaning as in the words irrelevant and rethink (paragraph 1) are found in alternative

ID: 1024464•
Inglês•
Formação de Palavras com Prefixos e Sufixos•
VUNESP•
Prefeitura de Vista Alegre do Alto SP•
Inglês•
2024

Leia o texto para responder à questão.


Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.

H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).

So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:

– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.

– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.

– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.

– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.

– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.

– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.


(Celce-Murcia, M. 2001. Adaptado)

No trecho do segundo parágrafo do texto “so called designer methods”, a palavra em negrito tem um sufixo (er) que, juntamente com os sufixos -or e -ar pode indicar o autor da ação. O mesmo uso de sufixo está presente em
Imprimir Questões