Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 1.874 questões
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854079
Inglês
Texto associado
The role of pronunciation in non-native language teaching
has been in a state of constant change. In the earlier approaches,
foreign language pronunciation was either the result of exposure
to the target language or of approaches which used complex sets
of drills and repetitions. As suggested, to a large extent, the
importance of pronunciation has always been determined by
ideology and intuition rather than by research. Teachers have
intuitively decided which features have the greatest effect on
clarity and which are learnable in a classroom setting. Saito
claims that while the morphological and syntactical levels of
languages are taught in contextualized meaningful exercises,
pronunciation practice is decontextualized due to the use of drills
and repetition.
Pronunciation is one of the aspects of language both
native and non-native teachers of English are not keen on
teaching, and a lack of adequate teacher training results in an
intuitive use of available materials and techniques. Setting
pedagogical goals must be based on knowledge of pronunciation
issues. Unqualified teachers may have misconceptions about
phonological phenomena, cannot evaluate or use teaching
materials accurately, and do not set realistic goals when teaching
pronunciation. Furthermore, even teaching materials do not
reflect the conclusions of current research, and they can be
perceived as boring; however, Baker argues that teachers who
complete a pronunciation course have, and apply, a wider range
of pronunciation activities in their classrooms.
H. Vančová. Current Issues in Pronunciation Teaching to Non-Native Learners of English.
In: Journal of Language and Cultural Education, Vol. 7, Issue 2, 2019 (adapted).
Based on the text above, judge the following item.
According to the first paragraph, when it comes to
pronunciation, foreign language teachers have relied more on
gut feelings than on scientific data.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854078
Inglês
Texto associado
The role of pronunciation in non-native language teaching
has been in a state of constant change. In the earlier approaches,
foreign language pronunciation was either the result of exposure
to the target language or of approaches which used complex sets
of drills and repetitions. As suggested, to a large extent, the
importance of pronunciation has always been determined by
ideology and intuition rather than by research. Teachers have
intuitively decided which features have the greatest effect on
clarity and which are learnable in a classroom setting. Saito
claims that while the morphological and syntactical levels of
languages are taught in contextualized meaningful exercises,
pronunciation practice is decontextualized due to the use of drills
and repetition.
Pronunciation is one of the aspects of language both
native and non-native teachers of English are not keen on
teaching, and a lack of adequate teacher training results in an
intuitive use of available materials and techniques. Setting
pedagogical goals must be based on knowledge of pronunciation
issues. Unqualified teachers may have misconceptions about
phonological phenomena, cannot evaluate or use teaching
materials accurately, and do not set realistic goals when teaching
pronunciation. Furthermore, even teaching materials do not
reflect the conclusions of current research, and they can be
perceived as boring; however, Baker argues that teachers who
complete a pronunciation course have, and apply, a wider range
of pronunciation activities in their classrooms.
H. Vančová. Current Issues in Pronunciation Teaching to Non-Native Learners of English.
In: Journal of Language and Cultural Education, Vol. 7, Issue 2, 2019 (adapted).
Based on the text above, judge the following item.
According to the text, foreign language teachers are unaware
of the current research on pronunciation.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854077
Inglês
Texto associado
The role of pronunciation in non-native language teaching
has been in a state of constant change. In the earlier approaches,
foreign language pronunciation was either the result of exposure
to the target language or of approaches which used complex sets
of drills and repetitions. As suggested, to a large extent, the
importance of pronunciation has always been determined by
ideology and intuition rather than by research. Teachers have
intuitively decided which features have the greatest effect on
clarity and which are learnable in a classroom setting. Saito
claims that while the morphological and syntactical levels of
languages are taught in contextualized meaningful exercises,
pronunciation practice is decontextualized due to the use of drills
and repetition.
Pronunciation is one of the aspects of language both
native and non-native teachers of English are not keen on
teaching, and a lack of adequate teacher training results in an
intuitive use of available materials and techniques. Setting
pedagogical goals must be based on knowledge of pronunciation
issues. Unqualified teachers may have misconceptions about
phonological phenomena, cannot evaluate or use teaching
materials accurately, and do not set realistic goals when teaching
pronunciation. Furthermore, even teaching materials do not
reflect the conclusions of current research, and they can be
perceived as boring; however, Baker argues that teachers who
complete a pronunciation course have, and apply, a wider range
of pronunciation activities in their classrooms.
H. Vančová. Current Issues in Pronunciation Teaching to Non-Native Learners of English.
In: Journal of Language and Cultural Education, Vol. 7, Issue 2, 2019 (adapted).
Based on the text above, judge the following item.
According to the text, non-native language teachers are
unable to assess teaching materials well.
Ano: 2021
Banca:
AMEOSC
Órgão:
Prefeitura de Bandeirante - SC
Prova:
AMEOSC - 2021 - Prefeitura de Bandeirante - SC - Professor de Inglês - Edital 02 |
Q1845394
Inglês
Julgue as sentenças abaixo como VERDADEIRAS
ou FALSAS.
1.(__)A utilização de tipos variados de textos nas
aulas de Língua Inglesa possibilita um maior
conhecimento intertextual por parte do aluno.
2.(__)É recomendado, por exemplo, que o(a)
professor(a) de Língua Inglesa escolha textos
jornalísticos quando analisar com a turma vários
pontos de vista.
3.(__)Uma possível atividade proposta pelo(a)
professor(a) de Língua Inglesa durante a chamada
"pré-leitura textual" é pedir para os alunos listarem
os vocábulos que ainda não conhecem.
A sequência CORRETA é:
Ano: 2021
Banca:
AMEOSC
Órgão:
Prefeitura de Guarujá do Sul - SC
Prova:
AMEOSC - 2021 - Prefeitura de Guarujá do Sul - SC - Professor - Inglês - Edital 01 |
Q1844311
Inglês
Sobre a língua inglesa como língua franca, assinale
a alternativa INCORRETA.
Ano: 2021
Banca:
OBJETIVA
Órgão:
Prefeitura de Venâncio Aires - RS
Prova:
OBJETIVA - 2021 - Prefeitura de Venâncio Aires - RS - Professor de Língua Inglesa |
Q1831663
Inglês
In How Languages are Learned, LIGHTBOWN and SPADA
discuss different types of feedback in classroom. Choose the
alternative that CORRECTLY defines the type of feedback called
repetition:
Ano: 2021
Banca:
OBJETIVA
Órgão:
Prefeitura de Venâncio Aires - RS
Prova:
OBJETIVA - 2021 - Prefeitura de Venâncio Aires - RS - Professor de Língua Inglesa |
Q1831662
Inglês
In How Languages are Learned, LIGHTBOWN and SPADA
discuss the theoretical approaches to explaining second
language learning. About this topic, read the short paragraph
and choose the alternative that completes the gap CORRECTLY:
_________ emphasize the role of the modification of interaction in conversations. This helps us understand some of the ways in which learners can gain access to new knowledge about the language when they have support from an interlocutor.
_________ emphasize the role of the modification of interaction in conversations. This helps us understand some of the ways in which learners can gain access to new knowledge about the language when they have support from an interlocutor.
Ano: 2021
Banca:
CEV-URCA
Órgão:
Prefeitura de Crato - CE
Prova:
CEV-URCA - 2021 - Prefeitura de Crato - CE - Professor de Inglês |
Q1794197
Inglês
Gomes and Reis (2019) advocate that researchers in field of Education and Applied Linguistics emphasize the growth of studies on digital games in Brazil. Choosing a game to practice English with children of elementary school is always a challenge, point out the alternative which best describes the steps that should be followed to use games in classroom.
Ano: 2021
Banca:
CEV-URCA
Órgão:
Prefeitura de Crato - CE
Prova:
CEV-URCA - 2021 - Prefeitura de Crato - CE - Professor de Inglês |
Q1794191
Inglês
According to Kriedler (1998), If it is hard to say what meaning is,
it is fairly easy to show what knowledge speakers
have about meanings in their language and therefore what things must be included in an account of
semantics. The author says that we have many ways
to demonstrate semantic knowledge, EXCEPT:
Ano: 2021
Banca:
CEV-URCA
Órgão:
Prefeitura de Crato - CE
Prova:
CEV-URCA - 2021 - Prefeitura de Crato - CE - Professor de Inglês |
Q1794189
Inglês
Brown (2001) advocates that a lesson plan model should include,
essentially, the following steps:
Ano: 2021
Banca:
CEV-URCA
Órgão:
Prefeitura de Crato - CE
Prova:
CEV-URCA - 2021 - Prefeitura de Crato - CE - Professor de Inglês |
Q1794187
Inglês
According to Brown
(2001), an elementary school teacher once asked
her students to take a piece of paper and pencil
and write something. A little boy raised his hand
and said, "Teacher, I ain’t got no pencil."The teacher, somewhat perturbed by his grammar embarked on a barrage of corrective patterns: "I don’t
have a pencil. You don’t have a pencil. We don’t
have pencils."Confused and bewildered, the child
responded, "Ain’t nobody got no pencils?". This
example shows that children of certain age are focused on the here and now, on the functional purposes of language. About that, choose the ONLY
alternative which best illustrates a tip for teaching
children of such age.
Ano: 2021
Banca:
CEV-URCA
Órgão:
Prefeitura de Crato - CE
Prova:
CEV-URCA - 2021 - Prefeitura de Crato - CE - Professor de Inglês |
Q1794185
Inglês
Brown (2001), advocates that despite our history of treating the four
skills in separate segments of a curriculum, there is
a recent trend toward skill INTEGRATION. That
is, rather than designing a curriculum to teach the
many aspects of one skill, say, reading, curriculum designers are taking more of a WHOLE LANGUAGE approach whereby reading is treated as
one of two or more interrelated skills. A course that
deals with reading skills, then, will also deal with related listening, speaking and writing skills. A lesson
in a so-called reading class, under this paradigm,
might include, EXCEPT:
Ano: 2021
Banca:
CEV-URCA
Órgão:
Prefeitura de Crato - CE
Prova:
CEV-URCA - 2021 - Prefeitura de Crato - CE - Professor de Inglês |
Q1794183
Inglês
Listening, speaking,
writing and reading are considered, by most theoreticians, as the four skills needed to develop competence in a second or foreign language. Brown
(2001), brings in his book six different categories
which are expected for students to carry out in the
classroom. Among these categories, the Imitative,
which uses drills, as its base, also includes a variety
of microskills for oral communication. Point out the
ONLY alternative rightfully used for this purpose.
Ano: 2021
Banca:
CEV-URCA
Órgão:
Prefeitura de Crato - CE
Prova:
CEV-URCA - 2021 - Prefeitura de Crato - CE - Professor de Inglês |
Q1794181
Inglês
According to Brown
(2001), for most foreign and second language learners who are already literate in a previous language, reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. In his book, the author highlights
some of those strategies presented following, EXCEPT:
Ano: 2021
Banca:
CEV-URCA
Órgão:
Prefeitura de Crato - CE
Prova:
CEV-URCA - 2021 - Prefeitura de Crato - CE - Professor de Inglês |
Q1794179
Inglês
Currently, one of the
most important guidelines, for education, in Brazil,
is the BNCC (Base Nacional Comum Curricular).
Since 2015, it has been developed by teachers and
politicians all over the country, and the English language plays a very important role in this new context. About the topic, mark the alternative which
DOES NOT bring a competence for the sixth grade
of elementary school in its final years.
Ano: 2021
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2021 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
Q1790113
Inglês
Comprehension problems can be solved by teaching
listening.
It means that learners will develop their ability to _______ as
well as their competence in _______.
Choose the alternative which presents the correct missing
words.
Ano: 2021
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2021 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
Q1790112
Inglês
Considering the strategies presented by the English for
Specific Purposes, it is right to affirm that skimming and
scanning are:
Ano: 2021
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2021 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
Q1790111
Inglês
It is correct to affirm that Inferring, Predicting and
Skimming are some of the classroom strategies that are used
for:
Ano: 2021
Banca:
CMM - Concursos e Seletivos
Órgão:
Prefeitura de Bataguassu - MS
Prova:
CMM - Concursos e Seletivos - 2021 - Prefeitura de Bataguassu - MS - Professor de Língua Inglesa |
Q1750578
Inglês
Ler (reading), escrever (writing), ouvir (listening) e
falar (speaking) são quatro habilidades básicas que permitem agir socialmente. Ou seja, essas são as habilidades linguísticas que as pessoas desenvolvem ao se relacionarem e comunicarem umas com as outras. Sobre
elas, pode-se afirmar com certeza apenas o exposto na
seguinte alternativa:
Ano: 2021
Banca:
OMNI
Órgão:
Prefeitura de São Bento do Sul - SC
Prova:
OMNI - 2021 - Prefeitura de São Bento do Sul - SC - Professor de Anos Finais - Inglês - Não habilitado |
Q1739713
Inglês
Texto associado
Leia o texto para responder à questão.
HOW YOU CAN LEARN ENGLISH FROM READING
We all know that reading books is a great way to learn English. What about if you don’t like books, though? Reading a whole book can be tough and timeconsuming, especially if you aren’t interested in reading books in your native language. So, what can we learn from reading something other than a book? Here are some tips:
1- Newspapers use a wide range of vocabulary to describe the world around us. If you feel like you already know all the vocabulary in your textbook or online study course, pick up a newspaper and you’ll soon come across some new words to add to your vocabulary.
2- Most fields of business have English trade journals that people use to keep their professional knowledge up to date. If you are a teacher, get yourself a teaching journal or if you are an architect or designer, subscribe to an interesting design magazine. Reading about your area of work in English will help you learn all specialist English expressions you need to do your job in English.
3- Practise scanning, scanning for specific information in a text is an important skills to master in English. Practise it by reading product specifications in English. Set yourself a task to find out a specific piece of information about a product and see how quickly you can look it up.
4- Reviews are great for finding out which products to buy or which films to see. See if you can understand the gist (general idea) of a review by reading the review and guessing what score the reviewer will give the product out of ten. Check if your guess matches the reviewer’s rating at the bottom of the review.
5- Read instructions to learn how to describe processes. Describing how things work in English is an important skill. It also often comes up as a task in English exams such as IELTS, TOEFL or TOEIC. Next time you buy a new gadget, work out how to use it by reading the instructions in English. You will build your comprehension skills and learn how to describe the process of using something in English
Adaptado de: ENGLISH LIVE. Disponível em:
https://englishlive.ef.com/blog/study-tips/can-learnenglish-reading/. Acesso em 25 mar. 2021.
According to the text:
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