Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
A teacher is designing a lesson plan to improve students' reading comprehension skills. She decides to use a variety of texts, including fiction, non-fiction, and poetry, to expose students to different genres. The lesson plan includes pre-reading activities to activate prior knowledge, guided reading sessions with targeted questions, and post-reading discussions to deepen understanding. Additionally, the teacher incorporates graphic organizers to help students identify main ideas and supporting details.
Which teaching strategy is the teacher primarily using to enhance reading comprehension?
Considere a seguinte situação:
Em um contexto de comunicação intercultural, um profissional de relações internacionais foi designado para mediar uma negociação complexa entre uma empresa brasileira e uma empresa americana. Durante a reunião, ambas as partes expressaram suas expectativas e preocupações por meio de diferentes estilos comunicativos, refletindo as nuances culturais de seus respectivos países. O representante da empresa brasileira, ao apresentar propostas, utilizou uma abordagem indireta, fazendo uso de metáforas e expressões idiomáticas comuns na cultura brasileira. Por outro lado, o representante americano adotou uma postura mais direta e objetiva, preferindo detalhar números e fatos concretos. Ao final da reunião, o mediador percebeu que, apesar das divergências iniciais, ambas as partes alcançaram um entendimento mútuo, demonstrando habilidades de adaptação e compreensão intercultural.
Considerando o exposto, qual princípio fundamental das relações contextuais foi crucial para o sucesso da comunicação nesse cenário?
Considere a seguinte situação:
Durante uma aula de Língua Inglesa, a professora decide realizar uma atividade para desenvolver a habilidade de produção oral dos alunos. Ela propõe que cada estudante escolha um objeto pessoal significativo e, sem revelar o objeto, descreva-o aos colegas usando apenas o idioma inglês. No entanto, para tornar o desafio mais interessante, a professora estabelece que os alunos não podem usar palavras relacionadas diretamente ao objeto em suas descrições.
A opção mais adequada para enfrentar o desafio proposto pela professora e promover a habilidade de produção oral dos alunos seria:
Considerando os apontamentos da Base Curricular Nacional Comum BNCC, julgue as sentenças abaixo como VERDADEIRAS ou FALSAS.
(__)O status de inglês como língua materna e franca implica deslocá-la de um modelo ideal de falante, considerando a importância da cultura no ensino-aprendizagem da língua e buscando manter aspectos relativos à "correção", "precisão" e "proficiência" linguística.
(__)Aprender a língua inglesa propicia a criação de novas formas de engajamento e participação dos alunos em um mundo social cada vez mais globalizado e plural, em que as fronteiras entre países e interesses pessoais, locais, regionais, nacionais e transnacionais estão cada vez mais difusas e contraditórias.
(__)A oralidade proporciona o desenvolvimento de uma série de comportamentos e atitudes − como arriscar-se e se fazer compreender, dar voz e vez ao outro, entender e acolher a perspectiva do outro, superar mal-entendidos e lidar com a insegurança, por exemplo.
A sequência CORRETA é:
Consider the following scenario:
You, as a representative of your company, are negotiating a complex contract with a potential overseas partner. The negotiation involves discussing terms, conditions, and contractual obligations. The language proficiency skills of Listening, Speaking, Reading, and Writing are put to the test.
Listening: The overseas partner provides detailed information regarding their expectations and concerns. They speak at a moderate pace, covering various aspects of the contract. You need to comprehend the nuances and details shared during the negotiation.
Speaking: You are required to articulate your company's position clearly, respond to queries, and express your concerns effectively. Fluency, pronunciation, and the ability to convey complex ideas play a crucial role in this segment.
Reading: Both parties exchange written proposals, legal documents, and other relevant materials during the negotiation. Your ability to quickly comprehend the written content, identify key points, and respond appropriately is essential.
Writing: As part of the negotiation process, you need to draft an official letter summarizing the key points discussed, confirming agreements, and addressing any outstanding issues. Precision in conveying your thoughts in writing is fundamental.
Which of the following represents a challenge in the Speaking segment of the negotiation?
Leia o texto para responder à questão.
Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.
H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).
So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:
– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.
– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.
– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.
– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.
– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.
– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.
(Celce-Murcia, M. 2001. Adaptado)
Leia o texto para responder à questão.
Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.
H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).
So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:
– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.
– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.
– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.
– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.
– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.
– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.
(Celce-Murcia, M. 2001. Adaptado)
Leia o diálogo a seguir, um exemplo de interação aluno-aluno.
S1: on the left, I can see um lamp – post. Lam-post.
S2: wh-pardon? What?
S1: lam – sorry. Lam post.
S2: name post? (=clarification request)
S1: /leim/ post /laem/ post post post.
S2: L – A? (=clarification request).
S1: L – A – M, lam.
S2 Ah, lamp, ah, lamp post (successfully resolved)
(Celce-Murcia, 2001)
Um professor que acate as propostas de Kamaravadivelu (1994), dentro dos preceitos do pós-método, concordará que
Leia o texto para responder à questão.
Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.
H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).
So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:
– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.
– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.
– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.
– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.
– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.
– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.
(Celce-Murcia, M. 2001. Adaptado)
Read the following comment from a teacher:
To ensure that both educators and learners continue to utilize the target language, educate learners how to ask for help or clarification in the target language such as What exactly do you mean by .....? How do you pronounce ....? I’m not sure what you mean. Can you say it again?
This way of acting falls into Kamaravadivelu’s (1994) macro strategy named
At what age is it generally most effective for children to start learning a second language like English?
What is a benefit of using the Flipped Classroom model in language teaching?
Study these sentences below and decide if they are true ( T ) or false ( F ), according to the Methods and their characteristics.
( ) Direct Method is the type of teaching which involves giving students one-on-one instruction without any group work or activity involvement. This method is used in formal learning situations only and usually does not involve a lot of hands-on practice.
( ) Total Physical Response (TPR) is a style of teaching, where students are first introduced to the material through group work or Activity-Based Learning activities before moving on to individual instruction. This method can be used in both formal and informal settings.
( ) Communicative Language Teaching (CLT) is the method that focuses on developing fluency in a foreign language by using realworld, communicative activities. By engaging students in authentic conversations, CLT helps them to improve their comprehension and speaking skills.
( ) The Grammar Translation Method is based on the principle that language is composed of grammar and vocabulary, and that by understanding the structure of a foreign language, students can improve their comprehension.
Choose the alternative which presents the correct sequence, from top to bottom.
Conheça nossos planos