Questões de Concurso Público Prefeitura de Santana de Parnaíba - SP 2022 para Professor de Educação Básica II – PEB II – Inglês
Foram encontradas 15 questões
Ano: 2022
Banca:
INSTITUTO MAIS
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
INSTITUTO MAIS - 2022 - Prefeitura de Santana de Parnaíba - SP - Professor de Educação Básica II – PEB II – Inglês |
Q2385582
Inglês
Texto associado
“Although the movement began as a largely British
innovation, focusing on alternative conceptions of a syllabus,
since the mid-1970s the scope of Communicative Language
Teaching has expanded. Both American and British proponents
(…) see it as an approach (and not a method) that aims to (a)
make communicative competence the goal of language teaching
and (b) develop procedures for the teaching of the four language
skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in
scope and status from any of the other approaches and methods
(…)”.
(RICHARDS, J.C. & RODGERS, T. Approaches and
Methods in Language Teaching: A description and
analysis. Cambridge: CUP, 1986, p. 66).
Choose the alternative that DOES NOT present a distinctive
feature of the Communicative Approach.
Ano: 2022
Banca:
INSTITUTO MAIS
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
INSTITUTO MAIS - 2022 - Prefeitura de Santana de Parnaíba - SP - Professor de Educação Básica II – PEB II – Inglês |
Q2385583
Inglês
Texto associado
“Although the movement began as a largely British
innovation, focusing on alternative conceptions of a syllabus,
since the mid-1970s the scope of Communicative Language
Teaching has expanded. Both American and British proponents
(…) see it as an approach (and not a method) that aims to (a)
make communicative competence the goal of language teaching
and (b) develop procedures for the teaching of the four language
skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in
scope and status from any of the other approaches and methods
(…)”.
(RICHARDS, J.C. & RODGERS, T. Approaches and
Methods in Language Teaching: A description and
analysis. Cambridge: CUP, 1986, p. 66).
Learners’ production, according to the Communicative
Approach, takes _______________ into account as
_______________ is judged not in the abstract, but in
context.
Choose the alternative that completes the blank.
Choose the alternative that completes the blank.
Ano: 2022
Banca:
INSTITUTO MAIS
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
INSTITUTO MAIS - 2022 - Prefeitura de Santana de Parnaíba - SP - Professor de Educação Básica II – PEB II – Inglês |
Q2385584
Inglês
Texto associado
“Although the movement began as a largely British
innovation, focusing on alternative conceptions of a syllabus,
since the mid-1970s the scope of Communicative Language
Teaching has expanded. Both American and British proponents
(…) see it as an approach (and not a method) that aims to (a)
make communicative competence the goal of language teaching
and (b) develop procedures for the teaching of the four language
skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in
scope and status from any of the other approaches and methods
(…)”.
(RICHARDS, J.C. & RODGERS, T. Approaches and
Methods in Language Teaching: A description and
analysis. Cambridge: CUP, 1986, p. 66).
The desired goal of the Communicative Approach is to
Ano: 2022
Banca:
INSTITUTO MAIS
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
INSTITUTO MAIS - 2022 - Prefeitura de Santana de Parnaíba - SP - Professor de Educação Básica II – PEB II – Inglês |
Q2385585
Inglês
Texto associado
“The procedure for teaching receptive skills generally starts
with a lead-in. This is where we engage students with the topic of
the reading and we try to activate their schema (plural schemata)
(…). This is the knowledge that allows many British, American,
West Indian, Pakistani and Indian people (for example) to make
sense of headlines like England in six-wicket collapse (a
reference to the game of cricket), whereas many Canadians
would instantly understand what it means to be sent to the penalty
box and why being sent there might give another team a power
play (both terms come ice hockey, Canada’s national sport)”.
(HARMER, J. The Practice of English Language Teaching.
4 th Ed. Essex, England: Pearson, 2007, p. 271).
Choose the alternative that presents the “receptive skills”
in English Language Teaching.
Ano: 2022
Banca:
INSTITUTO MAIS
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
INSTITUTO MAIS - 2022 - Prefeitura de Santana de Parnaíba - SP - Professor de Educação Básica II – PEB II – Inglês |
Q2385586
Inglês
Texto associado
“The procedure for teaching receptive skills generally starts
with a lead-in. This is where we engage students with the topic of
the reading and we try to activate their schema (plural schemata)
(…). This is the knowledge that allows many British, American,
West Indian, Pakistani and Indian people (for example) to make
sense of headlines like England in six-wicket collapse (a
reference to the game of cricket), whereas many Canadians
would instantly understand what it means to be sent to the penalty
box and why being sent there might give another team a power
play (both terms come ice hockey, Canada’s national sport)”.
(HARMER, J. The Practice of English Language Teaching.
4 th Ed. Essex, England: Pearson, 2007, p. 271).
According to Harmer, a “lead-in” task is crucial while
tackling with receptive skills. Choose the alternative that
DOES NOT present an example of such a task.