Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 890 questões
The criterion of authenticity of a text, according to Breen (1985), is primarily related to the nature of the text, ensuring that it is genuine and reflects the real use of the language.
Educational psychologists unanimously agree on a single theoretical approach to solving educational challenges, without recognizing the diversity of theories available to address specific problems.
The self-assessment of the students is not considered a relevant practice in the formative assessment proposed in the text.
The cultural change necessary to promote Human Rights in Brazil must preserve the values and customs historically rooted in Brazilian society.
For Participatory Planning to be effective, the participation of teachers and students is sufficient, as they are the main actors within the school context.
Law n. 10,639/03 does not establish the celebration of the National Day of Black Consciousness on November 20th.
The basic curriculum of schools advocates an approach to foreign language that only privileges the acquisition of knowledge linked to social realities.
In the structural or grammatical approach, decontextualized teaching is characterized by the presentation of isolated sentences or phrases, disconnected from an interactive language context.
The third level of participation, as described by Gandin (2001), involves joint construction, where power truly lies in the hands of people, regardless of their differences, and is based on real equality among them.
The study of lexicon and grammar in the English language primarily aims at identifying what is correct and incorrect in language usage.
Interdisciplinary teaching projects can replace conventional disciplines because they are interdisciplinary in nature.
Article 211 of the Federal Constitution provides for the organization of Brazilian education in a system of education, encompassing public and private institutions, at different levels and modalities of education.
Human Rights Education should encompass not only learners but also educators.
In the communicative approach, the choice and sequence of teaching content are primarily determined by the teachers' interests, without considering relevance to the students.
Classroom assessment is strictly summative, aiming only at the approval or disapproval of the student.
According to the National Common Curricular Base, English classes in elementary education should focus solely on teaching specific vocabulary related to students' everyday topics.
The teaching-learning process becomes less productive when using tasks such as games, classroom projects, and reading texts.
The Orality axis in the teaching of English addresses only in-person oral practices, excluding those that occur without face-to-face contact.
Communicative teaching is characterized by the contextualized and purposeful use of the target language in comprehension and production activities (written and oral), aiming at learning and developing linguistic and communicative knowledge and skills in the target language.
Human Rights Education aims solely at knowledge transmission, neglecting cultural change.