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Questões de Concurso sobre Língua Inglesa e Educação
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Communicative Language Teaching prioritizes the structural teaching of the English language, without considering communicative proficiency as the main objective.
C
Certo
E
Errado
General Didactics is independent of the specific didactics of teaching subjects because its main function is to generalize processes and procedures obtained from the investigation of the sciences that underpin teaching and learning, without considering the methodological peculiarities of each discipline.
C
Certo
E
Errado
The school and the classroom are just part of a sociocultural and institutional context, without any influence on the students' learning process.
C
Certo
E
Errado
According to Resolution CNE-CEB (National Council of Education/Basic Education Council) N. 07/2010, the teaching of a modern Foreign Language in Elementary School is mandatory from the 6th year onwards, with the choice of the language to be taught determined exclusively by educational authorities.
C
Certo
E
Errado
The communicative approach emerged in the late 1960s as a way of complementing the structural methods of teaching foreign languages, such as the Audio lingual Method, which to this day is considered the best teaching method.
C
Certo
E
Errado
For educators in Human Rights, Diversity is a historical, cultural, social, and political construction of differences, and is not limited to the quality of what is different from a biological or natural standpoint. Making it much more than just a set of differences.
C
Certo
E
Errado
A internet é fundamental para o acesso ao conhecimento. No entanto, não cabe aos professores ensinar habilidades em tecnologia da informação, como leitura e interpretação de dados. Eles devem, em vez disso, compartilhar seu conhecimento sobre o tema abordado, enquanto os alunos podem buscar essas informações na internet.
C
Certo
E
Errado
The Pedagogy of Multiliteracies is presented by the New London Group as this attempt to broaden the traditional concept of literacy practices due to the constant changes in contemporary societies and the need to incorporate new literacy practices. This pedagogy includes four components that are related in complex ways. The components described by the authors are:
A
Engage, in which teachers engage students to learn new contents based on their previous knowledge; Study, in which students are exposed to different multimodal texts; Activate, in which learners analyze and use new language items; and Transformation, in which learners create new texts using the target language items studied in the previous components.
B
Lead in, in which teachers lead the students to the new language items; Reading, in which learners read a text in order to understand its meaning; Language Instruction, in which teachers explain new lexical and/or grammatical items; and Critical Literacy, in which students reread the text, but now from a critical perspective for following discussion.
C
Situated instruction, in which teachers introduces new language items present in a text to students so they can understand it; Critical Reading, in which learners read a text in order to understand its meaning from a critical perspective; Group Discussion, in which learners discuss their ideas about the text based on critical thinking; and Functional Grammar Analysis, in which students analyze the language in the text based on the principles of Functional Grammar.
D
Situated Practice, in which learners experience resources related to their lifeworlds; Overt Instruction, in which learners build meanings and are introduced to explicit metalanguages; Critical Framing, in which learners interpret social and cultural contexts from a critical perspective; and Transformed Practice, in which learners can transfer and redesign their practices to other contexts and cultural sites.
E
Reading for gist, in which students read a text to understand its general ideas; Critical Reading Comprehension, in which students reread the text, but now from a from a critical perspective; Vocabulary and Grammar Exploration, in which learners, in groups, explore vocabulary and grammatical items that are new to them in the text; and Final Production; in which students produce another text based on the main ideas from the original text and use the language learnt.
It is understood that the exclusive use of traditional teaching methods is not enough to promote meaningful learning. For this reason, the concept of Active Learning emphasizes, with studentcentered teaching strategies (BACICH, L; MORAN, J., 2018). Regarding this Active methodology, select the correct alternative:
Source: BACICH, L; MORAN, J. Active methodologies for innovative education: a theoretical-practical approach. Porto Alegre: Penso Editora, 2018.
A
The student is passive in acquiring knowledge, with attitudes of just listening, memorizing and repeating the content presented.
B
It is an expository approach, where the teacher is the main source of knowledge.
C
This method does not encourage collaborative learning and the use of educational technologies.
D
The student has autonomy over learning the content, it is an educational process that encourages critical-reflective learning.
Content and Language Integrated Learning (CLIL) is where a subject is taught in the target language rather than the first language of the learners. Choose the incorrect option that is not related to this approach.
A
In a CLIL lesson, all four language skills should be combined.
B
The idea is to teach both the subject and the language.
C
The language focus is vocabulary and grammar.
D
CLIL combine elements content, communication, cognition, and culture.
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