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Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206369
Inglês
Leffa (2016) proposes analyzing the lexical development process through three
dimensions, namely quantity, depth and productivity.
Regarding these three dimensions, associate the items, using the following code:
I. Quantity II. Depth III. Productivity
( ) Considers the evolution that goes from superficial knowledge to complex knowledge of the word.
( ) Considers lexical development along a continuum of words known by the learner.
( ) Considers the ability to establish paradigmatic, syntagmatic and collocational relationships.
( ) Considers the opposition between receptive knowledge and active knowledge of the lexicon.
The correct association, from top to bottom, is
Regarding these three dimensions, associate the items, using the following code:
I. Quantity II. Depth III. Productivity
( ) Considers the evolution that goes from superficial knowledge to complex knowledge of the word.
( ) Considers lexical development along a continuum of words known by the learner.
( ) Considers the ability to establish paradigmatic, syntagmatic and collocational relationships.
( ) Considers the opposition between receptive knowledge and active knowledge of the lexicon.
The correct association, from top to bottom, is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206368
Inglês
According to Leffa and Guimarães and Silva (In: SILVA & DIAS, 2020), the teaching of
English in Integrated High School with Technical Education in the Federal Institute of
Education, Science and Technology has its own particularities.
Select the statement that best elucidates its objective:
Select the statement that best elucidates its objective:
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206367
Inglês
According to Alves (et al., 2020), considering teaching pronunciation in English as a Foreign
Language class, mark T for True statements and F for False ones.
( ) Learners have more difficulty learning sounds that are phonetically closer, because they tend not to perceive them as different.
( ) The goal of learning pronunciation is to teach learners to speak like native speakers.
( ) It is important to highlight specific differences in the vowel systems of the native language and the target language in order to avoid intelligibility problems in communication.
( ) Students need resources to be able to understand speakers with different profiles, as well as to make their speech more intelligible.
The correct sequence of True and False statements, from top to bottom, is
( ) Learners have more difficulty learning sounds that are phonetically closer, because they tend not to perceive them as different.
( ) The goal of learning pronunciation is to teach learners to speak like native speakers.
( ) It is important to highlight specific differences in the vowel systems of the native language and the target language in order to avoid intelligibility problems in communication.
( ) Students need resources to be able to understand speakers with different profiles, as well as to make their speech more intelligible.
The correct sequence of True and False statements, from top to bottom, is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206366
Inglês
The vowel system, the consonant system, and the syllabic and accentual patterns of the
English language present differences and similarities in relation to those of the Portuguese
language (ALVES et al., 2020). With this in mind, mark T for True statements and F for
False ones.
( ) There are more vowels in the Portuguese language compared to the English language.
( ) Regarding the consonants of the English language, there is phonetic variability depending on the syllabic position occupied by such segments within the word.
( ) The stress is distinctive in both English and Portuguese. In both languages, it can be used to differentiate verbs from nouns, for example.
( ) In the English language, words can be stressed on any syllable, unlike Portuguese, where words are stressed on one of the last three syllables.
The correct sequence of True and False statements, from top to bottom, is
( ) There are more vowels in the Portuguese language compared to the English language.
( ) Regarding the consonants of the English language, there is phonetic variability depending on the syllabic position occupied by such segments within the word.
( ) The stress is distinctive in both English and Portuguese. In both languages, it can be used to differentiate verbs from nouns, for example.
( ) In the English language, words can be stressed on any syllable, unlike Portuguese, where words are stressed on one of the last three syllables.
The correct sequence of True and False statements, from top to bottom, is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206365
Inglês
It requires meaningful interaction in the target language, natural communication in which
speakers are concerned not with the form of their utterances but with the messages they
are conveying and understanding. Error correction and explicit teaching of rules are not
relevant to it, but caretakers and native speakers can modify their utterances addressed to
acquirers to help them understand, and these modifications are thought to help the process
(KRASHEN, 1981).
Which process is Krashen (1981) stating about?
Which process is Krashen (1981) stating about?
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206364
Inglês
The agenda in language acquisition studies was set by Noam Chomsky’s assertion (1965)
that language is an innately acquired faculty. Chomsky’s arguments were based upon
aspects of acquisition which are difficult to account for unless genetic transmission gives
the child a head start.
The correct sequence of True and False statements, according to Chomsky’s considerations on language acquisition, from top to bottom, include:
( ) the short period of time within which a child achieves grammatical competence.
( ) the lack of correction or explicit teaching by adults.
( ) the ‘poverty of the stimulus’ available to the child in the form of natural speech with its hesitations, false starts and syntactic errors.
( ) the fact that not all normally developing children acquire full competence, regardless of differences in their intellectual capacity.
The correct sequence of True and False statements, according to Chomsky’s considerations on language acquisition, from top to bottom, include:
( ) the short period of time within which a child achieves grammatical competence.
( ) the lack of correction or explicit teaching by adults.
( ) the ‘poverty of the stimulus’ available to the child in the form of natural speech with its hesitations, false starts and syntactic errors.
( ) the fact that not all normally developing children acquire full competence, regardless of differences in their intellectual capacity.
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206363
Inglês
Saussure, considered the “father” of Applied linguistics, establishes, in the beginning of
the XIX century, four pairs of linguistic concepts, which he calls dichotomies.
The option that names his four dichotomies is
The option that names his four dichotomies is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206362
Inglês
Speech is a complex system and not a complicated system. In fact, this system is
organized in the service, not of meaningless bits of sound, but meaningful words and
phrases, intended for symbolic communication between embodied, socially situated agents.
This view is compatible with current thinking across a range of ________________of
language.
The group of words that best completes the blank is
The group of words that best completes the blank is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206361
Inglês
Compared to young learners, adult learners have several advantages and a few
disadvantages. Read the following characteristics (numbers) and explanations (letters):
1. Cognitively mature 2. Self directing 3. Focused on career paths 4. Psychologically vulnerable
A. Many go to school even though they may feel embarrassed.
B. This is based on the life and school experiences which help them understand the context and rules of language learning.
C. Learn best when learning something that has clear importance for future financial goals.
D. Adult learners need to select their own literacy goals to maintain interest and motivation.
Which is the correct association between numbers and letters?
1. Cognitively mature 2. Self directing 3. Focused on career paths 4. Psychologically vulnerable
A. Many go to school even though they may feel embarrassed.
B. This is based on the life and school experiences which help them understand the context and rules of language learning.
C. Learn best when learning something that has clear importance for future financial goals.
D. Adult learners need to select their own literacy goals to maintain interest and motivation.
Which is the correct association between numbers and letters?
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206360
Inglês
Using literature as content in ESL/EFL classes has a variety of benefits. While
_________literature should be primarily an enjoyable _________experience, using
literature in L2 classrooms can also develop students' language _______.
The sequence of words, from left to right, that best completes the sentence above is
The sequence of words, from left to right, that best completes the sentence above is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206359
Inglês
English for Specific Purposes experts are in considerable agreement about its core
characteristics.
Celse-Murcia (2013) establishes that an absolute characteristic related to English for Specific Purposes is that it is
Celse-Murcia (2013) establishes that an absolute characteristic related to English for Specific Purposes is that it is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206358
Inglês
Celse-Murcia (2013) presents six principles related to a specific teaching methodology.
Read the principles below:
I. The point of departure for developing courses and materials is the development of an inventory of learner needs rather than an inventory of phonological, lexical and grammatical items.
II. Learners develop the ability to communicate in a language through using the language rather than studying and memorizing bits of the linguistic system.
III. Learners' own personal experiences are central to the learning process.
IV. There is a focus on learning processes and strategies as well as on language content.
V. Classroom language learning is systematically linked to learning outside the classroom.
VI. Learners are exposed to authentic listening and reading texts.
According to the author, the statements above refer to the methodology known as
I. The point of departure for developing courses and materials is the development of an inventory of learner needs rather than an inventory of phonological, lexical and grammatical items.
II. Learners develop the ability to communicate in a language through using the language rather than studying and memorizing bits of the linguistic system.
III. Learners' own personal experiences are central to the learning process.
IV. There is a focus on learning processes and strategies as well as on language content.
V. Classroom language learning is systematically linked to learning outside the classroom.
VI. Learners are exposed to authentic listening and reading texts.
According to the author, the statements above refer to the methodology known as
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206357
Inglês
According to Celse-Murcia (2013), the theoretical basis for the use of digital technology in
the classroom comes from various second language acquisition theories.
The use of _________ in English language teaching and learning can also encourage the development of strategies necessary for modern survival: _________, _________, _________ and _________.
The group of words that best completes the sentence above is
The use of _________ in English language teaching and learning can also encourage the development of strategies necessary for modern survival: _________, _________, _________ and _________.
The group of words that best completes the sentence above is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206356
Inglês
The role of vocabulary in L2 Instruction has changed over time. There are 6 historical
approaches to vocabulary learning, according to Celse-Murcia (2013), which are:
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206355
Inglês
Considering vocabulary learning in L2, there are many words to know and many details to
be known about each word.
Celse-Murcia (2013) establishes that word knowledge includes the mastery of its:
Celse-Murcia (2013) establishes that word knowledge includes the mastery of its:
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206354
Inglês
The way to form possessives in English is to add ‘s to regular singular nouns and noncount
nouns and irregular plural nouns not ending in s or to add an apostrophe after the s ending
of regular plural nouns and after singular/noncount nouns ending in the
sound /s/ to form ‘s.
Celse-Murcia (2013) affirms that, besides possession, the genitive form can indicate:
Celse-Murcia (2013) affirms that, besides possession, the genitive form can indicate:
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206353
Inglês
Celse-Murcia (2013) brings a brief example is a figurative episode where English is taught
as a foreign language to beginner students. The teacher has introduced the grammatical
topic of question formation explaining that Yes - No Questions are made in English by
inverting the subject of a sentence with the operator in the sentence. In this initial lesson,
she defines the operator as some form of the verb to be, here ARE. She has provided the
class with examples, and she now gives them practice in forming Yes - No Questions. She
makes a statement and tells the students to transform it into a question.
Teacher: We are studying English. Students: Are we studying English? Teacher: Yes, we are. We are using a book. Students: Are we using a book? Teacher: No, we aren’t. We are making questions. Students: Are we making questions?
Later in the morning, a girl turns to the teacher and asks:
We are going outside for recess?
The teacher silently takes note of the students' failure to invert the subject with the operator.
According to this example, it is correct to say that for the teacher,
Teacher: We are studying English. Students: Are we studying English? Teacher: Yes, we are. We are using a book. Students: Are we using a book? Teacher: No, we aren’t. We are making questions. Students: Are we making questions?
Later in the morning, a girl turns to the teacher and asks:
We are going outside for recess?
The teacher silently takes note of the students' failure to invert the subject with the operator.
According to this example, it is correct to say that for the teacher,
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206352
Inglês
According to Celse-Murcia (2013), when using the term “mechanics of writing”, we usually
refer to the very early stage of the letter recognition and basic rules of spelling. Just
beyond this early stage, we continue to expand the spelling rules, focus on punctuation and
capitalization, and cover the comprehension and production of sentences and short
paragraphs. The time devoted to developing the mechanism of writing serves the
acquisition of both reading and writing.
What is the goal of teaching the mechanism of reading and writing?
What is the goal of teaching the mechanism of reading and writing?
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206351
Inglês
An effective reading curriculum can be built based on a general set of 9 principles, to assist
teachers, material writers, and curriculum developers in translating research findings into
instructional practices appropriate for English for Academic Reading.
The correct sequence of True and False statements about Celce-Murcia’s principles for an effective reading curriculum, from top to bottom, is
( ) Integrate reading skills instruction with extensive practice and exposure to print.
( ) Use reading resources that are interesting, varied, attractive, abundant and accessible.
( ) Don't build expectations about reading that occurs in every lesson.
( ) Connect reading to students’ background knowledge.
The correct sequence of True and False statements about Celce-Murcia’s principles for an effective reading curriculum, from top to bottom, is
( ) Integrate reading skills instruction with extensive practice and exposure to print.
( ) Use reading resources that are interesting, varied, attractive, abundant and accessible.
( ) Don't build expectations about reading that occurs in every lesson.
( ) Connect reading to students’ background knowledge.
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206350
Inglês
“After students read a text, going back to highlight vocabulary, look at various literacy
techniques the author used (as a model for writing) and notice how grammatical structures
were used for various purposes can serve as important steps in developing language
competence.” (CELSE-MURCIA, 2013).
When teaching L2 literacy, there are many benefits to teaching reading and writing together.
It is possible to establish that the statement above corresponds to
When teaching L2 literacy, there are many benefits to teaching reading and writing together.
It is possible to establish that the statement above corresponds to
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