Questões de Concurso Público Prefeitura de Serrana - SP 2018 para Professor de Educação Básica - Inglês
Foram encontradas 24 questões
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095639
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
The first paragraph illustrates language teaching and
learning within the view of
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095640
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
A palavra however, que introduz o segundo parágrafo, estabelece entre este e o parágrafo anterior uma relação de
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095641
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
In the fragment of the second paragraph – According to
this metaphor… – the terms in bold refer to
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095642
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
One common language practice teachers should abandon
if they believe the argument presented in the second
paragraph is:
Ano: 2018
Banca:
VUNESP
Órgão:
Prefeitura de Serrana - SP
Prova:
VUNESP - 2018 - Prefeitura de Serrana - SP - Professor de Educação Básica - Inglês |
Q1095643
Inglês
Texto associado
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.
Needs analysis
With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.
(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
From the reading of the third and fourth paragraphs, it is
correct to say that CLT syllabuses
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