Questões de Concurso Sobre inglês
Foram encontradas 25.503 questões
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336618
Inglês
Texto associado
Text 1 – How children learn languages
Questions 31 to 39
How long does it take to learn a language?
Many different factors affect the time it takes. These include
your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly
by BLANK II them lots of opportunities to use English. It helps
to have real reasons for BLANK III a language, rather than just
BLANK IV grammar.
Is it true that boys and girls learn languages differently?
Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different
speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more
of a girl thing’. Attitudes to learning can have a big impact on
educational success so it’s important to find ways to encourage
your child and help them enjoy their learning.
Do primary and secondary children learn languages differently?
Yes, there are differences.
Primary school children are learning their first and second languages at the same time. It’s really important
to support both languages. Children with a strong foundation in their first language will find it easier to learn
a second language. Encourage your child to play, sing
and read in both their first and second languages. Remember to plan separate times to focus on each language.
If you say something in English and then in another language,
your child will automatically listen for their stronger language
and ‘tune out’ the other language.
Teenagers are interested in exploring their personalities and
identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy
challenging authority, which provides opportunities for debates
and discussion.
Will learning another language affect how well my child
does at school?
Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their
thought process and makes them better, more flexible, learners. Research has found that children who speak more than one
language do better in school, and have better memories and
problem-solving skills.
What kind of learner is my child?
Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games?
Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to
best. Alternatively, ask your child to create in English their own
one-week ‘dream timetable of activities’. Let them choose how
to present it. For example, they could act it out, prepare a written
fact file, make a video, draw pictures, go on a treasure hunt or
make a scrap book.
Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
In the sentence, ‘Remember that
it’s OK for children to develop at different speeds.’,
the subordinate clause is:
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336617
Inglês
Texto associado
Text 1 – How children learn languages
Questions 31 to 39
How long does it take to learn a language?
Many different factors affect the time it takes. These include
your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly
by BLANK II them lots of opportunities to use English. It helps
to have real reasons for BLANK III a language, rather than just
BLANK IV grammar.
Is it true that boys and girls learn languages differently?
Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different
speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more
of a girl thing’. Attitudes to learning can have a big impact on
educational success so it’s important to find ways to encourage
your child and help them enjoy their learning.
Do primary and secondary children learn languages differently?
Yes, there are differences.
Primary school children are learning their first and second languages at the same time. It’s really important
to support both languages. Children with a strong foundation in their first language will find it easier to learn
a second language. Encourage your child to play, sing
and read in both their first and second languages. Remember to plan separate times to focus on each language.
If you say something in English and then in another language,
your child will automatically listen for their stronger language
and ‘tune out’ the other language.
Teenagers are interested in exploring their personalities and
identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy
challenging authority, which provides opportunities for debates
and discussion.
Will learning another language affect how well my child
does at school?
Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their
thought process and makes them better, more flexible, learners. Research has found that children who speak more than one
language do better in school, and have better memories and
problem-solving skills.
What kind of learner is my child?
Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games?
Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to
best. Alternatively, ask your child to create in English their own
one-week ‘dream timetable of activities’. Let them choose how
to present it. For example, they could act it out, prepare a written
fact file, make a video, draw pictures, go on a treasure hunt or
make a scrap book.
Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
The correct verb forms to fill in
Blanks I, II, III, and IV, respectively, are:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 21 |
Q3335934
Inglês
No método conhecido como "Gramática-Tradução", qual é a principal prática utilizada na
aprendizagem de língua inglesa?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 21 |
Q3335933
Inglês
No Método Audiolingual, qual é o foco principal no processo de aprendizagem da língua inglesa?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331760
Inglês
Texto associado
Leia o trecho sobre um podcast para responder à questão:
(https://www.simplyieva.com)
Há um erro gramatical no trecho “but for other people its
not”. Está adequadamente corrigida a seguinte versão:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331759
Inglês
Texto associado
Leia o trecho sobre um podcast para responder à questão:
(https://www.simplyieva.com)
It is correct to state from the reading of the podcast text:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331758
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
Há no texto substantivos que têm a forma plural irregular. Assinale a alternativa que apresenta corretamente o
substantivo singular seguido de seu plural irregular.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331757
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
Suponha que esse artigo jornalístico seja utilizado em um
curso de formação de professores de inglês. Consciente
da importância de se considerar o contexto de produção
para a compreensão de um texto, o professor-formador
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331756
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
In the sentence from the fourth paragraph “Instead of
being used to replace old ways of completing tasks, the
learning management systems were simply another
thing on teachers’ plates.”, figurative language in
the bold expression is used to mean that the learning
management systems
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331755
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
In the fragment from the third paragraph “because they
would house everything digitally”, the word “house”, more
frequently used as a noun, functions as a verb. Indicate
the alternative in which the bolded word is a verb in the
context.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331754
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
Um professor brasileiro lendo esse texto estará desenvolvendo sua competência intercultural à medida que
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331753
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
As breves narrativas que concluem o segundo e quarto
parágrafos
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331752
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
In the context of the third paragraph, the expression “get
the gist of” means to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331751
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
Ao ler o texto, determinado leitor encontra uma expressão
desconhecida “get the gist of”, na frase do terceiro
parágrafo “Sometimes the learner slips in just a word
or two, in the hope that the hearer will get the gist of
what is being communicated.” Ao buscar compreender
o significado da expressão, atentando para o contexto,
o leitor estará fazendo uso da estratégia compensatória
denominada
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331750
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
In “Learners in the early stages of acquisition might
code-switch—use their native language to fill in
missing knowledge—” (paragraph 3), the fragment in
bold plays the role of
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331749
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
Classroom language is rich in institutionalized,
pre-fabricated phrases and sentences. Mark the
alternative which contains a correct example of
such use.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
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Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
Teachers who understand Brown’s exposition in the
second paragraph will tend to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331747
Inglês
Leia a tirinha a seguir:
(https://www.semanticscholar.org)
A reporting verb is used according to rules of grammar in sentence:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331746
Inglês
Texto associado
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Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
The experience Gouin goes through can be said
to confirm views and theories which state that the
systematic learning of grammar
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331745
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
A experiência vivida por Francois Gouin, conforme
descrita no último parágrafo do texto, ilustra como o
sucesso na aprendizagem de uma língua estrangeira
depende, entre outros fatores,
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