Questões de Concurso sobre Língua Inglesa e Educação

The transition to secondary school should prevent certain students from continuing to study.

The teacher is the only responsible to track and offer support for students in need.

Ofsted is worried with the number of students dropping out of the school because of learning difficulties.

Identifying students in need early is a way of targeting future troublemakers and avoiding their entry in secondary schools.

Once spotting which students could struggle with transition from primary to secondary school they should not face discrimination from schools preventing them from studying there.

gramática e vocabulário padrão, utilizados em um país de língua inglesa no qual a língua seja de fácil acesso e compreensão, como a Inglaterra, por exemplo.

a discussão sobre o que significa estar inserido em uma dada cultura ou comunidade e aprender ou falar uma língua estrangeira.

o metrolinguismo, ou seja, a língua falada nas grandes cidades, influenciada pelas falas das pessoas que para lá (i)migraram, a qual deveria ser assumida como o padrão a ser seguido.

o bilinguismo, ou seja, o ensino de duas línguas concomitantes, como o português e o inglês, no caso do Brasil.

o multilinguismo, ou seja, o ensino de todas as línguas faladas nas cidades/no país, para que as pessoas consigam se compreender melhor.

Written and speaking because this is what students need to be able to deal with in some important exams. The essence is to provide a lot of practice, for example, to work with genres and video classes.

Students should be able to deal with the four abilities in the process of learning a foreign language: writing, speaking, reading and listening. The essence is to modelize the classes based on important exams – TOEFL, CELTA, ICELT and so on.

Reading is the most important skill, but it must be dialogued with a specific technique, such as translation, which is required during the process of a text interpretation.

Reading and, consequently, interpretation. The essence is the mastery of reading techniques, as well as in perception and identification of textual interpretation indexes.

could be impossible to calculate.

was not as bad as the one in Siberia.

was much worse than the one in Siberia.

had its impact reduced by the early warning system.

The Audiolingual method.

Total Physical response.

The grammar method.

The Silent way.

The communicative approach.

Nowadays, the internet has been able to comprise every source of information required for the learning of any language in short and objective ways, so researchers deem it the only needed and effective resource for teaching English in the contemporaneity.

Internet can replace all the other learning resources, including books and the teacher.

The internet is an interesting resource, but only for reinforcing contents already studied and assimilated by the student.

The internet can promote the use of languages in authentic and meaningful contexts.

The internet cannot be considered an interesting learning resource given the amount of misguided information it provides.

Children abilities to deal with feelings such as anxiety and disappointment improves as they grow older and there is no need to teach how to deal with those.

Positive behaviour should only be taught for students in need.

Once children are taught how to deal with their own feelings through behaviour management, less and less students will struggle in the future.

Expectations concerning behaviour are higher in students who have been taught how to deal with them in the past.

Students who are entering secondary school and having been taught how to deal with their own feelings will necessarily struggle.

V, F, F, V, F.

V, F, V, V, F.

V, V, V, V, F.

F, V, V, V, V.

F, F, V, V, V.

Individual differences / instrumental / motivational

Individual differences / integrative / resultative

Learning strategies / behavioural / mental

Learning strategies / mental / behavioural

Atualmente, a língua inglesa está sendo amplamente utilizada como ferramenta para comunicação entre os povos no mundo globalizado.

O falante nativo é mais qualificado para lecionar a língua inglesa que um falante bilíngue.

Ao ensinar aspectos culturais de uma língua estrangeira, a cultura da língua nativa do aluno é enfraquecida.

Para aprender a falar uma língua estrangeira, primeiramente, é necessário dominar a gramática da mesma.

Em escolas públicas de nosso país, não é possível ensinar a falar inglês.

The communicative approach defends a foreign language teaching that has the students as protagonists, considering their needs and possible authentic contexts for learning.

The communicative approach disregards the prior knowledge of students, as its focus is to prepare them for future communication situations.

Translation is a widely used resource in this approach, as it is a very frequent means for communication between people who speak different languages.

Grammar is the central axis of this approach, as long as both teacher and student analyze it through authentic and communicative texts.

All alternatives are right.

To choose the adequate register for the communicative situation in which s/he is.

To use coherence and cohesion mechanisms when reading and writing.

To know how to distinguish linguistic variants.

To select the word that best fits the idea s/he wants to communicate.

All the alternatives are right.

Despite possible inconsistencies and controversies found between some methods and approaches, some of them can contribute in many ways for the training and updating of the teacher in his/her teaching practice.

The central proposal of the post-method period is to combine research in the area of language teaching with the political and socioeconomic context, as well as with students’ needs and objectives.

The grammar-translation method consists in the usage of translation for the teaching of foreign languages, also reflecting upon the sociohistorical context of the translated texts, as well as the target audience of the translation.

The communicative approach aims to develop the ability to communicate in authentic contexts and situations.

The intercultural approach highlights how both native and foreign contexts tend to play a significant role during language teaching and learning.

On Vigotsky’s view, the language ability enables the creation of auxiliary instruments in solution of problems, as well as planning resolution strategies even before execution.

Piaget says that knowledge is functional. The greater the knowledge is applied to behaviors that accomplish something, the deeper it will be. On the other hand, Vigotsky understood that the continued action of children in the world could transform the basic reflexes of them.

Piaget supports the idea of interaction that environment is a fundamental facilitator of the child’s development. He also understands the maturational changes as factors a little significant in the acquisition of knowledge.

Piaget explains that for children, signs and words are a form of social contact, primarily. Following this sense, cognitive and communicative functions of language are fundamental in the activities developed by them.

V – F – V – F.

F – V – V – V.

F – F – F – F.

V – V – F – V.

I, apenas.

I e II, apenas.

II e III, apenas.

I, II e III.

Trabalhar com textos autênticos.

Construir questionamentos sobre quem escreveu um texto, para quem, quando, de que forma etc.

Proporcionar contato com variados gêneros textuais aos alunos.

Trabalhar com textos didáticos descontextualizados.

A escrita tende a exigir menos planejamento.

A produção oral tende a acarretar menor envolvimento com o interlocutor.

A organização da informação em tipos de texto aplica-se apenas à produção escrita.

Acarretam o uso de conhecimento de mundo.