Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.182 questões
Ano: 2023
Banca:
IBFC
Órgão:
SEC-BA
Prova:
IBFC - 2023 - SEC-BA - Professor da Educação Básica - Língua Inglesa |
Q2064507
Inglês
Analise as afirmativas a seguir e assinale a
alternativa correta em referência à estratégia de
leitura skimming.
I. É um modo de leitura rápida. É usado para obter uma rápida impressão geral da ideia central do texto. Durante a aplicação desse modo de leitura, o professor controla o tempo que os alunos usam para ler o texto. Um dos objetivos dessa modalidade é evitar que os alunos usem o dicionário para traduzir todas as palavras que não conhecem. II. É uma técnica/estratégia de leitura não-linear para encontrar uma informação específica, ignorarmos quaisquer outros detalhes do texto, portanto, não é preciso lê-lo como um todo, mas ser seletivo, sem se ater a detalhes. III. Tem como objetivo fazer com que o leitor esteja atento às informações específicas. O uso dessa técnica/estratégia mostra que o leitor observa mais a forma de palavras, pois é a elas que ele procura no texto.
I. É um modo de leitura rápida. É usado para obter uma rápida impressão geral da ideia central do texto. Durante a aplicação desse modo de leitura, o professor controla o tempo que os alunos usam para ler o texto. Um dos objetivos dessa modalidade é evitar que os alunos usem o dicionário para traduzir todas as palavras que não conhecem. II. É uma técnica/estratégia de leitura não-linear para encontrar uma informação específica, ignorarmos quaisquer outros detalhes do texto, portanto, não é preciso lê-lo como um todo, mas ser seletivo, sem se ater a detalhes. III. Tem como objetivo fazer com que o leitor esteja atento às informações específicas. O uso dessa técnica/estratégia mostra que o leitor observa mais a forma de palavras, pois é a elas que ele procura no texto.
Ano: 2023
Banca:
FGV
Órgão:
SME - SP
Prova:
FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064474
Inglês
Texto associado
Text V
Language Assessment and the new Literacy Studies
Some Final Remarks
Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.
The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.
Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.
The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.
The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.
From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje
37 (1), 2009. pp. 159-178, p. 175-176.
Based on the text, mark the statements below as TRUE (T) or
FALSE (F).
( ) The new literacy studies have kept away from the homogeneous assessment provided by earlier approaches. ( ) Teachers can find it hard to engage in new literacy practices as they have not been educated in this direction. ( ) Instability and collaboration are essential to structuralist approaches to language teaching.
The statements are, respectively:
( ) The new literacy studies have kept away from the homogeneous assessment provided by earlier approaches. ( ) Teachers can find it hard to engage in new literacy practices as they have not been educated in this direction. ( ) Instability and collaboration are essential to structuralist approaches to language teaching.
The statements are, respectively:
Ano: 2023
Banca:
FGV
Órgão:
SME - SP
Prova:
FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064473
Inglês
Read the statements below and choose the alternative that is in
line with Duboc (2016) as regards language assessment:
1. Punishment is replaced by the understanding of the reasons of certain performances in order to improve students' learning as well as the teacher's choices; 2. The act of evaluating is more collaborative, mediated, more public, and more horizontal; 3. Formal moments of assessment are most desirable rather than more informal ones, such as self-evaluation.
(translated from DUBOC 2016, pp.57-80.)
1. Punishment is replaced by the understanding of the reasons of certain performances in order to improve students' learning as well as the teacher's choices; 2. The act of evaluating is more collaborative, mediated, more public, and more horizontal; 3. Formal moments of assessment are most desirable rather than more informal ones, such as self-evaluation.
(translated from DUBOC 2016, pp.57-80.)
Ano: 2023
Banca:
FGV
Órgão:
SME - SP
Prova:
FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064472
Inglês
Texto associado
Text IV
Source: http://www.martybucella.com/fam37.html
It has been argued that “Fostering a critical stance in very young
readers can have surprising results, for both children and
teachers” (BOURKE, Ryan T. First Graders and Fairy Tales: One
Teacher's Action Research of Critical Literacy. The Reading
Teacher 62 (4), 2008, 304-312, p. 304).
This quotation is in line with the following goals for the teaching of English defined by the Municipal Secretariat of Education, São Paulo (2019), except:
This quotation is in line with the following goals for the teaching of English defined by the Municipal Secretariat of Education, São Paulo (2019), except:
Ano: 2023
Banca:
FGV
Órgão:
SME - SP
Prova:
FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064467
Inglês
The global spread of English has seen the development of English
as a Lingua Franca (ELF), where users are defined as:
Ano: 2023
Banca:
FGV
Órgão:
SME - SP
Prova:
FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064466
Inglês
Siqueira (2011) holds that to deal with the challenges of teaching
a "deterritorialized" language like English, teachers should agree
with the following suggestions, except:
Ano: 2023
Banca:
FGV
Órgão:
SME - SP
Prova:
FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064465
Inglês
Read the following strategies for teaching English as an additional
language to public school children:
1. Explain a word to the students drawing on the blackboard. Then ask them to copy the word and have them recite it out loud. 2. Ask students to look at pictures of two children and add to the speech bubbles what they think the characters might be saying to each other. 3. Create a mnemonic device in the students’ native language so that they memorize the grammar rules better. 4. Choose a video that shows how people in a specific country dress and behave and ask students to perform a parody of these characteristics. 5. Have students stand up and start by saying "Simon says, hands on head" while placing your hands on your head. The students who don’t imitate you correctly or are too slow should sit down and stay out of the game.
Choose the option that indicates the strategies in line with the parameters published by the Municipal Secretariat of Education, São Paulo (2019).
1. Explain a word to the students drawing on the blackboard. Then ask them to copy the word and have them recite it out loud. 2. Ask students to look at pictures of two children and add to the speech bubbles what they think the characters might be saying to each other. 3. Create a mnemonic device in the students’ native language so that they memorize the grammar rules better. 4. Choose a video that shows how people in a specific country dress and behave and ask students to perform a parody of these characteristics. 5. Have students stand up and start by saying "Simon says, hands on head" while placing your hands on your head. The students who don’t imitate you correctly or are too slow should sit down and stay out of the game.
Choose the option that indicates the strategies in line with the parameters published by the Municipal Secretariat of Education, São Paulo (2019).
Ano: 2023
Banca:
FGV
Órgão:
SME - SP
Prova:
FGV - 2023 - SME - SP - Professor de Ensino Fundamental II e Médio - Inglês |
Q2064464
Inglês
The curriculum published by the Municipal Secretariat of
Education, São Paulo (2019), sets new goals and directions for
learning and provides guidance to those involved in education.
Such goals are distributed into three cycles for Primary Education
(Years 1 to 9), as listed below. Match these cycles to their
pertinent goals:
1. Literacy Cycle 2. Interdisciplinary Cycle 3. Authoring Cycle
( ) Recognize instructions that indicate body movements (EF01LI09; p. 75); ( ) Recognize the difference between layouts of texts from various media, according to the context (EF07LI06, p.85); ( ) Recognize words in English looking at images in games such as bingo and tic-tac-toe (EF04LI10, p.80); ( ) Recognize narrative elements such as characters, plot, time and space in a group work situation (EF03LI04; p.77); ( ) Recognize language variation as a manifestation of different ways of thinking and expressing the world (EF07LI25, p.87).
The item with the correct sequence is:
1. Literacy Cycle 2. Interdisciplinary Cycle 3. Authoring Cycle
( ) Recognize instructions that indicate body movements (EF01LI09; p. 75); ( ) Recognize the difference between layouts of texts from various media, according to the context (EF07LI06, p.85); ( ) Recognize words in English looking at images in games such as bingo and tic-tac-toe (EF04LI10, p.80); ( ) Recognize narrative elements such as characters, plot, time and space in a group work situation (EF03LI04; p.77); ( ) Recognize language variation as a manifestation of different ways of thinking and expressing the world (EF07LI25, p.87).
The item with the correct sequence is:
Ano: 2023
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de São José da Coroa Grande - PE
Prova:
UPENET/IAUPE - 2023 - Prefeitura de São José da Coroa Grande - PE - Professor do ensino Fundamental - Anos Finais - Inglês |
Q2037149
Inglês
Text 3
This method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue. It gave students a lot of speaking practice by using habit-formation drills. Other characteristics of this method are:
•Set phrases are memorized with a focus on intonation;
•Grammatical explanations are kept to a minimum;
•Vocabulary is taught in context;
•Audio-visual aids are used;
•Focus is on pronunciation.
The teaching method focused on in text 3 is called
Ano: 2023
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de São José da Coroa Grande - PE
Prova:
UPENET/IAUPE - 2023 - Prefeitura de São José da Coroa Grande - PE - Professor do ensino Fundamental - Anos Finais - Inglês |
Q2037148
Inglês
Text 2
Read the passage and answer the question.
Numerous studies show that ____________________ as compared to working independently, results in deeper information processing and more meaningful psychological connections among the participants (Johnson, Johnson, and Smith 1998; Smith 1995). The goal of collaboration is to create new insights during discussions (Henry 1992; Kaye 1992) and to move students to an understanding of alternative perspectives (Cunningham 1992). The following general suggestions can help establish consistency in group work:
•During a pre-collaboration period, make sure that students are motivated to participate.
•Establish clear ground rules: everybody must participate, and all the ideas should be accommodate.
•Be available as a resource for students, but do not offer any judgments on the work progress and assure them that the tensions are natural.
•Do not get discouraged when a collaborative task results in some emotional responses from students – keep creating opportunities for learning to work collaboratively.
(ROELL, Christiane. English Teaching Forum. United States Department for Teachers of English. Vol. 48/2, p. 17-18. 2010. Adaptado.)
The method that correctly completes text 2 is
Read the passage and answer the question.
Numerous studies show that ____________________ as compared to working independently, results in deeper information processing and more meaningful psychological connections among the participants (Johnson, Johnson, and Smith 1998; Smith 1995). The goal of collaboration is to create new insights during discussions (Henry 1992; Kaye 1992) and to move students to an understanding of alternative perspectives (Cunningham 1992). The following general suggestions can help establish consistency in group work:
•During a pre-collaboration period, make sure that students are motivated to participate.
•Establish clear ground rules: everybody must participate, and all the ideas should be accommodate.
•Be available as a resource for students, but do not offer any judgments on the work progress and assure them that the tensions are natural.
•Do not get discouraged when a collaborative task results in some emotional responses from students – keep creating opportunities for learning to work collaboratively.
(ROELL, Christiane. English Teaching Forum. United States Department for Teachers of English. Vol. 48/2, p. 17-18. 2010. Adaptado.)
The method that correctly completes text 2 is
Ano: 2022
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2022 - Prefeitura de Jaborá - SC - Professor - Língua Inglesa |
Q4197100
Inglês
Acerca do skimming e scanning , julgue as frases abaixo.
I.Por meio da técnica de scanning , o leitor consegue obter informação do texto sem a necessidade de fazer uma leitura completa.
II.A técnica de skimming possibilita encontrar a ideia principal do texto de maneira rápida.
III.Na técnica de skimming , a primeira ação a ser feita é encontrar o sujeito do texto para, em seguida, encontrar o verbo.
Está(ão) CORRETA(S) a(s) seguinte(s) proposição(ões).
I.Por meio da técnica de scanning , o leitor consegue obter informação do texto sem a necessidade de fazer uma leitura completa.
II.A técnica de skimming possibilita encontrar a ideia principal do texto de maneira rápida.
III.Na técnica de skimming , a primeira ação a ser feita é encontrar o sujeito do texto para, em seguida, encontrar o verbo.
Está(ão) CORRETA(S) a(s) seguinte(s) proposição(ões).
Ano: 2022
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2022 - Prefeitura de Jaborá - SC - Professor - Língua Inglesa |
Q4197093
Inglês
We ship all over the world so there would be no problem
I. ___ you are based. If the weather does not permit or there's anything that stopping you as of the moment, worry not! You can do this II. ___ you want. Just let us know. Our brand supports all body types and we love to have you as one of our ambassadors. By promoting acceptance, regardless of III. ___ body size or shape you have, our brand sees you.
Fill in the blanks and tick the correct alternative.
I. ___ you are based. If the weather does not permit or there's anything that stopping you as of the moment, worry not! You can do this II. ___ you want. Just let us know. Our brand supports all body types and we love to have you as one of our ambassadors. By promoting acceptance, regardless of III. ___ body size or shape you have, our brand sees you.
Fill in the blanks and tick the correct alternative.
Ano: 2022
Banca:
OBJETIVA
Órgão:
Prefeitura de Herval - RS
Prova:
OBJETIVA - 2022 - Prefeitura de Herval - RS - Profissional do Magistério - Séries Finais Língua Inglesa |
Q4168316
Inglês
Texto associado
All the Beijing snow is human-made
Climate variability has forced the Winter Games to
be virtually 100% reliant on artificial snow -- part of a trend
that is taking place across winter sports venues around the
world.
Just one of the 21 cities that have hosted the
Winter Olympics in the past 50 years will have a climate
suitable for winter sports by the end of the century, a recent
study found, if fossil fuel emissions remain unchecked.
As the planet warms and the weather becomes
increasingly more erratic, natural snow is becoming less
reliable for winter sports, which forces venues to lean more
on artificial snow.
But it comes at a cost: human-made snow is
incredibly resource-intensive, requiring massive amounts of
energy and water to produce in a climate that's getting
warmer and warmer. Elite athletes also say that the sports
themselves become trickier and less safe when human-made
snow is involved.
Fonte: CNN Internacional - adaptado.
About de Immediate Future, consider the following items:
I. Janet is going to home next weekend. II. My cousin is going to go to the beach next year. III. There’s going to a big party tomorrow.
The CORRECT item(s) is(are):
I. Janet is going to home next weekend. II. My cousin is going to go to the beach next year. III. There’s going to a big party tomorrow.
The CORRECT item(s) is(are):
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155790
Inglês
A Base Nacional Comum Curricular (BNCC), em seu
componente sobre a língua inglesa, destaca uma
problemática referente ao status do inglês na
contemporaneidade e traz conceitos atuais que abordam,
entre outros aspectos, as relações entre língua, território e
cultura. Priorizando o foco da função social e política da
língua inglesa, o documento passa a tratá-la em seu
status de
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155784
Inglês
Texto associado
The following excerpts are titles of talks, webinars, texts or
web pages related to language teaching. Read them to
answer question.
‘1966 and all that: a critical history of ELT’
‘Travelling back through our profession’
‘A trip down the memory lane of methodology’
‘A brief history of
All the titles share a common topic which can be linked to
the argument that the study of language teaching methods
and approaches
Ano: 2022
Banca:
AMEOSC
Órgão:
Prefeitura de Anchieta - SC
Prova:
AMEOSC - 2022 - Prefeitura de Anchieta - SC - Professor de Língua Estrangeira Inglês |
Q4116296
Inglês
Assinale a alternativa que apresenta uma competência
específica de Língua Inglesa para o Ensino Fundamental a partir da Base Nacional Comum Curricular (BNCC).
Ano: 2022
Banca:
FCM
Órgão:
IF-BA
Prova:
FCM - 2022 - IF-BA - Professor PEBTT - Língua Estrangeira Moderna - Inglês |
Q4115383
Inglês
No Ensino Médio, a área de Linguagens e suas Tecnologias tem a responsabilidade de propiciar oportunidades para a consolidação e a ampliação das
habilidades de uso e de reflexão sobre as linguagens
– artísticas, corporais e verbais (oral ou visual-motora, como Libras e escrita) –, que são objeto de seus
diferentes componentes (Arte, Educação Física, Língua Inglesa e Língua Portuguesa).
(BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília, 2018, p. 482.)
No Ensino Médio, abrem-se possibilidades de aproximação e integração dos estudantes com grupos multilíngues e multiculturais no mundo globalizado, no qual a língua inglesa se apresenta como língua comum para a interação. Trata-se, portanto, de
(BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília, 2018, p. 482.)
No Ensino Médio, abrem-se possibilidades de aproximação e integração dos estudantes com grupos multilíngues e multiculturais no mundo globalizado, no qual a língua inglesa se apresenta como língua comum para a interação. Trata-se, portanto, de
Ano: 2022
Banca:
FCM
Órgão:
IF-BA
Prova:
FCM - 2022 - IF-BA - Professor PEBTT - Língua Estrangeira Moderna - Inglês |
Q4115376
Inglês
The English language would, if proper care were
devoted to its advancement, stand an excellent
chance of becoming more universally diffused, read,
and spoken, than any other now is, or ever has been.
(CRYSTAL, D. English as a global language. Cambridge: Cambridge University Press, 2012, p. 75.)
Informe se é verdadeiro (V) ou falso (F) o que se afirma sobre a língua inglesa e o acesso ao conhecimento.
( ) By the beginning of the nineteenth century, America had become the world’s leading industrial and trading nation.
( ) Britain, by the end of the nineteenth century, overtook America as the world’s fastest growing economy.
( ) The linguistic consequences of British achievement were far-reaching: the new terminology of technological and scientific advance had an immediate impact on the language, adding tens of thousands of words to the English lexicon.
( ) The innovations pouring out of an English-speaking country meant that those from abroad who wished to learn about them would need to learn English.
De acordo com as afirmações, a sequência correta é:
(CRYSTAL, D. English as a global language. Cambridge: Cambridge University Press, 2012, p. 75.)
Informe se é verdadeiro (V) ou falso (F) o que se afirma sobre a língua inglesa e o acesso ao conhecimento.
( ) By the beginning of the nineteenth century, America had become the world’s leading industrial and trading nation.
( ) Britain, by the end of the nineteenth century, overtook America as the world’s fastest growing economy.
( ) The linguistic consequences of British achievement were far-reaching: the new terminology of technological and scientific advance had an immediate impact on the language, adding tens of thousands of words to the English lexicon.
( ) The innovations pouring out of an English-speaking country meant that those from abroad who wished to learn about them would need to learn English.
De acordo com as afirmações, a sequência correta é:
Ano: 2022
Banca:
FCM
Órgão:
IF-BA
Prova:
FCM - 2022 - IF-BA - Professor PEBTT - Língua Estrangeira Moderna - Inglês |
Q4115375
Inglês
Any domain of linguistic structure and use could be
the basis of variety differentiation, but the focus in
comparing the traditional standards of British and
American English has been almost entirely associated
with vocabulary and phonology.
(CRYSTAL, D. English as a global language. Cambridge: Cambridge University Press, 2012, p. 147.)
Analise as afirmações sobre a educação em mundo global.
I - English is the medium of a great deal of the world’s knowledge, especially in such areas as science and technology.
II - Since the 1960s, English has become the normal medium of instruction in higher education for many countries – and is increasingly used in several where the language has no official status.
III - The pressure to use English has grown as universities and colleges have increasingly welcomed foreign students, and lecturers have found themselves faced with mixed-language audiences.
IV - The development of twentieth-century computers has been almost entirely a European affair. The Internet started in England, and the computer hackers whose reality has always been virtual are almost all Irish.
Está correto apenas o que se afirma em
(CRYSTAL, D. English as a global language. Cambridge: Cambridge University Press, 2012, p. 147.)
Analise as afirmações sobre a educação em mundo global.
I - English is the medium of a great deal of the world’s knowledge, especially in such areas as science and technology.
II - Since the 1960s, English has become the normal medium of instruction in higher education for many countries – and is increasingly used in several where the language has no official status.
III - The pressure to use English has grown as universities and colleges have increasingly welcomed foreign students, and lecturers have found themselves faced with mixed-language audiences.
IV - The development of twentieth-century computers has been almost entirely a European affair. The Internet started in England, and the computer hackers whose reality has always been virtual are almost all Irish.
Está correto apenas o que se afirma em
Ano: 2022
Banca:
FCM
Órgão:
IF-BA
Prova:
FCM - 2022 - IF-BA - Professor PEBTT - Língua Estrangeira Moderna - Inglês |
Q4115367
Inglês
Analise as asserções a seguir e a relação proposta
entre elas.
I - The term computer literacy emerged in the early 1980s together with the spread of the personal computer; within a decade, the term had become widely discredited among educators
BECAUSE
II - it generally referred to only the most basic forms of computer operation, such as turning on a computer, opening a folder, and saving a file, and thus tended to justify a very limited view of computer-related education.
Sobre as asserções é correto afirmar que
I - The term computer literacy emerged in the early 1980s together with the spread of the personal computer; within a decade, the term had become widely discredited among educators
BECAUSE
II - it generally referred to only the most basic forms of computer operation, such as turning on a computer, opening a folder, and saving a file, and thus tended to justify a very limited view of computer-related education.
Sobre as asserções é correto afirmar que
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