Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 1.874 questões
Ano: 2020
Banca:
AMEOSC
Órgão:
Prefeitura de Guaraciaba - SC
Prova:
AMEOSC - 2020 - Prefeitura de Guaraciaba - SC - Professor - Inglês |
Q1735054
Inglês
As orientações didáticas para a compreensão escrita do Inglês podem envolver o trabalho em
fases que podem ser chamadas de pré-leitura, leitura e pós-leitura. A este respeito, analise as
tabelas a seguir:
TABELA 1 I. Atividades destinadas a levar os alunos a pensar sobre o texto, emitir suas reações e avaliar, criticamente, as ideias do autor.
II. Ativar o pré-conhecimento do aluno em relação à organização textual.
III. São importantes as estratégias de integração de uma informação a outra, o estabelecimento dos elos coesivos e a utilização de estratégias de inferência.
TABELA 2 A. Pré-leitura
B. Leitura
C. Pós-leitura.
Relacione as duas tabelas acima e assinale a alternativa que contém a sequência correta, respectivamente:
TABELA 1 I. Atividades destinadas a levar os alunos a pensar sobre o texto, emitir suas reações e avaliar, criticamente, as ideias do autor.
II. Ativar o pré-conhecimento do aluno em relação à organização textual.
III. São importantes as estratégias de integração de uma informação a outra, o estabelecimento dos elos coesivos e a utilização de estratégias de inferência.
TABELA 2 A. Pré-leitura
B. Leitura
C. Pós-leitura.
Relacione as duas tabelas acima e assinale a alternativa que contém a sequência correta, respectivamente:
Ano: 2020
Banca:
AMEOSC
Órgão:
Prefeitura de Guaraciaba - SC
Prova:
AMEOSC - 2020 - Prefeitura de Guaraciaba - SC - Professor - Inglês |
Q1735052
Inglês
Quanto aos recursos para o ensino e aprendizagem de língua inglesa, em particular o uso de
softwares, conforme os Parâmetros Curriculares Nacionais, analise:
I. É necessário adotar uma atitude crítica ao examiná-los a fim de certificar-se que sejam
reproduções de um tipo de instrução programada popular nas décadas de 60 e 70.
II. Exercícios que não exijam o envolvimento discursivo do aluno são incompatíveis com a
visão de linguagem e de aprendizagem de língua inglesa.
III. Podem ser apoio eficaz no ensino e aprendizagem, particularmente se incluírem elementos
visuais e sonoros acompanhando o conteúdo linguístico.
IV. Séries de exercícios linguísticos de memorização são imprescindíveis para o aluno
alcançar aprendizagem eficaz.
Sabendo que V significa Verdadeiro e F significa Falso, a alternativa que contém a sequência
correta, respectivamente, é:
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703926
Inglês
In accordance with the Curricular Frameworks for High School Teaching in the State of Mato Grosso
(Orientações Curriculares para o Ensino Médio do Estado de Mato Grosso-OCEM-MT), "[...] in times of
globalization, English as a language acquires a new configuration" (OCEM-MT, 2012, p. 90).
Which one of the statements below does not constitute "a new configuration" under the referred document?
Which one of the statements below does not constitute "a new configuration" under the referred document?
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703925
Inglês
The Curricular Frameworks for High School Teaching (Orientações Curriculares para o Ensino Médio-OCEM)
proposes the association between citizenship and the contextualized teaching of reading and writing, the
concepts of literacy and multiliteracy have such a central role in what it refers to.
Mark A (in agreement with) or D (in disagreement with) in the statements below according to the referred
document.
( ) Reading has to do with the distribution of knowledge and power in a society. ( ) Writing is related to the production of meaningful and contextualized uses of the foreign language. ( ) The reader is considered someone who assumes a position or an epistemological relation with regard to values, ideologies, discourses, and world perspectives. ( ) Writing is defined as a set of various sociocultural practices.
The CORRECT sequence is:
( ) Reading has to do with the distribution of knowledge and power in a society. ( ) Writing is related to the production of meaningful and contextualized uses of the foreign language. ( ) The reader is considered someone who assumes a position or an epistemological relation with regard to values, ideologies, discourses, and world perspectives. ( ) Writing is defined as a set of various sociocultural practices.
The CORRECT sequence is:
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703924
Inglês
According to the National Curriculum Parameters (High School) [Parâmetros Curriculares Nacionais (Ensino
Médio) - PCNEM], "[...] the different school subjects may and have to interconnect" (PCNEM, 2000, p. 29).
An example given by the document is related to the vocabulary about food. Number (from 1 to 4) the
sequence of steps that the document suggests to approach this issue in an interdisciplinary way.
( ) It is conducted then a discussion about eating habits. ( ) The teacher instigates the students to identify how to name in the foreign language some typical Brazilian food that is little or unknown in other places, specially in those ones where the target language is used. ( ) Learning is then understood as a source of expansion of cultural horizons. ( ) Together with the Geography teacher, it is conducted a study about the climate and of the place where the target language is used.
The CORRECT sequence is:
( ) It is conducted then a discussion about eating habits. ( ) The teacher instigates the students to identify how to name in the foreign language some typical Brazilian food that is little or unknown in other places, specially in those ones where the target language is used. ( ) Learning is then understood as a source of expansion of cultural horizons. ( ) Together with the Geography teacher, it is conducted a study about the climate and of the place where the target language is used.
The CORRECT sequence is:
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703923
Inglês
According to the Curricular Frameworks for High School Teaching in the State of Mato Grosso (Orientações
Curriculares para o Ensino Médio do Estado de Mato Grosso-OCEM-MT), regarding language education,
specifically related to the teaching of English, "[...] some political attitudes are necessary" (OCEM-MT, 2012, p.
92).
Which one of the attitudes below is not mentioned by the document?
Which one of the attitudes below is not mentioned by the document?
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703920
Inglês
After reading Dirgeyasa's dialogue about genre-based approach, choose the alternative that it is not true.
[...]
Then recently, genre is also used in linguistics study. In linguistic study, genre becomes a kind language
object to study. As a matter of fact, the study of genre in linguistics literacy is based on Systemic Functional
Linguistic-SFL (Halliday, 1978; Swales, 1990; Hyland, 2003). Then, Christie dan Martin (2000) adds that
linguistic functional becomes a basic and fundamental reference in the framework of the usage of the
language in term of genre.
So what is genre in terms of the language and linguistics? Martin (1999) states that genre is communication
activity having and orienting goal. Then, Swales (1990) simply defines genre as a communication event in
which the members have a set of communication goal. By referring two statements above, it can be said that
genre is a process of communication which has a certain goal (goal oriented) for its members in a certain
event of communication due to certain social context. Genre is a matter of communication event by social
context. Consequently, the different social context then, tends to lead to different genre.
[...] In addition, Swales (1990) further argues that: A class of communication events, the members of which share some ethnographical communication, but typically
need further validation set of communicative purposes. The purposes are recognized by the expert members of the
parent discourse community, and thereby constitute the rationale for the genre. This rationale shapes the
schematic structure of the discourse and influences and constraints choice of the content and style.
Communicative purpose is both a privileged criterion and one that operate to keep the scope of a genre as here
conceived narrowly focused on comparable rhetorical action. In addition to purpose, exemplars of a genre exhibit
various patterns of similarities in terms of structure, style, content and intended audiences..The genre name
inherited and produced by discourse communities and imported by others constitute valuable.
What Swales has stated is seemingly clear that genre has a number of characteristic and features such as a) genre has a particular communication event, b) genre has a specific goal (goal oriented), c) genre is different and various in accordance to its typical features, d) each genre has a matter of limitation and rules including content, physical form, and shape, and e) every genre belongs to a certain discourse community. In line with discourse community, (Widdoson, 2007) adds that genre is shaped or existing due to the existing discourse community. It is a fact that different discourse community has different genre. Talking about discourse community and genre in connection to the discourse community, Swales (1990), as cited by (Ohoiwutun, 1996), clarifies that characteristics of discourse community in terms of the usage of language in social context is a) a certain discourse community has certain communication goals approved, b) the discourse community communicate within its members, c) a certain discourse community use a certain pattern of communication for its members, d) the discourse community tends to have more than one types of genre to communicate , and e) the discourse community, at last gains a number specific register. (p.45)
Dirgeyasa, I Wy. Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching; Vol. 9, No. 9; 2016
What Swales has stated is seemingly clear that genre has a number of characteristic and features such as a) genre has a particular communication event, b) genre has a specific goal (goal oriented), c) genre is different and various in accordance to its typical features, d) each genre has a matter of limitation and rules including content, physical form, and shape, and e) every genre belongs to a certain discourse community. In line with discourse community, (Widdoson, 2007) adds that genre is shaped or existing due to the existing discourse community. It is a fact that different discourse community has different genre. Talking about discourse community and genre in connection to the discourse community, Swales (1990), as cited by (Ohoiwutun, 1996), clarifies that characteristics of discourse community in terms of the usage of language in social context is a) a certain discourse community has certain communication goals approved, b) the discourse community communicate within its members, c) a certain discourse community use a certain pattern of communication for its members, d) the discourse community tends to have more than one types of genre to communicate , and e) the discourse community, at last gains a number specific register. (p.45)
Dirgeyasa, I Wy. Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching; Vol. 9, No. 9; 2016
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703919
Inglês
For a long time, we have studied about language learning and new approaches. After reading the extract
from Richards (2006, p. 32), choose the correct alternative that complements the argument against P-P-P
(Presentation - Practice - Production).
"How does TBI (Task Based Instruction) in practice differ from more traditional teaching approaches? Recall our earlier discussion above of the principles of a P-P-P lesson or teaching format: Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students' comprehension of it. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises. Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern. Advocates of TBI reject this model on the basis that (a) it doesn't work; and (b) it doesn't reflect current understanding of second language acquisition. They claim that students do not develop fluency or progress in their grammatical development through a P-P-P methodology."
"How does TBI (Task Based Instruction) in practice differ from more traditional teaching approaches? Recall our earlier discussion above of the principles of a P-P-P lesson or teaching format: Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students' comprehension of it. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises. Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern. Advocates of TBI reject this model on the basis that (a) it doesn't work; and (b) it doesn't reflect current understanding of second language acquisition. They claim that students do not develop fluency or progress in their grammatical development through a P-P-P methodology."
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703918
Inglês
After reading Richards (2006, p.12-13), judge the items (T) true or (F) false and choose the correct alternative.
"As well as rethinking the nature of a syllabus, the new communicative approach to teaching prompted a rethinking of classroom teaching methodology. It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach. [...] "In applying these principles in the classroom, new classroom techniques and activities were needed, and as we saw above, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required."
( ) Make real communication is the focus of language learning. ( ) Provide opportunities for learners to experiment and try out what they know. ( ) Use drills to make students awareness of language grammar. ( ) Be tolerant of learners' errors as they indicate that the learner is building up his or her communicative competence. ( ) Focus on receptive skills more than productive skills. ( ) Provide opportunities for learners to develop both accuracy and fluency. ( ) Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world. ( ) Use controlled activities for developing students language learning.
"As well as rethinking the nature of a syllabus, the new communicative approach to teaching prompted a rethinking of classroom teaching methodology. It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach. [...] "In applying these principles in the classroom, new classroom techniques and activities were needed, and as we saw above, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required."
( ) Make real communication is the focus of language learning. ( ) Provide opportunities for learners to experiment and try out what they know. ( ) Use drills to make students awareness of language grammar. ( ) Be tolerant of learners' errors as they indicate that the learner is building up his or her communicative competence. ( ) Focus on receptive skills more than productive skills. ( ) Provide opportunities for learners to develop both accuracy and fluency. ( ) Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world. ( ) Use controlled activities for developing students language learning.
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703917
Inglês
"A method is theoretically related to an approach, is organizationally determined by a design, and is
practically realized in procedure." (Richards and Rodgers, 1999, p. 16). So we can say that a method is an
umbrella term referring to a broader relationship between theory and practice.
Match the elements to their subelements of method according to Richards & Rodgers (1986) in Brown (2000).
(1) Approach (2) Design (3 ) Procedure
( ) a theory of native language. ( ) a theory of the nature of language learning. ( ) the general and the specific objectives of a method. ( ) a syllabus model. ( ) types of learning and teaching activities. ( ) learner roles. ( ) teacher roles. ( ) the role of instructional material. ( ) classrooms techniques, practices, and behaviors observed when the method is used.
Now choose the correct sequence:
Match the elements to their subelements of method according to Richards & Rodgers (1986) in Brown (2000).
(1) Approach (2) Design (3 ) Procedure
( ) a theory of native language. ( ) a theory of the nature of language learning. ( ) the general and the specific objectives of a method. ( ) a syllabus model. ( ) types of learning and teaching activities. ( ) learner roles. ( ) teacher roles. ( ) the role of instructional material. ( ) classrooms techniques, practices, and behaviors observed when the method is used.
Now choose the correct sequence:
Ano: 2020
Banca:
AMEOSC
Órgão:
Prefeitura de São José do Cedro - SC
Prova:
AMEOSC - 2020 - Prefeitura de São José do Cedro - SC - Professor de Inglês |
Q1694626
Inglês
Sobre o aprendizado de Inglês e sua relação com a língua materna do aprendiz, verifique se
cada afirmação abaixo é verdadeira (V) ou falsa (F):
I. Reduz o conhecimento sobre linguagem que o aluno construiu sobre sua língua materna,
por meio de comparações com o inglês.
II. Impossibilita que o aluno se constitua em um ser discursivo no uso do inglês.
III. Aprender a ler em outra língua pode colaborar no desempenho do aluno como leitor em
sua língua materna.
O resultado para I – II – III é:
O resultado para I – II – III é:
Ano: 2020
Banca:
AMEOSC
Órgão:
Prefeitura de Itapiranga - SC
Prova:
AMEOSC - 2020 - Prefeitura de Itapiranga - SC - Professor de Língua Estrangeira - Inglês |
Q1694237
Inglês
Com relação ao ensino e aprendizagem de língua inglesa:
Ano: 2020
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã do Oeste - SC
Prova:
AMEOSC - 2020 - Prefeitura de Iporã do Oeste - SC - Professor de Inglês |
Q1694098
Inglês
Alguns recursos que podem ser utilizados como apoio nas aulas de produção escrita em Língua Inglesa são:
I. Dicionário, mono ou bilíngue.
II. Glossário construído em sala de aula.
III. Guias de apoio, que contenham conjugações, elementos gramaticais e características dos tipos de textos em estudo.
Está correto o que se afirma em:
Ano: 2020
Banca:
AMEOSC
Órgão:
Prefeitura de Descanso - SC
Prova:
AMEOSC - 2020 - Prefeitura de Descanso - SC - Professor de Inglês |
Q1692834
Inglês
Considere o texto abaixo:
“As culturas, especialmente na sociedade contemporânea, estão em contínuo processo de
interação e (re)construção. Desse modo, diferentes grupos de pessoas, com interesses, agendas
e repertórios linguísticos e culturais diversos, vivenciam, em seus contatos e fluxos interacionais,
processos de constituição de identidades abertas e plurais”.
(Fonte: BRASIL. Base Nacional Comum Curricular. pág. 245. Brasília: MEC, 2017.).
Neste cenário, com relação ao ensino e à aprendizagem do inglês, analise: I. Aprender inglês implica problematizar seus diferentes papéis no mundo. II. O aprendizado do inglês envolve também o aprendizado dos valores, do alcance e dos efeitos deste idioma nas relações entre diferentes pessoas e povos, tanto na sociedade contemporânea quanto em uma perspectiva histórica. III. A língua inglesa é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido. IV. A variante de inglês mais adequada deve ser ensinada, a saber, aquela falada por estadunidenses ou britânicos. Está correto o que se afirma, apenas, em:
Neste cenário, com relação ao ensino e à aprendizagem do inglês, analise: I. Aprender inglês implica problematizar seus diferentes papéis no mundo. II. O aprendizado do inglês envolve também o aprendizado dos valores, do alcance e dos efeitos deste idioma nas relações entre diferentes pessoas e povos, tanto na sociedade contemporânea quanto em uma perspectiva histórica. III. A língua inglesa é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido. IV. A variante de inglês mais adequada deve ser ensinada, a saber, aquela falada por estadunidenses ou britânicos. Está correto o que se afirma, apenas, em:
Ano: 2020
Banca:
IDIB
Órgão:
Prefeitura de Jaguaribe - CE
Prova:
IDIB - 2020 - Prefeitura de Jaguaribe - CE - Professor - Inglês |
Q1692528
Inglês
Read the passage below and answer the question 32
“Effective teachers are typically defined as those whose students perform better on standardized achievement tests. In a study of effective teachers in bilingual education programs in California and Hawaii, for example, Tikunoff (1985) observed teachers to find out how they organize instruction, structure teaching activities, and enhance student performance on tasks.”
RICHARDS, Jack C. Theories of Teaching in Language Teaching. In: RICHARDS, J. C. & RENANDYA, W. A. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 2002, p. 21.
Ano: 2020
Banca:
IDIB
Órgão:
Prefeitura de Jaguaribe - CE
Prova:
IDIB - 2020 - Prefeitura de Jaguaribe - CE - Professor - Inglês |
Q1692527
Inglês
According to Behrens (1996), pedagogical practice becomes a
key element and the reflection of the teacher – the relevant
instrument in this process. Based on that, what can we infer
about teaching practice?
Ano: 2020
Banca:
IDIB
Órgão:
Prefeitura de Jaguaribe - CE
Prova:
IDIB - 2020 - Prefeitura de Jaguaribe - CE - Professor - Inglês |
Q1692526
Inglês
What is the relationship between high school and the social
interactionist method in the English Classes?
Ano: 2020
Banca:
IDIB
Órgão:
Prefeitura de Jaguaribe - CE
Prova:
IDIB - 2020 - Prefeitura de Jaguaribe - CE - Professor - Inglês |
Q1692525
Inglês
It is during the 20th century that the process of language
acquisition highlights. Just to mention, Innatism, Behaviorism
and Constructivist cognitivism and socio-interactionist are
some of the theories that emerged. Regarding the implications
of these theories on phono audiology, what can be said about
the acquisition of language?
Ano: 2020
Banca:
IDIB
Órgão:
Prefeitura de Jaguaribe - CE
Prova:
IDIB - 2020 - Prefeitura de Jaguaribe - CE - Professor - Inglês |
Q1692524
Inglês
For this method, some imagens, gestures and simulations
were used to understand the language. Another point is that
teacher remained the source of knowledge.
What is the methodology described above?
What is the methodology described above?
Ano: 2020
Banca:
IDIB
Órgão:
Prefeitura de Jaguaribe - CE
Prova:
IDIB - 2020 - Prefeitura de Jaguaribe - CE - Professor - Inglês |
Q1692523
Inglês
What condition is required for the language acquisition device
to be triggered?
Conheça nossos planos