Questões de Concurso Militar EsFCEx 2023 para Oficial - Magistério em Inglês
Foram encontradas 30 questões
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259760
Inglês
Texto associado
Many assumptions of a communicative orientation
towards language teaching need questioning in a global
context. Ozóg (1989) discusses the idea of the ‘information
gap’, which is supposed to induce students to speak. ‘Are we
as Europeans’, he asks, ‘not making a cultural assumption
that speakers the world over are uneasy in silence and that
they have an overwhelming desire to fill gaps which occur
in natural discourse?’ (p.399). Silence is a salient feature of
conversation in the Malay world, he points out, a feature that
has also been noted in Japan and a number of other cultures.
Indeed, the whole question of requiring others to speak
needs to be questioned in terms of both cultural and gender
differences. The point here is not to exoticize some notion
of cultural difference, but rather to suggest that language is
a cultural practice, that both language and thinking about
language are always located in very particular social,
cultural and political contexts. How language (including
silence, paralanguage, and so on) is used, therefore, differs
extensively from one context to another, and thus any
approach to language teaching based on one particular
view of language may be completely inapplicable in another
context. If particular language teaching practices (advertised
and exported as the best, newest and most scientific) support
certain views of language, then such practices clearly present
a particular cultural politics and make the English language
classroom a site of struggle over different ways of thinking
about and dealing with language.
(A. Pennycook, The Cultural Politics of English as an International
Language.London and New York: Routledge. 2017. Adaptado)
In the last sentence of the text, the expression “such
practices” refers to language teaching practices which
reflect
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259761
Inglês
Texto associado
Many assumptions of a communicative orientation
towards language teaching need questioning in a global
context. Ozóg (1989) discusses the idea of the ‘information
gap’, which is supposed to induce students to speak. ‘Are we
as Europeans’, he asks, ‘not making a cultural assumption
that speakers the world over are uneasy in silence and that
they have an overwhelming desire to fill gaps which occur
in natural discourse?’ (p.399). Silence is a salient feature of
conversation in the Malay world, he points out, a feature that
has also been noted in Japan and a number of other cultures.
Indeed, the whole question of requiring others to speak
needs to be questioned in terms of both cultural and gender
differences. The point here is not to exoticize some notion
of cultural difference, but rather to suggest that language is
a cultural practice, that both language and thinking about
language are always located in very particular social,
cultural and political contexts. How language (including
silence, paralanguage, and so on) is used, therefore, differs
extensively from one context to another, and thus any
approach to language teaching based on one particular
view of language may be completely inapplicable in another
context. If particular language teaching practices (advertised
and exported as the best, newest and most scientific) support
certain views of language, then such practices clearly present
a particular cultural politics and make the English language
classroom a site of struggle over different ways of thinking
about and dealing with language.
(A. Pennycook, The Cultural Politics of English as an International
Language.London and New York: Routledge. 2017. Adaptado)
As part of a teacher education course, the reading of this
text could most directly raise a relevant discussion on the
topic of
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259762
Inglês
Texto associado
“It’s a very nice book and very lively, but in the section on
‘Processes’ for example all the exercises are about unusual
things for our country. We are a hot country and also have
many Muslims. The exercises are about snow, ice, cold
mornings, and making wine. I can tell you I can’t do making
wine and smoking pot in my country!” (Experienced school
teacher from the Ivory Coast, Africa)
“Previous materials were not based on life in Brazil which
is why I don’t think they worked very well …” (Brazilian teacher
of English in school)
“Sir … what is opera?” (Iraqi student in mixed nationality
class using materials designed to practise reading narrative)
The implications of these three quotations are not simply
linguistic; rather, they address the problem of appropriate
contextual realisation for materials. For the teacher in the
Ivory Coast, the materials offered would be outside the cultural
experience of his students (possibly even threatening) and
thus effectively useless; conversely, for the Brazilian teacher,
the choice of Brazilian settings and familiar mores would have clear advantages over distant foreign contexts as they are
essentially more motivating. The quote from the Iraqi student
suggests that complete unfamiliarity with the notion of opera
may reduce the efficacy of the reading exercises, but in this
case the student is curious and likely to regard the material as
exotic rather than merely alien.
(D. Jolly e R. Bolitho, A framework for materials writing.
In B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. Adaptado)
The three quotations and the subsequent comments by
the author illustrate
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259763
Inglês
Texto associado
“It’s a very nice book and very lively, but in the section on
‘Processes’ for example all the exercises are about unusual
things for our country. We are a hot country and also have
many Muslims. The exercises are about snow, ice, cold
mornings, and making wine. I can tell you I can’t do making
wine and smoking pot in my country!” (Experienced school
teacher from the Ivory Coast, Africa)
“Previous materials were not based on life in Brazil which
is why I don’t think they worked very well …” (Brazilian teacher
of English in school)
“Sir … what is opera?” (Iraqi student in mixed nationality
class using materials designed to practise reading narrative)
The implications of these three quotations are not simply
linguistic; rather, they address the problem of appropriate
contextual realisation for materials. For the teacher in the
Ivory Coast, the materials offered would be outside the cultural
experience of his students (possibly even threatening) and
thus effectively useless; conversely, for the Brazilian teacher,
the choice of Brazilian settings and familiar mores would have clear advantages over distant foreign contexts as they are
essentially more motivating. The quote from the Iraqi student
suggests that complete unfamiliarity with the notion of opera
may reduce the efficacy of the reading exercises, but in this
case the student is curious and likely to regard the material as
exotic rather than merely alien.
(D. Jolly e R. Bolitho, A framework for materials writing.
In B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. Adaptado)
Considering the whole context of the first quotation
(paragraph 1), the expression “I can´t do making wine”
means
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259764
Inglês
Texto associado
“It’s a very nice book and very lively, but in the section on
‘Processes’ for example all the exercises are about unusual
things for our country. We are a hot country and also have
many Muslims. The exercises are about snow, ice, cold
mornings, and making wine. I can tell you I can’t do making
wine and smoking pot in my country!” (Experienced school
teacher from the Ivory Coast, Africa)
“Previous materials were not based on life in Brazil which
is why I don’t think they worked very well …” (Brazilian teacher
of English in school)
“Sir … what is opera?” (Iraqi student in mixed nationality
class using materials designed to practise reading narrative)
The implications of these three quotations are not simply
linguistic; rather, they address the problem of appropriate
contextual realisation for materials. For the teacher in the
Ivory Coast, the materials offered would be outside the cultural
experience of his students (possibly even threatening) and
thus effectively useless; conversely, for the Brazilian teacher,
the choice of Brazilian settings and familiar mores would have clear advantages over distant foreign contexts as they are
essentially more motivating. The quote from the Iraqi student
suggests that complete unfamiliarity with the notion of opera
may reduce the efficacy of the reading exercises, but in this
case the student is curious and likely to regard the material as
exotic rather than merely alien.
(D. Jolly e R. Bolitho, A framework for materials writing.
In B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. Adaptado)
No quarto parágrafo, é um adjetivo a palavra