3854537 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: FUNCERN
Orgão: IF-PE

Provas:

Professor PEBTT - Inglês
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Interpretação de texto | Reading comprehension

Multimodal genres are those in which meaning is created through the interaction of multiple semiotic modes. In these terms, multimodal genres

A

refer to any text that includes visual or auditory elements, regardless of whether these modes interact or contribute to a unified meaning, focusing on the presence of multiple media.

B

construct meaning through the coordinated use of several semiotic modes, requiring attention to the interplay among these modes to achieve their communicative goals.

C

combine visual, auditory, and textual elements, yet their primary goal is decorative, emphasizing aesthetic arrangement rather than the coordinated creation of meaning.

D

are collections of materials that use multiple semiotic modes, where the meaning is determined mainly by the textual component, and other modes are in random communication schemes.

E

consist of integrating various modes in a text, but the modes are optional and the communicative effect does not depend on how the modes interact to convey meaning.

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3854536 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: FUNCERN
Orgão: IF-PE

Provas:

Professor PEBTT - Inglês
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Interpretação de texto | Reading comprehension

Question must be answered based on the following situation.

You are teaching an English for Specific Purposes (ESP) class for first-year Brazilian Radiology students at a federal institution. The students need to read and comprehend technical articles about imaging techniques, patient care protocols and radiology equipment manuals. Most students are native Portuguese speakers with varying levels of English proficiency. Some struggle with understanding complex technical terms, others with interpreting text structures and summarizing procedures in English. You, as a teacher, aim to design reading tasks to improve their knowledge in the radiology field.

Considering approaches to ESP course design (Hutchinson & Waters (1987); Dudley-Evans & St. John (1998); Fortanet-Gomez & Raisanen (2008), your reading tasks must

A

focus on vocabulary drills and translation from English to Portuguese, employing authentic texts sparingly.

B

provide general medical texts with comprehension questions, using radiology texts occasionally, yet without emphasizing their relevance to professional practice.

C

offer simplified English texts with glossaries and comprehension questions; include authentic radiology readings infrequently, prioritizing vocabulary memorization.

D

emphasize grammar exercises and generic comprehension questions; sporadically include professional texts without scaffolding reading strategies.

E

combine reading strategies and techniques to analyze text structures of professional radiology materials, adapting tasks to students’ backgrounds and English proficiency.

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Questão presente nas seguintes provas

3854535 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: FUNCERN
Orgão: IF-PE

Provas:

Professor PEBTT - Inglês
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Gramática - Língua InglesaPalavras conectivas | Connective words

He set up his home-based takeaway, named Africana Chops, in 2022, after being incessantly asked by his St Lucian friends for Nigerian fare. The takeaway is now thriving, Dr Ogbu tells the BBC, and not just because his island customers think the food is tasty. 'They know that we all have the same ancestral origin. So most of the time, they want to get in touch with that,' Dr Ogbu explains. People across the Caribbean have been expressing African pride through cultural means, such as food, clothing and travel, while governments and institutions from both sides of the Atlantic have been meeting to forge economic ties.

Adapted from: CHIBELUSHI, Wedaeli; HANDY, Gemma. New wave of African pride rises in the Caribbean (2025). Available at: https://www.bbc.com/news/articles/czxyw4w440vo

Based on the analysis of the underlined terms, it can be said that:

A

“And” is used to add information, connecting two related ideas about the takeaway’s success.

B

“After” introduces an exemplification, indicating why Dr Ogbu decided to open the takeaway.

C

“So” signals contrast, showing an unexpected outcome between knowing ancestral origins and acting on them.

D

“While” indicates temporal sequence, showing that governments and institutions met after people expressed African pride.

E

“Because” is used to introduce a result or consequence rather than a reason.

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Questão presente nas seguintes provas

3853086 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Santa Cecília-PB

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Professor B - Inglês
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Sinônimos | Synonyms
Gramática - Língua InglesaPreposições | Prepositions

TEXT 2

ACTIVE LEARNING METHODOLOGIES IN ENGLISH CLASSES: INTERACTION IN A VIRTUAL ENVIRONMENT

The coronavirus pandemic has intensified the creative use of technological resources that significantly promote dynamic communication among learners. This study investigated the contribution of active methodologies in remote English language classes for the interaction between basic level learners. Based on this goal, we analyzed the resources that promote the linguistic development of students through interaction in virtual environments, based on studies on active methodologies on learning, interaction and teaching of foreign languages and sociocultural theory. Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory. By contrasting the instruments, we obtained three global categories that emerged from the comparison and contrast between them: flexibility, autonomy, and interaction. The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions. The results confirm the contributions of active methodologies in the online environment.

KEYWORDS

active methodologies; remote learning; teaching

English; grounded theory; pandemic.

Content extracted and adapted from:

https://www.scielo.br/j/alfa/a/Hm848QBzd7khg59gmzSN5KD/?lang=en

Consider the following excerpt extracted from Text 2:

“The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions.”

Now choose the only alternative below that could correctly replace the underlined word preserving its original meaning and use in its original context.

Provas

Questão presente nas seguintes provas

3853085 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Santa Cecília-PB

Provas:

Professor B - Inglês
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Vocabulário | Vocabulary

TEXT 2

ACTIVE LEARNING METHODOLOGIES IN ENGLISH CLASSES: INTERACTION IN A VIRTUAL ENVIRONMENT

The coronavirus pandemic has intensified the creative use of technological resources that significantly promote dynamic communication among learners. This study investigated the contribution of active methodologies in remote English language classes for the interaction between basic level learners. Based on this goal, we analyzed the resources that promote the linguistic development of students through interaction in virtual environments, based on studies on active methodologies on learning, interaction and teaching of foreign languages and sociocultural theory. Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory. By contrasting the instruments, we obtained three global categories that emerged from the comparison and contrast between them: flexibility, autonomy, and interaction. The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions. The results confirm the contributions of active methodologies in the online environment.

KEYWORDS

active methodologies; remote learning; teaching

English; grounded theory; pandemic.

Content extracted and adapted from:

https://www.scielo.br/j/alfa/a/Hm848QBzd7khg59gmzSN5KD/?lang=en

Consider that some English words bear strong spelling and semantic similarities to some Brazilian Portuguese words because they share the same etymological root. These words are called "cognates". Based on this, select the only one alternative that correctly
Consider that some English words bear strong spelling and semantic similarities to some Brazilian Portuguese words because they share the same etymological root. These words are called "cognates". Based on this, select the only one alternative that correctly presents 5 examples of English cognate words found in Text 2:

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Questão presente nas seguintes provas

3853084 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Santa Cecília-PB

Provas:

Professor B - Inglês
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Gramática - Língua InglesaDiscurso direto e indireto | Reported speech

TEXT 2

ACTIVE LEARNING METHODOLOGIES IN ENGLISH CLASSES: INTERACTION IN A VIRTUAL ENVIRONMENT

The coronavirus pandemic has intensified the creative use of technological resources that significantly promote dynamic communication among learners. This study investigated the contribution of active methodologies in remote English language classes for the interaction between basic level learners. Based on this goal, we analyzed the resources that promote the linguistic development of students through interaction in virtual environments, based on studies on active methodologies on learning, interaction and teaching of foreign languages and sociocultural theory. Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory. By contrasting the instruments, we obtained three global categories that emerged from the comparison and contrast between them: flexibility, autonomy, and interaction. The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions. The results confirm the contributions of active methodologies in the online environment.

KEYWORDS

active methodologies; remote learning; teaching

English; grounded theory; pandemic.

Content extracted and adapted from:

https://www.scielo.br/j/alfa/a/Hm848QBzd7khg59gmzSN5KD/?lang=en

Consider the sentence below:

"Active methodologies promote interaction", said the teacher.

Now, choose the alternative below that correctly restates it into reported speech:

Provas

Questão presente nas seguintes provas

3853083 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Santa Cecília-PB

Provas:

Professor B - Inglês
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Voz Ativa e Passiva | Passive and Active Voice

TEXT 2

ACTIVE LEARNING METHODOLOGIES IN ENGLISH CLASSES: INTERACTION IN A VIRTUAL ENVIRONMENT

The coronavirus pandemic has intensified the creative use of technological resources that significantly promote dynamic communication among learners. This study investigated the contribution of active methodologies in remote English language classes for the interaction between basic level learners. Based on this goal, we analyzed the resources that promote the linguistic development of students through interaction in virtual environments, based on studies on active methodologies on learning, interaction and teaching of foreign languages and sociocultural theory. Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory. By contrasting the instruments, we obtained three global categories that emerged from the comparison and contrast between them: flexibility, autonomy, and interaction. The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions. The results confirm the contributions of active methodologies in the online environment.

KEYWORDS

active methodologies; remote learning; teaching

English; grounded theory; pandemic.

Content extracted and adapted from:

https://www.scielo.br/j/alfa/a/Hm848QBzd7khg59gmzSN5KD/?lang=en

In the excerpt “Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory.”
(extracted from Text 2), we can correctly identify the occurrences of:

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Questão presente nas seguintes provas

3853082 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Santa Cecília-PB

Provas:

Professor B - Inglês
Provas ×

Interpretação de texto | Reading comprehension
Ensino da Língua Estrangeira Inglesa

TEXT 2

ACTIVE LEARNING METHODOLOGIES IN ENGLISH CLASSES: INTERACTION IN A VIRTUAL ENVIRONMENT

The coronavirus pandemic has intensified the creative use of technological resources that significantly promote dynamic communication among learners. This study investigated the contribution of active methodologies in remote English language classes for the interaction between basic level learners. Based on this goal, we analyzed the resources that promote the linguistic development of students through interaction in virtual environments, based on studies on active methodologies on learning, interaction and teaching of foreign languages and sociocultural theory. Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory. By contrasting the instruments, we obtained three global categories that emerged from the comparison and contrast between them: flexibility, autonomy, and interaction. The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions. The results confirm the contributions of active methodologies in the online environment.

KEYWORDS

active methodologies; remote learning; teaching

English; grounded theory; pandemic.

Content extracted and adapted from:

https://www.scielo.br/j/alfa/a/Hm848QBzd7khg59gmzSN5KD/?lang=en

Which of the following items correctly presents examples of active methodology tasks mentioned in text 2?

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Questão presente nas seguintes provas

3853081 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Santa Cecília-PB

Provas:

Professor B - Inglês
Provas ×

Interpretação de texto | Reading comprehension

TEXT 2

ACTIVE LEARNING METHODOLOGIES IN ENGLISH CLASSES: INTERACTION IN A VIRTUAL ENVIRONMENT

The coronavirus pandemic has intensified the creative use of technological resources that significantly promote dynamic communication among learners. This study investigated the contribution of active methodologies in remote English language classes for the interaction between basic level learners. Based on this goal, we analyzed the resources that promote the linguistic development of students through interaction in virtual environments, based on studies on active methodologies on learning, interaction and teaching of foreign languages and sociocultural theory. Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory. By contrasting the instruments, we obtained three global categories that emerged from the comparison and contrast between them: flexibility, autonomy, and interaction. The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions. The results confirm the contributions of active methodologies in the online environment.

KEYWORDS

active methodologies; remote learning; teaching

English; grounded theory; pandemic.

Content extracted and adapted from:

https://www.scielo.br/j/alfa/a/Hm848QBzd7khg59gmzSN5KD/?lang=en

According to Text 2, what were the global categories that emerged from the analysis section?

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Questão presente nas seguintes provas

3853080 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Santa Cecília-PB

Provas:

Professor B - Inglês
Provas ×

Interpretação de texto | Reading comprehension
Ensino da Língua Estrangeira Inglesa

TEXT 2

ACTIVE LEARNING METHODOLOGIES IN ENGLISH CLASSES: INTERACTION IN A VIRTUAL ENVIRONMENT

The coronavirus pandemic has intensified the creative use of technological resources that significantly promote dynamic communication among learners. This study investigated the contribution of active methodologies in remote English language classes for the interaction between basic level learners. Based on this goal, we analyzed the resources that promote the linguistic development of students through interaction in virtual environments, based on studies on active methodologies on learning, interaction and teaching of foreign languages and sociocultural theory. Data were generated from an online questionnaire applied to students' interactions in the Google Classroom environment, and the field observation journal of synchronous interactions in Google Meet and were analyzed in the light of grounded theory. By contrasting the instruments, we obtained three global categories that emerged from the comparison and contrast between them: flexibility, autonomy, and interaction. The categories showed that creative tasks developed through active methodologies, such as video production, autonomous activities such as prior access to video classes and flexible tasks such as the activities available in the weekly forums, allowed learners to identify possible errors regarding the use of the language and collaborate with colleagues, solving problems collaboratively and answering questions. The results confirm the contributions of active methodologies in the online environment.

KEYWORDS

active methodologies; remote learning; teaching

English; grounded theory; pandemic.

Content extracted and adapted from:

https://www.scielo.br/j/alfa/a/Hm848QBzd7khg59gmzSN5KD/?lang=en

What was the main focus of the study presented in Text 2?