Questões de Concurso Militar EsFCEx 2020 para Oficial - Magistério de Inglês
Foram encontradas 30 questões
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778060
Inglês
Texto associado
Leia o texto e responda à questão.
The discussion of the worldliness of English (…) suggests
that it is impossible to separate English from its many
contexts, and therefore, that the idea that it might be possible
to ‘just teach the language’ - is (…) indefensible. (…) To
teach is to be caught up in an array of questions concerning
curriculum, educational systems and classroom practices:
(1) whose knowledges and cultures are given credence?
(2) to what extent does an educational system reproduce
social and cultural inequalities? And (3) what understandings
of language, culture, education, authority, knowledge or
communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an
international language. Adaptado).
A discussão de Pennycook sobre “just teach the language”
vai ao encontro do debate sobre multiletramentos feito
por Rojo e Moura em seu livro, uma vez que os autores
entendem que, para ensinar na área, é preciso que o(a)
professor(a)
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
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778074
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)
In the simple past and past participle, regular verbs may
be pronounced in three different ways: /t/, /d/ or /id/. The
verb taken from the second paragraph that is pronounced
with an extra syllable /id/ in one of those forms is:
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778082
Inglês
Texto associado
Leia os dois parágrafos a seguir para responder à questão.
An international student who majors in engineering
drops by the engineering department office and asks the
secretary, “Can you tell me where the English department is?”
The secretary smiles and responds, “I don’t know, actually.
It’s probably somewhere in the Humanities Building. Do you
have a campus map?” The student turns around and leaves.
The secretary is taken aback and feels slightly uncomfortable.
She wonders why the student left so abruptly.
(...)
People who interact with ESL students have commented
that some seem to express gratitude excessively for small
considerations, even to the point of embarrassing the person
they are speaking. Others seem downright rude because they
do not say thank you when they are expected to.
(Celce-Murcia, M. 2001.)
A relação entre os dois parágrafos permite perceber que
o mal entendido no episódio narrado no primeiro parágrafo provavelmente foi causado por
Ano: 2020
Banca:
VUNESP
Órgão:
EsFCEx
Provas:
VUNESP - 2020 - EsFCEx - Oficial - Magistério de Inglês
|
Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778086
Inglês
Texto associado
Leia os dois parágrafos a seguir para responder à questão.
An international student who majors in engineering
drops by the engineering department office and asks the
secretary, “Can you tell me where the English department is?”
The secretary smiles and responds, “I don’t know, actually.
It’s probably somewhere in the Humanities Building. Do you
have a campus map?” The student turns around and leaves.
The secretary is taken aback and feels slightly uncomfortable.
She wonders why the student left so abruptly.
(...)
People who interact with ESL students have commented
that some seem to express gratitude excessively for small
considerations, even to the point of embarrassing the person
they are speaking. Others seem downright rude because they
do not say thank you when they are expected to.
(Celce-Murcia, M. 2001.)
Harmer, J. (2007) e Celce-Murcia, M. (2001) descrevem
diferentes tipos de testes, cada qual com seus objetivos.
Um “achievement test”, por exemplo, será capaz de verificar