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ID 115404 Inglês Interpretação de Texto Reading Comprehension VUNESP 2025
Texto associado
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

A it focuses mainly on reading and writing skills.
B learners do not need to work in groups during ICT lessons.
C the subject includes many visual elements that support understanding.
D it requires little language skills from students.
E ICT teachers try to avoid practical activities.
ID 115403 Inglês Interpretação de Texto Reading Comprehension VUNESP 2025
Texto associado
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, which of the following types of materials can support learners in ICT CLIL lessons?

A Textbooks written in the target language.
B Interactive and visual teaching tools.
C Long theoretical texts with no visuals.
D Grammar worksheets with many exercises.
E Audio recordings of ICT lectures.
ID 115402 Inglês Interpretação de Texto Reading Comprehension VUNESP 2025
Texto associado
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

A keeping communication going, despite ICT characteristics.
B not getting restricted to visual material.
C finding enough technical content to fill the lessons.
D teaching ICT without using any subject-specific vocabulary.
E making sure learners stay silent while working at the computer.
ID 115401 Inglês Palavras Conectivas Connective Words VUNESP 2025
Texto associado
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)

In the following part of the text “ However , since ICT lessons may often concentrate on technical skills…,” the word in bold

A introduces a cause-and-effect relationship.
B emphasizes the importance of technical skills in ICT.
C restates the main point in different words.
D adds an unrelated idea about ICT lessons.
E opposes the benefits of ICT with a related challenge.
ID 115400 Inglês Vocabulário Vocabulary VUNESP 2025
Texto associado
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.

A Amaze
B Birth
C Enrollment
D Conscious
E Ailment
ID 115399 Inglês Análise Sintática Syntax Parsing VUNESP 2025

A noun phrase is a group of words that functions like a noun in a sentence. It consists of a noun and its modifiers, which can be words or groups of words that describe the noun. Adjective clauses and adjective phrases may modify the noun and help readers by providing more information about nouns and pronouns in a sentence. In the following alternatives, the expression in bold that corresponds to an adjective clause is found in

A The people waiting for the bus in the rain are getting wet and nervous.
B The gentleman standing by the door is waiting for the doctor to call him.
C His long-lost history book was found on the top shelf.
D The librarian whose contract expired has been trying to find a new job.
E The book by Mark Twain has been republished and is a success!
ID 115398 Inglês Ensino da Língua Estrangeira Inglesa VUNESP 2025

No Currículo Paulista encontramos o que segue: Esse Currículo tem como referência a Base Nacional Comum Curricular (BNCC), além das Competências Específicas da Área de Linguagens, definidas para o Estado de São Paulo. Privilegia uma nova visão para o aprendizado da Língua Inglesa, pois adota o conceito de língua franca, priorizando a função social e política da língua inglesa. (SÃO PAULO [Estado]. Secretaria da Educação. Currículo Paulista . São Paulo: SEDUC, 2019) A adoção da perspectiva do ensino de inglês como “língua franca” nas escolas brasileiras significa, concretamente,

A aceitar a produção escrita ou oral inadequada em tarefas dos aprendizes.
B aceitar que não há mais um padrão único de inglês correto a ser ensinado na sala de aula.
C relevar inadequações no uso da língua por parte dos aprendizes, desde que haja comunicação.
D ensinar preferencialmente a língua inglesa usada por falantes não nativos ao redor do mundo.
E selecionar as variedades do inglês mais próximas da realidade do estudante em seu mundo cultural (músicas, livros, blogs e podcasts).
ID 115397 Inglês Verbos Verbs VUNESP 2025
Texto associado
Read the text by Brown to answer question. The question of whether or not to distinguish between native and nonnative speakers in the teaching profession has grown into a common and productive topic of research in the last decade. For many decades the English language teaching profession assumed that native English-speaking teachers, by virtue of their superior model of oral production, comprised the ideal English language teacher. Then, Medgyes (1994), among others, showed in his research that nonnative English speaking teachers offered as many if not more inherent advantages. Other authors concur by noting not only that multiple varieties of English are now considered legitimate and acceptable, but also that teachers who have actually gone through the process of learning English possess distinct advantages over native speakers. As we move into a new paradigm in which the concepts of native and nonnative “speaker” become less relevant, it is perhaps more appropriate to think in terms of the proficiency level of a user of a language. Speaking is one of four skills and may not deserve in all contexts to be elevated to the sole criterion for proficiency. So, the profession is better served by considering a person’s communicative proficiency across the four skills. Teachers of any language, regardless of their own variety of English, can then be judged accordingly, and in turn, their pedagogical training and experience can occupy focal attention. (Brown, 2006. Adaptado)

The suffix -ed that forms the past and past participle of regular verbs has 3 possible pronunciations: /t/, /d/, /id/. In the examples taken from the text, the verb whose pronunciation in the past ends in /t/ is

A distinguish.
B offer.
C elevate.
D assume.
E judge.
ID 115396 Inglês Sinônimos Synonyms VUNESP 2025
Texto associado
Read the text by Brown to answer question. The question of whether or not to distinguish between native and nonnative speakers in the teaching profession has grown into a common and productive topic of research in the last decade. For many decades the English language teaching profession assumed that native English-speaking teachers, by virtue of their superior model of oral production, comprised the ideal English language teacher. Then, Medgyes (1994), among others, showed in his research that nonnative English speaking teachers offered as many if not more inherent advantages. Other authors concur by noting not only that multiple varieties of English are now considered legitimate and acceptable, but also that teachers who have actually gone through the process of learning English possess distinct advantages over native speakers. As we move into a new paradigm in which the concepts of native and nonnative “speaker” become less relevant, it is perhaps more appropriate to think in terms of the proficiency level of a user of a language. Speaking is one of four skills and may not deserve in all contexts to be elevated to the sole criterion for proficiency. So, the profession is better served by considering a person’s communicative proficiency across the four skills. Teachers of any language, regardless of their own variety of English, can then be judged accordingly, and in turn, their pedagogical training and experience can occupy focal attention. (Brown, 2006. Adaptado)

In the fragment from the text’s final sentence “Teachers of any language, regardless of their own variety of English, can then be judged accordingly”, the terms in bold can be replaced, without meaning change, by

A in conformity with.
B in spite of.
C because of.
D in view of.
E depending on.
ID 115395 Inglês Substantivos e Compostos Nouns And Compounds VUNESP 2025
Texto associado
Read the text by Brown to answer question. The question of whether or not to distinguish between native and nonnative speakers in the teaching profession has grown into a common and productive topic of research in the last decade. For many decades the English language teaching profession assumed that native English-speaking teachers, by virtue of their superior model of oral production, comprised the ideal English language teacher. Then, Medgyes (1994), among others, showed in his research that nonnative English speaking teachers offered as many if not more inherent advantages. Other authors concur by noting not only that multiple varieties of English are now considered legitimate and acceptable, but also that teachers who have actually gone through the process of learning English possess distinct advantages over native speakers. As we move into a new paradigm in which the concepts of native and nonnative “speaker” become less relevant, it is perhaps more appropriate to think in terms of the proficiency level of a user of a language. Speaking is one of four skills and may not deserve in all contexts to be elevated to the sole criterion for proficiency. So, the profession is better served by considering a person’s communicative proficiency across the four skills. Teachers of any language, regardless of their own variety of English, can then be judged accordingly, and in turn, their pedagogical training and experience can occupy focal attention. (Brown, 2006. Adaptado)

The term “research”, in the first paragraph, is an example of uncountable noun in English. The countable noun among the following nouns is

A rain.
B music.
C sample.
D equipment.
E sunshine.