Questões de Inglês - Ensino da Língua Estrangeira Inglesa para Concurso
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( )Written English is more complex grammatically than spoken English, with longer and more complex sentences, fewer contractions, and more subordinate clauses.
( ) Spoken English is more likely to be face-to-face communication, while written English is more likely to be communication through the written word.
( ) Spoken English is more fixed and stable than written English, which is more fleeting.
( ) Spoken English is usually more organized and carefully formulated than written English.
( ) Written English is typically more structured and forms a monologue rather than a dialogue, while spoken English is more likely to be a dialogue.
( ) Written English communicates across time and space for as long as the medium exists and the language is understood. Spoken English is more immediate.
( ) Spoken English normally uses a generally acceptable standard variety of the language, whereas written English may sometimes be in a regional or other limited-context dialect.
( ) In Spoken English, the content is presented much more densely. In written English, the information is “diluted” and conveyed through many more words: there are a lot of repetitions, glosses, “fillers”, producing a text is noticeably longer and with more redundant passages.
( A ) Flipped classroom. ( B ) Project-based learning. ( C ) Case studies. ( D ) Peer teaching. ( E ) Gamification. ( F ) Inquiry-based learning.
( ) Students learn from each other through pairing and sharing learning objectives. It is an effective way to encourage collaboration and communication, and can help students retain information.
( ) It involves the use of game elements in non-game situations to increase motivation and learning. It can also be used in the classroom to increase student engagement, motivation, and knowledge retention while helping them to develop a positive attitude towards learning.
( )Students find solutions to problems mainly by themselves, and then present their findings to the class. It is an active approach that encourages students to become self-directed learners. It also emphasizes contextual and experiential approaches to learning.
( ) Students apply their knowledge to real-world problems, often open-ended. They also work on projects over an extended period of time – from a week up to a semester – that engage them in answering a complex question.
( ) Students are placed in an active learning role, promoting research, problem-solving, and highlevel cognitive skills. It challenges students to think critically and creatively to develop solutions.
( ) It focuses on problem solving and learning activities in the classroom, while content transmission happens outside of the classroom. Students learn content at home through readings, videos, or other activities before class. In class, students participate in activities like practice, application exercises, discussions, and team-based learning.
( A ) GRAMMAR-TRANSLATION METHOD ( B ) DIRECT METHOD ( C ) ORAL APPROACH ( D) AUDIOLINGUALISM METHOD
( ) Grammatical rules are not presented formally and the texts used for reading and writing activities are no longer literary since this method is based on certain principles, such as: selection, gradation and presentation.
( ) Learning is associated with syntactic, morphological and phonological structures which are learned from a system of stimulus, response and reinforcement.
( ) In this method, the writing skill is also developed, but not with a communicative purpose.
( ) Adopting the monolingual principle, this method involves the use of objects, gestures and images to explain the meanings of words, since the students' native language is prohibited from being used.
( ) Language learning would be associated with the formation of readers and the intellectual development of students.
( ) This method involves automatic correction and immediate assessment of students' mistakes by teachers in order to prevent the students from forming or acquiring bad habits and behaviors during the learning process.
( ) As a theoretical systematization of foreign language teaching, its objective would be the development of students' oral skills as the vocabulary and grammatical structures they have learned would be controlled in terms of frequency of occurrence.
( ) In this method, learning must be directly connected to the target language without going through the process of translation into the students' native language.
( ) The language to be taught is the spoken language and the new elements of the language are practiced situationally as the grammatical items are proposed gradually, that is, from the simplest to the most complex forms.
( ) In this method, language is both seen and considered as a behavior, for it is a means of oral communication.
I. Identificar o assunto de um texto, reconhecendo sua organização textual e palavras cognatas. II. Explorar ambientes virtuais e/ou aplicativos para construir repertório lexical na língua inglesa. III. Mobilizar conhecimentos prévios para compreender um texto oral. IV. Identificar argumentos principais e as evidências/exemplos que os sustentam. V. Escrever palavras e frases simples, utilizando um modelo e vocabulário estudado previamente.
Considerando que o Documento Curricular elaborado tem a preocupação de progressão didática para o desenvolvimento das competências e habilidades do aprendizado de Língua Inglesa, assinale a alternativa que representa as habilidades pensadas para os Anos Finais.
I. Audiolingual Approach está baseada em uma concepção estruturalista de linguagem e na visão behaviorista de aprendizagem (estímuloresposta). Sua técnica inclui exercícios orais de ouvir e repetir para se alcançar um nível de precisão das formas e padrões linguísticos. II. Communicative Language Teaching (CLT) é uma abordagem centrada no desenvolvimento da competência comunicativa, ou seja, desenvolver a competência comunicativa dos alunos em todas as quatro habilidades. III. Natural Approach é uma abordagem usada para preparar os alunos para leitura de textos. Seu método e técnica dão pouca ênfase na fala, consistindo no aprendizado de regras gramaticais e lista de vocabulário aplicadas à tradução escrita de textos. IV. Content and Language Integrated Learning (CLIL) é uma abordagem que combina a aprendizagem de um assunto específico com a aprendizagem da língua-alvo. As atividades buscam integrar as quatro competências, levando o aluno ao uso significativo da linguagem e ao desenvolvimento de competências transferíveis para utilização no mundo real. V. Dogme é uma abordagem baseada na noção de que a linguagem compreende unidades lexicais (partes, frases fixas, colocações). Seu método concentra-se no aprendizado de vocabulário e quadros linguísticos em nível de frase que podem ser manipulados pelo aluno realizando substituições e adaptações.
Fonte: https://tefl-toolkit.com (adaptado).
Assinale a alternativa CORRETA.
In “A mere familiarization with the cognitive challenges and the communicative environment of the learners’ workplace would go a long way in helping instructors make sure that learners can…” (lines 107-110), the expression in bold could be replaced by
The words “undue” (line 22) and “unaccented” (line 32) are formed by the prefix “un”. In which of the words below would it be possible to add the same prefix to express an opposing idea in Standard English?
Questions 37 and 38 refer to the text below
Listening challenges for English language learners
There are many difficulties an individual may face in understanding a talk, lecture or conversation in a second language (and sometimes even in their first language). The speaker, the situation and the listener can all be the cause of these difficulties.
Contributing factors include the speaker talking quickly, background noise, a lack of visual clues (such as on the telephone), the listener’s limited vocabulary, a lack of knowledge of the topic, and an inability to distinguish individual sounds.
While the challenges posed by the speaker or the situation may be out of the listener’s hands, there are a few skills or 'strategies' that English learners can use to help them along
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Choose the alternative with the CORRECT order of procedures for learners to improve their listening skills.
According to Brown (2007), the two most valuable reading strategies for English learners are:
Brazilian Portuguese learners of English tend to mispronounce and misperceive ‘final s’ in plural forms (nouns) and third person singular forms (in the present simple tense) as well as ‘final ed’ in simple past forms of regular verbs. Another common difficulty is choosing between “a” or “an”. In fact, there are simple phonological rules that can help learners overcome such difficulties. Mark (T) for the true statements and (F) for the false ones.
( ) The words moved, laughed, played, and rained have the same final sound.
( ) The words moved, laughed, hated, and shaked have two syllables.
( ) Considering the use of the indefinite article (a, an), it is correct to say: a car, a house, a dog, a one-eyed man, a university, an umbrella, and, an apple.
( ) The words cats, umbrellas, candles, and birds have the same final sound.
( ) The words books, chiefs, tops, and fakes have the same final sound.
Mark the alternative which contains the CORRECT sequence from the first to the last propositions.
Differences between Brazilian Portuguese and English can result in difficulties in oral comprehension and production due to transfer. These difficulties can result in intelligibility and comprehensibility problems that can be overcome when teachers understand why and how the difficulties happen. Mark the alternative in which only common phonological processes that trigger mispronunciations produced by Brazilians when speaking English are mentioned.
The use of authentic materials in the classroom can be beneficial to the learner because of the real language exposure supporting a more creative approach to teaching, the possibility of practicing skimming and scanning, the encouragement to reading for pleasure, among others. Nevertheless, using authentic materials in ESP classes can also have some disadvantages, such as:
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Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment]. Accessed on May 6, 2024.
To develop the BNCC ability of identifying what a text is about and recognising its textual organization and cognate words, English teachers are recommended to exploit different textual genres in the language classroom. Examples of such texts range from a menu, a text message or a poem to a book review.
To develop the BNCC ability EF06LI08, which includes identifying what a text is about, an English teacher should make use of
Leia as afirmativas a seguir:
I. Na frase “i took a swim” ocorre um verbo que pode ser melhor traduzido como correr.
II. O aprendizado de uma língua estrangeira deve possibilitar que o aluno, ao se envolver nos processos de construir significados nessa língua, se constitua em um ser discursivo no uso de uma língua estrangeira.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. Ao ensinar uma língua estrangeira, é essencial uma compreensão teórica do que é a linguagem, tanto do ponto de vista dos conhecimentos necessários para usá-la quanto em relação ao uso que fazem desses conhecimentos para construir significados no mundo social.
II. Na frase “he eats him out of house and home”, o verbo 'eats' pode ser melhor traduzido como reformar.
Marque a alternativa CORRETA:
According to Kumaravadivelu (2001), “The postmethod learner is an autonomous learner. The literature on learner autonomy has so far provided two interrelated aspects of autonomy: academic autonomy and social autonomy”. Choose the alternative that corresponds to the author’s idea of autonomy:
In his attempt to find a definition for a postmethod pedagogy, Kumaravadivelu (2001) states that an option is to look at the term and consider it a “pedagogy of particularity, practicality, and possibility”. Which of the alternatives below represents the author’s idea of practicality?
INSTRUCTIONS – Read the following text carefully and then choose the correct alternatives that answer the questions.
SOUTHERN HUMPBACK WHALE
INTRODUCTION
During the Australian winter, these ocean leviathans journey 3,100 miles north from their Antarctic feeding grounds to the warm tropical waters near Australia´s Whitsunday Islands. At the southern edge of the Great Barrier Reef, the 40-ton female humpbacks give birth to calves measuring 14 feet long and weighing over one ton. The Whitsundays´ sheltered bays keep the calves warm and safe from predators. During the next few months, the whales rest, sing, play and mate. The calves nurse, but the one thing the adult whales don´t do while in the tropical seas is eat. By winter´s end, adults are famished, and they head south.
This life cycle is repeated throughout the Southern Hemisphere: one group migrates along the western coast of Australia, others to southern Africa and South America.
SIGHT UNSEEN
Underneath the blue Australian ocean, film crews captured the elegant rituals of southern humpbacks as they swim, sing, nurse, and play. A mother humpback whale supported her young calf from underneath, so it could breathe easier near the surface. Calves drink 130 gallons of milk a day! While baby grows fat, the mother starves for five months, her blubber stores depleting daily. Unlike the cold Antarctic waters, the seas here don´t grow rich with krill that humpbacks filer through their baleen plates. But she provides her calf with rich milk that contains some of the highest fat content of any mammal´s milk – 45 percent.
UNIQUE BEHAVIOR
Humpback males sing a unique melody, full of high-pitched chirps and whistles interspersed with deeper gurgles and moans. Each male repeats his song for hours, which likely plays a role in courtship. The song may change over time, with males singing a modified melody in consecutive years.
Whale-watching tours take advantage of the humpback´s playful and curious nature. They often approach boats and put on quite a show. As whales journey south along the eastern coast of Australia, many stop in sheltered Platypus Bay around Fraser Island – a World Heritage Site – where they display the charismatic behaviors loved by whale-watchers. The crystal blue waters give a perfect window to watch the whales twist, roll and swim upside down, emerging to breathe, slap their tails or pectoral fins on the water´s surface. Breaching whales jump nearly all the way out of the water. “Spyhopping” means their head emerges, and they peer at the surroundings with their large eyes.
STATUS/CONSERVATION
Commercial hunting in the 19th and 20th centuries decimated most whale species. Because they migrate close to shore and swim slowly, humpbacks became a popular whalers´ target, and were hunted down to a few hundred animals in the Southern Hemisphere. The International Whaling Commission (IWC) implemented a moratorium on harvesting all species starting in 1986, and in 1994, declared Antarctica´s Southern Ocean a whale sanctuary. Now numbering over 10,000 in the Southern Hemisphere, humpbacks have shown incredible resilience, but their numbers still remain a fraction of their historic abundance. Recovery of regional populations varies, and the World Conservation Union (IUCN) lists the humpback as vulnerable.
Humpbacks also have two Northern Hemisphere populations that number around 11,500 in the North Atlantic and 6,000 in the North Pacific. Northern humpbacks are genetically differentiated from the Southern Hemisphere population, and have dark bellies, while the southern humpbacks have all-white bellies. They don´t interbreed, because while the southern populations are mating and calving in the warm tropical seas, northern populations are near the polar Arctic.
OUTLOOK
The International Whaling Commission (IWC) allows hunting by indigenous cultures but bans hunting of humpback whales. Japan has long engaged in IWC-sanctioned “scientific whaling” of minke and other whales, and plans to start hunting humpbacks in 2007. “We are all concerned about Japan´s plans to add this species to the scientific whaling quota”, says Dr. Scott Baker, a renowned cetacean conservation biologist. Iceland also just started commercial whaling in 2006.
Some Asian countries allow the sale of whale meat from incidental bycatch, and a whale´s value of $100,000 provides incentive for illegal harvest. Baker and colleagues used DNA to show that the whale meat being sold in South Korean shops did not match that reported to the IWC. Illegal harvest and sale of whale meat is occurring.
Australia and New Zealand have petitioned the IWC to create a South Pacific Sanctuary adjoining the Southern Ocean Sanctuary where whaling would be illegal. Thus far, it has not been approved by IWC.
http://dsc.discovery.com/convergence/planet-earth/animals/animals.html
At the southern edge of the Great Barrier Reef, adult humpbacks whales do all this, EXCEPT:
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