Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 890 questões
As questões de números 31 a 35 referem-se ao texto a seguir.
Teaching Children Literacy Skills in a Second Language
by ANNE EDIGER
In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.
Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.
Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.
(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)
O terceiro parágrafo aponta para o fato de que a noção de letramento (literacy) vem sendo ampliada de forma a incluir
As questões de números 31 a 35 referem-se ao texto a seguir.
Teaching Children Literacy Skills in a Second Language
by ANNE EDIGER
In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.
Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.
Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.
(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)
De acordo com o primeiro parágrafo, o ensino da leitura no contexto de língua estrangeira tem recebido mais atenção porque
Leia as afirmativas a seguir:
I. As instituições governamentais não exercem qualquer influência sobre o ensino nas escolas.
II. Está correta a grafia do trecho a seguir, em inglês: it is like enough (é muito provável).
III. Os saberes da prática sempre levam o docente a fazer escolhas equivocadas e incorretas.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. O trecho a seguir, em inglês, está corretamente grafado: to play for keeps (jogar por dinheiro).
II. É dever dos municípios autorizar, credenciar e supervisionar os estabelecimentos do seu sistema de ensino.
III. O trecho a seguir, em inglês, está corretamente grafado: he is in the know (ele está a par de).
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. O trecho a seguir, em inglês, está corretamente grafado: to keep quiet (ficar quieto).
II. Está correta a grafia do trecho a seguir, em inglês: to know oneself (conhecer a si mesmo).
III. É vedado aos docentes estabelecer estratégias de recuperação para os alunos de menor rendimento.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. Cabe aos docentes ministrar os dias letivos e horas-aula estabelecidos.
II. No Brasil, o ensino deve ser ministrado com base no princípio da garantia de padrão de qualidade.
III. O trecho a seguir, em inglês, está corretamente grafado: to keep to oneself (isolar-se dos outros espontaneamente).
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. A educação sexual no espaço escolar deve permitir que se aja de modo solidário em relação aos portadores do HIV.
II. Está correta a grafia do trecho a seguir, em inglês: to lend an ear (prestar atenção, dar ouvidos).
III. A educação abrange exclusivamente os processos formativos que se desenvolvem na vida familiar.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. O trabalho interdisciplinar deve propiciar o diálogo entre os conteúdos disciplinares.
II. O trecho a seguir, em inglês, está corretamente grafado: to keep one’s end up (prosseguir, não desistir).
III. A efetivação da gestão democrática é fruto da mobilização dos trabalhadores em educação, das comunidades escolar e local.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. A escola não é capaz de prover conhecimento ao estudante.
II. A escola deve assegurar o cumprimento dos dias letivos e horasaula estabelecidas, além das demais ações planejadas, com o objetivo de prover o desenvolvimento do estudante no meio educacional.
III. O trecho a seguir, em inglês, está corretamente grafado: where do you keep? (onde é que você mora?).
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. Está correta a grafia do trecho a seguir, em inglês: in like manner (da mesma maneira).
II. O currículo escolar não deve ser construído de forma colaborativa.
III. É assegurado à criança o direito de ser respeitada por seus educadores na escola.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. A condução do processo de ensino dispensa uma compreensão do que vem a ser o processo de aprendizagem.
II. Está correta a grafia do trecho a seguir, em inglês: do not shout like that (não grite tanto).
III. Está correta a grafia do trecho a seguir, em inglês: and the like etc. (e assim por diante).
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. O trecho a seguir, em inglês, está corretamente grafado: ue shall rave rain (teremos chuva).
II. Aos docentes, é vedado participar da elaboração da proposta pedagógica da escola.
III. É proibido qualquer trabalho a menores de dezoito anos de idade, ainda que na condição de aprendiz.
Marque a alternativa CORRETA:
TEXT I
Building Blocks: The First Steps of Creating a Multicultural Classroom
Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A
multicultural classroom must thrive on these differences and use them as a foundation for growth and
development. Differences command work, resolution, openness, and understanding. Teachers who
address these differences and add them to the curriculum will succeed in creating a multicultural
5 classroom that will advance the educational goals of all students.
(...) Teachers in multicultural classrooms must be open to their students and put forth the effort
needed to get to know their students inside and outside of class. If a teacher is hesitant about being
open, the class will reciprocate and the students will become estranged from one another and the
teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new
10 and different things, sure of themselves in order to avoid taking things personally, and non-
judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being
prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and
folkways. Teachers must be open to what the students are doing and find out why they do what they
do. This openness will create communication in the class, which will ultimately develop into a
15 classroom that is learning, understanding, and culturally fluent.
In addition to openness, teachers must know the learning patterns of the students in their class.
Teachers must understand the learning patterns of the students who grew up in a culture other than
their own. Teachers who open themselves up to cultural difference will effectively handle culture
clash while teachers who assume that student A is rude and student B is dumb will close
20 communication in the classroom and destroy any hope of having a multicultural classroom. The best
way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural
differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will
create an open class and an open class will have open lines of communication that will create a positive
and beneficial learning environment for everyone.
25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when
evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)
showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in
children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"
(140). Showing appreciation of differences is very important because a teacher who does not show
30 appreciation of all the differences in their class will not get the chance to attempt any of the other five
principles. Teachers need to pay attention to their verbal and nonverbal language when he or she
responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the
teacher should avoid interrupting the student to provide the correct English version. Instead, the
teacher should thank the student for reading and then model the correct English version when she or
35 he speaks. However, the most important thing to remember about all classrooms is the premise that
every child is unique. All children are different and beautiful in their own way, no one student should
feel excluded from the class.
(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This
includes restructuring classroom evaluation and punishment techniques, but, more importantly, it
40 includes embracing difference and opening up the classroom for communication.
Larri Fish of Siena College
Which one of the options bellow is NOT one of the six basic principles for teachers to use when evaluating their culturally diverse classroom?
“All PCN, - National Curriculum Parameters - themes are supposed to be taught as cross-curricular themes, although ‘CPCCT’, - cultural plurality as a cross-curricular theme, - is the theme that receives the most emphasis within the FL (foreign language) curriculum where it is given a three-page text. The other themes are not discussed as specifically as CPCCT. The reason given for the emphasis is: ‘The cross-curricular theme of Cultural Plurality deserves special treatment due to the fact that FL teaching gives great support to this question.’ (Brazil, 1998a: 48, my translation) The document also states that ‘This theme can be focused on with the aim of demystifying the homogenous understanding of specific cultures that involve typical generalizations in FL classrooms, for instance, that the English or the French are ‘this or that way’. (Brazil, 1998a: 48, my translation)” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira) In this context, we can reflect that:
Embora tenha papel hegemônico na sociedade globalizada, quando há consciência crítica desse fato, a aprendizagem da língua inglesa pode colaborar na formulação de contra-discursos
Por meio de atividades de aprendizagem significativas, o aprendizado de um idioma estrangeiro contribui para a formação de cidadãos críticos, ou seja, cidadãos
Um plano de ação pedagógica docente que contemple o global e o local no ensino de língua inglesa para Educação de Jovens Adultos − EJA envolve
No ensino e na aprendizagem de língua estrangeira, de acordo com uma proposta educacional, o conceito de que o ser humano é um ser social significa que
Segundo os documentos oficiais, o Projeto Pedagógico da escola
What's new in English language teaching?
This is an article about new trends in English language teaching (ELT) resources, but none of the trends that follow are, strictly speaking, new.
Take, for example, the idea of spaced repetition, which is a buzzword at the moment. Back in 1885 (I told you it wasn’t a new idea), Hermann Ebbinghaus carried out an experiment designed to measure how quickly we forget. He discovered that, unless new information is reinforced, we quickly forget what we have learned. In the 1930s, other researchers followed this up by looking at how often we need to reinforce new information, and found that spacing out repetition – revising the information every two days, then every four, then every eight, and so on – was most effective.
[…]
Another way in which digitalisation is affecting ELT resources is in the way it's connecting learners with the outside world. Students nowadays have access to an incredible amount of English-language material online. But while this is clearly beneficial, it can also be a bit overwhelming. Students don’t always know where to go for the most appropriate material. For teachers, the amount of time needed to find, select and prepare materials can be off-putting.
Disponível em: <https://www.britishcouncil.org/voices-magazine/whats-new-english-languageteaching>. Acesso em: 19 fev. 2017.
De acordo com o trecho, a autora afirma que
Conheça nossos planos