Questões de Concurso Público Prefeitura de Colômbia - SP 2021 para Professor de Inglês
Foram encontradas 4 questões
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812554
Inglês
Texto associado
Read the text to answer.
English Language teaching as a social interprise
In Communicative ELT (English Language Teaching),
text genre analysis is essential to uncover the social and the
cultural basis of language. The notion of genre has largely
drawn the attention of many scholars. It is incontestable
that a genre-based approach to teaching greatly improves
learners’ skills, not only in academic settings, but also in
professional scenarios. A genre--oriented approach to
language teaching incorporates an understanding that
language is purposeful and that structures emerge from use.
Additionally, there is an increasing recognition of the
relevance of taking into consideration language varieties, text--types, and text genres while designing reading and
writing language programs. As Martin (2002) points out,
genres have been defined as staged, goal-oriented social
processes. In these terms, as a level of context, genres
represent “the system of staged goal-oriented social
processes through which social subjects in a given culture
live their lives”. In ELT, the concept of text genre sheds light
on the influence of the context of culture on language. From
that viewpoint, every culture structures particular ways of
achieving communication goals in a given context through the
production of written and oral texts. The fact that English is
considered the predominant language for communicating
research findings makes it paramount that users of English as a
Foreign Language (EFL) develop proficiency in research English
across the skills of reading and writing. In order to be part of the
scientific community, EFL researchers need to understand “the
social processes by which knowledge about reality and the
world are made”, that is, they need to be able to understand
several genres that are part of academic social practice. Failure
to understand written genres as social action may result in
instruction that encourages the creation of texts to fit formal
requirements, as opposed to the practice of achieving social
goals. Technology also plays a role in assisting second/foreign
language (L2) writing instruction. The Internet, social networks
and digital media may provide EFL learners with greater
opportunities for meaningful and authentic language use,
which are usually interactive, social and multimodal. Learners
can interact with other speakers of the language from different
parts of the world, write blogs or create webpages and profiles
in social networks and produce both written and oral language
with a targeted community of speakers in mind.
(Available: http://www.scielo.br. Adapted.)
Choose the item that matches the text.
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812555
Inglês
Texto associado
Read the text to answer.
English Language teaching as a social interprise
In Communicative ELT (English Language Teaching),
text genre analysis is essential to uncover the social and the
cultural basis of language. The notion of genre has largely
drawn the attention of many scholars. It is incontestable
that a genre-based approach to teaching greatly improves
learners’ skills, not only in academic settings, but also in
professional scenarios. A genre--oriented approach to
language teaching incorporates an understanding that
language is purposeful and that structures emerge from use.
Additionally, there is an increasing recognition of the
relevance of taking into consideration language varieties, text--types, and text genres while designing reading and
writing language programs. As Martin (2002) points out,
genres have been defined as staged, goal-oriented social
processes. In these terms, as a level of context, genres
represent “the system of staged goal-oriented social
processes through which social subjects in a given culture
live their lives”. In ELT, the concept of text genre sheds light
on the influence of the context of culture on language. From
that viewpoint, every culture structures particular ways of
achieving communication goals in a given context through the
production of written and oral texts. The fact that English is
considered the predominant language for communicating
research findings makes it paramount that users of English as a
Foreign Language (EFL) develop proficiency in research English
across the skills of reading and writing. In order to be part of the
scientific community, EFL researchers need to understand “the
social processes by which knowledge about reality and the
world are made”, that is, they need to be able to understand
several genres that are part of academic social practice. Failure
to understand written genres as social action may result in
instruction that encourages the creation of texts to fit formal
requirements, as opposed to the practice of achieving social
goals. Technology also plays a role in assisting second/foreign
language (L2) writing instruction. The Internet, social networks
and digital media may provide EFL learners with greater
opportunities for meaningful and authentic language use,
which are usually interactive, social and multimodal. Learners
can interact with other speakers of the language from different
parts of the world, write blogs or create webpages and profiles
in social networks and produce both written and oral language
with a targeted community of speakers in mind.
(Available: http://www.scielo.br. Adapted.)
It is true, according to the text that:
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812559
Inglês
Texto associado
Read the text to answer.
Teaching multicultural classes
Long hailed as a melting pot of cultures, America is home
to millions of immigrants – whether their ancestors sailed
across on the Mayflower or they moved to the country last
week. Research by the National Center for Educational
Statisticsfound that one-third of U.S. students are considered
racial or ethnic minorities, a number that is set to increase to
more than half by 2050. In this changing educational
landscape, teachers are challenged with creating inclusive
classrooms where students of all backgrounds feel
represented and welcomed. For teachers with a classroom full
of students of different backgrounds, the responsibility to
connect with them goes beyond simply knowing where they’re
from, or what their favorite subjects are. These teachers must
strive to understand their students in a more holistic way,
incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and
focused on learning. Culture is a broad term, and one that is
not easily summed up. In her book Culture Learning: The Fifth
Dimension on the Language Classroom, author Louise Damen
defined culture as the “learned and shared human patterns or
models for living; day-to-day living patterns that pervade all
aspects of human social interaction. Culture is mankind’s
primary adaptive mechanism”. Individuals from varied
nationalities, ethnicities, and races all bring cultural traditions
to their interactions, and it’s up to teachers to recognize,
celebrate and share these different perspectives. Using
different activities and games in multicultural classrooms is an
excellent way to foster inclusivity and encourage students to
share their heritage. It’s also a beneficial way for teachers to
involve students in different styles of study to immerse them
in their learning. Sharing about oneself within the confines of
an activity is often much easier than being asked open-ended
questions and put “on the spot”. These activities can then
provide a safe space for dialogue and serve as an entryway into
more in-depth interactions.
(Available: https://www.accreditedschoolsonline.org. Adapted.)
Since America is the home of millions of immigrants
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812560
Inglês
Texto associado
Read the text to answer.
Teaching multicultural classes
Long hailed as a melting pot of cultures, America is home
to millions of immigrants – whether their ancestors sailed
across on the Mayflower or they moved to the country last
week. Research by the National Center for Educational
Statisticsfound that one-third of U.S. students are considered
racial or ethnic minorities, a number that is set to increase to
more than half by 2050. In this changing educational
landscape, teachers are challenged with creating inclusive
classrooms where students of all backgrounds feel
represented and welcomed. For teachers with a classroom full
of students of different backgrounds, the responsibility to
connect with them goes beyond simply knowing where they’re
from, or what their favorite subjects are. These teachers must
strive to understand their students in a more holistic way,
incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and
focused on learning. Culture is a broad term, and one that is
not easily summed up. In her book Culture Learning: The Fifth
Dimension on the Language Classroom, author Louise Damen
defined culture as the “learned and shared human patterns or
models for living; day-to-day living patterns that pervade all
aspects of human social interaction. Culture is mankind’s
primary adaptive mechanism”. Individuals from varied
nationalities, ethnicities, and races all bring cultural traditions
to their interactions, and it’s up to teachers to recognize,
celebrate and share these different perspectives. Using
different activities and games in multicultural classrooms is an
excellent way to foster inclusivity and encourage students to
share their heritage. It’s also a beneficial way for teachers to
involve students in different styles of study to immerse them
in their learning. Sharing about oneself within the confines of
an activity is often much easier than being asked open-ended
questions and put “on the spot”. These activities can then
provide a safe space for dialogue and serve as an entryway into
more in-depth interactions.
(Available: https://www.accreditedschoolsonline.org. Adapted.)
When students’ traditions are not incorporated in lessons,
students feel