Questões de Inglês do ano 2023

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Listagem de Questões de Inglês do ano 2023

#Questão 926080 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

The Internet has been changing the way we communicate (Lotherington, 2007). Here are some of 2022’s most used internet abbreviations for tweeting and texting:
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Adapted from: https://preply.com/en/blog/the-most-used-internet-abbreviationsfor-texting-and-tweeting/
If a person is in a hurry, the abbreviation that will be used will be

#Questão 926081 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

On writing the message the writer implies he or she is

#Questão 926082 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

From this message taken from a million-word corpus of e-communication in the Cambridge English Corpus we can say that the 

#Questão 926083 - Inglês, Sinônimos | Synonyms, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

“Seldom” in “Although teachers seldom have (…)” (3rd paragraph) can be replaced without change of meaning by 

#Questão 926084 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

Text I

Nurturing Multimodalism


    […]

   New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.

   The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.

    Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.


Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter acies_in_ELT 



In the 2nd paragraph, the pronoun in “Instant messaging systems […] provide as natural a medium for communicating to them” refers to

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