Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.003 questões
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783594
Inglês
Analise as afirmativas abaixo sobre o documento
Base Nacional Comum Curricular – Língua Inglesa.
1. As “aprendizagens essenciais” definidas pela BNCC são sobre conhecimentos, habilidades, atitudes, valores e a capacidade de os mobilizar, articular e integrar, expressando-se em competências.
2. No componente curricular Língua Inglesa, conforme a BNCC, o eixo que está claramente indicado no contexto das habilidades para o Ensino Fundamental é a oralidade, leitura, escrita, conhecimentos linguísticos/gramaticais e dimensão intercultural.
3. Um dos princípios orientadores da BNCC para a Língua Inglesa é o foco apenas na repetição e memorização de listas de vocabulário.
4. Segundo a BNCC, o principal objetivo do ensino de Língua Inglesa na Educação Básica é o de preparar o aluno exclusivamente para exames internacionais.
5. A BNCC entende o ensino de línguas estrangeiras como um meio de promoção da integração cultural e do exercício da cidadania global.
Assinale a alternativa que indica todas as afirmativas corretas.
1. As “aprendizagens essenciais” definidas pela BNCC são sobre conhecimentos, habilidades, atitudes, valores e a capacidade de os mobilizar, articular e integrar, expressando-se em competências.
2. No componente curricular Língua Inglesa, conforme a BNCC, o eixo que está claramente indicado no contexto das habilidades para o Ensino Fundamental é a oralidade, leitura, escrita, conhecimentos linguísticos/gramaticais e dimensão intercultural.
3. Um dos princípios orientadores da BNCC para a Língua Inglesa é o foco apenas na repetição e memorização de listas de vocabulário.
4. Segundo a BNCC, o principal objetivo do ensino de Língua Inglesa na Educação Básica é o de preparar o aluno exclusivamente para exames internacionais.
5. A BNCC entende o ensino de línguas estrangeiras como um meio de promoção da integração cultural e do exercício da cidadania global.
Assinale a alternativa que indica todas as afirmativas corretas.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783592
Inglês
Choose the alternative which contains the correct
word(s) to complete the following sentence:
The .................. method is an old method which was originally used to teach dead languages which explains why it focuses mainly on the .................. form at the expense of the oral form.
Select the alternative that correctly completes the blanks in the sentence.
The .................. method is an old method which was originally used to teach dead languages which explains why it focuses mainly on the .................. form at the expense of the oral form.
Select the alternative that correctly completes the blanks in the sentence.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783591
Inglês
About Methods an Approaches of teaching English as a foreign Language read the affirmatives below
and choose the correct one.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783590
Inglês
Study these sentences and decide if they are
true ( T ) or false ( F ), according to Methods and
Approaches of Teaching English as a Foreign Language.
( ) The Grammar-Translation Method mainly focuses on translation, grammar rules, and written exercises.
( ) The Direct Method emphasizes on using the mother tongue to explain vocabulary.
( ) The Audiolingual Method is based on Behaviorist theory and habit formation through drills.
( ) In the Communicative Approach (CLT), the main goal of teaching is to memorize dialogues and vocabulary.
Choose the alternative which presents the correct sequence, from top to bottom.
( ) The Grammar-Translation Method mainly focuses on translation, grammar rules, and written exercises.
( ) The Direct Method emphasizes on using the mother tongue to explain vocabulary.
( ) The Audiolingual Method is based on Behaviorist theory and habit formation through drills.
( ) In the Communicative Approach (CLT), the main goal of teaching is to memorize dialogues and vocabulary.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783589
Inglês
A Compreensão oral e a Produção oral em língua
inglesa são essenciais na formação docente de língua
estrangeira, pois envolve o desenvolvimento das
habilidades de escuta (listening) e da fala(speaking),
que segundo a BNCC, são os pilares da competência
comunicativa.
Entre as afirmativas abaixo, identifique com as que se referem a Listening ( L ) e as que se referem a Speaking ( S ).
( ) O uso de vídeos, músicas e podcasts nas aulas de inglês desenvolve a compreensão oral em contextos autênticos e variados.
( ) O uso de atividades como role-plays, dialogues e debates ajuda o aluno a desenvolver fluência, espontaneidade e confiança na fala.
( ) A entonação, o ritmo e o stress nas palavras são importantes porque tornam a comunicação mais natural e auxiliam na compreensão oral.
( ) Fluência, adequação lexical, coerência e interação comunicativa fazem parte da avaliação.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
Entre as afirmativas abaixo, identifique com as que se referem a Listening ( L ) e as que se referem a Speaking ( S ).
( ) O uso de vídeos, músicas e podcasts nas aulas de inglês desenvolve a compreensão oral em contextos autênticos e variados.
( ) O uso de atividades como role-plays, dialogues e debates ajuda o aluno a desenvolver fluência, espontaneidade e confiança na fala.
( ) A entonação, o ritmo e o stress nas palavras são importantes porque tornam a comunicação mais natural e auxiliam na compreensão oral.
( ) Fluência, adequação lexical, coerência e interação comunicativa fazem parte da avaliação.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Joaçaba - SC
Prova:
FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783584
Inglês
De acordo com a Base Nacional Comum Curricular (BNCC), os gêneros textuais em Língua Inglesa são
fundamentais para o desenvolvimento da competência comunicativa, intercultural e crítica.
Analise as afirmativas abaixo sobre os gêneros textuais.
1. Os gêneros textuais são formas socialmente reconhecidas de uso da linguagem, que cumprem funções comunicativas em contextos reais.
2. Trabalhar com gêneros textuais nas aulas de língua inglesa, tem como objetivo principal o desenvolvimento da competência comunicativa e intercultural por meio de práticas reais de linguagem.
3. Os gêneros textuais devem ser considerados a materialização das várias práticas educacionais que permeiam a sociedade, articulados de tal forma que são imprescindíveis à vida em sociedade.
4. O gênero textual ‘news article’ tem como objetivo convencer o leitor a recontar experiências pessoais.
Assinale a alternativa que indica todas as afirmativas corretas.
Analise as afirmativas abaixo sobre os gêneros textuais.
1. Os gêneros textuais são formas socialmente reconhecidas de uso da linguagem, que cumprem funções comunicativas em contextos reais.
2. Trabalhar com gêneros textuais nas aulas de língua inglesa, tem como objetivo principal o desenvolvimento da competência comunicativa e intercultural por meio de práticas reais de linguagem.
3. Os gêneros textuais devem ser considerados a materialização das várias práticas educacionais que permeiam a sociedade, articulados de tal forma que são imprescindíveis à vida em sociedade.
4. O gênero textual ‘news article’ tem como objetivo convencer o leitor a recontar experiências pessoais.
Assinale a alternativa que indica todas as afirmativas corretas.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781921
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
There are differences between content-based language
teaching (CBLT) and content and language integrated learning
(CLIL), the main one being that CBLT deals with teaching
content in language lessons, whereas CLIL deals with
teaching a subject at the same time as teaching language.
CLIL is also different from immersion, where learners learn
all their subjects in another language and there is no focus on
language in subject lessons, for example in an international
school. These ideas can be visualised as a continuum. On
the left-hand side of the continuum, content-based language
teaching is where language teachers teach another language
through content - so the focus is on language and the input
for language classes is topics based on subject content. On
the right-hand side of the continuum, learners are working all
the time in another language. CLIL can be placed somewhere
in the middle of the continuum: learners are learning content
through another language. Typically, they have a number of
lessons in one or more subjects per week in another language
(for example, geography, history, science, PE or music) and
the rest of their lessons in their first language.
(Liz Dale, Rosie Tanner. CLIL activities:
a resource for subjects and language teachers)
An EFL teacher is planning a lesson on “The Water Cycle”
where the primary goal is for students to successfully use
the conditional tense (if... then...) to describe the process.
Which learning approach is the teacher adopting?
Which learning approach is the teacher adopting?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781920
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
There are differences between content-based language
teaching (CBLT) and content and language integrated learning
(CLIL), the main one being that CBLT deals with teaching
content in language lessons, whereas CLIL deals with
teaching a subject at the same time as teaching language.
CLIL is also different from immersion, where learners learn
all their subjects in another language and there is no focus on
language in subject lessons, for example in an international
school. These ideas can be visualised as a continuum. On
the left-hand side of the continuum, content-based language
teaching is where language teachers teach another language
through content - so the focus is on language and the input
for language classes is topics based on subject content. On
the right-hand side of the continuum, learners are working all
the time in another language. CLIL can be placed somewhere
in the middle of the continuum: learners are learning content
through another language. Typically, they have a number of
lessons in one or more subjects per week in another language
(for example, geography, history, science, PE or music) and
the rest of their lessons in their first language.
(Liz Dale, Rosie Tanner. CLIL activities:
a resource for subjects and language teachers)
According to the text, the primary difference between
Content-Based Language Teaching (CBLT) and Content
and Language Integrated Learning (CLIL) is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781919
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
Creativity is a quality which manifests itself in many
different ways, and this is one of the reasons it has proved
so difficult to define. As Amabile (1996) points out, ‘a clear
and sufficiently detailed articulation of the creative process is
not yet possible.’ Yet we readily recognise creativity when we
meet it, even if we cannot define it precisely. For all practical
purposes this is enough, and we do not need to spend too
much time agonising over a definition.
There are of course some features which are almost
always present in a creative act. The core idea of ‘making
something new’ is at the heart of creativity. But novelty is not
alone sufficient for something to be recognised as creative.
We could, for example, wear a clown’s red nose to class. This
would certainly be doing something new and unusual but it
would only count as creative if we then did something with it,
like creating a new persona. It is also necessary for creative
acts to be recognised and accepted within the domain in
which they occur. They need to be relevant and practicable
– not just novel. Sometimes creative ideas are ahead of their
time and have to wait for technology to catch up. Leonardo da
Vinci designed an aeroplane in the 15th century, but before
aeroplanes could become a reality, materials and fuels had
to be available.
[…]
[…] Boden (1990) takes an AI (artificial intelligence)
approach to investigating creativity. She asks what a computer
would need to do to replicate human thought processes. This
leads to a consideration of the self-organising properties of
complex, generative systems through processes such as
parallel distributed processing. For her, creativity arises from
the systematic exploration of a conceptual space or domain
(mathematical, musical or linguistic). She draws attention to
the importance of constraints in this process. ‘Far from being
the antithesis of creativity, constraints on thinking are what
make it possible’ (p. 82). Chaos theory (Gleick, 1987) tends
to support her ideas. Boden’s approach is richly suggestive
for language acquisition, materials writing and for teaching, in
that all are rooted in complex, self-organising systems.
(Alan Maley, Nik Peachey. Creativity in the English language classroom.)
Based on Boden’s AI approach, how could an EFL teacher
creatively use a generative AI tool (e.g., ChatGPT)?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781914
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
There is no single way of teaching English, no single
way of learning it, no single motive for doing so, no single
syllabus or textbook, no single way of assessing proficiency
and, indeed, no single variety of English which provides the
target of learning. It is tempting, but unhelpful, to say there
are as many combinations of these as there are learners and
teachers. The proliferation of acronyms in English Language
Teaching reflects this diversity of models.
By a ‘model’ I do not mean a particular variety of English –
such as US or British – though selection of a particular variety
may play a role.
By a ‘model’ of English I mean a complex
framework, which includes issues of methodology and variety,
but goes beyond these to include other dimensions of the
context and practice of learning English.
It is becoming clear that these issues are not easily
separable. The appropriateness of content clearly depends
on such things as the age of the learner and whether
English is to be used primarily as a language of international
communication or for survival communication with native
speakers, perhaps whilst on holiday in the UK or some other
English-speaking country. This is why I have identified broad
models which can be thought of as configurations of the
factors listed in the box.
There are many stakeholders involved in the teaching and
learning process, each of whom may have a different view.
Learners, their families, teachers, governments, employers,
textbook publishers, examination providers – all now possess
an interest in the English language business.
(David Graddol. English Next. Adaptado)
According to the author, the defining characteristic of a
‘model’ of English in the context of language teaching is a
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781911
Inglês
Texto associado
Leia o texto a seguir para responder as questões:
Shifting paradigms in language teaching
Foreign language teaching has long relied on written
texts as a source of language input. Until relatively recently,
however, the sentence has been the privileged unit of
meaning and analysis. The grammar-translation method
of the nineteenth and twentieth centuries, for example,
illustrated grammatical principles via exemplary sentences.
The pedagogical goal was to recode sentences written in
the foreign language into one’s mother tongue, with heavy
emphasis placed on accuracy and completeness. During the
audiolingual era, from the 1940s to the 1960s, the emphasis
shifted to spoken language and dialogues were used as
language models, but the individual sentence remained the
focus of repetition and drills. Again, formal accuracy remained
paramount. In the 1960s, with the advent of ‘cognitive-code
learning’ theory (following Chomsky’s rejection of behavioristic
models of language learning in the late 1950s), teachers’ goals
gradually shifted from instilling accurate language habits, to
fostering learners’ mental construction of a second language
system. Rule learning was reintroduced, but still only at the
level of the individual sentence. Indeed, even today, many
introductory level foreign language courses are organized
around a planned sequence of grammatical structures that
are exemplified in sample sentences for intensive practice.
(Richard Kern. Literacy and language teaching)
Based on the historical overview, the sustained pattern
that can be observed regarding the unit of linguistic focus
across the Grammar-Translation, Audiolingual, and early
Cognitive-Code learning periods is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781910
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
The learning principles that good games incorporate
are by no means unknown to researchers in the learning
sciences. In fact current research on learning supports the
sorts of learning principles that good games use, though
these principles are often exemplified in games in particularly
striking ways (for a survey and citations of the literature, see
Gee 2003). However, many of these principles are much
better reflected in good games than they are in today’s
schools, where we also ask young people to learn complex
and challenging things. With the current return in our schools
to skill-and-drill and curricula driven by standardized tests,
good learning principles have, more and more, been left on
the cognitive scientist’s laboratory bench and, I will argue,
inside good computer and video games.
Game design involves modeling human interactions
with and within complex virtual worlds, including learning
processes as part and parcel of these interactions. This is,
in fact, not unlike design research in educational psychology
where researchers model new forms of interaction connected
to learning in classrooms (complex worlds, indeed), study
such interactions to better understand how and why they lead
to deep learning, and then ultimately disseminate them across
a great many classrooms (see, for example, the chapters in
Kelly 2003).
(James Paulo Gee. Situated Language and Learning:
a critique of traditional schooling)
Based on the author’s comparison of game design to
design research in education, a pedagogical practice an
English as a Foreign Language teacher should prioritize
to move beyond the criticized approach is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781908
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
Language monitor
A new topic area will quickly generate the need to acquire
new language in the form of vocabulary, structures, and
pronunciation. It is a good idea to have ready a way of coping
with this demand.
If students can feel that they have the time and opportunity
to master the use of language that either you or they have
identified as being necessary for a certain stage in a project,
this will go a long way to increasing their confidence and
language competence.
One way to do this is to produce a language monitor
which focuses on vocabulary and structures that have been
identified as being useful.
This allows other students to read it and absorb the word
or phrase, the meaning, pronunciation, associated words or
collocations, and how to use it in a sentence. They can also
add their own cards. The vocabulary monitor remains on the
noticeboard throughout the project, constantly available for
reinforcement and consolidation. It can also be used as a
source of vocabulary games.
In addition to this or as an alternative, if you have
suitable computer facilities available, electronic lists could be
created. Students can add to the lists in the same way as the
noticeboard. The updated list can be printed out at regular
intervals and put on the noticeboard and handouts given to
the students.
(Diana L. Fried-Booth. Project Work. Adaptado)
Considering the concept of the “Language Monitor,” an
English as a Foreign Language teacher best integrates
this tool to foster learner autonomy and confidence in a
project-based learning environment by
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781907
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
Language monitor
A new topic area will quickly generate the need to acquire
new language in the form of vocabulary, structures, and
pronunciation. It is a good idea to have ready a way of coping
with this demand.
If students can feel that they have the time and opportunity
to master the use of language that either you or they have
identified as being necessary for a certain stage in a project,
this will go a long way to increasing their confidence and
language competence.
One way to do this is to produce a language monitor
which focuses on vocabulary and structures that have been
identified as being useful.
This allows other students to read it and absorb the word
or phrase, the meaning, pronunciation, associated words or
collocations, and how to use it in a sentence. They can also
add their own cards. The vocabulary monitor remains on the
noticeboard throughout the project, constantly available for
reinforcement and consolidation. It can also be used as a
source of vocabulary games.
In addition to this or as an alternative, if you have
suitable computer facilities available, electronic lists could be
created. Students can add to the lists in the same way as the
noticeboard. The updated list can be printed out at regular
intervals and put on the noticeboard and handouts given to
the students.
(Diana L. Fried-Booth. Project Work. Adaptado)
According to the text, the main purpose of the “Language
Monitor” is to
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781906
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
[…] The action research cycle results show that task
design should follow a certain sequence: First, tasks should
focus on gaining an understanding of the e-literacy skills
required when working with tools such as forums, wikis, and
social bookmarking sites for language learning and teaching
purposes. Ideally, this understanding should enable teachers
to provide a rationale for using bespoke tools. Next, tasks
should raise their awareness of a tool’s specific affordances,
i.e. the constraints and possibilities of the modes available
for meaning making and communication (Hampel & Hauck,
2006). This will allow the teachers to move to the next level
of Hampel and Stickler’s (2005) skills pyramid by fostering
their multimodal communicative competence and thus
their professional literacy (Willis, 2001). These steps are
a prerequisite for the subsequent phase in which teachers
themselves design tasks with the goal of fostering, in turn,
their learners’ multimodal competence and autonomy since
merely equipping learners with creative and democratic
representational online resources will not necessarily result
in higher student control over the learning process or the
development of autonomy (Hampel & Hauck, 2006).
(Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck.
Promoting learner autonomy through multiliteracy
skills development in cross-institutional exchanges. Adaptado)
Based on the final phase described in the text, where
teachers design tasks to foster learner autonomy and
multimodal competence, a teacher planning a task using
a discussion forum should ensure the task
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781899
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
Our analysis of the Time to Share series revealed that it
follows the principles of recent theories in the development
of the learning activities although there is an excessive use
of the Portuguese language. Students are somewhat well
encouraged to actively participate but more could be done
in this sense. Further responsibility could be put upon the
students in terms of interactions and research on the web.
They are digital natives and their familiarity with this new
world can make a difference in their involvement with learning
English online for today and for the future. Their success
depends on them, and they must be encouraged to learn by
themselves.
(Reinildes Dias & Ana Emília Fajardo Turbin. The two “multis” and the
multiliteracies pedagogy: “shaking hands” in the Brazilian English
public education for teens.)
Based on the authors’ analysis, what is the most
emphatically suggested pedagogical shift needed to
enhance student involvement and leverage their status
as “digital natives” in the learning process?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sorocaba - SP
Prova:
VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781898
Inglês
Texto associado
Leia o texto a seguir para responder a questão:
The more traditional methods and approaches to teaching
culture, such as movies and video, can be enhanced through
the integration of digital media. Feature films have become
readily available and have been included in numerous
textbooks and designed to actively involve the learner (Aparisi,
Blanco, & Rinka, 2007; Blanco & Tocaimaza-Hatch, 2007).
Foreign language instructors are beginning to incorporate
more movies in the foreign language classroom as “an
accessible window” (Bueno, 2009, p. 319) to the target culture
through “combined effects of images, sounds, camera, plots
and dialogue” (Stephens, 2001, p. 2). According to Bueno
(2009), media literacy promotes cross-cultural competence
and comprehension focused on meaning rather than on
form, as well as repeated exposure to L2 cultural products,
practices, and perspectives, and the target language itself.
(Oxana Dema & Aleidine Kramer Moeller. Teaching culture
in the 21st century language classroom. Adaptado.)
Considering the author’s point of view on the use of digital
media for cultural and intercultural purposes, which of the
following activities best exemplifies an enhanced use of
films and digital media in the foreign language classroom?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Itá - SC
Prova:
AMAUC - 2025 - Prefeitura de Itá - SC - Professor de Inglês |
Q3774234
Inglês
In the context of Communicative Language Teaching
(CLT), the integration of the four language skills
(listening, speaking, reading, and writing) is fundamental for developing communicative competence. Select the
alternative that correctly describes an integrated skills
activity.
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arapiraca - AL
Prova:
IBAM - 2025 - Prefeitura de Arapiraca - AL - Professor de Inglês |
Q3773735
Inglês
“This approach has transformed foreign language education by prioritizing fluency, interaction, and realworld communication over rote memorization and grammar drills. This method promotes student-centered learning, task-based instruction, and the use of authentic materials, making language acquisition more engaging and effective. However, despite its advantages, it faces several challenges, including limited emphasis on grammatical accuracy, difficulties in assessment, and resistance in non-native Englishspeaking contexts. Traditional grammar-based testing often fails to measure communicative competence, highlighting the need for more effective assessment models. Additionally, teacher preparedness and classroom management remain barriers to its full implementation, especially in large class settings and regions where traditional teaching methods dominate. Future developments in blended learning, adaptive teaching strategies, and AI-driven assessment tools could help bridge the gap between fluency and linguistic accuracy, ensuring that learners develop both communication skills and structural competence.”
Adapted from: https://egarp.lt/index.php/EGJLLE/article/view/147
The approach or method referred to in the text is the:
Ano: 2025
Banca:
IBAM
Órgão:
Prefeitura de Arapiraca - AL
Prova:
IBAM - 2025 - Prefeitura de Arapiraca - AL - Professor de Inglês |
Q3773733
Inglês
“ESP is a specialized branch of English language teaching focused on equipping learners with the language and communication skills necessary for specific academic or professional fields. This approach is particularly relevant in disciplines such as medicine, business, and science, where the language used can differ significantly from standard English in terms of grammar, vocabulary, and discourse. ESP courses are designed to be experiential and needs-driven, providing practical lessons that simulate realworld tasks professionals may encounter.”
Adapted from: https://www.ebsco.com/researchstarters/language- and-linguistics
ESP refers to:
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