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ID 735 Inglês Interpretação de Texto Reading Comprehension AOCP 2025
Texto associado
Text V Literacy as a Multidimensional Concept An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear, 2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016). Therefore, in order to define it, we must take into consideration the set of resources, sociocultural practices and competences––beyond reading and writing––that enable student interaction, critical thinking, the drawing of conclusions and the application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern 2000; American Association of School Librarians (AASL) 2011; Cooper et al. 2012; Kucer 2014; Paesani et al. 2016; Reyes-Torres 2018; Warner and Dupuy 2018).

As such, the multimodal training approach that we propose for the FL class stems from Kern’s notion of literacy, first, “as a process of creating and transforming knowledge” (2000, 29), and second, “as a matter of engaging in the ever-developing process of using reading and writing as tools for thinking and learning, in order to expand one’s understanding of oneself and the world” (40). This involves paying careful attention to language, while also developing a critical awareness of the relationships between texts, images, discourse conventions and sociocultural and digital contexts.

In sum, and in consonance with Kern and other scholars such as the NLG (1996), Steve Kucer (2014), Maria Brisk (2015), Paesani et al. (2016) and Shari Tishman (2018), we define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills, visual thinking strategies and dialogic attitudes that are necessary to develop the knowledge that allows them to grasp and evaluate information, organize ideas, exchange perspectives, construct meaning and reflect critically on a variety of sociocultural contexts.

In order to foster such a multidimensional approach to literacy in EFL and implement it as an organizing principle (Kress 2010; Serafini 2014), it is necessary that teachers become acquainted with the three dimensions that both Kern (2000) and Kucer (2014) acknowledge as the key components: a) cognitive; b) conceptual; and c) sociocultural. These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, and they also illustrate the multiple facets and fluid nature of literacy.

Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín; FERNÁNDEZ, Pilar. A multimodal approach to foster the multiliteracies pedagogy in the English as a Foreign Language context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at: https://www.atlantisjournal.org/index.php/atlantis/article/view/741. Accessed on: Mar. 21, 2025.

According to the Text V, what is the proposed approach for the foreign language (FL) class?

A The first proposal is to view literacy merely as the ability to read and write, focusing on mechanical skills without integrating them into broader cognitive processes.
B The first proposal emphasizes literacy as a process of creating and transforming knowledge, while the second proposal focuses on using reading and writing as tools for thinking and learning to enhance self and world understanding. The approach involves a critical awareness of the relationship between language, texts, images, and sociocultural and digital contexts.
C The second proposal suggests that literacy should be limited to the traditional understanding of grammar and vocabulary, without involving critical thinking or knowledge application.
D Both proposals suggest reinforcing the memorization of facts and figures as the primary mode of learning in FL classes, avoiding any practical application of language skills.
E The approach disregards any multimodal training and suggests a conventional lecture-based methodology focusing solely on direct instruction and rote learning.
ID 734 Inglês Interpretação de Texto Reading Comprehension AOCP 2025
Texto associado
Text V Literacy as a Multidimensional Concept An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear, 2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016). Therefore, in order to define it, we must take into consideration the set of resources, sociocultural practices and competences––beyond reading and writing––that enable student interaction, critical thinking, the drawing of conclusions and the application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern 2000; American Association of School Librarians (AASL) 2011; Cooper et al. 2012; Kucer 2014; Paesani et al. 2016; Reyes-Torres 2018; Warner and Dupuy 2018).

As such, the multimodal training approach that we propose for the FL class stems from Kern’s notion of literacy, first, “as a process of creating and transforming knowledge” (2000, 29), and second, “as a matter of engaging in the ever-developing process of using reading and writing as tools for thinking and learning, in order to expand one’s understanding of oneself and the world” (40). This involves paying careful attention to language, while also developing a critical awareness of the relationships between texts, images, discourse conventions and sociocultural and digital contexts.

In sum, and in consonance with Kern and other scholars such as the NLG (1996), Steve Kucer (2014), Maria Brisk (2015), Paesani et al. (2016) and Shari Tishman (2018), we define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills, visual thinking strategies and dialogic attitudes that are necessary to develop the knowledge that allows them to grasp and evaluate information, organize ideas, exchange perspectives, construct meaning and reflect critically on a variety of sociocultural contexts.

In order to foster such a multidimensional approach to literacy in EFL and implement it as an organizing principle (Kress 2010; Serafini 2014), it is necessary that teachers become acquainted with the three dimensions that both Kern (2000) and Kucer (2014) acknowledge as the key components: a) cognitive; b) conceptual; and c) sociocultural. These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, and they also illustrate the multiple facets and fluid nature of literacy.

Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín; FERNÁNDEZ, Pilar. A multimodal approach to foster the multiliteracies pedagogy in the English as a Foreign Language context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at: https://www.atlantisjournal.org/index.php/atlantis/article/view/741. Accessed on: Mar. 21, 2025.

The Text V discusses the essential dimensions identified by Kern

( 2000 ) and Kucer

( 2014 ) as foundational for a multidimensional approach to literacy in English as a Foreign Language (EFL). What is the role of these dimensions in the teaching and learning process?

A They serve as independent units that should be addressed sequentially in the curriculum.
B Each dimension operates in isolation to address specific linguistic competencies.
C The dimensions are hierarchically arranged, with the cognitive dimension being the most crucial.
D They form a field of forces that complement each other, illustrating the multifaceted and fluid nature of literacy.
E They are optional components that can be integrated selectively based on student needs.
ID 733 Inglês Pronomes Pronouns AOCP 2025
Texto associado
Text V Literacy as a Multidimensional Concept An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear, 2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016). Therefore, in order to define it, we must take into consideration the set of resources, sociocultural practices and competences––beyond reading and writing––that enable student interaction, critical thinking, the drawing of conclusions and the application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern 2000; American Association of School Librarians (AASL) 2011; Cooper et al. 2012; Kucer 2014; Paesani et al. 2016; Reyes-Torres 2018; Warner and Dupuy 2018).

As such, the multimodal training approach that we propose for the FL class stems from Kern’s notion of literacy, first, “as a process of creating and transforming knowledge” (2000, 29), and second, “as a matter of engaging in the ever-developing process of using reading and writing as tools for thinking and learning, in order to expand one’s understanding of oneself and the world” (40). This involves paying careful attention to language, while also developing a critical awareness of the relationships between texts, images, discourse conventions and sociocultural and digital contexts.

In sum, and in consonance with Kern and other scholars such as the NLG (1996), Steve Kucer (2014), Maria Brisk (2015), Paesani et al. (2016) and Shari Tishman (2018), we define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills, visual thinking strategies and dialogic attitudes that are necessary to develop the knowledge that allows them to grasp and evaluate information, organize ideas, exchange perspectives, construct meaning and reflect critically on a variety of sociocultural contexts.

In order to foster such a multidimensional approach to literacy in EFL and implement it as an organizing principle (Kress 2010; Serafini 2014), it is necessary that teachers become acquainted with the three dimensions that both Kern (2000) and Kucer (2014) acknowledge as the key components: a) cognitive; b) conceptual; and c) sociocultural. These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, and they also illustrate the multiple facets and fluid nature of literacy.

Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín; FERNÁNDEZ, Pilar. A multimodal approach to foster the multiliteracies pedagogy in the English as a Foreign Language context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at: https://www.atlantisjournal.org/index.php/atlantis/article/view/741. Accessed on: Mar. 21, 2025.

In relation to the term “whose” in the sentence: “We define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills [...]”, select the correct alternative.

A “Whose” acts as a conjunction that links two independent clauses.
B “Whose” functions as a relative pronoun that connects the concept to its main aim.
C “Whose” serves as an interjection to add emphasis to the sentence.
D “Whose” is used as a preposition to indicate direction.
E “Whose” is used as a reflexive pronoun to emphasize the subject.
ID 732 Inglês Interpretação de Texto Reading Comprehension AOCP 2025
Texto associado
Text V Literacy as a Multidimensional Concept An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear, 2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016). Therefore, in order to define it, we must take into consideration the set of resources, sociocultural practices and competences––beyond reading and writing––that enable student interaction, critical thinking, the drawing of conclusions and the application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern 2000; American Association of School Librarians (AASL) 2011; Cooper et al. 2012; Kucer 2014; Paesani et al. 2016; Reyes-Torres 2018; Warner and Dupuy 2018).

As such, the multimodal training approach that we propose for the FL class stems from Kern’s notion of literacy, first, “as a process of creating and transforming knowledge” (2000, 29), and second, “as a matter of engaging in the ever-developing process of using reading and writing as tools for thinking and learning, in order to expand one’s understanding of oneself and the world” (40). This involves paying careful attention to language, while also developing a critical awareness of the relationships between texts, images, discourse conventions and sociocultural and digital contexts.

In sum, and in consonance with Kern and other scholars such as the NLG (1996), Steve Kucer (2014), Maria Brisk (2015), Paesani et al. (2016) and Shari Tishman (2018), we define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills, visual thinking strategies and dialogic attitudes that are necessary to develop the knowledge that allows them to grasp and evaluate information, organize ideas, exchange perspectives, construct meaning and reflect critically on a variety of sociocultural contexts.

In order to foster such a multidimensional approach to literacy in EFL and implement it as an organizing principle (Kress 2010; Serafini 2014), it is necessary that teachers become acquainted with the three dimensions that both Kern (2000) and Kucer (2014) acknowledge as the key components: a) cognitive; b) conceptual; and c) sociocultural. These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, and they also illustrate the multiple facets and fluid nature of literacy.

Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín; FERNÁNDEZ, Pilar. A multimodal approach to foster the multiliteracies pedagogy in the English as a Foreign Language context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at: https://www.atlantisjournal.org/index.php/atlantis/article/view/741. Accessed on: Mar. 21, 2025.

Regarding the expression “these dimensions” in the passage: “ These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, anda they also illustrate the multiple facets and fluid nature of literacy”, select the correct alternative.

A The expression “these dimensions” refers to the cognitive, conceptual, and sociocultural dimensions that are fundamental to a multidimensional approach to literacy, mentioned previously.
B The expression “these dimensions” refers to the various methods and strategies employed in teaching English as a Foreign Language (EFL), mentioned previously.
C The expression “these dimensions” refers to the different teaching styles and assessment methods used in modern educational systems, mentioned previously.
D The expression “these dimensions” refers to the variety of learning environments and technologies used in EFL classrooms, mentioned previously.
E The expression “these dimensions” refers to the educational policies and standards criticized by researchers such as Kress (2010) and Serafini (2014), mentioned previously.
ID 731 Inglês Vocabulário Vocabulary AOCP 2025

Homographs and homophones are common in the English language and often cause confusion among learners. About it, judge the following statements on the subject as True (T) or False (F), and then mark the alternative with the correct sequence.

( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.

( ) Homophones are words that sound the same but may differ in spelling and meaning.

( ) The word “can” is an example of a homograph.

( ) “Peace” and “piece” are examples of homophones.

( ) The word “bark” is an example of a homophone.

A T – F – T – T – F.
B T – T – T – T – F.
C T – T – F – T – T.
D F – T – T – T – F.
E T – T – T – F – T.
ID 730 Inglês Ensino da Língua Estrangeira Inglesa AOCP 2025

Considering the integrated teaching of the four language skills – reading, listening, writing, and speaking – in communicative approaches to English language teaching, select the correct alternative.

A Integrated skills teaching should be avoided because it prevents learners from focusing deeply on each individual skill.
B Listening and speaking are receptive skills and should be taught separately from reading and writing.
C Speaking and writing, as productive skills, should only be practiced after learners have mastered receptive ones.
D An integrated skills approach fosters realistic language use and promotes the simultaneous development of communicative competence.
E Productive skills should be prioritized in isolation because they do not require interaction with receptive abilities.
ID 729 Inglês Ensino da Língua Estrangeira Inglesa AOCP 2025

A Brazilian English teacher has been hired to teach a group of experienced doctors who are preparing for a professional development program in an English-speaking country. These professionals will mainly need to understand technical literature in their field and participate in conferences. In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:

A general English instruction is more appropriate in this context, as it prevents the complexity of adapting lessons to learners’ professional goals.
B ESP teaching disregards learners’ prior language knowledge and focuses only on technical vocabulary.
C teaching ESP to professionals from the same field limits collaborative learning and should be averted.
D the teacher should conduct a needs analysis to align language instruction with the learners’ communicative demands and specific contexts of use.
E ESP classes should keep away from authentic materials, as they may confuse learners and demotivate them.
ID 604 Inglês Interpretação de Texto Reading Comprehension AOCP 2022
Texto associado
What is the Difference Between Checking and Savings Accounts? The main difference between checking and savings accounts is that checking accounts are primarily for accessing your money for daily use while savings accounts are primarily for saving money. Checking accounts are considered “transactional,” meaning that they allow you to access your money when and where you need it. While both allow you to access your money, you may consider it easier to do so with checking accounts. Since these accounts are designed to give you easy access to your cash, they often come with debit cards, checks, and even offer digital payment options.

In contrast, savings accounts have a limit on the number of withdrawals you can make each month. While checking accounts are convenient for daily cash needs, it’s important to remember that they may be age restricted. Most banks won’t allow people under the age of 18 to open a checking account without a parent or legal guardian as a co-owner of the account. Before opening a checking account, make sure that its terms fit your financial needs and your lifestyle.

When it comes to setting aside money for a longterm need or goal, you should consider a savings account. Savings accounts are designed to hold money over a long period of time to help you save for larger goals (rather than everyday purchases). As your money stays in the account, it will accrue interest and grow over time. This means that you will need to visit your bank, set up a transfer online, or make an ATM withdrawal to access your money. Keeping some of your money in a savings account is a great way to set it aside for emergencies or large purchases – its limited access will keep you from spending it on day-to-day necessities.

There are also dedicated savings accounts for kids, though a parent or guardian is usually required as a joint owner. (Adapted from: https://www.santanderbank.com/personal/resources/checkingsavings/difference-between-checking savings#:~:text=The%20main%20difference%20between%20check ing,and%20where%20you%20need%20it)

Choose the alternative that correctly describes the meaning of one of the following words which were taken from the text.

A In the text, the word “ cash ” (1 st paragraph) is being used to refer to equivalent forms of money such as checks, vouchers, or debit cards, as opposed to using credit cards or digital payment options.
B In the text, the word “ parent ” (2 nd paragraph) is being used to refer to a person who relates to a given user as a responsible companion in the absence of the father or mother.
C In the text, the word “ daily ” (1 st paragraph) is being used to refer to something, usually a long task, which takes an entire day to be completed and thus can only be done once at a time.
D In the text, the word “ withdrawals ” (1 st paragraph) is being used to refer to the act of taking out money from a bank account with the intention of returning it in the near future.
E In the text, the word “ interest ” (3 rd paragraph) is being used to refer to the sum of money that a person earns as a percentage of their own deposit in their bank account.
ID 602 Inglês Interpretação de Texto Reading Comprehension AOCP 2022
Texto associado
What is the Difference Between Checking and Savings Accounts? The main difference between checking and savings accounts is that checking accounts are primarily for accessing your money for daily use while savings accounts are primarily for saving money. Checking accounts are considered “transactional,” meaning that they allow you to access your money when and where you need it. While both allow you to access your money, you may consider it easier to do so with checking accounts. Since these accounts are designed to give you easy access to your cash, they often come with debit cards, checks, and even offer digital payment options.

In contrast, savings accounts have a limit on the number of withdrawals you can make each month. While checking accounts are convenient for daily cash needs, it’s important to remember that they may be age restricted. Most banks won’t allow people under the age of 18 to open a checking account without a parent or legal guardian as a co-owner of the account. Before opening a checking account, make sure that its terms fit your financial needs and your lifestyle.

When it comes to setting aside money for a longterm need or goal, you should consider a savings account. Savings accounts are designed to hold money over a long period of time to help you save for larger goals (rather than everyday purchases). As your money stays in the account, it will accrue interest and grow over time. This means that you will need to visit your bank, set up a transfer online, or make an ATM withdrawal to access your money. Keeping some of your money in a savings account is a great way to set it aside for emergencies or large purchases – its limited access will keep you from spending it on day-to-day necessities.

There are also dedicated savings accounts for kids, though a parent or guardian is usually required as a joint owner. (Adapted from: https://www.santanderbank.com/personal/resources/checkingsavings/difference-between-checking savings#:~:text=The%20main%20difference%20between%20check ing,and%20where%20you%20need%20it)

Read the excerpt below and choose the only alternative with a plausible interpretation of its content: “Savings accounts are designed to hold money over a long period of time to help you save for larger goals (rather than everyday purchases). As your money stays in the account, it will accrue interest and grow over time. This means that you will need to visit your bank, set up a transfer online, or make an ATM withdrawal to access your money.”

A The efficacy of a savings account is contingent upon the users’ willingness to be more mindful when making their daily purchases using the account, since their larger life goals are at stake.
B To use a savings account, users must prioritize life goals and restrict their everyday purchases to a minimum, except for when the accrued interest justifies superfluous spending.
C Savings accounts are subject to more restrictions than checking accounts since they are less flexible on giving users access to their money, which means they are mostly aimed at the wealthy.
D In order for users to access their money from a savings account, it is necessary for them to either go to the bank personally, set up a transfer online or make an ATM withdrawal.
E To withdraw money from a savings account, users must agree to the condition that their money may stop accruing interest and growing over time for a short period.
ID 601 Inglês Interpretação de Texto Reading Comprehension AOCP 2022
Texto associado
What is the Difference Between Checking and Savings Accounts? The main difference between checking and savings accounts is that checking accounts are primarily for accessing your money for daily use while savings accounts are primarily for saving money. Checking accounts are considered “transactional,” meaning that they allow you to access your money when and where you need it. While both allow you to access your money, you may consider it easier to do so with checking accounts. Since these accounts are designed to give you easy access to your cash, they often come with debit cards, checks, and even offer digital payment options.

In contrast, savings accounts have a limit on the number of withdrawals you can make each month. While checking accounts are convenient for daily cash needs, it’s important to remember that they may be age restricted. Most banks won’t allow people under the age of 18 to open a checking account without a parent or legal guardian as a co-owner of the account. Before opening a checking account, make sure that its terms fit your financial needs and your lifestyle.

When it comes to setting aside money for a longterm need or goal, you should consider a savings account. Savings accounts are designed to hold money over a long period of time to help you save for larger goals (rather than everyday purchases). As your money stays in the account, it will accrue interest and grow over time. This means that you will need to visit your bank, set up a transfer online, or make an ATM withdrawal to access your money. Keeping some of your money in a savings account is a great way to set it aside for emergencies or large purchases – its limited access will keep you from spending it on day-to-day necessities.

There are also dedicated savings accounts for kids, though a parent or guardian is usually required as a joint owner. (Adapted from: https://www.santanderbank.com/personal/resources/checkingsavings/difference-between-checking savings#:~:text=The%20main%20difference%20between%20check ing,and%20where%20you%20need%20it)

According to the text, checking accounts are considered ‘transactional’. This feature points to the specific ways in which this type of account is meant to be used by clients. In practice, what does the term ‘transactional’ mean in this context?

A It means that transactions are operations which can only be done once users reach the age of 18 or older and become financially responsible adults, otherwise checking accounts will remain age restricted, without exceptions.
B It means that there are very little restrictions on the number of transactions a user can make, though banks still recommend users to use debit cards and checks instead of digital payment options for safety
C It means that users are allowed to make transactions whenever and wherever they need, while also being provided with other means of accessing their money such as debit cards, checks and digital payment options.
D It means that once users sign a formal agreement stating that they won’t use the account for their daily cash needs, banks will provide them with additional options to access their money and easily make transactions.
E It means that transactions will only be allowed if a parent or legal guardian is present as a co-owner when users are under the age of 18, and in these cases additional payment options won’t be provided.