Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.026 questões
(BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília, 2018, p. 482.)
No Ensino Médio, abrem-se possibilidades de aproximação e integração dos estudantes com grupos multilíngues e multiculturais no mundo globalizado, no qual a língua inglesa se apresenta como língua comum para a interação. Trata-se, portanto, de
(CRYSTAL, D. English as a global language. Cambridge: Cambridge University Press, 2012, p. 75.)
Informe se é verdadeiro (V) ou falso (F) o que se afirma sobre a língua inglesa e o acesso ao conhecimento.
( ) By the beginning of the nineteenth century, America had become the world’s leading industrial and trading nation.
( ) Britain, by the end of the nineteenth century, overtook America as the world’s fastest growing economy.
( ) The linguistic consequences of British achievement were far-reaching: the new terminology of technological and scientific advance had an immediate impact on the language, adding tens of thousands of words to the English lexicon.
( ) The innovations pouring out of an English-speaking country meant that those from abroad who wished to learn about them would need to learn English.
De acordo com as afirmações, a sequência correta é:
(CRYSTAL, D. English as a global language. Cambridge: Cambridge University Press, 2012, p. 147.)
Analise as afirmações sobre a educação em mundo global.
I - English is the medium of a great deal of the world’s knowledge, especially in such areas as science and technology.
II - Since the 1960s, English has become the normal medium of instruction in higher education for many countries – and is increasingly used in several where the language has no official status.
III - The pressure to use English has grown as universities and colleges have increasingly welcomed foreign students, and lecturers have found themselves faced with mixed-language audiences.
IV - The development of twentieth-century computers has been almost entirely a European affair. The Internet started in England, and the computer hackers whose reality has always been virtual are almost all Irish.
Está correto apenas o que se afirma em
I - The term computer literacy emerged in the early 1980s together with the spread of the personal computer; within a decade, the term had become widely discredited among educators
BECAUSE
II - it generally referred to only the most basic forms of computer operation, such as turning on a computer, opening a folder, and saving a file, and thus tended to justify a very limited view of computer-related education.
Sobre as asserções é correto afirmar que
I - The ability to communicate in the target language is the goal of the Grammar-Translation Method.
II - The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation.
III - Most of the interaction in the classroom is from the teacher to the students. There is little student initiation and little student-student interaction.
IV - The roles are not traditional. The teacher is not the authority in the classroom. However, it is very important that students get the correct answers.
V - According to this method, a fundamental purpose of learning a foreign language is to be able to read literature written in it; since literary language is superior to spoken language.
Está correto apenas o que se afirma em
Read the Text and answer the question.
Brown (2007) offers four interconnected characteristics of CLT:
1. Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.
3. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.
Disponível em: https://nufs-nuas.repo.nii.ac.jp Acesso em: 6 de junho de 2022.
Read the Text and answer the question.
Brown (2007) offers four interconnected characteristics of CLT:
1. Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.
3. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.
Disponível em: https://nufs-nuas.repo.nii.ac.jp Acesso em: 6 de junho de 2022.
Read the Text and answer the question.
Brown (2007) offers four interconnected characteristics of CLT:
1. Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.
3. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.
Disponível em: https://nufs-nuas.repo.nii.ac.jp Acesso em: 6 de junho de 2022.
Avalie as afirmações a seguir tendo o inglês padrão, da língua culta e formal, correct, formal, standard, prescriptive English como base.
I - He was shot in the leg. II - He fell unconsciously on the floor. III - You to ask Joe would be a big mistake. IV - What’s the name of the tall man which just came in?
Está correto apenas o que se afirma em
Estudos recentes sobre estratégias de leitura apontam que, ao ler numa língua estrangeira, leitores bem-sucedidos costumam saber
Avalie as afirmações sobre o ensino significativo de gramática em aulas de língua inglesa.
I - O ensino significativo deve ignorar o universo dos alunos.
II - Ser significativo é usar a língua de forma contextualizada.
III - O professor deve levar em consideração as experiências dos alunos.
IV - O professor deve fazer com que os alunos reproduzam língua ao invés de produzi-la.
Está correto apenas o que se afirma em
A partir desses postulados, preencha corretamente as lacunas do texto a seguir.
No Ensino Médio, a contextualização das práticas de linguagem nos diversos campos de atuação permite aos estudantes explorar a presença da multiplicidade de usos da língua inglesa na cultura ________________, nas culturas ________________ e em estudos e pesquisas, como também ampliar suas perspectivas em relação ________________.
A sequência que preenche corretamente as lacunas do texto é
I.The horn is not working well!
II.So, the upshot is simple.
III.Anna used to loathe this painting.
Answer the questions with the right word and choose the correct alternative.
I. What is the name for the two outside parts of a book?
II. What can you use to cut down trees?
Escolha a resposta correta para cada comentário e assinale a alternativa certa:
I Another drink?
II Where do you come from?
III Thank you much indeed.
IV Hello, Steve! How are things?
(_) Germany
(_) You’re welcome
(_) Not too bad, thanks
(_) No, thanks, I’m driving
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