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ID: 939617•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
FAMEMA•
Prova II•
2019

An increasing body of evidence suggests that the time we spend on our smartphones is interfering with our sleep, self-esteem, relationships, memory, attention spans, creativity, productivity and problem-solving and decision-making skills. But there is another reason for us to rethink our relationships with our devices. By chronically raising levels of cortisol, the body’s main stress hormone, our phones may be threatening our health and shortening our lives.

If they happened only occasionally, phone-induced cortisol spikes might not matter. But the average American spends four hours a day staring at their smartphone and keeps it within arm’s reach nearly all the time, according to a tracking app called Moment.

“Your cortisol levels are elevated when your phone is in sight or nearby, or when you hear it or even think you hear it,” says David Greenfield, professor of clinical psychiatry at the University of Connecticut School of Medicine and founder of the Center for Internet and Technology Addiction. “It’s a stress response, and it feels unpleasant, and the body’s natural response is to want to check the phone to make the stress go away.”

But while doing so might soothe you for a second, it probably will make things worse in the long run. Any time you check your phone, you’re likely to find something else stressful waiting for you, leading to another spike in cortisol and another craving to check your phone to make your anxiety go away. This cycle, when continuously reinforced, leads to chronically elevated cortisol levels. And chronically elevated cortisol levels have been tied to an increased risk of serious health problems, including depression, obesity, metabolic syndrome, Type 2 diabetes, fertility issues, high blood pressure, heart attack, dementia and stroke.



(Catherine Price. www.nytimes.com, 24.04.2019. Adaptado.)

No trecho do primeiro parágrafo “But there is another reason for us to rethink our relationships with our devices”, o termo sublinhado introduz uma

ID: 1024372•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
UNICAMP•
Técnico de Edificações•
2024

Leia o texto para responder à questão.

A Construction Technician is a skilled professional involved in construction processes. They can be in general construction or more specialized roles such as drafting, inspecting, and managing, depending on their training or experience. After going through training programs, their scope may extend to monitoring build progress, preparing sites, and drafting blueprints using CAD software. Once they accumulate years of experience, they will be tasked with supervising the contracting team and project.

This professional’s responsibilities include: the management of all remodel activities; the enforcement of safety requirements to implement safety conditions at work site; the creation of reports about qualitative and quantitative methodologies; the hiring of contractors for maintenance work and upgrades.

Many hard and soft skills are essential for success and crucial for a construction technician’s day-to-day tasks. Because they have to interpret complex information and transform abstract ideas into tangible products, the number one technical skill necessary for success in construction is excellent communication skills, both receiving and delivering accurate and relevant information.

(https://www.zippia.com/construction-technician-jobs/.10.06.2024. Adaptado)
De acordo com o último parágrafo, comunicação é prioridade máxima porque esse profissional é responsável por

ID: 1068665•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
EsFCEx•
Especialidade Magistério em Inglês•
2025

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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)
The end of the first paragraph “even as the methodological band played on, practicing teachers have been marching to a different drum” transported to second language teaching, means that, although methods have frequently been in use, practicing teachers have

ID: 1019916•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUCSP•
QM 2018•
2025

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
According to the text, the concept “additional language” refers to

ID: 1020038•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUCSP•
QM 2023•
2025

Read the text to answer question.


All teachers, whether at the start of their careers or after some years of teaching, need to be able to try out new activities and techniques. It is important to be open to such new ideas and take them into the classroom.

But such experimentation will be of little use unless we can then evaluate these activities. Were they successful? Did the students enjoy them? Did they learn anything from them? How could the activities be changed to make them more effective next time?

One way of getting feedback is to ask students simple questions such as ‘Did you like that exercise? Did you find it useful?’ and see what they say. But not all students will discuss topics like this openly in class. It may be better to ask them to write their answers down and hand them in.

Another way of getting reactions to new techniques is to invite a colleague into the classroom and ask him or her to observe what happens and make suggestions afterwards. The lesson could also be videoed.

In general, it is a good idea to get students’ reactions to lessons, and their aspirations about them, clearly stated. Many teachers encourage students to say what they feel about the lessons and how they think the course is going. The simplest way to do this is to ask students once every fortnight, for example, to write down two things they want more of and two things they want less of. The answers you get may prove a fruitful place to start a discussion, and you will then be able to modify what happens in class, if you think it appropriate, in the light of your students’ feelings. Such modifications will greatly enhance the teacher’s ability to manage the class.

Good teacher managers also need to assess how well their students are progressing. This can be done through a variety of measures including homework assignments, speaking activities where the teacher scores the participation of each student, and frequent small progress tests. Good teachers keep a record of their students’ achievements so that they are always aware of how they are getting on. Only if teachers keep such kinds of progress records can they begin to see when teaching and learning has or has not been successful.


(Harmer, Jeremy. How to teach English. Londres: Longman, 1998)
Which of the following would be the most appropriate title for the text?

ID: 1019927•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUCSP•
QM 2018•
2025

The paper reflects on the role of technology in English language teaching (ELT) methodologies and on the impact of globalization and internationalization in education in general and in the ELT in particular. The study is based on the assumption that access to information and technology is necessary to build social capital (WARSCHAUER, 2003) and that this access requires some English knowledge and digital literacy (FINARDI; PREBIANCA; MOMM, 2013). Departing from a bibliographic review on the use of ELT methodologies and the role of technologies in these methodologies, the study proposes that both the resistance to and the uncritical use of technologies and methodologies may bring negative consequences to the development of English language proficiency and social development in Brazil. The study concludes that in the post-method (BROWN, 2002; KUMARAVADIVELO, 2003) and information era (LEVY, 1999) technologies have a relevant and crucial role that should be critically considered in ELT methodologies. The study also suggests that the informed use of technologies and methodologies, allied with the teaching of English as an international language are essential to leverage the development and the internationalization of education in Brazil in a critical way in relation to the effects of globalization.


(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
One of the authors’ objectives in the study described is to understand

ID: 1068673•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
EsFCEx•
Especialidade Magistério em Inglês•
2025

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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)
Suponha que o texto de Kamaravadivelu seja usado em um curso de formação em serviço para professores de inglês. Com o texto em mãos, um dos professores-alunos imediatamente pergunta sobre o significado de overlook no trecho do terceiro parágrafo “The conventional concept of method overlooks the fund of experience”, e o professor-formador o incentiva a usar o contexto do texto para compreender a palavra. Ao oferecer tal orientação, o professor-formador estará incentivando a prática da seguinte estratégia de leitura:

ID: 1024404•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
A C Camargo Câncer Center•
Fisioterapia•
2024

Leia o texto para responder à questão.


In a study of more than 100,000 people, researchers found that those with less healthy lifestyles were more likely to reduce their risk of colorectal cancer with regular aspirin use than those with healthier behaviors (JAMA Oncol 2024 Aug 1). Regular aspirin use was defined as two or more 325 mg tablets a week or a daily 81 mg dose; less healthy lifestyles were characterized by higher body mass index, smoking, greater alcohol consumption, less physical activity, and poorer diet. Those with the unhealthiest lifestyles had a 3.4% chance of developing colorectal cancer if they didn’t take aspirin regularly, whereas those who did had a 2.1% chance of developing the disease. In contrast, people with the healthiest lifestyles had a 1.5% chance of developing colorectal cancer if they took aspirin regularly and a 1.6% chance if they didn’t. This result suggests that physicians can pursue a nuanced approach when prescribing aspirin for disease prevention.


(https://aacrjournals.org. 26 de julho a 01 de agosto 2024. Adaptado)
According to the study described in the text,

ID: 1024527•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
AresPCJ SP•
Analista de Ouvidoria•
2025

Leia o texto a seguir para responder à questão:


The United Nations Environment Programme (UNEP) reports that once water is contaminated, it is difficult, costly, and often impossible to remove the pollutants. Currently, 80% of global wastewater goes untreated, and is contaminated by a wide range of substances, from human waste to highly toxic industrial discharges. The type and amount of pollutants in freshwater determines its suitability for human uses such as drinking, bathing, and agriculture.

Pollution of freshwater ecosystems can also impact the habitat and quality of life of fish and other wildlife. This can include pathogens (largely from human and animal waste), organic matter (including nutrients from agricultural run-off such as nitrogen or phosphorus), chemical pollution (from irrigation, domestic wastewater and runoff of mines into rivers) and salinity. Plastics, and chemicals of emerging concern, such as certain pharmaceutical products, are issues for which their extent and impacts on freshwater are largely unknown. A preliminary assessment of water quality in rivers in Latin America, Africa and Asia, “A Snapshot of the World’s Water Quality” (Ringler, et al., 2016), estimated that severe pathogenic pollution affects around one third of all rivers, severe organic pollution around one seventh of all rivers, and severe and moderate salinity pollution around one-tenth of all rivers in these regions.


(UNDRR, “Pollution”. Disponível em: www.undrr.org/ understanding-disaster-risk/terminology/hips/tl0028#:~:text=Pollution%20 is%20defined%20as%20the,UN%20data%2C%20n o%20date. Adaptado)
De acordo com o segundo parágrafo, um dos poluentes cujo impacto sobre a água doce ainda é em grande parte desconhecido é:

ID: 1023804•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
Prefeitura de Lins SP•
Analista em Tecnologia da Informação•
2024

Leia o seguinte texto na língua inglesa.


Explicit Versus Implicit Knowledge


When you are representing knowledge to be used to solve certain problems, you must constantly decide how implicit or explicit to make the knowledge. In conventional programming, the knowledge that is incorporate in a program is nearly always completely implicit. It does not really exist as knowledge in the program other than as knowledge the programmer uses to design its functioning. In AI paradigms such as rule-based programming, the attempt is to make knowledge explicit as general rules so that this knowledge can be applied to new situations that the developer may not have foreseen.


(Object-Oriented Programming for Artificial Intelligence, Ernest R. Tello, Addison Wesley Publishing Company Inc., 1990)

Com base no texto apresentado, em paradigmas de IA (como a baseada em regras), a tentativa é transformar o conhecimento explícito em regras gerais para que esse conhecimento possa ser aplicado a novas situações

ID: 1023751•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
APS SP•
Técnico em Comunicação Social Publicidade e Propaganda•
2024

Leia o texto para responder à questão.

An introduction to Strategic Management

Strategic Management is all about identification and description of the strategies that managers can carry to achieve better performance and a competitive advantage for their organization. An organization is said to have competitive advantage in case its profitability is higher than the average profitability for all companies in its industry.
Strategic management can also be defined as a bundle of decisions and acts which a manager undertakes and which decides the result of the firm’s performance. The manager must have a thorough knowledge and analysis of the general and competitive organizational environment to take right decisions.
The managers should conduct a SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats) in order to make the best possible utilization of strengths, minimize the organizational weaknesses, make use of arising opportunities from the business environment. They should not ignore the threats either.
Strategic management is nothing but planning for both predictable as well as unfeasible contingencies. It is applicable to both small and large organizations as even the smallest organization faces competition and, by formulating and implementing appropriate strategies, they can attain sustainable competitive advantage. It is a way in which a strategist sets the objectives and proceeds about attaining them. It deals with making and implementing decisions about future direction of an organization. It helps us to identify the direction in which an organization is moving.

(www.managementstudyguide.com/strategic-management.htm. Adaptado)
According to the first paragraph, one of the aims of strategic management is to

ID: 1024524•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
AresPCJ SP•
Analista de Ouvidoria•
2025

Leia o texto a seguir para responder à questão:


The United Nations Environment Programme (UNEP) reports that once water is contaminated, it is difficult, costly, and often impossible to remove the pollutants. Currently, 80% of global wastewater goes untreated, and is contaminated by a wide range of substances, from human waste to highly toxic industrial discharges. The type and amount of pollutants in freshwater determines its suitability for human uses such as drinking, bathing, and agriculture.

Pollution of freshwater ecosystems can also impact the habitat and quality of life of fish and other wildlife. This can include pathogens (largely from human and animal waste), organic matter (including nutrients from agricultural run-off such as nitrogen or phosphorus), chemical pollution (from irrigation, domestic wastewater and runoff of mines into rivers) and salinity. Plastics, and chemicals of emerging concern, such as certain pharmaceutical products, are issues for which their extent and impacts on freshwater are largely unknown. A preliminary assessment of water quality in rivers in Latin America, Africa and Asia, “A Snapshot of the World’s Water Quality” (Ringler, et al., 2016), estimated that severe pathogenic pollution affects around one third of all rivers, severe organic pollution around one seventh of all rivers, and severe and moderate salinity pollution around one-tenth of all rivers in these regions.


(UNDRR, “Pollution”. Disponível em: www.undrr.org/ understanding-disaster-risk/terminology/hips/tl0028#:~:text=Pollution%20 is%20defined%20as%20the,UN%20data%2C%20n o%20date. Adaptado)
The text is mainly about

ID: 1024528•
Inglês•
Interpretação de texto Reading comprehension•
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AresPCJ SP•
Analista de Ouvidoria•
2025

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The United Nations Environment Programme (UNEP) reports that once water is contaminated, it is difficult, costly, and often impossible to remove the pollutants. Currently, 80% of global wastewater goes untreated, and is contaminated by a wide range of substances, from human waste to highly toxic industrial discharges. The type and amount of pollutants in freshwater determines its suitability for human uses such as drinking, bathing, and agriculture.

Pollution of freshwater ecosystems can also impact the habitat and quality of life of fish and other wildlife. This can include pathogens (largely from human and animal waste), organic matter (including nutrients from agricultural run-off such as nitrogen or phosphorus), chemical pollution (from irrigation, domestic wastewater and runoff of mines into rivers) and salinity. Plastics, and chemicals of emerging concern, such as certain pharmaceutical products, are issues for which their extent and impacts on freshwater are largely unknown. A preliminary assessment of water quality in rivers in Latin America, Africa and Asia, “A Snapshot of the World’s Water Quality” (Ringler, et al., 2016), estimated that severe pathogenic pollution affects around one third of all rivers, severe organic pollution around one seventh of all rivers, and severe and moderate salinity pollution around one-tenth of all rivers in these regions.


(UNDRR, “Pollution”. Disponível em: www.undrr.org/ understanding-disaster-risk/terminology/hips/tl0028#:~:text=Pollution%20 is%20defined%20as%20the,UN%20data%2C%20n o%20date. Adaptado)
The water quality assessment mentioned in the second paragraph estimates that the pollutant that affects more rivers in Latin America, Africa and Asia is:

ID: 1023753•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
APS SP•
Técnico em Comunicação Social Publicidade e Propaganda•
2024

Leia o texto para responder à questão.

An introduction to Strategic Management

Strategic Management is all about identification and description of the strategies that managers can carry to achieve better performance and a competitive advantage for their organization. An organization is said to have competitive advantage in case its profitability is higher than the average profitability for all companies in its industry.
Strategic management can also be defined as a bundle of decisions and acts which a manager undertakes and which decides the result of the firm’s performance. The manager must have a thorough knowledge and analysis of the general and competitive organizational environment to take right decisions.
The managers should conduct a SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats) in order to make the best possible utilization of strengths, minimize the organizational weaknesses, make use of arising opportunities from the business environment. They should not ignore the threats either.
Strategic management is nothing but planning for both predictable as well as unfeasible contingencies. It is applicable to both small and large organizations as even the smallest organization faces competition and, by formulating and implementing appropriate strategies, they can attain sustainable competitive advantage. It is a way in which a strategist sets the objectives and proceeds about attaining them. It deals with making and implementing decisions about future direction of an organization. It helps us to identify the direction in which an organization is moving.

(www.managementstudyguide.com/strategic-management.htm. Adaptado)
According to the second and third paragraphs, good results of a company are attributed to

ID: 1023022•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
Prefeitura de Tremembé SP•
Inglês•
2025

Read the following extract to answer question.


A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
É correto afirmar que o primeiro parágrafo é desenvolvido, predominantemente, em forma de texto

ID: 1023025•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
Prefeitura de Tremembé SP•
Inglês•
2025

Read the following extract to answer question.


A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
O segundo parágrafo permite saber que Harmer considera que

ID: 1068678•
Inglês•
Interpretação de texto Reading comprehension•
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Especialidade Magistério em Inglês•
2025

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Making the Case: The Importance

of Listening in Language Learning


It has taken many years to bring the language teaching profession around to realizing the importance of listening in second and foreign language learning. As observed by Rivers, long an advocate for listening comprehension, “Speaking does not of itself constitute communication unless what is said is comprehended by another person”. Teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached” (1966, pp. 196, 204). The reasons for the nearly total neglect of listening are difficult to assess, but as Morley notes, “Perhaps an assumption that listening is a reflex, a little like breathing - listening seldom receives overt teaching attention in one’s native language - has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).

In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.


(Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a
second or foreign language. Boston: Heinle&Heinle-Thomson, 2001. Adaptado)
According to the author of this text, listening in second language teaching and learning

ID: 1068407•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
EsFCEx•
Magistério Inglês•
2024

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One pathway for converting explicit to implicit knowledge is suggested by skill acquisition theory, a branch of cognitive science studying how people develop skills. In this theory, knowledge is first seen to be declarative (conscious); then, through practice and the application of learning strategies, declarative knowledge becomes proceduralized so that it becomes automatic. Automatic processes are quick and do not require attention or conscious awareness. Many second/ foreign language learners memorize and practice vocabulary items or “chunks” of language such as greetings, idioms or collocations. Frequent practice in using these forms helps the language items to become automatic in the sense that the learner can use them quickly and unconsciously.

Pienemann (1989) proposes that second/ foreign language learners will not acquire a new structure until they are developmentallly ready to do so. If there were no connection between the development of explicit knowledge about a grammar point and the eventual restructuring of the unconscious linguistic system to accommodate the point in the learner’s interlanguage, then, indeed, grammar instruction would not be of much use. However, it has been suggested that there is a connection, so grammar instruction is ultimately useful. Further, practice of language points can lead to automatization, thus bypassing natural order teachability considerations.



(FOTOS, Sandra. Cognitive Approaches to Grammar Instruction.

In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign

language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002.

Adaptado274)


The second half of the first paragraph, starting “Many second/foreign language learners memorize and practice vocabulary”,

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A C Camargo Câncer Center•
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2024

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Seventeen of 34 types of cancer have become more common in younger generations in the United States, the broadest study of its kind to date has found. The analysis, published in August 2024 in The Lancet Public Health, examined data from 23.7 million people born between 1920 and 1990 and diagnosed with cancer between 2000 and 2019. It found, for example, that people born in 1990 were 2.6 to 3.6 times more likely to develop cancers of the small intestine, kidney, and pancreas than those born in 1955, and 2.6 times more likely to develop endometrial cancer than someone born in 1930. The findings suggest people are increasingly being exposed to carcinogens during early life or young adulthood. However, younger birth cohorts were at the same or lower risk of death from most types of cancer than older ones.


(www.science.org. Agosto de 2024. Adaptado)
O estudo, publicado no periódico The Lancet Public Health, descobriu que

ID: 1023021•
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Interpretação de texto Reading comprehension•
VUNESP•
Prefeitura de Tremembé SP•
Inglês•
2025

Read the following extract to answer question.


A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
This extract from Harmer’s book is consistent with the following section of a book:
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