Questões de Inglês - Ensino da Língua Estrangeira Inglesa para Concurso

Sobre os eixos organizadores do componente LI da BNCC é falso afirmar:

O processo de ensino de LE é indiscutivelmente mais complexo do que a Língua Materna (doravante LM). Isso acontece, principalmente, em função da falta de intimidade do aluno com o idioma estrangeiro. Trabalhos com a LI que façam uso de músicas - que são representações culturais e que devem ser analisadas pelo professor com antecedência, antes de propor atividades -, podem ser um recurso interessante e motivador para o alunado. As letras das músicas são textos mais atrativos para serem estudados, por contarem com ritmo e chamar mais a atenção que os demais. Assinale a alternativa que não é verdadeira.O processo de ensino de LE é indiscutivelmente mais complexo do que a Língua Materna (doravante LM). Isso acontece, principalmente, em função da falta de intimidade do aluno com o idioma estrangeiro. Trabalhos com a LI que façam uso de músicas - que são representações culturais e que devem ser analisadas pelo professor com antecedência, antes de propor atividades -, podem ser um recurso interessante e motivador para o alunado. As letras das músicas são textos mais atrativos para serem estudados, por contarem com ritmo e chamar mais a atenção que os demais. Assinale a alternativa que não é verdadeira.

Quanto a abordagem do ensino de Língua Inglesa na BNCC, leia os itens abaixo: I. O estudo do léxico e da gramática, envolvendo formas e tempos verbais, estruturas frasais e conectores discursivos, entre outros, tem como foco levar os alunos, de modo indutivo, a descobrir o funcionamento sistêmico do inglês. II. O eixo Conhecimentos linguísticos consolida-se pelas práticas de uso, análise e reflexão sobre a língua, sempre de modo contextualizado, articulado e a serviço das práticas de oralidade, leitura e escrita. III. As práticas de linguagem contemporâneas não só envolvem novos gêneros e textos cada vez mais multissemióticos e multimidiáticos, como também novas formas de produzir, de configurar, de disponibilizar, de replicar e de interagir. IV. As práticas de produção de textos propostas no eixo Escrita consideram dois aspectos do ato de escrever. Por um lado, enfatizam sua natureza processual e colaborativa. Por outro lado, o ato de escrever é também concebido como prática social e reitera a finalidade da escrita condizente com essa prática, oportunizando aos alunos agir com protagonismo. Assinale a alternativa CORRETA:

São eixos organizadores propostos para o componente Língua Inglesa, EXCETO:

Ler (reading), escrever (writing), ouvir (listening) e falar (speaking) são quatro habilidades básicas que permitem agir socialmente. Ou seja, essas são as habilidades linguísticas que as pessoas desenvolvem ao se relacionarem e comunicarem umas com as outras. Sobre elas, pode-se afirmar com certeza apenas o exposto na seguinte alternativa:

Read the paragraph below. “(…) points learners beyond form to real world contexts; ______________________________ contributes specifically to communicative goals; objectives organized carefully in succession; those engage learners; problem solving.” (Perna, C. B. L., Molsing, K. V., & Ramos, Y. S.) Analyze the context above and choose the correct teaching method that completes the paragraph.

Read the fragment below: “The objective of the PNLD is to present public education institutions with the option of a series of textbook collections that have undergone a rigorous evaluation by selected specialists. Since its initial launch for foreign language textbooks, the PNLD presented in 2014 a new selection of textbooks based on nationwide feedback and updated research. Considering the importance of sociocultural and political factors in the public education guidelines, we can see how they are reflected in the criteria for evaluating foreign language textbooks, both at the primary and secondary levels of education.” (Perna, C. B. L., Molsing, K. V., & Ramos, Y. S.) According to the context, choose the wrong option about reading comprehension in secondary education:

Read the following fragment from the PCNs: I - (…) the Foreign Languages teaching-learning process has taken on new contours: it does not need to require actual putting into practice of some fundamental principles that have long remained nothing but ink on paper because they were regarded either as utopian or hardly feasible; II - Although it is true that the practical objectives, namely, to understand, speak, read and write a foreign language - as referred to in the legislation and by experts -, are indeed important ones, it would seem that the development-oriented approach that is inherent to the learning of Foreign Languages cannot be neglected; III - It is therefore essential to approach the school-based teaching of Foreign Languages in such a way as to enable students to understand and produce correct sentences in a foreign language, and to allow learners to attain a level of linguistic competence that allows them to have access to several types of information while contributing to their overall development as citizens. Choose the best option according to the context.

Analyze the context: The more students read, the better their vocabulary becomes. And the more vocabulary they know, the better they can read. […] Teachers can do a lot to enhance vocabulary building. They can teach students how to: I - Study and learn words effectively, choose new words they want to learn, and use a dictionary; II - Keep a vocabulary notebook—with sentences, syllable break-downs, and definitions; III - Make and use word study cards; IV - Review their word study cards—alone, without a partner, and always at class. (By Beatrice S. Mikulecky) Observing the topics above, it is correct the option:

When teaching this tense the ultimate goal is to make sure your students understand that it’s used to describe routines, habits, daily activities, and general truths. (Thornbury, Scott. (1999). How to teach grammar. Harlow: Longman.) The directions are about teaching:

It is a good idea to group less able students together so that:

Match the teacher’s purposes for using students’ first language:

I- Asking students to show they know what to do for homework = used for checking understanding

II- Giving individual written feedback to a weak student = used for explaining procedures

III- Telling a large group of teenagers the rules of a game = used for motivating

IV- Encouraging elementary students to try new ways of learning = used for motivating

Check the correct answer:

Match the examples of teacher’s classroom language with their functions:

Function

A- checking understanding

B- emphasising word stress

C- drilling

D- nominating

E- monitoring

F- eliciting

G- organizing pairwork

Teacher’s classroom language

( ) Listen, I like playing football, repeat everyone, I like playing football.

( ) Maria – collect the books, please.

( ) Tell me three adjectives beginning with the letter “C”.

( ) Just listen to how I say it – poTAtoes.

( ) Okay, discuss it with your partner now, please.

( ) I’m really full, I’ve just eaten a big lunch. Am I hungry now?

( ) Let’s have a look. Yes, that’s great. Now try the next one.

The correct sequence is:

Match the sequence of coursebook activities listed below with the uses of coursebook materials:
  SEQUENCE OF COURSEBOOK ACTIVITIES:
   

Uses of coursebook materials:
( ) Involves speaking practice ( ) practices note-taking skills ( ) pre-teaches vocabulary ( ) develops listening for detail ( ) personalizes the topic ( ) brainstorms ideas about the topic ( ) introduces the theme of the lesson ( ) provides language needed to do the activities
The correct sequence is:

What is the alternative that presents the correct text about technologies for English language teaching?
( ) Benefiting thousands of students in classrooms around the world. For many students and teachers, this solution is not new, but its use has become increasingly creative and relevant in the school context. It allows us to explore additional resources within the courseware, as well as being another tool in the teacher's service to capture attention and promote student engagement. ( ) While teachers have to battle for the attention of students in the classroom, it is also well known that the long, expository lecture model is dated. The way we consume content has undergone a major transformation over the last few decades. For new generations, bombarded by different content and information all the time - and in different media - it has become challenging to focus on one task for long periods of time. The social networks themselves offer evidence of this change: Twitter, with its posts up to 280 characters; or Snapchat, with its short images and videos that expire in 24 hours. In this context came the expression microlearning. This technology is the fragmentation of educational content so that it is more easily assimilated by the student. It’s is ideal for digital format, whether it is for content exposure or for reviewing concepts explored during class, through videos, games, animations, etc. ( ) It is already possible to glimpse this technology, especially among children and adolescents. Whenever they are connected, young people are receiving or streaming this technology: Evidence of this reality is the phenomenon of YouTubers. In the educational context, it is possible to follow this trend seeking to offer hangouts (debates and live broadcasts), video lessons, animations and video calls that enable contact with people from different places, realities, etc. Also, encouraging students to produce content in this technological tool format can be a way to generate greater engagement. ( ) Many schools and many teachers find it difficult to handle with this technology in the classroom. When rules of use are not established early in the year, or when they are not clear to students, it is very easy for it to become a discipline issue. There are many applications for educational purposes, many offered by schools themselves and education systems. Digital books, augmented reality, educational games, animations, video lessons and problem solving are just some of the features that can be accessed through that. Generation Z students are immersed in technology 24 hours a day. Going forward, the trend is to find more teachers and students using this technology in the classroom, with educational goals.

According to the text:

Read and analyze the following statements, then choose the correct alternative:

Observe the following statements regarding to Content and Language Integrated Learning (CLIL):
I- Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate. II- Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning. III- Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes. IV- CLIL is based on language acquisition focusing severely on learning grammar and sentence structure.
Choose the alternative with the correct answer:

Read and analyze the following statements:
I- According to ECA (Statute of Children and Adolescent) “It is the duty of the public authorities only, to ensure, with absolute priority, the effective rights relating to life, health, food, education, sport, leisure, professionalization, culture, dignity, respect, freedom and family and community coexistence.” II- The completion of the latest version of the BNCC determines the obligation to teach English language starting in the first grade of elementary school. III- According to the BNCC, teaching English means reviewing the relationships between language, territory and culture, as English speakers are no longer found only in countries where this is the official language. IV- The BNCC understands the learning of English in a perspective of an education that is linguistic, conscious and critical, in which the pedagogical and political dimensions are intrinsically linked.
Choose the alternative with the correct answer:

Read these statements about the Base Nacional Comum Curricular (BNCC), then choose the correct alternative: