Questões de Concurso Militar EsFCEx 2020 para Magistério de Inglês
Foram encontradas 44 questões
Q1778068
Inglês
Texto associado
Leia o texto para responder à questão.
By the end of the twentieth century English was already
well on its way to becoming a genuine lingua franca. Just as
in the Middle Ages Latin became for a time a language of
international communication, so English is now commonly
used in exchanges between, say, Japanese and Argentinian
business people or between Singaporeans and their
Vietnamese counterparts.
A number of researchers have studied lingua franca
conversations and have noted a number of somewhat
surprising characteristics, including:
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
Do conteúdo do excerto, emerge uma relevante questão
referente à educação linguística em uma cultura globalizada, qual seja:
Q1778070
Inglês
Texto associado
Leia o texto para responder à questão.
A ‘dificuldade’ de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto
fácil ou difícil do ponto de vista linguístico, simplesmente. Na
sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
Um texto autêntico oferece mais oportunidades para o
aluno e o professor tomarem contato com o inglês “de verdade”, aquele usado em comunicação real, no mundo real.
Um texto real possui todos os defeitos e as virtudes da vida
real: é complexo, rico, imprevisível, interessante e arriscado.
As sequências de palavras de um texto autêntico ecoam nas
vozes dos milhões de falantes de inglês no mundo. Um texto
artificial, por sua vez, ecoa apenas parcialmente e não exibe
o encanto e o desafio do texto autêntico.
(Tony B. Sardinha. “The book is not on the table: autenticidade e
idiomaticidade do texto para ensino de inglês na perspectiva da linguística
de corpus”. IN: Maria Cristina Damianovic (org). Material Didático:
Elaboração e Avaliação. Adaptado)
A pertinent reading activity with an authentic English
text for use with adult beginner students is presented in
alternative:
Q1778071
Inglês
Leia o texto.
Design relates to the thinking underlying materials. This will involve the consideration of areas such as the apparent aim of materials (such as the development of ‘general English’, English for Specific Purposes (ESP), or specific skills), how the tasks, language and content in the materials are selected and sequenced, and the nature and focus of the content in the materials.
(Andrew Littlejohn. “The analysis of language teaching materials: inside the Trojan House”. IN: B. Tomlinson (ed). Material Development in Language Teaching. Adaptado)
Materials designed for ESP courses should
Design relates to the thinking underlying materials. This will involve the consideration of areas such as the apparent aim of materials (such as the development of ‘general English’, English for Specific Purposes (ESP), or specific skills), how the tasks, language and content in the materials are selected and sequenced, and the nature and focus of the content in the materials.
(Andrew Littlejohn. “The analysis of language teaching materials: inside the Trojan House”. IN: B. Tomlinson (ed). Material Development in Language Teaching. Adaptado)
Materials designed for ESP courses should
Q1778072
Inglês
Texto associado
Read the text below and answer the question.
Thought-in-Action Links
It is important to recognize that methods link thoughts
and actions, because teaching is not entirely about one
or the other. As a teacher of language, you have thoughts
about your subject matter – what language is, what culture
is – and about your students – who they are as learners and
how it is they learn. You also have thoughts about yourself
as a teacher and what you can do to help your students to
learn. Many of your thoughts have been formed by your own
experience as a language learner. With this awareness, you
are able to examine why you do what you do and perhaps
choose to think about or do things differently.
As an example, let us relate an anecdote about a teacher
with whom Diane Larsen-Freeman was working some time
ago. From her study of methods in Stevick (1980), Heather
(not her real name) became interested in how to work with
teacher control and student initiative in her teaching. She
determined that during her student teaching internship, she
would exercise less control of the lesson in order to encourage
her students to take more initiative, and have them impose
the questions in the classroom, since so often it is the teacher
who asks all the questions, not the students.
However, she felt that the students were not taking the
initiative, but she could not see what was wrong. When Diane
Larsen Freeman, who was her supervisor, visited her class,
she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
This pattern continued for some time. It was clear to see
that Heather had successfully avoided the common problem
of the teacher asking all the questions in the class. The
teacher was not asking the questions – the students were.
However, Heather had not achieved her goal of encouraging
student initiative.
(Larsen-Freeman, D. 2000. Adaptado)
Heather might have improved the classroom situation if
she had
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778073
Inglês
Texto associado
Read the text below and answer the question.
Thought-in-Action Links
It is important to recognize that methods link thoughts
and actions, because teaching is not entirely about one
or the other. As a teacher of language, you have thoughts
about your subject matter – what language is, what culture
is – and about your students – who they are as learners and
how it is they learn. You also have thoughts about yourself
as a teacher and what you can do to help your students to
learn. Many of your thoughts have been formed by your own
experience as a language learner. With this awareness, you
are able to examine why you do what you do and perhaps
choose to think about or do things differently.
As an example, let us relate an anecdote about a teacher
with whom Diane Larsen-Freeman was working some time
ago. From her study of methods in Stevick (1980), Heather
(not her real name) became interested in how to work with
teacher control and student initiative in her teaching. She
determined that during her student teaching internship, she
would exercise less control of the lesson in order to encourage
her students to take more initiative, and have them impose
the questions in the classroom, since so often it is the teacher
who asks all the questions, not the students.
However, she felt that the students were not taking the
initiative, but she could not see what was wrong. When Diane
Larsen Freeman, who was her supervisor, visited her class,
she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
This pattern continued for some time. It was clear to see
that Heather had successfully avoided the common problem
of the teacher asking all the questions in the class. The
teacher was not asking the questions – the students were.
However, Heather had not achieved her goal of encouraging
student initiative.
(Larsen-Freeman, D. 2000. Adaptado)
The title of the text “Thought-in-Action Links” is an
example of a noun phrase in English. It is correct to state
about noun phrases that they