Seu próximo nível começa aqui
Com a Assinatura Ilimitada, você tem tudo que precisa para sua aprovação.
Com a Assinatura Ilimitada, você combina prática, teoria e método em uma única assinatura com tudo que você precisa para sua aprovação.
- Gran Questões
- Questões
Questões de Concurso sobre Língua Inglesa e Educação
Disciplina
1
Assunto
1
Banca
Instituição
Cargo
Ano
Carreira
Área de formação
Escolaridade
Dificuldade
Comentários:
Professores
Alunos
Meus Comentários
Vídeo
Minhas questões:
Resolvidas
Não resolvidas
Certas
Erradas
Tipo de questão:
Certo e errado
Múltipla escolha
Incluir questões:
Anuladas
Desatualizadas
Questões:
Todas as questões
Filtro simplificado
Questões
Todas as questões
2.494
questões
encontradas
20
Mais recentes
O método direto (direct method) evita o uso do idioma nativo do aluno por meio de tradução e exercícios de preenchimento de lacunas para ensinar gramática e vocabulário.
C
Certo
E
Errado
Based on the text, The Communicative Approach in English Language Teaching emphasizes:
A
Rote learning of language rules.
B
The memorization of vocabulary.
C
The accuracy of grammatical structures
D
Translation exercises.
E
The use of language in real-life situations.
According to the Orientações Curriculares de Mato Grosso (2012, p. 86), foreign languages need a change in their teaching approach to function as a discipline in the same way they exist naturally. This involves restoring the basic objectives of foreign languages in contemporaneity.
Judge as (T) True or (F) False the statements below about the aims of foreign language teaching in the Orientações Curriculares de Mato Grosso.
I - To teach the language based on its practical use in speaking and writing, aiming to achieve a level of proficiency that enables the interaction with individuals that have this language as a mother tongue.
Il - Provide no access to oral and/or written production aimed at speakers of the speech community where the foreign language is learned.
Il- Achieve successful interaction with people with a different mother tongue through the foreign language that has been studied.
IV - Establish a relativistic stance on what is naturally considered unique: language, culture, values, and personal behaviors, contributing to a critical formation.
V- Rethink and reinforce knowledge of the mother tongue.
Choose the alternative that presents all TRUE statements.
A
II - III - V.
B
II-III-IV.
C
I - IV - V.
D
II - IV - V.
E
I - III - IV.
Read the dialogue below.
A: Excuse me.
B: Yes?
A: Do you have a watch?
B: Yes... Why?
A: | wonder if you could tell me what time it is?
B: Certainly... it's three o'clock.
A: Thank you.
B: Don't mention it.
Based on the dialogue, choose the CORRECT statement about it from the perspective of communicative activities.
A
The man who starts the conversation may have many reasons for speaking: he may want to get into a conversation with the woman because he thinks she looks interesting, and the question about the time may simply be a pretext for this. On the other hand, he may genuinely want to know the time. So, there is not a gap between the two in the information they possess, and the conversation helps to close the gaps so that now both speakers have the same information. That is an information gap used for promoting interaction in a foreign language context of learning.
B
The man who starts the conversation may have many reasons for speaking: he may want to get into a conversation with the woman because he thinks she looks interesting, and the question about the time may simply be a pretext for this. On the other hand, he may genuinely want to know the time. So, there is a gap between the two in the information they possess, and the conversation does not help to close the gaps so that now both speakers have the same information.
C
The man who starts the conversation may have many reasons for speaking: he may want to get into a conversation with the woman because he thinks she looks interesting, and the question about the time may simply be a pretext for this. On the other hand, he may genuinely want to know the time. So, there is not a gap between the two in the information they possess, and the conversation does not help to close the gaps so that now both speakers have different information.
D
The man who starts the conversation may have many reasons for speaking: he may want to get into a conversation with the woman because he thinks she looks interesting, and the question about the time may simply be a pretext for this. On the other hand, he may genuinely want to know the time. So, there is a gap between the two in the information they possess, and the conversation helps to close the gaps so that now both speakers have the same information.
E
The man who starts the conversation may have many reasons for speaking: he may want to get into a conversation with the woman because he thinks she looks interesting, and the question about the time may simply be a pretext for this. On the other hand, he may genuinely want to know the time. So there is a gap between the two in the information they possess, and the conversation does not help to close the gaps so that now both speakers do not have the same information.
Based on National Curriculum Parameters Document, analyze the sentences below and decide if they are true ( T ) or false ( F ).
( ) Foreign Languages have become an integral part of the wealth of knowledge that is essential to allow students to draw closer to different cultures.
( ) Factors such as the limited number of hours allotted to the study of foreign languages have accounted for the non-enforcement of classes.
( ) Foreign Language classes at average schools ended up taking on a tedious and repetitive overtone, which often deprives both students and teachers of motivation.
( ) Research and Comprehension and, Social and Cultural Contextualization are some of the Competencies and Skills to be Developed in Modern Foreign Language(s).
Choose the alternative which presents the correct sequence, from top to bottom:
A
T • T • F • F
B
T • F • T • F
C
F • T • T • T
D
F • T • F • T
E
F • F • T • T
Leia o texto a seguir.
"A aprendizagem de línguas estrangeiras se dá por meio da interação e do uso da língua em contextos significativos. A produção oral, como uma das habilidades linguísticas, desempenha um papel crucial na comunicação e na construção de significado."
NUNAN, D. Second language teaching & learning. Boston: Heinle & Heinle Publishers. 1999. [Adaptado].
Considerando a importância da produção oral no ensino de língua inglesa, um professor deve
A
priorizar a correção imediata de erros gramaticais durante a fala do aluno, a fim de garantir a precisão linguística.
B
incentivar a participação ativa dos alunos em atividades comunicativas, mesmo que apresentem erros e hesitações.
C
focar exclusivamente na pronúncia padrão, utilizando exercícios de repetição e imitação de modelos nativos.
D
evitar o uso de atividades lúdicas e criativas, pois podem desviar o foco do desenvolvimento da habilidade oral.
Linguistic variation refers to the differences in language use across different regions, social groups, or contexts. In the context of English language teaching, especially in countries like Brazil, where English is a foreign language, incorporating linguistic variation plays a crucial role in developing students' communicative competence. English is not a monolithic language; it has many varieties, including British,American,Australian, Indian, and Nigerian English, among others. Each variety is associated with different accents, vocabulary, grammar, and cultural contexts.
One challenge in English language teaching is the overemphasis on certain "standard" forms of English, often British or American, to the exclusion of other varieties. This can lead to a narrow understanding of the language and limit students' ability to interact in global contexts where English is spoken in diverse forms. By exposing students to different accents, dialects, and usages, teachers can prepare them for real-world communication, where English functions as a global lingua franca. This approach also promotes linguistic tolerance and awareness, teaching students that no variety is inherently superior to another, but that different varieties serve different communicative purposes.
For example, a Brazilian student learning British English may encounter challenges when interacting with a Nigerian English speaker due to different pronunciations and expressions. Thus, it's important that students not only learn the grammatical structure of English but also develop the ability to adapt to and understand different varieties of English. This adaptability enhances their global communication skills.
Additionally, the Base Nacional Comum Curricular (BNCC) encourages teaching English as a means of fostering global citizenship and intercultural communication, which implicitly requires an understanding of linguistic variation. Recognizing English as a plural language, with many forms and functions, aligns with the goal of preparing students for global engagement.
Canagarajah, S. (2006). The Place of World Englishes in Composition: Pluralization Continued. College Composition and Communication, 57(4), 586-619.
Why is it important to include linguistic variation in English language teaching, particularly in non-English-speaking countries?
A
It prevents students from experiencing confusion when exposed to different varieties of English.
B
Exposing students to different varieties of English enhances their ability to communicate globally and understand diverse cultures.
C
Linguistic variation helps students master only the formal aspects of a single standard variety of English.
D
Linguistic variation is irrelevant in language teaching, as standard forms are the only ones students will encounter.
E
Teaching only one variety of English ensures that students will speak the language perfectly, without making mistakes.
Read the paragraph below about Methods of Language Teaching.
“This is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. It is also a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.”
The paragraph above is a definition of which Method of Learning Teaching?
A
Project Based Learning
B
Total Physical Response
C
Communicative Language Teaching
D
Task-based Language Learning
E
The Natural Approach
Leia o diálogo a seguir, um exemplo de interação aluno-aluno.
S1: on the left, I can see um lamp – post. Lam-post.
S2: wh-pardon? What?
S1: lam – sorry. Lam post.
S2: name post? (=clarification request)
S1: /
S2: L – A? (=clarification request).
S1: L – A – M, lam.
S2 Ah, lamp, ah, lamp post (successfully resolved)
(Celce-Murcia, 2001)
Um professor que acate as propostas de Kamaravadivelu (1994), dentro dos preceitos do pós-método, concordará que
A
esse tipo de interação deve ser incentivado, já que permite que alunos façam mais uso da língua alvo em sala de aula.
B
interações desse tipo podem vir a ser prejudiciais por permitirem a propagação de uso inadequado da língua alvo.
C
nesse tipo de interação, o professor deverá intervir e gentilmente fazer correções quando inadequações forem detectadas.
D
o professor deve intervir e solucionar a dúvida dos alunos, caso o resultado da interação não seja bem sucedido.
E
o professor deverá levar a dúvida para o resto do grupo, de modo que alguém possa ajudar a resolvê-la.
Analise o texto abaixo acerca do tema Concepções metodológicas e práticas do ensino de Inglês para a Educação de Jovens e Adultos.
O ensino de Língua Estrangeira tem, portanto, um papel importante na formação ................ dos alunos jovens e adultos, na medida em que contribui para a construção da .............. e favorece a participação social, permitindo que ampliem a compreensão do mundo em que vivem, reflitam sobre ele e possam nele ...................... .
Assinale a alternativa que completa corretamente as lacunas do texto.
A
intelectual • cultura • intervir
B
interdisciplinar • cidadania • intervir
C
multidisciplinar • cidadania • interagir
D
cognitiva • formação ética • interferir
E
disciplinar • cultura • interagir
Gerar simulado