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
Analise a questão a seguir, retirada de uma edição do Exame Nacional do Ensino Médio (ENEM):
Becoming
Back in the ancestral homeland of Michelle Obama, black women were rarely granted the honorific Miss or Mrs., but were addressed by their first name, or simply as “gal” or “auntie” or worse. This so openly demeaned them that many black women, long after they had left the South, refused to answer if called by their first name. A mother and father in 1970s Texas named their newborn “Miss” so that white people would have no choice but to address their daughter by that title. Black women were meant for the field or the kitchen, or for use as they saw fit. They were, by definition, not ladies. The very idea of a black woman as first lady of the land, well, that would have been unthinkable.
Disponível em: www.nytimes.com. Acesso em: 28 dez. 2018 (adaptado).
A crítica do livro de memórias de Michelle Obama, ex-primeira-dama dos EUA, aborda a história das relações humanas na cidade natal da autora. Nesse contexto, o uso do vocábulo “unthinkable” ressalta que
A) a ascensão social era improvável.
B) a mudança de nome era impensável.
C) a origem do indivíduo era irrelevante.
D) o trabalho feminino era inimaginável.
E) o comportamento parental era irresponsável.
Fonte: Inep.
Considerando a questão, qual é a melhor estratégia de leitura para chegar à resposta correta (alternativa A)?
A
Skimming.
B
Scanning.
C
Visualizing.
D
Writing key points.
E
Using graphic organizers.
Mark the correct alternative about the concept of multimodality in language teaching.
A
The use of a translanguaging repertoire in the language classroom.
B
The incorporation of various teaching methods in language instruction.
C
The utilization of different communication channels and sensory modes in teaching and learning.
D
The focus on forms on language teaching and learning.
E
The focus on written and spoken language skills.
The process of gamification refers to the use of elements of game design in situations outside the gaming environment. In light of this, and the theme of ludic in English language teaching, it is correct to state that
A
although gamifying activities can be very fun and, therefore, motivational, it does not aim to help the teacher assess learning.
B
gamification means to play games at the end of a lesson when the time allows.
C
the group profile is not an important feature to pay attention to when deciding on games to the group.
D
gamifying an activity helps to develop cognitive, emotional and social skills, as well as collaboration.
E
when gamifying an activity, the teacher does not have to worry whether the activity brings a sense of achievement.
According to National Curriculum Parameters - Secondary Education, read the following paragraph about language as a form of interaction.
“Language spreads .............................................. and the different forms of knowing; thought and the different forms of ..............................................; communication and the different forms of communicating; action and the different forms of acting.”
Mark the alternative that contains the correct missing words in the paragraph.
A
practices • writing
B
knowledge • thinking
C
development • schooling
D
competence • speaking
E
education • listening
Read the excerpt from the text and answer the question:
“Decolonization is the process of revealing and dismantling colonialist power in all its forms. This includes dismantling the hidden aspects of those institutional and cultural forces that had maintained the colonialist power and that remain even after political independence is achieved.” (ASHCROFT, et al., 2007, p. 56).
Considering this discussion, how could a teacher follow a decolonial approach while teaching English as a Foreign Language?
A
By teaching English in a different space (not in a typical classroom) and using North American textbooks.
B
By guiding students to develop integrated projects with other subjects and considering only the British or North American English varieties.
C
By applying a methodology marked by a hierarchical structure, where students are those who receive knowledge and teachers are those who hold it.
D
By rethinking and redesigning methodologies, resources, evaluations, and any other aspects involved in the process while considering the students’ realities.
E
By encouraging students to learn Spanish or any other foreign language which is not English.
According to BNCC, the English Language curricular component must guarantee students the development of specific competences.
I.Get to know different cultural heritages, material and immaterial, disseminated in the English language, with a view to exercising enjoyment and expanding perspectives in contact with different artistic-cultural manifestations.
II.Use new technologies, with new languages and modes of interaction, to research, select, share, position yourself and produce meaning in literacy practices in the English language, in an ethical, critical and responsible way.
III.Develop linguistic-discursive repertoires of the English language, used in different countries and by different social groups within the same country, in order to recognize linguistic diversity as a right and value the heterogeneous, hybrid and multimodal uses emerging in contemporary societies.
IV.Identify one's place and that of others in a plurilingual and multicultural world, critically reflecting on how learning the English language contributes to the insertion of subjects in the globalized world, including with regard to the world of work.
Which sentences correspond to Specific English Language Competences for Ensino Fundamental, according to BNCC:
A
I, II and IV, only.
B
I, II, III, IV.
C
I, III and IV, only.
D
II, III and IV, only.
E
I, II and III, only.
Read the following statements about English and language conceptions:
I.The official document called 'BNCC' treats the English language, prioritizing the focus on the social and political function of the language, in its status as a língua franca.
II.According to BNCC, the concept of English as a foreign language is heavily criticized for its Eurocentric bias.
III.According to BNCC, other language concepts such as international language, global language, additional language and língua franca are more up to date and because of that the term 'foreign language' should be left in the past and never be used in any type of context.
It is correct what is state in:
A
II, only.
B
III, only.
C
I and II, only.
D
II and III, only.
E
I and III, only.
Read the quote and choose the CORRECT statement that completes the given sentence.
“Throughout this paper I have been arguing that we have to go further than finding ways of improving techniques to create “real life” situations in the classroom. Teachers as decision-makers and agents need to consider the identities that are being (re)constructed by their pedagogical practices and choices. Considering that those identities are being shaped anyway, it is important that teachers become aware of the effects of their actions. One of the possible identities is that of a global citizen: not someone who knows many languages but someone who deals with the conflicts inherent in communicative events made possible by a language that has acquired a global dimension” (GIMENEZ, 2007, p. 27).
According to Gimenez, globalization and the spread of English around the world have posed new challenges to language teachers because:
A
if our purpose is to enable learners to belong to a complex community of discursive practices, then we need to do more than teach for information-exchange, we need to create opportunities for awareness raising in relation to local issues and we need to teach for diversity. But maybe, most important of all, we need to allow our learners to think for themselves, to give way homogeneity and not be afraid of the unknown.
B
these challenges lead to re-conceptualizing the meanings of communication and the purposes of our teaching. The adoption of a grammatical attitude seems to require another look at what we have been doing in our classrooms in terms of methodology and its outcomes.
C
these are some perspectives that are deeply embedded in the notion that our learners live in a world that is undergoing many changes with an unprecedented speed which may diminish their sense of agency. A critical stance towards current methodologies may enable them to take a fresh look at their own reality whilst providing spaces for the expression of their viewpoints around local issues. This is something that may help create new identities as citizens of the world, a world that is deeply united, and it is also connected.
D
teachers of English as a global language are now working within a changing landscape, in which students are not people who want to communicate, but people who are being asked to position themselves ethically. The English language class can be seen as a privileged space to raise awareness about the world around us with all its complexities and to help learners participate in the global dialogue, however imperfect it is.
E
the acknowledgement of the ambiguity inherent in contemporary life is something that teachers do not need to consider. If our ultimate aim is to help our students to communicate, we have to start asking questions (with them) about what exactly we may mean by that and what we, as a collectivity, want to accomplish with it.
In teachers’ training programs, many methods and approaches are presented, among them, the audio-lingual method that grew into prominence in the 1950s in the USA. During the Second World War, US officials felt the need for translators and interpreters who were fluent in major foreign languages. In 1942, a special training program was organized to train fluent foreign speakers in a short time which is why this method is also referred to as the Army Method. According to the discouraged audio-lingual method, it is NOT CORRECT to say that:
A
This method is teacher-dominated as the teacher plays an important role.
B
This method can be a bit mechanical due to memorization and pattern practice.
C
In this method, dialogue does not play a dominant and important role.
D
Similar to the direct method, mother tongue should be avoided.
E
The teacher focuses equally on all the four skills – reading, listening, writing, and speaking and teaches them separately.
Among examples of productions from second language learners, an example of a common type of overgeneralization is found in:
A
Her mother was attending her outside the car.
B
Does he studies French too?
C
We have met them last week.
D
They goed to her house after school.
E
I couldn’t do nothing about it.
Gerar simulado