Questões de Concurso Militar EsFCEx 2023 para Oficial - Magistério em Inglês

Foram encontradas 4 questões

Q2259737 Inglês
        Most teachers recognise the need for the students’ awareness about the potential relevance and utility of the language and skills they are teaching. And researchers have confirmed the importance of this need.
        In ESP (English for specific purposes) materials, for example, it is relatively easy to convince the learners that the teaching points are relevant and useful by relating them to known learner interests and to ‘real-life’ tasks, which the learners need or might need to perform in the target language. In general English materials this is obviously more difficult; but it can be achieved by researching what the target learners are interested in and what they really want to learn the language for. An interesting example of such research was a questionnaire in Namibia which revealed that two of the most important reasons for secondary school students to wish to learn English were so they would be able to write love letters in English and so that they would be able to write letters of complaint for villagers to the village headman and from the village headman to local authorities.
        Perception of relevance and utility can also be achieved by relating teaching points to challenging classroom tasks and by presenting them in ways which could facilitate the achievement of the task outcomes desired by the learners. The ‘new’ learning points are not relevant and useful because they will help the learners to achieve longterm academic or career objectives, but because they could help the learners to achieve short-term task objectives now. Of course, this only works if the tasks are begun first and the teaching is then provided in response to discovered needs. This is much more difficult for the materials writer than the conventional approach of teaching a predetermined point first and then getting the learners to practise and then produce it.

(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
Demonstrative pronouns may refer to one particular element (a person or an object, for example), or to whole ideas in clauses, sentences or paragraphs. In the fragment from the second paragraph — In general English materials this is obviously more difficult —, the demonstrative pronoun in bold refers to the difficulty in
Alternativas
Q2259738 Inglês
        Most teachers recognise the need for the students’ awareness about the potential relevance and utility of the language and skills they are teaching. And researchers have confirmed the importance of this need.
        In ESP (English for specific purposes) materials, for example, it is relatively easy to convince the learners that the teaching points are relevant and useful by relating them to known learner interests and to ‘real-life’ tasks, which the learners need or might need to perform in the target language. In general English materials this is obviously more difficult; but it can be achieved by researching what the target learners are interested in and what they really want to learn the language for. An interesting example of such research was a questionnaire in Namibia which revealed that two of the most important reasons for secondary school students to wish to learn English were so they would be able to write love letters in English and so that they would be able to write letters of complaint for villagers to the village headman and from the village headman to local authorities.
        Perception of relevance and utility can also be achieved by relating teaching points to challenging classroom tasks and by presenting them in ways which could facilitate the achievement of the task outcomes desired by the learners. The ‘new’ learning points are not relevant and useful because they will help the learners to achieve longterm academic or career objectives, but because they could help the learners to achieve short-term task objectives now. Of course, this only works if the tasks are begun first and the teaching is then provided in response to discovered needs. This is much more difficult for the materials writer than the conventional approach of teaching a predetermined point first and then getting the learners to practise and then produce it.

(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
In the fragment from the second paragraph — and so that they would be able to write letters of complaint —, the fragment in bold could be rewritten, with no change in meaning, as:
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Q2259747 Inglês
Na frase “in situations where students are expected to learn English as an additional language”, a palavra destacada em negrito pode ser corretamente substituída por:
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Q2259748 Inglês
     Fricatives are consonants with the characteristic that air escapes through a narrow passage and makes a hissing sound. The dental fricatives are sometimes described as if the tongue were placed between the front teeth, and it is common for teachers to make their students do this when they are trying to teach them the sound. The thing is, however, that the tongue is normally placed behind the teeth; the air escapes through the gaps between the tongue and the teeth. There is a distiction between fortis (unvoiced) fricatives, as in the word “thin”, and lenis (voiced) fricatives, as in “thus”. (Roach 2003)

(Mark Roach,. English Phonetics and Phonology.
Cambridge: CUP, 2003. Adaptado)
There are several words with fricatives in the preceding text. The word with an unvoiced initial fricative is
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Respostas
1: D
2: C
3: B
4: A