Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
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I.Formal salutation and closing.
II.Clear statement of the problem with specific details.
III.Creative narrative techniques to engage the reader.
IV.Professional tone throughout the document.
V.Specific request for resolution or action.
The appropriate combination is:
A school aligned with the Base Nacional Comum Curricular (BNCC) decides to integrate technology into English teaching. The coordinator proposes three options:
Students copy grammar rules from an e-book and submit them digitally. Students use a podcast platform to record discussions on environmental issues in English, later sharing and reflecting on their productions. Students translate isolated vocabulary using automatic translators and present lists in class.
Which of the following best BNCC's orientation toward communication, critical thinking, and competence development?
I. My cousins and I always used to play video game __ night.
II. The yoga classes start __ the afternoon.
III. Those people __ the bus seem tired.
IV. The tree is __ two houses.
I. __ man who talked to me in the crowd is very polite.
II. This is __ best way to improve your skills.
III. I want __ new pair of pants.
IV. We like pizza, especially, __ one from the restaurant on the corner.
( ) Interdisciplinary is the contextualization of knowledge. It is aimed to use the knowledge available from different disciplines in order to solve a concrete problem or to understand a contemporary social issues and problems.
( ) To create the conditions required for a motivating learning experience, it is necessary to disconnect different kinds of knowledge.
( ) The gap between the syllabus contents and the students’ experience evidently accounts for the lack of interest and even for the dropout levels that we presently find in Brazilian’s schools.
( ) Learning Foreign Languages at the average school have been entirely based on the study of grammatical rules and its memorization, as well as its priority focus on written language without any contextual link with the students’ reality.
Choose the alternative which presents the correct sequence, from top to bottom.
Choose the alternative that contains the correct missing words:
1. Beginners need to be exposure to comprehensible and useful words and phrases and, later develop insights into grammar.
2. People who travel or work in foreign languages environments start learning the new language by grammar rules.
3. Communicative tasks that are based on reading and listening texts or video extracts are ways to design natural reading and listening strategies.
4. Exposure and use a foreign language are not enough to the acquisition the target language, otherwise, learner’s confidence will never grow and many of them will leave school.
Choose the alternative which presents the correct sentences
TEXT:
What's the best way to learn receptive skills?
Miranda Hamilton
July 26, 2021
We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?
Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.
Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.
How many words?
This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.
• Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
• Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
• Write the phrase on the board and count the number of words with the class. Who was the closest?
• Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.
This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.
Support every learner
In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.
• Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
• Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.
Prepare to listen, prepare to understand
Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.
• Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen. • Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
• Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.
Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.
Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-tolearn-receptive-skills
According to Base Nacional Comum Curricular (BNCC) guidelines for English language teaching, complete the statement:
"The development of students' repertoires should prioritize____over____, while fostering_____as a fundamental competency for global citizenship."
Select the CORRECT alternative.
Analyze the pedagogical sequence for teaching polysemous words:
Step 1: Present the word "run" in multiple authentic contexts.
Step 2: Students identify different meanings through context clues.
Step 3: Collaborative meaning negotiation and discussion.
Step 4: Creation of personal context examples.
Step 5: Metalinguistic reflection on context-meaning relationships.
This sequence is INADEQUATE because it lacks:
Consider the following statements about active methodologies in English language teaching:
I. Task-based learning requires authentic materials but not necessarily real-world outcomes.
II. Project-based learning integrates content and language while developing 21st-century skills.
III. Problem-based learning in EFL contexts should avoid controversial topics to maintain neutrality.
IV. Collaborative learning is most effective when students share similar proficiency levels.
Which statements are correct?
In developing critical reading skills, which approach most effectively combines textual analysis with cultural awareness and metacognitive strategies?
Match the integrated skills activities with their primary pedagogical focus:
Activities:
1. Digital storytelling with peer collaboration.
2. Debate preparation through research and rehearsal.
3. Literature circles with multimedia presentations.
4. Real-world problem-solving projects.
Pedagogical Focus:
I. Critical thinking and argumentation.
II. Multimodal literacy and social construction.
III. Authentic communication and civic engagement.
IV. Literary analysis and creative expression.
The correct matching is:
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