Questões de Concurso sobre Língua Inglesa e Educação

LITERATURE AND CREATIVE WRITING

At New York University’s campus in Abu Dhabi, where I am a professor of literature and creative writing, one of my courses examines ten books that sought to accomplish what Guernica did. In “Novels That Changed the World”, my students wrestle with the few fictions that stretched beyond personal or literary influence and launched revolutions, addressed colonial abuse, improved public policy, forged cultural identity, or challenged repressive dogma. By the end of the course the students are supposed to present a short individual production which will be assessed according to the literary criteria learned in class, the best ones to be published by the university press. This work is obligatory and it compounds the major part of the grade of the subject, along with other parameters such as frequency and participation.

When the students start reading and have the opportunity of discussing the historical contexts in which the books were written, they realize the importance of literature and discover that each novel on our reading list spoke against the injustices of its time, and in doing so highlighted the injustices of today. In every book, we found a stubborn insistence on speaking out and that is exactly what I use as ignition point to stimulate them to write their own pieces of writing. Along the course, and with the help of the reflections raised by the group discussions in class, the students become able to also produce literary works approaching sensitive themes of our times. I personally read and orientate the students so as to guarantee the quality of their texts, considering that some of them possess meaningful literary value and may even become the next best-seller. Who dares to doubt?

Available at: https://www.weforum.org/agenda/2017/05/literature-and-creative-writing-are-vital-to-democracy-here-s-why/. Access on: 19 apr. 2020. (adapted).

A partir das informações apresentadas, assinale a alternativa que descreve o processo avaliativo mencionado no texto.

De acordo com a Lei de Diretrizes e Bases da Educação Nacional - LDB, qual é o público ao qual é destinada a Educação de Jovens e Adultos (EJA)?

Interdisciplinary teaching refers to the concept of learning:

Comprehension problems can be solved by teaching listening.

It means that learners will develop their ability to _______ as well as their competence in _______.

Choose the alternative which presents the correct missing words.

The postmethod pedagogy is an/a:

Analise o texto abaixo sobre a aprendizagem da Língua Inglesa:

“A aprendizagem da língua inglesa não é só um exercício intelectual de aprendizagem de _______ e _______ linguísticas em um código diferente, e sim uma experiência de vida, pois amplia as possibilidades de se agir _______ no mundo fazendo com que os objetivos de ensino sejam buscados em sintonia com as necessidades da sociedade.”

Assinale a alternativa que completa corretamente as lacunas do texto.

Considerando-se aspectos de multiletramento, os estudantes podem ser avaliados a partir da construção de material digital que seja expresso em língua inglesa, mas que contemple suas realidades locais.

One could say that the pre-task phase of TBLT is similar to that found in which approach or methodology?

“Life there is simple and good. Ripe fruit falls from the trees and you never have to work.” These sentences could be connected by the word:

Songs can be used in English classes for many reasons, some of which include cultural awareness. Which alternative shows another possible and appropriate use of songs in the English as a Second of Foreign language classroom?

O estudo do discurso nos indica que é possível dizer que existe correspondência direta entre a forma gramatical e a comunicação. Por exemplo, se alguém diz “Lá se vai o meu dinheiro”, o interlocutor poderá responder de formas diferentes, inclusive poderá ficar calado. Tudo vai depender da situação. Respostas como “Não se preocupe, vou te pagar assim que receber” ou “Não fique assim. Vai-se o dinheiro, mas ficam os dedos”, indicam situações completamente diferentes. Isso significa que interpretamos as formas gramaticais que lemos ou ouvimos nas orações de acordo com diferentes fatores. Este é um dos motivos pelos quais solicitar aos alunos do Ensino Fundamental ou Médio que traduzam um texto em inglês para serem capazes de compreendê-lo estaria

According to the Task-Based Learning approach, a lesson planned within this framework consists of three phases: pre-task, task cycle and language focus.

TEXT I

JOHNST, L. It don’t mean a thing song/Cool Stuff/FborFW Strip Fix. 2006. Available at: https://www.FBorFW.com. Access on: 27 may 2020.

TEXT II

What's the controversy?

• In Dennis E. Baron's "Grammar and Good Taste: Reforming the American Language," he describes the opinions of Henry Alford, who was dean of Canterbury and editor of the Greek New Testament. Apparently, "Alford opposes 'ain't,' even though it is often used by educated persons, partly because it is proscribed... and also because it is ill-formed. As a contraction, it bears no resemblance to 'am not' or 'are not', and therefore he claims it may not be used legitimately to replace these phrases".

• In William and Mary Morris' Harper Dictionary of Contemporary Usage, a panel of consultants was asked "Would you accept 'I ain't the least bit interested'?" In writing, 96% said no, but in speech 40.7% said yes. "It should be noted that several of the respondents who approved the use of 'ain't' in writing indicated that they were referring to its use in fictional dialogue to establish character".

JOHNSON, A. Say it ain’t so: an analysis of the etymology and the colloquial usage of ain’t. 2018. Available at: https://openriver.winona.edu/ cgi/viewcontent.cgi?article=1001&context=urc2018. Access on: 27 may 2020 (adapted).

Considerando a tirinha e o excerto do pôster acadêmico, avalie as asserções a seguir e a relação proposta entre elas.

I. A tirinha de “For better or for worse” pode ser utilizada didaticamente para uma atividade de leitura, explorando a utilização do termo “ain’t” no contexto oral e coloquial.

PORQUE

II. É importante que os estudantes compreendam que a etimologia de um termo leva os usuários proficientes da língua inglesa, com alto nível de educação formal, a utilizá-lo em um contexto oral, mas não em um contexto escrito.

A respeito das asserções, assinale a opção correta.

It was my second semester at my new school and I realized that things weren’t working out the way I wanted. It was a speaking skills class, but my students just wouldn’t open their mouths. The first semester had been the same. At that time, I had thought it was just a matter of my adjusting to a new situation. Now I knew it was something more serious. I decided to audiorecord my classes over several days. The recordings confirmed my observations. The tape was filled with the sound of my voice, punctuated by prolonged silences, and the occasional monosyllabic student response. I consulted colleagues who said it was a “cultural thing”.

So there was my challenge – and my dilemma: how to get my Cantonese-speaking Hong Kong students to speak English. I decided to change the dynamics of the classroom, focusing more overtly on group work, and encouraging students to speak through split information tasks in which students had to speak English.

This new awareness led me into a second investigative cycle, focusing this time on the reluctant speakers in the class. I decided that these students were having difficulty redefining their roles, and concluded that if I added a learning strategy dimension with a focus on learner roles and responsibilities, it might help sensitize them to this very different kind of classroom.

BAILEY, K.; CURTIS, A.; NUNAN, D. Pursuing Professional Development: the self as source. Boston (MA): Heinle & Heinle, 2001. p. 133-134 (adapted).

Com base nas informações do texto, o tipo de análise/pesquisa que o professor conduziu acerca de sua prática docente é a

Aprender a expressar-se oralmente em língua estrangeira implica utilizar processos tais como:

I. Reconhecer traços supra-segmentais (entonação e variações da tonicidade que implicam significado).

II. Identificar níveis de formalidade da fala e suas adequações a contextos específicos.

III. Perceber marcadores de coesão e facilitadores da coerência típicos da linguagem oral.

IV. Observar procedimentos de iniciar, manter e finalizar a fala.

Está correto o que se afirma em:

Gomes and Reis (2019) advocate that researchers in field of Education and Applied Linguistics emphasize the growth of studies on digital games in Brazil. Choosing a game to practice English with children of elementary school is always a challenge, point out the alternative which best describes the steps that should be followed to use games in classroom.

Entre os objetivos do ensino escolar da Língua Inglesa, assinale a alternativa correta.

The method that avoids using the students' native language and only uses the target language is the audio-lingual method.

No processo de ensino-aprendizagem da Língua Inglesa, o aluno deverá desenvolver, simultaneamente, quatro habilidades, já que as mesmas estão integradas na vida real.

Assinale a alternativa que apresenta todas estas habilidades:

Listening, speaking, writing and reading are considered, by most theoreticians, as the four skills needed to develop competence in a second or foreign language. Brown (2001), brings in his book six different categories which are expected for students to carry out in the classroom. Among these categories, the Imitative, which uses drills, as its base, also includes a variety of microskills for oral communication. Point out the ONLY alternative rightfully used for this purpose.