Questões de Concurso Comentadas sobre ensino da língua estrangeira inglesa em inglês

Foram encontradas 1.874 questões

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Q2169476
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: IF-MG Órgão: IF-MG Prova: IF-MG - 2023 - IF-MG - Professor EBTT Área/Disciplina: Letras - Língua Inglesa, Linguística e Literatura - Ponte Nova |
Q2169476 Inglês
A. Read the paragraphs below.
“What is reading? Reading is a conscious and unconscious thinking process. The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended. The reader does this by comparing information in the text to his or her background knowledge and prior experience.” “What is literacy? Literacy is a set of attitudes and beliefs about the ways of using spoken and written language that are acquired in the course of a person’s socialization into a specific cultural context.” “It is important to clarify the relationship between reading and literacy, since research has shown that they are not the same thing. In fact, the definitions and uses of literacy vary culturally, and the cultural contexts of literacy are the underpinnings of the acquisition and use of reading and writing.”
(MIKULECKY, 2008)
Adapted from: https://docplayer.net/5689737-Teaching-reading-in-a-second-language.html Access on March 20th , 2023

B. Concerning teaching literacies approaches, identify the option that best describe a social literacy activity. 
Alternativas
Q2169474
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: IF-MG Órgão: IF-MG Prova: IF-MG - 2023 - IF-MG - Professor EBTT Área/Disciplina: Letras - Língua Inglesa, Linguística e Literatura - Ponte Nova |
Q2169474 Inglês
Read the poem I too below to answer QUESTION.

I, Too

Langston Hughes - 1901-1967

I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They'll see how beautiful I am
And be ashamed —
I, too, am America.

Source: The Collected Poems of Langston Hughes, published by Knopf and Vintage Books. Copyright © 1994 by the Estate of Langston Hughes. All rights reserved. Used by permission of Harold Ober Associates Incorporated.
A. Read the excerpt below and answer the question:
A collocation, as one of the units of formulaic language, is a series of words or terms that cooccur more often than would be expected by chance. In phraseology, a collocation is a type of compositional phraseme, meaning that it can be understood from the words that make it up. This contrasts with an idiom, where the meaning of the whole cannot be inferred from its parts, and may be completely unrelated (WARD, 2007; SCHMITT, 2007; 2012). B. Refer to the poem line “But I laugh, And eat well, And grow strong”. Which is the best definition for the collocation grow strong? 
Alternativas
Q2169468
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: IF-MG Órgão: IF-MG Prova: IF-MG - 2023 - IF-MG - Professor EBTT Área/Disciplina: Letras - Língua Inglesa, Linguística e Literatura - Ponte Nova |
Q2169468 Inglês
Read the excerpt of the chapter “Decolonization” from the book Post-Colonial Studies: The Key Concepts below to answer QUESTION.

“Decolonization is the process of revealing and dismantling colonialist power in all its forms. This includes dismantling the hidden aspects of those institutional and cultural forces that had maintained the colonialist power and that remain even after political independence is achieved. Initially, in many places in the colonized world, the process of resistance was conducted in terms or institutions appropriated from the colonizing culture itself. This was only to be expected, since early nationalists had been educated to perceive themselves as potential heirs to European political systems and models of culture. This occurred not only in settler colonies where the white colonial élite was a direct product of the system, but even in colonies of occupation. Macaulay’s infamous 1835 Minute on Indian Education had proposed the deliberate creation in India of just such a class of ‘brown white men’, educated to value European culture above their own. This is the locus classicus of this hegemonic process of control, but there are numerous other examples in the practices of other colonies. […]
As well as direct and indirect economic control, the continuing influence of Eurocentric cultural models privileged the imported over the indigenous: colonial languages over local languages; writing over orality and linguistic culture over inscriptive cultures of other kinds (dance, graphic arts, which had often been designated ‘folk culture’). Against all these occlusions and overwritings of pre-colonial cultural practices, a number of programmes of decolonization have been attempted. Notable among these have been those that seek to revive and revalue local languages. The pressure of the global economy means that élite communication is dominated by the use of the ex-colonial languages, notably the new ‘world language’ of English, whose power derives from its historical use across the largest of the modern empires and from its use by the United States.” (ASHCROFT, et al., 2007, p. 56-57)
A. Read the excerpt from the text and answer the question:
“Decolonization is the process of revealing and dismantling colonialist power in all its forms. This includes dismantling the hidden aspects of those institutional and cultural forces that had maintained the colonialist power and that remain even after political independence is achieved.” (ASHCROFT, et al., 2007, p. 56).
B. Considering this discussion, how could a teacher follow a decolonial approach while teaching English as a Foreign Language? 
Alternativas
Q2163889
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: IGEDUC Órgão: Prefeitura de Tupanatinga - PE Prova: IGEDUC - 2023 - Prefeitura de Tupanatinga - PE - Professor II Inglês |
Q2163889 Inglês

Julgue o item subsequente. 

 A aprendizagem de uma língua estrangeira deve possibilitar o aluno a se envolver nos processos de construir significados nessa língua se torne um ser discursivo no uso de uma língua estrangeira. 
Alternativas
Q2163888
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: IGEDUC Órgão: Prefeitura de Tupanatinga - PE Prova: IGEDUC - 2023 - Prefeitura de Tupanatinga - PE - Professor II Inglês |
Q2163888 Inglês

Julgue o item subsequente. 

No que diz respeito ao processo avaliativo de língua inglesa, é correto afirmar que a aprendizagem da língua inglesa deve ser avaliada preferencialmente por meio de ferramentas quantitativas, com o objetivo de classificar os alunos e prepará-los para exames. 
Alternativas
Q2163844
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: IGEDUC Órgão: Prefeitura de Tupanatinga - PE Prova: IGEDUC - 2023 - Prefeitura de Tupanatinga - PE - Professor II Inglês |
Q2163844 Inglês

Julgue o item subsequente. 

Even though it is generally considered obsolete, the Grammar-Translation Method, also called “Classic Method”, is still widely used, especially when the focus is on teaching reading and writing skills. 
Alternativas
Q2163842
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: IGEDUC Órgão: Prefeitura de Tupanatinga - PE Prova: IGEDUC - 2023 - Prefeitura de Tupanatinga - PE - Professor II Inglês |
Q2163842 Inglês

Julgue o item subsequente. 

According to Vygotsky, the learning process results of the mediation of teachers, peers and parents on the Proximal Development Zone of students. 
Alternativas
Q2143851
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Sete Lagoas - MG Prova: FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143851 Inglês
Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula.
[…]
Imagem associada para resolução da questão

Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment]. Accessed on: Oct. 10, 2022.
The BNCC abilities listed above are examples of ones which reinforce the use of basic skills and systemic knowledge of the English language. In the English teaching context, it is strongly recommended that English teachers mainly help students 
Alternativas
Q2127436
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: AMEOSC Órgão: Prefeitura de São José do Cedro - SC Prova: AMEOSC - 2023 - Prefeitura de São José do Cedro - SC - Professor de Inglês |
Q2127436 Inglês

Julgue as frases abaixo.


I.Aprender uma língua estrangeira pode ser uma forma de promover a tolerância e o respeito mútuo entre culturas a partir de uma perspectiva etnocêntrica.


II.Ao falar fluentemente uma língua estrangeira, a pessoa pode construir relacionamentos interpessoais e expandir sua rede global.


III.A língua é um elemento fundamental da identidade cultural de uma pessoa e aprender uma língua estrangeira pode ser uma forma de entrar em contato com uma cultura diferente e compreender suas tradições, valores e modos de pensar.


Está(ão) CORRETA(S) a(s) seguinte(s) proposição(ões).

Alternativas
Q2121452
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: Prefeitura de São Bernardo do Campo - SP Prova: VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121452 Inglês
Leia o texto para responder a questão.

        Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task—used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types; the compensatory strategies, for example, are those that help the learner make up for missing knowledge.

        A given strategy is neither good nor bad; it is neutral until the context of its use is thoroughly considered. What makes a strategy positive and helpful for a given learner? A strategy is useful if the following conditions are present: (a) the strategy relates to the L2 task at hand; (b) the strategy fits the particular student’s learning style preferences to one degree or another; and (c) the student employs the strategy effectivety and links it with other relevant strategies. Strategies that fulfill these conditions “make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford 1990, p. 8). Learning strategies can also enable students to become more independent and lifelong learners.
(Rebecca Oxford. Language Learning Styles and Strategies. Adaptado)
It is an example of a compensatory strategy a good reader would resort to while reading an unknown text:
Alternativas
Q2121451
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: Prefeitura de São Bernardo do Campo - SP Prova: VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121451 Inglês
Leia o texto para responder a questão.

        Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task—used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types; the compensatory strategies, for example, are those that help the learner make up for missing knowledge.

        A given strategy is neither good nor bad; it is neutral until the context of its use is thoroughly considered. What makes a strategy positive and helpful for a given learner? A strategy is useful if the following conditions are present: (a) the strategy relates to the L2 task at hand; (b) the strategy fits the particular student’s learning style preferences to one degree or another; and (c) the student employs the strategy effectivety and links it with other relevant strategies. Strategies that fulfill these conditions “make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford 1990, p. 8). Learning strategies can also enable students to become more independent and lifelong learners.
(Rebecca Oxford. Language Learning Styles and Strategies. Adaptado)
In a reading class, the text is about “World Cup host countries in the 21st century”. Aware of the fact that “a strategy is useful if it relates to the L2 task at hand”, the teacher coherently offers the following instruction to develop learners’ ability to scan texts in English:
Alternativas
Q2121450
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: Prefeitura de São Bernardo do Campo - SP Prova: VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121450 Inglês
Leia o texto para responder a questão.

        Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task—used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types; the compensatory strategies, for example, are those that help the learner make up for missing knowledge.

        A given strategy is neither good nor bad; it is neutral until the context of its use is thoroughly considered. What makes a strategy positive and helpful for a given learner? A strategy is useful if the following conditions are present: (a) the strategy relates to the L2 task at hand; (b) the strategy fits the particular student’s learning style preferences to one degree or another; and (c) the student employs the strategy effectivety and links it with other relevant strategies. Strategies that fulfill these conditions “make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford 1990, p. 8). Learning strategies can also enable students to become more independent and lifelong learners.
(Rebecca Oxford. Language Learning Styles and Strategies. Adaptado)
The second paragraph points to the fact that the use of strategies
Alternativas
Q2121449
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: Prefeitura de São Bernardo do Campo - SP Prova: VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121449 Inglês
Leia o texto para responder a questão.

        Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task—used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types; the compensatory strategies, for example, are those that help the learner make up for missing knowledge.

        A given strategy is neither good nor bad; it is neutral until the context of its use is thoroughly considered. What makes a strategy positive and helpful for a given learner? A strategy is useful if the following conditions are present: (a) the strategy relates to the L2 task at hand; (b) the strategy fits the particular student’s learning style preferences to one degree or another; and (c) the student employs the strategy effectivety and links it with other relevant strategies. Strategies that fulfill these conditions “make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford 1990, p. 8). Learning strategies can also enable students to become more independent and lifelong learners.
(Rebecca Oxford. Language Learning Styles and Strategies. Adaptado)
In the fragment from the first paragraph “Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task—used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand”, the underlined verbs mean in the context, respectively,
Alternativas
Q2121448
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: Prefeitura de São Bernardo do Campo - SP Prova: VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121448 Inglês
Leia o texto para responder a questão.

        Communicating successfully in another language means shifting frames of reference, shifting norms, shifting assumptions of what can and cannot be said, what might be considered ambiguous, what should be explicit and what ought to remain tacit, and so on. In other words, using another language effectively involves more than vocabulary and structures; it involves thinking differently about language and communication.

        The question is, how can we begin to understand another way of thinking, how can we be sensitized to different cultural frames, when we are in a classroom in Nebraska, Nairobi, or New South Wales? One answer, I will argue, is by reading, writing, and discussing texts. By examining the particular ways in which language is used to capture and express experiences, we not only learn a great deal about the conventions of the language, but can also begin to glimpse the beliefs and values that underlie the discourse.

        The basic message is a simple one: academic language teaching must foster literacy, not only in terms of basic reading and writing skills, but also in terms of a broader discourse competence that involves the ability to interpret and critically evaluate a wide variety of written and spoken texts. Preparing students to communicate in multiple cultural contexts, both at home and abroad, means sensitizing them to discourse practices in other societies and to the ways those discourse practices both reflect and create cultural norms. I here argue that this kind of literacy is essential to real communicative ability in a language, and is therefore an indispensable goal in our efforts to prepare future generations for the challenges associated with the increased internationalization of many aspects of our society.

(Richard Kern, Literacy and language teaching. Adaptado)
O segundo e terceiro parágrafos destacam, de forma explícita, a importância de os currículos de língua inglesa na Educação Básica incluírem questões relativas
Alternativas
Q2121446
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: Prefeitura de São Bernardo do Campo - SP Prova: VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121446 Inglês
Leia o texto para responder a questão.

        Communicating successfully in another language means shifting frames of reference, shifting norms, shifting assumptions of what can and cannot be said, what might be considered ambiguous, what should be explicit and what ought to remain tacit, and so on. In other words, using another language effectively involves more than vocabulary and structures; it involves thinking differently about language and communication.

        The question is, how can we begin to understand another way of thinking, how can we be sensitized to different cultural frames, when we are in a classroom in Nebraska, Nairobi, or New South Wales? One answer, I will argue, is by reading, writing, and discussing texts. By examining the particular ways in which language is used to capture and express experiences, we not only learn a great deal about the conventions of the language, but can also begin to glimpse the beliefs and values that underlie the discourse.

        The basic message is a simple one: academic language teaching must foster literacy, not only in terms of basic reading and writing skills, but also in terms of a broader discourse competence that involves the ability to interpret and critically evaluate a wide variety of written and spoken texts. Preparing students to communicate in multiple cultural contexts, both at home and abroad, means sensitizing them to discourse practices in other societies and to the ways those discourse practices both reflect and create cultural norms. I here argue that this kind of literacy is essential to real communicative ability in a language, and is therefore an indispensable goal in our efforts to prepare future generations for the challenges associated with the increased internationalization of many aspects of our society.

(Richard Kern, Literacy and language teaching. Adaptado)
The content in the text leads to a broader notion of the concept of “literacy” and, as for foreign or second language teachers, it means that they should
Alternativas
Q2121444
Inglês Aspectos linguísticos | Linguistic aspects , Pronúncia e Som | Pronunciation and Sound , Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: Prefeitura de São Bernardo do Campo - SP Prova: VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121444 Inglês
Leia o texto para responder a questão.

The teaching of English as a Lingua Franca

        An inexorable trend in the use of global English is that fewer interactions now involve a native speaker. Proponents of teaching English as a Lingua Franca (ELF) suggest that the way English is taught and assessed should reflect the needs and aspirations of the ever-growing number of non-native speakers who use English to communicate with other nonnatives. Understanding how non-native speakers use English among themselves has now become a serious research area.

        Different priorities in teaching English pronunciation, for example, have been defined. Teaching certain pronunciation features, such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding. Such an approach is allowing researchers to identify a ‘Lingua Franca Core’ (LFC) which provides guiding principles in creating syllabuses and assessment materials.

        Unlike traditional ESL (English as Second Language), ELF focuses also on pragmatic strategies required in intercultural communication. The target model of English, within the ELF framework, is not a native speaker but a fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker. Research is also beginning to show how bad some native speakers are at using English for international communication. It may be that elements of an ELF syllabus could usefully be taught within a mother tongue curriculum.

(David Graddol, English Next. Adaptado)
O aprendiz brasileiro, por influência de sua língua materna, tende a erroneamente acrescentar uma vogal a palavras em Língua Inglesa que terminam em grupo consonantal. Dessa forma, adiciona uma nova sílaba à palavra, possivelmente dificultando a compreensão. Assinale a alternativa correta contendo uma palavra que ilustraria tal fenômeno.
Alternativas
Q2121442
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: Prefeitura de São Bernardo do Campo - SP Prova: VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121442 Inglês
Leia o texto para responder a questão.

The teaching of English as a Lingua Franca

        An inexorable trend in the use of global English is that fewer interactions now involve a native speaker. Proponents of teaching English as a Lingua Franca (ELF) suggest that the way English is taught and assessed should reflect the needs and aspirations of the ever-growing number of non-native speakers who use English to communicate with other nonnatives. Understanding how non-native speakers use English among themselves has now become a serious research area.

        Different priorities in teaching English pronunciation, for example, have been defined. Teaching certain pronunciation features, such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding. Such an approach is allowing researchers to identify a ‘Lingua Franca Core’ (LFC) which provides guiding principles in creating syllabuses and assessment materials.

        Unlike traditional ESL (English as Second Language), ELF focuses also on pragmatic strategies required in intercultural communication. The target model of English, within the ELF framework, is not a native speaker but a fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker. Research is also beginning to show how bad some native speakers are at using English for international communication. It may be that elements of an ELF syllabus could usefully be taught within a mother tongue curriculum.

(David Graddol, English Next. Adaptado)
No que diz respeito ao ensino-aprendizagem da língua inglesa em escolas brasileiras, a BNCC
Alternativas
Q2086821
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: Instituto Consulplan Órgão: Prefeitura de Linhares - ES Prova: Instituto Consulplan - 2023 - Prefeitura de Linhares - ES - Professor de Inglês - Habilitado |
Q2086821 Inglês

English teaching methods and approaches


Throughout the history of teaching languages a number of different teaching approaches and methodologies have been tried and tested with some being more popular and effective than others. It’s beneficial to be familiar with a few of these.


1 – The Direct Method

The direct method of teaching English is also known as the Natural Method. It’s used to teach a number of different languages not just English, and the main idea of the Direct Method is that it only uses the target language that the students are trying to learn. Its main focus is oral skill and it is taught via repetitive drilling. Grammar is taught using an inductive way and students need to try and guess the rules through the teacher’s oral presentation.


2 – The Grammar Translation Method

This is the traditional or ‘classical’ way of learning a language and it’s still commonly used. Some countries prefer this style of teaching and the main idea behind this method is that the students learn all grammar rules, so they’re able to translate a number of sentences.


3 – The Audio Lingual Method

The Audio Lingual Method otherwise known as the New Key Method or Army Method is based on a behaviourist theory that things are able to be learned by constant reinforcement. This is related to the Direct Method and just like its predecessor it only uses the target language. The biggest difference between the Audio Lingual Method and the Direct Method is its focus of teaching. The Direct Methods focuses on the teaching of vocabulary whereas the Audio Lingual Method focuses on specific grammar teachings.


4 – The Structural Approach As the name suggests, the method is all about structure. The idea is that any language is made up of complex grammar rules. These rules, according to this approach need to be learnt in a specific order, for example the logical thing would be to teach the verb “to be” prior to teaching the present continuous which requires using the auxiliary form of the verb “to be”.


5 – Suggestopedia

This is a behaviourist theory and related to pseudoscience. This theory is intended to offer learners various choices. It relies a lot on the atmosphere and the physical surroundings of the class. It’s essential that all learners feel equally comfortable and confident. When teachers are training to use the Suggestopedia method, there’s a lot of art and music involved. Each Suggestopedia lesson is divided into three different phases – 1. Deciphering 2. Concert Session 3. Elaboration.


6 – Total Physical Response

Total Physical Response, otherwise known as TPR is an approach that follows the idea of ‘learning by doing’. Beginners will learn English through a series of repetitive actions such as “Stand up”, “Open your book”, “Close the door”, and “Walk to the window and open it.” With TPR, the most important skill is aural comprehension and everything else will follow naturally later.


7 – Communicative Language Teaching CLT

The idea behind this approach is to help learners communicate more effectively and correctly in realistic situations that they may find themselves in. This type of teaching involves focusing on important functions like suggesting, thanking, inviting, complaining, and asking for directions to name but a few.


8 – The Silent Way

The main of this way of teaching is for the teacher to say very little, so students can take control of their learning. There’s a big emphasis on pronunciation and a large chunk of the lesson focuses on it. This method of learning English follows a structural syllabus and grammar, vocabulary and pronunciation are constantly drilled and recycled for reinforcement. The teacher evaluates their students through careful observation, and it’s even possible that they may never set a formal test as learners are encouraged to correct their own language errors.


9 – Community Language Learning

This is probably one of the English teaching methods where the student feels the safest as there’s a great emphasis on the relationship and bond between the student and teacher. Unlike a lot of the other methods and approaches of teaching English as a Second Language, a lot of the L1 (mother tongue) is used for translation purposes.


10 – Task Based Language Learning

The main aim of this approach to learning is task completion. Usually, relevant and interesting tasks are set by the teacher and students are expected to draw on their pre-existing knowledge of English to complete the task with as few errors as possible.


11 – The Lexical Approach

The Lexical syllabus or approach is based on computer studies that have previously identified the most commonly used words. This approach in teaching focuses on vocabulary acquisition and teaching lexical chunks in order of their frequency and use. Teachers of the Lexical Approach place a great emphasis on authentic materials.

(Available: http://www.huntesl.com. Adapted.)

Which of the following options does NOT match the Communicative Language Teaching (CLT) approach description introduced in the text?
Alternativas
Q2064507
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: IBFC Órgão: SEC-BA Prova: IBFC - 2023 - SEC-BA - Professor da Educação Básica - Língua Inglesa |
Q2064507 Inglês
Analise as afirmativas a seguir e assinale a alternativa correta em referência à estratégia de leitura skimming.
I. É um modo de leitura rápida. É usado para obter uma rápida impressão geral da ideia central do texto. Durante a aplicação desse modo de leitura, o professor controla o tempo que os alunos usam para ler o texto. Um dos objetivos dessa modalidade é evitar que os alunos usem o dicionário para traduzir todas as palavras que não conhecem. II. É uma técnica/estratégia de leitura não-linear para encontrar uma informação específica, ignorarmos quaisquer outros detalhes do texto, portanto, não é preciso lê-lo como um todo, mas ser seletivo, sem se ater a detalhes. III. Tem como objetivo fazer com que o leitor esteja atento às informações específicas. O uso dessa técnica/estratégia mostra que o leitor observa mais a forma de palavras, pois é a elas que ele procura no texto. 
Alternativas
Q2064474
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: FGV Órgão: SME - SP Prova: FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064474 Inglês

Text V


Language Assessment and the new Literacy Studies

Some Final Remarks


    Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.

    The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.

    Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.

    The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.

    The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.


From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.

Based on the text, mark the statements below as TRUE (T) or FALSE (F).
( ) The new literacy studies have kept away from the homogeneous assessment provided by earlier approaches. ( ) Teachers can find it hard to engage in new literacy practices as they have not been educated in this direction. ( ) Instability and collaboration are essential to structuralist approaches to language teaching.
The statements are, respectively: 
Alternativas
Respostas
1441: E
1442: B
1443: D
1444: C
1445: E
1446: C
1447: C
1448: C
1449: C
1450: A
1451: E
1452: C
1453: E
1454: D
1455: E
1456: E
1457: D
1458: C
1459: A
1460: C
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