Questões de Concurso
Sobre aspectos linguísticos | linguistic aspects em inglês
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Read the dialogue below.
A: Could I ask you the time, please?
B: No problem. It’s quarter past four.
Observing the function above as asking for something, it is correct to say that:
“Jack wants to be a soccer player and Julie wants to be a movie star. A palavra é:
I. Estão corretas a grafia e a tradução do trecho a seguir em inglês: the photograph has not come (a fotografia não saiu). II. Estão corretas a grafia e a tradução do trecho a seguir em inglês: he knows his own mind (ele sabe o que quer). III. Baseado nas ideias de Vygotsky, a aquisição de conhecimentos de Língua Inglesa não passa pela interação do sujeito com o meio.
Marque a alternativa CORRETA:
I. Comunicar-se na Língua Inglesa, por meio do uso variado de linguagens em mídias impressas ou digitais, reconhecendo-a como uma ferramenta que impede o acesso ao conhecimento, que reduz as perspectivas e as possibilidades para a compreensão dos valores e interesses de outras culturas e para o exercício do protagonismo social, é uma competência que pode ser desenvolvida pelo estudante de Língua Inglesa ao longo do Ensino Fundamental. II. No trecho "in full swing" ocorre um verbo cujo significado é "inspecionar" ou "revisar". III. A avaliação em Língua Inglesa não deve possibilitar observar a transferência das aprendizagens em contextos diferentes.
Marque a alternativa CORRETA:
I. Em linhas gerais, a aprendizagem de Língua Inglesa deve diminuir o conhecimento sobre linguagem que o aluno construiu sobre sua língua materna, por meio de comparações com essa língua estrangeira em vários níveis. II. Estão corretas a grafia e a tradução do trecho a seguir em inglês: that comes in useful (isto chega em boa hora).
Marque a alternativa CORRETA:
I. Está correta a grafia do trecho a seguir em inglês: kite a buzines (não é tão fácil). II. A avaliação em Língua Inglesa não deve ser realizada com o auxílio de tabelas ou do diário de classe.
Marque a alternativa CORRETA:
Read the two cartoons and answer questions.
Why 'Run' Is The Most Complex Word in the English Language
BY EMILY PETSKO
English can be hard for other language speakers to learn. To use just one example, there are at least eight different ways of expressing events in the future, and conditional tenses are another matter entirely. For evidence of the many nuances and inconsistencies of the English tongue, look no further than this tricky poem penned in 1920. (For a sample: “Hiccough has the sound of cup. My advice is to give up!”)
As author Simon Winchester wrote for The New York Times, there’s one English word in particular that’s deceptively simple: run. As a verb, it boasts a record-setting 645 definitions. Peter Gilliver, a lexicographer and associate editor of the Oxford English Dictionary, spent nine months sussing out its many shades of meaning.
“You might think this word simply means ‘to go with quick steps on alternate feet, never having both or (in the case of many animals) all feet on the ground at the same time,’” Winchester writes. “But no such luck: that is merely sense, and there are miles to go before the reader of this particular entry may sleep.”
This wasn’t always the case, though. When the first edition of the Oxford English Dictionary was published in 1928, the word with the most definitions was set. However, the word put later outpaced it, and run eventually overtook them both as the English language's most complex word. Winchester thinks this evolution is partly due to advancements in technology (for instance, “a train runs on tracks” and “an iPad runs apps”).
He believes the widespread use of run—and its intricate web of meanings—is also a reflection of our times. “It is a feature of our more sort of energetic and frantic times that set and put seem, in a peculiar way, sort of rather stodgy, rather conservative,” Gilliver told NPR in an interview.
So the next time you tell your boss you "want to run an idea" by them, know that you’re unconsciously expressing your enthusiasm— as well as all the other subtleties wrapped up in run that previous words like set failed to capture.
(Available in: http://mentalfloss.com/article/582820/run-most-complex-word-in-english-language. Accessed on May 17th, 2019. Adapted.)
Assessing learners’ oral skills are considered as a crucial process in most EFL teaching and learning programs. However, it can be challenging for teachers to make a valid, reliable, and fair assessment. This study aimed to investigate Saudi college students’ and teachers’ point of views toward the effectiveness of oral assessment techniques used to assess learners speaking-skills in the EFL classroom. Two different questionnaires were administered to 12 EFL teachers and forty-two students’ who are majoring in English at the Languages and Translation College at King Saud University. Both quantitative and qualitative data were collected from respondents, treated statistically, analyzed and revealed in the following sections. The findings of the study revealed that EFL teachers are using a variety of communicative oral assessment techniques and are utilizing effective assessment procedures in assessing their students’ speaking skills. For students, the results revealed that students are generally satisfied with the assessment techniques and procedures that, teachers use in assessing their language performance. Recommendations and suggestions are offered for all concerned parties.
(Available in:
http://www.ccsenet.org/journal/index.php/elt/article/view/0/390
Accessed on May 16th, 2019. Adapted.)
Read the excert from HUTCHINSON & WATERS (1987) about the ESP origin:
“As with most developments in human activity, ESP was not a planned and coherent movement, but rather a phenomenon that grew out of a number of converging trends. These trends have operated in a variety of ways around the world, but we can identify three main reasons common to the emerge of all ESP.”
Taking into consideration HUTCHINSON & WATERS assumptions, what are the three main reasons for ESP emergence?
According to BROWN (2007):
“As students work together in pairs and groups, they share information and come to each others’ aid. They are a ‘team’ whose players must work together in order to achieve goals successfully.”
Taking into consideration the above passage it is possible to state that the authors refer to
According to Anthony’s model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; technique is the level at which classroom procedures are described (RICHARDS and RODGERS, 2001).
Richards and Rodgers (2001) criticism concerning Anthony’s (1963) definition of approach, method and technique which resulted in the authors new model resides in:
Read the excerpt from Anthony (1963) apud Richards and Rodgers (2001):
“…An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught… …
... Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural.
Within one approach, there can be many methods…”
Considering the excerpt and the nature of approaches and methods in English teaching, it is correct to say that:
Given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organizational, pragmatic, strategic, and psychomotor. Communicative goals are best achieved by giving due attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and to students’ eventual need to apply classroom learning to previously unrehearsed contexts in the real world (BROWN, 2007).
Considering Communicative Competence as a reference, it is correct to state that:
The aim of this particular model is to provide a coherent framework for the integration of the various aspects of learning, while at the same time allowing enough room for creativity and variety to florish. The model consists of four elements: input, content focus, language focus, task (HUTCHINSON and WATERS,1987).
Hutchinson and Waters (1987) present a material design model based on four elements: input, content, language and task. According to the authors, the primary focus of the unit is:
[this domain] deals with the way in which utterences are interpreted in context, and the ways in which the utterences of a particular sentence in a certain context may convey a message that is not actually expressed in the sentence and in other contexts might not have been conveyed. (HUDDLESTON and PULLUM, 2002).
The previous passage is a definition of:
Regarding to questioning strategies for interactive learning, there are many ways to classify what kind of questions are effective in the classroom, beginning with display questions to highly referential ones. Asking a lot of questions in classroom does not guarantee stimulation of interaction, for that reason, knowing how to apply the appropriate question in order to achieve a previous fixed objective is of great importance (BROWN, 2007).
Considering the statement above, choose the alternative that properly presents: (1) a question category (2) its explanation and (3) a correct example of it.
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