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Questões de Concursos

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ID: 1024949•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUC SP•
QM 2023•
2025

Read the text to answer question:


Information and communication technology (ICT)


ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions. There are many opportunities for CLIL ICT teachers to support their learners’ understanding of key ICT concepts and skills through the use of physical objects, visuals, demonstrations and hands-on practice. It is these visual elements of the subject that makes ICT a good one for learners who are new to CLIL. However, since ICT lessons may often concentrate on technical skills or involve learners sitting silently behind a computer, the challenge for ICT teachers is to create opportunities for CLIL learners to think for themselves, to speak and to practise communicating in writing. ICT is ideal for cross-curricular work: learners can use the content of theirsubject lessons to carry out ICT tasks in another language. As they develop ICT knowledge and skills, CLIL learners can be taught how to think, talk and write like ICT specialists.


(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and language teachers. Cambridge: Cambridge University, 2012)
According to the extract, ICT is considered a good subject for learners who are new to CLIL because

ID: 1020034•
Inglês•
Análise sintática Syntax Parsing•
VUNESP•
SEDUCSP•
QM 2023•
2025

Read the text to answer question:


Today, many of the pedagogical springs and rivers of the last few decades are appropriately captured in the term Communicative Language Teaching (CLT), now a catch phrase for language teachers. CLT is an eclectic blend of the contributions of previous methods into the best of what a teacher can provide in authentic uses of the second language in the classroom. Indeed, the single greatest challenge in the profession is to move significantly beyond the teaching of rules, patterns, definitions, and other knowledge “about” language to the point that we are teaching our students to communicate genuinely, spontaneously, and meaningfully in the second language.


A significant difference between current language teaching practices and those of, say, a half a century ago, is the absence of proclaimed “orthodoxies” and “best” methods. We are well aware that methods, as they were conceived of 40 or 50 years ago or so, are too narrow and too constrictive to apply to a wide range of learners in an enormous number of situational contexts. There are no instant recipes. No quick and easy method is guaranteed to provide success. As Bell (2003), Brown (2001), Kumaravadivelu (2001), and others have appropriately shown, pedagogical trends in language teaching now spur us to develop a principled basis—sometimes called an approach (Richards & Rodgers, 2001)—upon which teachers can choose particular designs and techniques for teaching a foreign language in a specific context. Every learner is unique. Every teacher is unique. Every learner-teacher relationship is unique, and every context is unique. Your task as a teacher is to understand the properties of those relationships and contexts.


(BROWN, H. Douglas. Principles of language learning and teaching. 5. ed. Londres: Longman, 2006)


A noun phrase is a structure composed of a noun and its modifiers. In the following noun phrase taken from the second paragraph of the text “a wide range of learners in an enormous number of situational contexts”, the nucleus of the noun phrase – the noun being modified by the other elements, is found in

ID: 1088750•
Matemática•
Análise Combinatória em Matemática•
VUNESP•
SEDUC SP•
QM 2023•
2025

Cinco cadeiras estão alinhadas lado a lado, todas volta­ das para frente, nas quais quatro pessoas, identificadas por suas iniciais A, B, C e D, irão sentar-se, uma pessoa por cadeira. O número de maneiras distintas de elas sentarem, de modo que a pessoa B sente-se imediatamente à esquerda da pessoa A, é

ID: 1018791•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
QM 2023•
2025

Moura (em Lacerda e Santos, 2014) afirma que a língua de sinais, como primeira língua, não é ensinada, mas sim

ID: 1020042•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUCSP•
QM 2023•
2025

Read the text to answer question.


Stephen R. Covey (2017) once explained the importance of priorities by using an experience he had in a business class. He stated that a professor stood in front of a group of students and set a large canning jar in front of them. He filled it to the top with rocks and asked the students if it was full. They responded yes. Then he took out a bucket of sand and filled the jar again, and students watched as the sand poured inside the spaces between the large rocks. The professor asked again if the jar was full. This time students hesitated, and with good reason. The professor proceeded to fill the jar with a pitcher of water, after which he asked the students to explain the purpose behind this visual demonstration. After several incorrect responses, (including something along the lines of. There is always room for more stuff in your life), the professor gave his answer, which amounts to this: Unless you put the rocks in first, they will never fit into the jar.


This story demonstrates the principle of prioritizing, of knowing what matters most and what matters least, and that what matters most must be placed in the first position. No doubt, this is a very relevant way to analyze your own ecosystem1 .


As you move forward in developing a lifestyle that incorporates language learning, you must constantly reflect on whether or not you have prioritized your tasks well. If you imagine your ecosystem as the canning jar, and your language tasks as items that fill up the jar, you can see how making the right decisions will increase your chances of not only enjoying the learning process but making it more successful. Always remember that it is not just “doing a lot of language stuff” that will bring you success but rather that by putting priorities in their place, language learning can happen on its own. Let’s talk about how to prioritize language learning tasks by using the metaphor of the canning jar itself and discuss two concepts: fixed and fluid.


(Dixon, Shane. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)


1 A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom through a diverse system of tasks and incentives.
Assinale a alternativa que representa uma inferência válida sobre o papel do professor na história apresentada.

ID: 1024951•
Inglês•
Interpretação de texto Reading comprehension•
VUNESP•
SEDUC SP•
QM 2023•
2025

Read the text to answer question:


Information and communication technology (ICT)


ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions. There are many opportunities for CLIL ICT teachers to support their learners’ understanding of key ICT concepts and skills through the use of physical objects, visuals, demonstrations and hands-on practice. It is these visual elements of the subject that makes ICT a good one for learners who are new to CLIL. However, since ICT lessons may often concentrate on technical skills or involve learners sitting silently behind a computer, the challenge for ICT teachers is to create opportunities for CLIL learners to think for themselves, to speak and to practise communicating in writing. ICT is ideal for cross-curricular work: learners can use the content of theirsubject lessons to carry out ICT tasks in another language. As they develop ICT knowledge and skills, CLIL learners can be taught how to think, talk and write like ICT specialists.


(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and language teachers. Cambridge: Cambridge University, 2012)
According to the paragraph, one of the challenges ICT teachers face in CLIL lessons is

ID: 1024953•
Inglês•
Vocabulário Vocabulary•
VUNESP•
SEDUC SP•
QM 2023•
2025

Read the text to answer question:


Information and communication technology (ICT)


ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions. There are many opportunities for CLIL ICT teachers to support their learners’ understanding of key ICT concepts and skills through the use of physical objects, visuals, demonstrations and hands-on practice. It is these visual elements of the subject that makes ICT a good one for learners who are new to CLIL. However, since ICT lessons may often concentrate on technical skills or involve learners sitting silently behind a computer, the challenge for ICT teachers is to create opportunities for CLIL learners to think for themselves, to speak and to practise communicating in writing. ICT is ideal for cross-curricular work: learners can use the content of theirsubject lessons to carry out ICT tasks in another language. As they develop ICT knowledge and skills, CLIL learners can be taught how to think, talk and write like ICT specialists.


(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and language teachers. Cambridge: Cambridge University, 2012)
No trecho: “ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions”, há duas palavras que aceitam duas grafias: “practise” e “analyse”, que também poderiam ser escritas como “practice” e “analyze”.

Assinale a alternativa em que a palavra aceita dupla grafia.

ID: 1088752•
Matemática•
Análise Combinatória em Matemática•
VUNESP•
SEDUC SP•
QM 2023•
2025

Dois dados no formato de octaedros regulares são idênticos e equilibrados. Em cada dado, uma face é numerada com 1, duas faces com 2, uma face com 3, uma face com 4 e três faces com 5. No lançamento simultâneo desses dois dados, a probabilidade de se obter faces cuja soma dos números seja 6 é igual a

ID: 1020032•
Inglês•
Verbos Verbs•
VUNESP•
SEDUCSP•
QM 2023•
2025

Read the text to answer question:


Today, many of the pedagogical springs and rivers of the last few decades are appropriately captured in the term Communicative Language Teaching (CLT), now a catch phrase for language teachers. CLT is an eclectic blend of the contributions of previous methods into the best of what a teacher can provide in authentic uses of the second language in the classroom. Indeed, the single greatest challenge in the profession is to move significantly beyond the teaching of rules, patterns, definitions, and other knowledge “about” language to the point that we are teaching our students to communicate genuinely, spontaneously, and meaningfully in the second language.


A significant difference between current language teaching practices and those of, say, a half a century ago, is the absence of proclaimed “orthodoxies” and “best” methods. We are well aware that methods, as they were conceived of 40 or 50 years ago or so, are too narrow and too constrictive to apply to a wide range of learners in an enormous number of situational contexts. There are no instant recipes. No quick and easy method is guaranteed to provide success. As Bell (2003), Brown (2001), Kumaravadivelu (2001), and others have appropriately shown, pedagogical trends in language teaching now spur us to develop a principled basis—sometimes called an approach (Richards & Rodgers, 2001)—upon which teachers can choose particular designs and techniques for teaching a foreign language in a specific context. Every learner is unique. Every teacher is unique. Every learner-teacher relationship is unique, and every context is unique. Your task as a teacher is to understand the properties of those relationships and contexts.


(BROWN, H. Douglas. Principles of language learning and teaching. 5. ed. Londres: Longman, 2006)


O sufixo -ing representa diferentes categorias gramaticais na língua inglesa.

Nos trechos retirados do texto, assinale a alternativa em que a palavra em negrito com esse sufixo seja um verbo.

ID: 1018794•
Libras•
Aspectos Linguísticos da Língua Brasileira de Sinais•
VUNESP•
SEDUCSP•
QM 2023•
2025

De acordo com Felipe (2007), as línguas de sinais, por serem de modalidade gestual-visual, utilizam como elemento gramatical a tridimensionalidade do espaço para a comunicação.

Portanto, uma pessoa que está aprendendo uma dessas línguas precisa ficar atenta para a visualização das informações no espaço, pois

ID: 1018788•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
QM 2023•
2025

Ana é uma criança com deficiência auditiva que foi matriculada na escola comum.

De acordo com Almeida, Santos e Lacerda (2015), será necessário respeitar suas demandas linguísticas para que ela

ID: 1088753•
Matemática•
Análise Combinatória em Matemática•
VUNESP•
SEDUC SP•
QM 2023•
2025

Considere uma lista com todos os anagramas formados com estas seis letras: ABBCCC. Sorteando-se um desses anagramas, a probabilidade de as duas letras B estarem juntas e ao lado de cada letra B estar uma letra C é de

ID: 1018792•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
QM 2023•
2025

De acordo com Moura (em Lacerda e Santos, 2014) o desenvolvimento da linguagem deve acontecer em contextos significativos, de maneira natural e prazerosa.

Portanto,

ID: 1018789•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
QM 2023•
2025

Almeida, Santos e Lacerda (2015) afirmam que, embora a língua brasileira de sinais (Libras) seja considerada a língua natural das pessoas surdas, sua aquisição não é automática ou garantida apenas pela condição de surdez.

Nesse sentido, para que uma pessoa surda torne-se usuária de Libras, é necessário que

ID: 1018790•
Libras•
Educação dos Surdos•
VUNESP•
SEDUCSP•
QM 2023•
2025

Jorge, um jovem surdo, aprendeu a língua de sinais desde cedo, mas ainda não se apropriou da segunda língua.

Segundo Almeida, Santos e Lacerda (2015), o surdo, como um cidadão brasileiro, tem o direito de se apropriar

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