Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.339 questões
Ano: 2024
Banca:
INAZ do Pará
Órgão:
Prefeitura de Capão Alto - SC
Prova:
INAZ do Pará - 2024 - Prefeitura de Capão Alto - SC - Professor de Inglês |
Q3199456
Inglês
Which of the following alternatives presents the most
effective strategy to promote reading comprehension in
high school students, considering the need to develop
critical analysis and interpretation skills of literary and
non-literary texts?
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181982
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Analisando o trecho do texto: “Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points”, pode-se concluir que ao realizar tal tarefa, o aluno estará exercitando a habilidade comunicativa que envolve:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181981
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Considere a seguinte situação: um professor pede aos seus alunos que assistam a um vídeo explicativo sobre a passagem do tempo antes de ensinar verbos no futuro. Esta prática está alinhada com a teoria de aquisição da linguagem chamada:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181980
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Considerando as concepções metodológicas referentes ao processo de ensino e aprendizagem da língua inglesa, a metodologia utilizada por um professor que solicita aos alunos que memorizem uma lista de verbos no imperativo antes da aula, com o objetivo de realizar uma atividade prática na qual os alunos executem as ações dos verbos estudados, enfatizando a aprendizagem através da prática corporal é:
Q3180957
Inglês
Um dos métodos mais conhecidos e adotados por professores de língua inglesa é o ensino comunicativo de línguas (também conhecido como CLT).
Através dele a comunicação da vida real é colocada como o .................................. central da aprendizagem de idiomas. Ele se concentra na ..................................... e comunicação significativa, incentivando os aprendizes a se envolverem ativamente no uso do idioma em ..................................autênticos.
Assinale a alternativa que completa corretamente as lacunas do texto.
Ano: 2024
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2024 - Prefeitura de Piratuba - SC - Professor Ensino Infantil e Ensino Fundamental I e II - Inglês - Edital nº 1 |
Q3180333
Inglês
A teacher is using Krashen's Input Hypothesis to design
a reading program for intermediate English learners. The
goal is to gradually increase students' reading proficiency
by exposing them to slightly challenging texts. Which of
the following strategies aligns best with Krashen's Input
Hypothesis for optimal language acquisition in this
reading program?
Ano: 2024
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2024 - Prefeitura de Piratuba - SC - Professor Ensino Infantil e Ensino Fundamental I e II - Inglês - Edital nº 1 |
Q3180332
Inglês
Incorporating multiculturalism in the English language
classroom requires balancing linguistic diversity with
cultural sensitivity. Which of the following teaching
approaches best exemplifies this principle while
addressing the challenges faced by Brazilian students
learning English?
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173652
Inglês
Which theoretical framework best supports the integration
of cultural context into reading comprehension exercises
in a foreign language?
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173651
Inglês
In the development of oral proficiency, what is the
significance of "negotiation of meaning"?
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173649
Inglês
What is the primary advantage of using discourse
analysis in foreign language writing instruction?
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173648
Inglês
In the construction of advanced reading skills in a foreign
language, which approach is most effective for fostering
critical thinking and deeper comprehension?
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173640
Inglês
Which of the following best describes the "interactive
model" of reading in a foreign language?
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173638
Inglês
What is the primary function of "scaffolding" in the context
of teaching writing and speaking skills in English?
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173637
Inglês
How does the application of corpus linguistics benefit the
teaching of writing in a foreign language?
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173636
Inglês
In the context of foreign language acquisition, what is the
primary benefit of implementing extensive reading
programs?
Ano: 2024
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2024 - Prefeitura de Piratuba - SC - Professor Ensino Fundamental I e II - Inglês |
Q3170518
Inglês
Julgue as sentenças abaixo como VERDADEIRAS ou
FALSAS.
1.(__)A abordagem comunicativa concentra-se na interação verbal, proporcionando aos alunos oportunidades frequentes para expressar suas ideias e opiniões.
2.(__)Estratégias de ensino da escrita incluem a prática de redação criativa, produção de relatórios, resenhas e ensaios argumentativos.
3.(__)Estratégias de ensino da leitura incluem o desenvolvimento de habilidades de skimming (busca por informações específicas) e scanning (leitura rápida para obter uma visão geral).
A sequência CORRETA é:
1.(__)A abordagem comunicativa concentra-se na interação verbal, proporcionando aos alunos oportunidades frequentes para expressar suas ideias e opiniões.
2.(__)Estratégias de ensino da escrita incluem a prática de redação criativa, produção de relatórios, resenhas e ensaios argumentativos.
3.(__)Estratégias de ensino da leitura incluem o desenvolvimento de habilidades de skimming (busca por informações específicas) e scanning (leitura rápida para obter uma visão geral).
A sequência CORRETA é:
Ano: 2024
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2024 - Prefeitura de Piratuba - SC - Professor Ensino Fundamental I e II - Inglês |
Q3170517
Inglês
Julgue as sentenças abaixo como VERDADEIRAS ou
FALSAS.
1.(__)A abordagem comunicativa ganhou força nas últimas décadas, priorizando a comunicação efetiva em situações do cotidiano.
2.(__)A aprendizagem baseada em tarefas é uma abordagem que foi predominante por muitos anos, enfocando o ensino de regras gramaticais e vocabulário por meio da memorização e prática de exercícios.
3.(__)Na abordagem lexical, a ênfase recai sobre o ensino de palavras e expressões em contextos autênticos, priorizando o aprendizado de vocabulário e colocações.
A sequência CORRETA é:
1.(__)A abordagem comunicativa ganhou força nas últimas décadas, priorizando a comunicação efetiva em situações do cotidiano.
2.(__)A aprendizagem baseada em tarefas é uma abordagem que foi predominante por muitos anos, enfocando o ensino de regras gramaticais e vocabulário por meio da memorização e prática de exercícios.
3.(__)Na abordagem lexical, a ênfase recai sobre o ensino de palavras e expressões em contextos autênticos, priorizando o aprendizado de vocabulário e colocações.
A sequência CORRETA é:
Ano: 2024
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2024 - Prefeitura de Piratuba - SC - Professor Ensino Fundamental I e II - Inglês |
Q3170516
Inglês
Sobre a Leitura Crítica, analise as afirmativas a seguir:
I. Na Leitura Crítica, o foco principal está na identificação de informações explícitas no texto, negligenciando interpretações subjetivas.
II. A Leitura Crítica busca desenvolver a capacidade dos alunos de avaliar o texto de maneira reflexiva, questionando as intenções do autor, os argumentos apresentados e as implicações das ideias expressas.
III. Essa abordagem prioriza a velocidade de leitura, incentivando os alunos a percorrer rapidamente o texto para captar as informações essenciais.
IV. O uso de questionamentos durante a leitura é uma prática comum na Leitura Crítica, estimulando os alunos a refletirem sobre o que estão lendo.
Assinale a alternativa correta:
I. Na Leitura Crítica, o foco principal está na identificação de informações explícitas no texto, negligenciando interpretações subjetivas.
II. A Leitura Crítica busca desenvolver a capacidade dos alunos de avaliar o texto de maneira reflexiva, questionando as intenções do autor, os argumentos apresentados e as implicações das ideias expressas.
III. Essa abordagem prioriza a velocidade de leitura, incentivando os alunos a percorrer rapidamente o texto para captar as informações essenciais.
IV. O uso de questionamentos durante a leitura é uma prática comum na Leitura Crítica, estimulando os alunos a refletirem sobre o que estão lendo.
Assinale a alternativa correta:
Ano: 2024
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2024 - Prefeitura de Piratuba - SC - Professor Ensino Fundamental I e II - Inglês |
Q3170514
Inglês
Em um contexto educacional, uma turma do ensino
médio está estudando a relação entre a oralidade e a
escrita. O professor propôs uma atividade em que os
estudantes deveriam analisar um texto oral e
transformá-lo em um texto escrito, destacando as
diferenças entre as duas modalidades linguísticas.
Dentre as alternativas a seguir, qual apresenta um aspecto relevante que destaca a complexidade dessa
atividade e a inter-relação entre oralidade e escrita?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Araçariguama - SP
Prova:
Avança SP - 2024 - Prefeitura de Araçariguama - SP - PEB II - Língua Estrangeira (Inglês) |
Q3167918
Inglês
Consider the following statements about various language teaching methodologies:
I. The Audio-Lingual Method, influenced by behaviorist psychology, emphasizes habit formation through repetition and reinforcement.
II. The Natural Approach, developed by Krashen and Terrell, focuses on providing comprehensible input and reducing the affective filter.
III. Task-Based Language Teaching (TBLT) prioritizes meaningful communication through the completion of real-world tasks.
IV. The Lexical Approach argues that language consists of grammaticalized lexis, not lexicalized grammar.
V. The Silent Way, created by Caleb Gattegno, encourages learner autonomy and discovery learning.
Which of the following combinations best represents the methodologies that align with the principles of constructivism in language learning?
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