Questões de Concurso sobre Língua Inglesa e Educação

The Curricular Guidelines for High School (2006, p.87) propose new aims for Foreign Languages teaching.

Choose the item(s) that point(s) those new aims.

|. To revisit the reflection on the educational role of foreign language teaching in High School and emphasize its importance.

Il. To reaffirm the relevance of the notion of citizenship and discuss the practice of this concept in foreign language teaching.

III. To discuss the problem of exclusion in education in the face of "globalizing" values and the feeling of inclusion often associated with knowledge of foreign languages.

IV. To introduce theories on language (literacies, multiliteracies, multimodality, hypertext).

V. To provide suggestions for the practice of foreign language teaching through new technologies.

Choose the CORRECT alternative.

BRASIL. Ministério da Educação: Secretaria de Educação Básica. Orientações Curriculares para o Ensino Médio: Linguagens, códigos e suas tecnologias. Brasília, 2006, p.87.

“Teachers may wonder “which way they ought to go” before they enter a classroom. This usually means that teachers need to plan what they want to do in their classrooms. So, lesson planning involves decisions about the pedagogical dimensions of the lesson. But another important aspect of a lesson concerns the management of learners during the lesson. This includes eliciting students” attention, maintaining their engagement in the lesson, and organizing them into pairs or groups.” (Farrell, 2002, p.30)

After reading about the importance of lesson planning, match the CORRECT information to the number in the following Lesson Plan.

( )1. Reading materials - article from a book on sports

2. Television

3. Whiteboard

( ) To teach the students how to skim for main idea of the passage - identify key words.

( ) Students have learned how to locate information by reading and finding the main sentence of each paragraph.

( ) Opening:

Introduction on the topic sports. T activates schema for sport.

T asks Ss to help him/her write down as many different kinds of sport on the whiteboard within 3 minutes.

( ) Listen

Ss call out the answer to the question as the T writes the answers on the board.

( ) Arouse interest. Activate schema for sport

( )T ↔ Ss

Choose the CORRECT sequence.

FARRELL, T. S. C. Lesson Planning In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 3 - pages 30-39.

In the methodology of "Positive Discipline" created by Jane Nelsen, the concept of "Logical Consequences" is frequently contrasted with "Punishment." For a consequence to be truly logical and educational rather than punitive in an English classroom setting, it must adhere to the "Four Rs" of Logical Consequences. Select the alternative that correctly identifies these four criteria.

Norman Fairclough's Critical Discourse Analysis (CDA) serves as a powerful framework for teaching reading comprehension. One of the key concepts in CDA is "Synthetic Personalization." Select the alternative that correctly defines this phenomenon and its relevance to analyzing mass media texts in English.

Henry Giroux's concept of "Border Pedagogy" is essential for fostering critical citizenship in English Language Teaching (ELT). Regarding the implications of this concept for the English teacher, mark T for true and F for false statements:

(__)Border Pedagogy encourages students to cross the metaphorical borders of their own cultural and epistemological territories, recognizing that knowledge and power are related and that their own identities are constructed within specific historical contexts.

(__)The teacher's role is to act as a "border crosser," engaging with diverse cultural texts and enabling students to critically analyze the "codes" of the dominant culture while validating their own subordinate voices.

(__)Border Pedagogy advocates for the reinforcement of rigid national borders and the exclusive teaching of the standard variety of English to ensure the preservation of linguistic purity and national identity.

(__)It proposes that students should become "cultural tourists," observing other cultures passively without engaging in the political struggle over meaning or questioning the conditions of knowledge production.

After analysis, choose the alternative that presents the correct sequence of the items above, from top to bottom:

Identifique abaixo as afirmativas verdadeiras ( V ) e falsas ( F ) acerca do tema “Base Curricular Municipal de Concórdia”.

( ) As diretrizes de inclusão, previstas na Base Curricular Municipal, prevê ações de inclusão e acessibilidade, articuladas à proposta pedagógica.

( ) A estrutura curricular da BCM/Concórdia integra a BNCC com os elementos da realidade local, incluindo a parte diversificada.

( ) A Educação em Tempo Integral no município de Concórdia dispensa a necessidade de planejamento pedagógico.

( ) Quanto ao uso de Tecnologias de Informação e Comunicação (TICs) na BCM/Concórdia é recomendado para substituir totalmente os materiais impressos.

Assinale a alternativa que indica a sequência correta, de cima para baixo.

A abordagem comunicativa (Communicative Language Teaching - CLT) revolucionou o ensino de línguas ao deslocar o foco da forma gramatical para a função comunicativa. Na prática pedagógica baseada nesta abordagem, a interação e o uso de materiais autênticos são fundamentais. Assinale a alternativa correta.

Collocations are pairs or groups of words that habitually go together. Using the correct collocations makes the speaker sound more natural and fluent. Regarding the concept of word partnerships, identify the correct statement.

The integration of the four language skills is a hallmark of the communicative approach. Listening and speaking are often linked in conversational contexts, while reading and writing are associated with literacy. Regarding the relationship between these skills, identify the correct statement.

READ THE TEXT AND ANSWER THE THREE QUESTIONS BELOW

Liberating Adult Education, Animation and People Centred Democracy

Marjorie Mbilinyi

Adopting Issa Shivji’s paradigm, “The philosopher in Nyerere was informed by, and in constant search for, human equality and freedom, while the king in him was driven by the imperatives of building a nation-state” [Shivji 2020 Book Three: 2]. Mwalimu Nyerere advocated transformative pedagogy and liberating adult education, which he linked to nation building and peoplecentred participatory development, especially at grassroots level. He argued that adult learners have knowledge to share. They need to be encouraged to think, analyse critically and act on their own behalf so as to improve their situation. They thereby became active subjects, and participated equally in making key decisions on resource allocations at all levels and benefited equally. While referring to individual demands for freedom and dignity, Mwalimu emphasized the collective nature of these demands, and argued that the African people can only realize real democracy and freedom by uniting together so as to fight against neo-colonialism and corporate globalisation and to struggle for equitable, just development and economic liberation. At the same time, he was a powerful ruler who established an Executive with no checks and balances and focused on nation building and African liberation, not socialism. He denounced global elites and Northern based imperialism, but in the early years he rarely took action against the growth of a bureaucratic bourgeoisie in his own state and party. The failure to translate his ideals of equality and justice into a popular mass movement of workers, peasants, students and others contributed to the ultimate downfall of ujamaa. At the same time, he succeeded in sustaining national unity in an increasingly hostile context during the 1980s debt crisis and confrontation with the International Monetary Fund (IMF) demands for Structural Adjustment (SAP) and neoliberalism [Shivji 2020 Book Thre.

Fonte: Mbilinyi, Marjorie. "Liberating Adult Education, Animation and People Centred Democracy." Convergence 44.1: 3-16.

Based on Marjorie Mbilinyi’s text, the concept of liberating adult education advocated by Mwalimu Nyerere is primarily characterized by:

In text 10A2-II, the author shows concerns about “YouTube Kids and artificial intelligence chatbots” and the feeling that worrying about “cartoons (...) may sound quaint”. Those concerns reflect a critical challenge for the contemporary English language teacher, which is

No planejamento de ensino, um objetivo geral como 'Aprender sobre a cultura britânica' é considerado mais eficaz do que um objetivo específico como 'Ao final da aula, o aluno será capaz de listar três feriados importantes do Reino Unido e descrever uma tradição associada a cada um', pois o primeiro permite maior flexibilidade ao professor.

Situação hipotética: Um aluno do 8º ano escreve a frase: 'You must to be quiet in the library.' Assertiva: A análise pedagógica do erro indica que o aluno utilizou incorretamente o verbo modal 'must' para expressar uma obrigação forte, devendo, nesse contexto, ter utilizado 'have to'.

Em uma aula de inglês baseada em tarefas (Task-Based Learning - TBL), cujo foco principal é a conclusão de uma tarefa comunicativa significativa, o ensino explícito e sistemático de regras gramaticais deve preceder a realização da tarefa principal, garantindo que os alunos tenham o repertório linguístico necessário para completá-la.

Um projeto pedagógico que propõe aos alunos a tarefa de seguir uma receita culinária em inglês, exigindo a conversão de medidas de unidades imperiais (ounces, pounds) para o sistema métrico (grams, kilograms), exemplifica uma prática de interdisciplinaridade eficaz entre o ensino de língua inglesa e a matemática.

During a grammar lesson, an English teacher corrected recurring errors in students' written compositions, explaining that certain English nouns — among them information, furniture, advice, equipment and news — are systematically misused by Brazilian learners who add plural inflections or precede them with the indefinite article, mirroring patterns from Portuguese. She clarified that these nouns have no plural form, cannot be counted directly, and require expressions such as "a piece of" when quantity must be specified. These nouns belong to the grammatical category of:

During a grammar lesson, an English teacher presented two sentences to contrast defining and non-defining relative clauses: (1) "The students who passed the exam celebrated together" and (2) "My professor, who has published several books, retired last year." She explained that in one sentence the relative clause provides essential information to identify the antecedent, while in the other it adds supplementary information about an already-identified noun — a distinction signaled by punctuation. The sentence containing a non-defining relative clause requiring commas is:

O conceito de “língua franca”, conforme discutido na Base Nacional Comum Curricular (BNCC) de língua inglesa, é descrito como um conceito

Ao analisar produções escritas do 7º ano, o professor percebe uso instável de there is/there are. Em vez de “dar a regra” isoladamente, ele seleciona exemplos reais dos textos e propõe revisão coletiva com reescrita. Essa decisão articula conhecimentos linguísticos com:

Text for question 53

“I always tried to be decent to the warders in my section; hostility was self-defeating. There was no point in having a permanent enemy among warders.

It was ANC policy to try to educate all people, even our enemies: we believed that all men, even prison service warders, were capable of change, and we did our utmost to try to sway them.

In general we treated the wanders as they treated us. If a man was considered, we were considerate in return. Not all of our warders were ogres. We noticed right from the start that there were some among them who believed in fairness.”

MANDELA, Nelson. Long Walk to Freedom. Boston; New York: Little, Brown and Company, 1994.

Bakhtin (1986) understands language as a social and dialogic process in which meaning is constructed through interaction. Within this view, each speech genre is characterized by relatively stable linguistic, compositional, and stylistic structures that emerge from specific social contexts and communicative purposes. Considering the perspective of teaching language contextualized by genres and the structure presented in the excerpt, which proposal is more adequate to an English class: