Questões de Inglês - Ensino da Língua Estrangeira Inglesa para Concurso

Quanto aos recursos para o ensino e aprendizagem de língua inglesa, em particular o uso de softwares, conforme os Parâmetros Curriculares Nacionais, analise: I. É necessário adotar uma atitude crítica ao examiná-los a fim de certificar-se que sejam reproduções de um tipo de instrução programada popular nas décadas de 60 e 70. II. Exercícios que não exijam o envolvimento discursivo do aluno são incompatíveis com a visão de linguagem e de aprendizagem de língua inglesa. III. Podem ser apoio eficaz no ensino e aprendizagem, particularmente se incluírem elementos visuais e sonoros acompanhando o conteúdo linguístico. IV. Séries de exercícios linguísticos de memorização são imprescindíveis para o aluno alcançar aprendizagem eficaz. Sabendo que V significa Verdadeiro e F significa Falso, a alternativa que contém a sequência correta, respectivamente, é:

A oferta da língua inglesa, conforme a LDB, ocorrerá a partir do:

In the perspective of translation as teaching method, “there are a series of advantages to using it for particular learning purposes. Despite longstanding criticisms regarding translation as a teaching method”:
(Cristina Becker Lopes Perna, Karina Veronica Molsing, Yadhurany dos Santos Ramos):

As the questions “a” and “b”, in the fragment, indicate teaching procedures, it can suggest that:

The major distinctive feature of the Communicative Approach is that:

Alguns métodos de leitura são utilizados em língua inglesa, possibilitando aos professores maior reflexão sobre a prática, sendo um deles método cognitivo assinale a alternativa CORRETA:

Read the following context.

I - […] teachers cannot assume that students who are good readers in their native language can simply apply successfully the same skills to reading in English. Reading in English requires a set of thinking skills and attitudes that grow out of the spoken and written use of the English language.

II - Teaching reading in standard English to second-language learners and other limited English proficient students means helping them acquire the literate behaviors, the ways of thinking about text, that are practiced by non-native speakers of English.

III - In fact, learning to read and comprehend a second language requires learning a secondary literacy: alternative cultural interpretations, cultural beliefs about language and discourse, and culturespecific formal and content schemata.

IV - It is important to realize that learning to read effectively in a second language literally alters the learner’s cognitive structures and values orientations.

Observing the context above, choose the correct option.

Read the following text.
The Direct Method Teaching of receptive skills (listening and reading) rather than teaching of productive skills (speaking and writing) was encouraged as the first step.
I - Contrastive analysis of the native language of the learner with the mother language was done; II - Teachers are required to have a good knowledge of phonetics of the language they teach, but they would use it to teach pronunciation and not phonetics; III - As this method uses conversation as the main tool in the teaching of a foreign language, the other tools are discussion and reading in the target language itself. Grammar is taught inductively. (http://shodhganga.inflibnet.ac.in/bitstream/10603/20567/10/10_chapter%203.pdf)
Identify the correct option according to the context.

Read the fragment below.
Words, expressions, and structures are continually added or discarded. When spoken and written, language takes on tangible and perceptible forms. We can see written language, and we hear language when spoken. These tangible forms can be described through language. (Moran, P. Language and culture. In Teaching culture: Perspectives in practice. 2001)
According to the context, we should remember that:

Examine the description below.

[…] many dialogues; mimicry; memorization of set phrases; presentation of new structural patterns and vocabulary through oral repetition and memorization of scripted dialogues; reading and written work based on earlier oral work, sometimes given as homework.

(https://www.tefl.net/methods/)

The methods above are referring to:

Analyze the fragment.

Sociocultural issues:

I - Offer the opportunity to identify with the foreign and national culture through artistic productions;

II - Explore verbal, non-verbal and visual activities that contextualize a production historically and artistically;

III - Promote extracurricular activities, preventing students to become agents of transformation.

(Perna, C. B. L., Molsing, K. V., & Ramos, Y. S. Teaching and Learning English)

Choose the correct option according to the context.

The root of this problem is often evident in the teacher training itself, which is usually guided by an emphasis on the theoretical aspects of learning and teaching techniques, as if learning to be an English teacher restricted himself to learning to use techniques. In training courses, little or nothing is said that in terms of reflection on the nature and social function of this practice. Considering the role of meaningful learning, choose the CORRECT alternative.

Several researchers committed to The English Language have reflected on the attitude of the English teacher and students. Observes the existence of a certain adoration of the foreign culture on the part of some professors, fact that according to the author reflects a current social model of increasing appreciation of the foreigner and absorption of certain cultural models. However, we can see that the goals when we refer to learning of a foreign language on the part of the students are the most varied and the attitude of worship usually does not present itself so frequently. Considering this, choose the CORRECT alternative about the process of learning the English Language.

In accordance with the Curricular Frameworks for High School Teaching in the State of Mato Grosso (Orientações Curriculares para o Ensino Médio do Estado de Mato Grosso-OCEM-MT), "[...] in times of globalization, English as a language acquires a new configuration" (OCEM-MT, 2012, p. 90).
Which one of the statements below does not constitute "a new configuration" under the referred document?

The Curricular Frameworks for High School Teaching (Orientações Curriculares para o Ensino Médio-OCEM) proposes the association between citizenship and the contextualized teaching of reading and writing, the concepts of literacy and multiliteracy have such a central role in what it refers to. Mark A (in agreement with) or D (in disagreement with) in the statements below according to the referred document.
( ) Reading has to do with the distribution of knowledge and power in a society. ( ) Writing is related to the production of meaningful and contextualized uses of the foreign language. ( ) The reader is considered someone who assumes a position or an epistemological relation with regard to values, ideologies, discourses, and world perspectives. ( ) Writing is defined as a set of various sociocultural practices.
The CORRECT sequence is:

According to the National Curriculum Parameters (High School) [Parâmetros Curriculares Nacionais (Ensino Médio) - PCNEM], "[...] the different school subjects may and have to interconnect" (PCNEM, 2000, p. 29). An example given by the document is related to the vocabulary about food. Number (from 1 to 4) the sequence of steps that the document suggests to approach this issue in an interdisciplinary way.
( ) It is conducted then a discussion about eating habits. ( ) The teacher instigates the students to identify how to name in the foreign language some typical Brazilian food that is little or unknown in other places, specially in those ones where the target language is used. ( ) Learning is then understood as a source of expansion of cultural horizons. ( ) Together with the Geography teacher, it is conducted a study about the climate and of the place where the target language is used.
The CORRECT sequence is:

According to the Curricular Frameworks for High School Teaching in the State of Mato Grosso (Orientações Curriculares para o Ensino Médio do Estado de Mato Grosso-OCEM-MT), regarding language education, specifically related to the teaching of English, "[...] some political attitudes are necessary" (OCEM-MT, 2012, p. 92).
Which one of the attitudes below is not mentioned by the document?

After reading Dirgeyasa's dialogue about genre-based approach, choose the alternative that it is not true. [...] Then recently, genre is also used in linguistics study. In linguistic study, genre becomes a kind language object to study. As a matter of fact, the study of genre in linguistics literacy is based on Systemic Functional Linguistic-SFL (Halliday, 1978; Swales, 1990; Hyland, 2003). Then, Christie dan Martin (2000) adds that linguistic functional becomes a basic and fundamental reference in the framework of the usage of the language in term of genre. So what is genre in terms of the language and linguistics? Martin (1999) states that genre is communication activity having and orienting goal. Then, Swales (1990) simply defines genre as a communication event in which the members have a set of communication goal. By referring two statements above, it can be said that genre is a process of communication which has a certain goal (goal oriented) for its members in a certain event of communication due to certain social context. Genre is a matter of communication event by social context. Consequently, the different social context then, tends to lead to different genre. [...] In addition, Swales (1990) further argues that: A class of communication events, the members of which share some ethnographical communication, but typically need further validation set of communicative purposes. The purposes are recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre. This rationale shapes the schematic structure of the discourse and influences and constraints choice of the content and style. Communicative purpose is both a privileged criterion and one that operate to keep the scope of a genre as here conceived narrowly focused on comparable rhetorical action. In addition to purpose, exemplars of a genre exhibit various patterns of similarities in terms of structure, style, content and intended audiences..The genre name inherited and produced by discourse communities and imported by others constitute valuable.
What Swales has stated is seemingly clear that genre has a number of characteristic and features such as a) genre has a particular communication event, b) genre has a specific goal (goal oriented), c) genre is different and various in accordance to its typical features, d) each genre has a matter of limitation and rules including content, physical form, and shape, and e) every genre belongs to a certain discourse community. In line with discourse community, (Widdoson, 2007) adds that genre is shaped or existing due to the existing discourse community. It is a fact that different discourse community has different genre. Talking about discourse community and genre in connection to the discourse community, Swales (1990), as cited by (Ohoiwutun, 1996), clarifies that characteristics of discourse community in terms of the usage of language in social context is a) a certain discourse community has certain communication goals approved, b) the discourse community communicate within its members, c) a certain discourse community use a certain pattern of communication for its members, d) the discourse community tends to have more than one types of genre to communicate , and e) the discourse community, at last gains a number specific register. (p.45)
Dirgeyasa, I Wy. Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching; Vol. 9, No. 9; 2016

For a long time, we have studied about language learning and new approaches. After reading the extract from Richards (2006, p. 32), choose the correct alternative that complements the argument against P-P-P (Presentation - Practice - Production).
"How does TBI (Task Based Instruction) in practice differ from more traditional teaching approaches? Recall our earlier discussion above of the principles of a P-P-P lesson or teaching format: Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students' comprehension of it. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises. Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern. Advocates of TBI reject this model on the basis that (a) it doesn't work; and (b) it doesn't reflect current understanding of second language acquisition. They claim that students do not develop fluency or progress in their grammatical development through a P-P-P methodology."

After reading Richards (2006, p.12-13), judge the items (T) true or (F) false and choose the correct alternative.
"As well as rethinking the nature of a syllabus, the new communicative approach to teaching prompted a rethinking of classroom teaching methodology. It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach. [...] "In applying these principles in the classroom, new classroom techniques and activities were needed, and as we saw above, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required."
( ) Make real communication is the focus of language learning. ( ) Provide opportunities for learners to experiment and try out what they know. ( ) Use drills to make students awareness of language grammar. ( ) Be tolerant of learners' errors as they indicate that the learner is building up his or her communicative competence. ( ) Focus on receptive skills more than productive skills. ( ) Provide opportunities for learners to develop both accuracy and fluency. ( ) Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world. ( ) Use controlled activities for developing students language learning.