Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.026 questões
Leia o texto e responda à questão.
The birth of a nation
The most memorable writing in eighteenth-century
America was done by the founding fathers, the men who
led the American Revolution of 1775-1783 and wrote the
constitution of 1989. But none of them were writers of fiction.
Rather, they were practical philosophers, and their most
typical product was the political pamphlet. They shared the
European Enlightenment belief that human reason could
understand both nature and man. Unlike the Puritans – who
saw man as a sinful failure – the Enlightenment men were
sure man could improve himself. They wanted to create a
happy society based on justice and freedom.
The writings of Benjamin Franklin (1706 -1790) show the Enlightenment spirit in America at its best and most optimistic. His style is quite modern and, even today, his works are a joy to read. At the same time, there’s something “anti-literary” about Franklin. He had no liking for poetry and felt that writing should always have a practical purpose.
Almanacs, containing much useful information for farmers and sailors (about the next year’s weather, sea tides, etc.), were a popular form of practical literature. Together with the Bible and the newspaper, they were the most-widely read and often the only reading matter in most Colonial households. Franklin made his Almanac interesting by creating the character “Little Richard”. Each new edition continued a simple but realist story about Richard, his wife and family. He also included many “sayings” about saving money and working hard. Some of those are known to most Americans today:
Lost time is never found again.
God helps those who help themselves.
In 1757 Franklin collected together the best of his sayings
and published The Way to Wealth. This little book became one
of the best-sellers of the Western World and was translated
into many languages.
(Peter High. Outline of American Literature . Essex, Longman. 1996. Adaptado)
Leia o texto e responda à questão.
The birth of a nation
The most memorable writing in eighteenth-century
America was done by the founding fathers, the men who
led the American Revolution of 1775-1783 and wrote the
constitution of 1989. But none of them were writers of fiction.
Rather, they were practical philosophers, and their most
typical product was the political pamphlet. They shared the
European Enlightenment belief that human reason could
understand both nature and man. Unlike the Puritans – who
saw man as a sinful failure – the Enlightenment men were
sure man could improve himself. They wanted to create a
happy society based on justice and freedom.
The writings of Benjamin Franklin (1706 -1790) show the Enlightenment spirit in America at its best and most optimistic. His style is quite modern and, even today, his works are a joy to read. At the same time, there’s something “anti-literary” about Franklin. He had no liking for poetry and felt that writing should always have a practical purpose.
Almanacs, containing much useful information for farmers and sailors (about the next year’s weather, sea tides, etc.), were a popular form of practical literature. Together with the Bible and the newspaper, they were the most-widely read and often the only reading matter in most Colonial households. Franklin made his Almanac interesting by creating the character “Little Richard”. Each new edition continued a simple but realist story about Richard, his wife and family. He also included many “sayings” about saving money and working hard. Some of those are known to most Americans today:
Lost time is never found again.
God helps those who help themselves.
In 1757 Franklin collected together the best of his sayings
and published The Way to Wealth. This little book became one
of the best-sellers of the Western World and was translated
into many languages.
(Peter High. Outline of American Literature . Essex, Longman. 1996. Adaptado)
Leia o texto e responda à questão.
The birth of a nation
The most memorable writing in eighteenth-century
America was done by the founding fathers, the men who
led the American Revolution of 1775-1783 and wrote the
constitution of 1989. But none of them were writers of fiction.
Rather, they were practical philosophers, and their most
typical product was the political pamphlet. They shared the
European Enlightenment belief that human reason could
understand both nature and man. Unlike the Puritans – who
saw man as a sinful failure – the Enlightenment men were
sure man could improve himself. They wanted to create a
happy society based on justice and freedom.
The writings of Benjamin Franklin (1706 -1790) show the Enlightenment spirit in America at its best and most optimistic. His style is quite modern and, even today, his works are a joy to read. At the same time, there’s something “anti-literary” about Franklin. He had no liking for poetry and felt that writing should always have a practical purpose.
Almanacs, containing much useful information for farmers and sailors (about the next year’s weather, sea tides, etc.), were a popular form of practical literature. Together with the Bible and the newspaper, they were the most-widely read and often the only reading matter in most Colonial households. Franklin made his Almanac interesting by creating the character “Little Richard”. Each new edition continued a simple but realist story about Richard, his wife and family. He also included many “sayings” about saving money and working hard. Some of those are known to most Americans today:
Lost time is never found again.
God helps those who help themselves.
In 1757 Franklin collected together the best of his sayings
and published The Way to Wealth. This little book became one
of the best-sellers of the Western World and was translated
into many languages.
(Peter High. Outline of American Literature . Essex, Longman. 1996. Adaptado)
Leia os quadrinhos para responder à questão.
(www.magoosh.com)
Kumaravadivelu (2001) points out that what is known as method has not been enough to fulfill language learning needs. Methods have been used as a set of practices designed by specialists in order to make language acquisition happen. However, according to Kumaravadivelu, studies have shown that the use of these sets of practices may have the opposite effect, since they do not seem to consider students’ context, which prevents learning from being meaningful. For the author, a postmethod pedagogy has emerged from studies that focus on teachers’ beliefs, reasoning and cognition. This postmethod condition is, therefore, a three-dimensional system consisting of three parameters.
Read the examples of practices below and mark the alternative that respectively corresponds to the three parameters that form the postmethod pedagogy system as described by Kumaravadivelu:
I. Teachers are able to theorize from their own practice, developing knowledge and skills.
II. Teachers identify problems, find solutions and go through a cycle of observation, reflection and action.
III. Teachers consider experiences brought to the
classroom and provide an environment where
linguistic and social needs are considered.
Literary texts can be used in classrooms as important sources for language learning. However, literature should not be presented only in order to highlight grammar structures or vocabulary, since literary texts, as social constructions, besides motivating students can also provide them with cultural knowledge and the experience of otherness. Literature through universal themes can develop empathy, creative thinking and sensitivity.
When introducing literary literacy as the appropriation of the text in its social use, Cosson (2012) develops a basic didactic sequence to approach literature in the classroom. Mark the alternative that corresponds to the steps of this didactic sequence in the order presented by the author.
Hutchinson and Waters (1991) point out that English for Specific Purposes (ESP) emerged from three common reasons. One of them is related to the changes in the aim of linguistics, considering the variation from one language situation of use to another. Besides that, the expansion of technology and commerce after World War II, especially in the United States, explains why English became a necessity.
Mark the alternative that is related to the third reason why ESP became popular worldwide:
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.
Which of the following characteristics is concerned with an effective teaching?
Gil Ragsdale. Recipes for success in language learning.
Internet: <www.elgazette.com>
O texto relata uma experiência de aprendizagem de inglês e francês por meio da troca de receitas entre refugiados em um campo de refugiados de Calais. A respeito das ideias e informações do texto precedente e de seus aspectos linguísticos, julgue o item que se segue.
The cooking recipes are authentic materials that allow, among
other things, the work with word pronunciation in classroom.
Considerando a BNCCpara o ensino fundamental de língua inglesa, julgue o item seguinte.
Considerando-se a expectativa de produção oral (eixo
oralidade) para o 6.º ano do ensino fundamental, uma
habilidade prevista na BNCC é a de analisar posicionamentos
defendidos e refutados em textos orais sobre temas de interesse
social e coletivo.
Considerando a BNCCpara o ensino fundamental de língua inglesa, julgue o item seguinte.
Uma das competências específicas de língua inglesa para o
ensino fundamental, descrita na BNCC, envolve a identificação
de semelhanças e diferenças entre a língua inglesa e a língua
materna, a serem articuladas a aspectos sociais, culturais e
identitários.
Considerando a BNCCpara o ensino fundamental de língua inglesa, julgue o item seguinte.
O tratamento dado ao inglês na BNCC prioriza
seu status de língua franca, o que significa vincular esse idioma
à noção de pertencimento a territórios de países hegemônicos.
Internet:<www.canteach.ca>
A partir do texto 7A1-I e das diretrizes da BNCC para língua inglesa, julgue o item a seguir.
Caso uma turma de ensino fundamental decidisse utilizar a
fábula para uma atividade de recriação dramática, o professor
de língua inglesa deveria adverti-los de que a pronúncia
deveria ser isenta de sotaques brasileiros, além de corrigi-los
com rigor quanto a esse aspecto.
Internet:<www.canteach.ca>
A partir do texto 7A1-I e das diretrizes da BNCC para língua inglesa, julgue o item a seguir.
A utilização do texto em sala de aula permite o conhecimento
e a discussão sobre tradições culturais africanas, intermediada
pela língua inglesa.
Internet:<www.canteach.ca>
A partir do texto 7A1-I e das diretrizes da BNCC para língua inglesa, julgue o item a seguir.
Devido à ocorrência da frase ‘Kwasuka sukela....’, que não está
em língua inglesa, o texto é inadequado para o uso em sala de
aula, por conta da potencial confusão que pode causar para os
aprendizes da língua inglesa.
Internet:<www.canteach.ca>
A partir do texto 7A1-I e das diretrizes da BNCC para língua inglesa, julgue o item a seguir.
Empregando-se a estratégia de skimming, é possível, a partir de
certas marcas do texto, concluir que se trata de uma fábula
sobre um felino, denominado cheetah em inglês.
How monks helped invent sign language
For millennia people with hearing impairments encountered marginalization because it was believed that language could only be learned by hearing the spoken word. Ancient Greek philosopher Aristotle, for example, asserted that “Men that are deaf are in all cases also dumb.” Under Roman law people who were born deaf were denied the right to sign a will as they were “presumed to understand nothing; because it is not possible that they have been able to learn to read or write.”
Pushback against such ideas began in the 16th-century, with the creation of the first formal sign language for the hearing impaired, by Pedro Ponce de León, a Spanish Benedictine monk. His idea to use sign language was not a completely new one. Native Americans used hand gestures to communicate with other tribes and to facilitate trade with Europeans. Benedictine monks had used them to convey messages during their daily periods of silence. Inspired by the latter practice, Ponce de León adapted the gestures used in his monastery to create a method for teaching the deaf to communicate, paving the way for systems now used all over the world.
Building on Ponce de León’s work, another Spanish cleric and linguist, Juan Pablo Bonet, proposed that deaf people learn to pronounce words and progressively construct meaningful phrases. Bonet’s approach combined oralism – using sounds to communicate – with sign language. The system had its challenges, especially when learning the words for abstract terms, or intangible forms such as conjunctions like “for,” “nor,” or “yet.”
In 1755 the French Catholic priest Charles-Michel de l’Épée established a more comprehensive method for educating the deaf, which culminated in the founding of the first public school for deaf children, in Paris. Students came to the institute from all over France, bringing signs they had used to communicate with at home. Insistent that sign language needed to be a complete language, his system was complex enough to express prepositions, conjunctions, and other grammatical elements.
Épée’s standardized sign language quickly spread across Europe and to the United States. In 1814 Thomas Gallaudet went to France to learn Épée’s language system. Three years later, Gallaudet established the American School for the Deaf in his hometown in Connecticut. Students from across the United States attended, and they brought signs they used to communicate with at home.American Sign Language became a combination of these signs and those from French Sign Language.
Thanks to the development of formal sign languages, people with hearing impairment can access spoken language in all its variety. The world’s many modern signing systems have different rules for pronunciation, word order, and grammar. New visual languages can even express regional accents to reflect the complexity and richness of local speech.
(Ines Anton Rayas. www.nationalgeographic.com. 28.05.2019. Adaptado)
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