Questões de Inglês para Concurso

Q2574152

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574152 Inglês

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Question relate to teaching skills and abilities:

In the introduction of the book “Teaching to Transgress: education as the practice of freedom”, bell hooks (2003) shares her experience as a student in “all-black grade schools” and “desegregated, white schools” and then at undergraduate and graduate schools in the U.S. How were these experiences different?

A

In “desegregated white schools” she experienced the practice of freedom.

B

In graduate school, the classroom was a place she loved as she could be an independent thinker.

C

In “all-black grade schools” she experienced joy and loved learning as she could learn ideas that ran counter to values and beliefs learned at home.

D

The teachers in undergraduate school were excited about teaching and understood education as the practice of freedom, so she felt it was a place of promise and possibility.

E

Her professors at graduate school introduced her to Paulo Freire’s ideas and she learned she wanted to be like them.

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Q2574151

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574151 Inglês

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Question relate to teaching skills and abilities:

In the chapter “Da aplicação de Linguística à Linguística Aplicada Indisciplinar”, Moita Lopes (2009) proposes the term “Linguística Aplicada Indisciplinar” as an area of study that:

A

has a solutionist character as it tries to solve problems related to languages in different disciplines.

B

does not belong to a specific discipline, being applied to different areas such as Geography, Sociology and Psychology.

C

aims to study languages from a theoretical approach based on postmodern ideals.

D

s constantly transforming itself by thinking differently, beyond consecrated paradigms and crossing disciplinary boundaries.

E

focuses on studying contemporary ways to teach foreign languages involving different disciplines.

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Q2574150

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574150 Inglês

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Question relate to teaching skills and abilities:

Orlando and Ferreira (2013) discuss the contributions of new literacies and multiliteracies studies to teacher education regarding identity issues. The authors, based on New Literacies theory, defend that the role of the language teacher in contemporary society is to:

A

acknowledge ethnic, linguistic, identity and cultural diversity, but refrain from using texts that approach such themes in the classroom.

B

bring different texts to the classroom involving multimodality, such as videos, images, sounds, etc. to approach language learning and structure practice.

C

avoid approaching themes such as prejudice, inequalities and social justice in the language classroom as these themes may cause discomfort for some students.

D

follow the activities proposed by the students’ books without questioning issues related to identity, race or gender in order to avoid discussions and misunderstandings.

E

deconstruct monocultural and exclusionary thoughts and practices to reconstruct them from a critical and reflexive perspective about the theme being discussed in class.

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Q2574149

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574149 Inglês

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Question relate to teaching skills and abilities:

According to Motta-Roth (2006) the concept of genre has been a common reference in official documents for education, especially in relation to the PCNs of Foreign Languages, Arts and Computing. However, she states that there is a “fluctuation in the concept of genre in these references” (p. 498). Within these concepts, the one(s) that she considers the most appropriate is/are:

A

institutionalized communicative event, as it identifies the uses of language by the social activity that give them visibility, expanding the conception of language beyond morphosyntactic rules, conceiving it as a way of producing meaning.

B

rhetorical strategy, as it shows students different formats of texts used in our society.

C

text type, as it enables students to recognize the formal characteristics of each type of text.

D

all of the three concepts (A, B, and C) as they are important for students to understand genres in their social context.

E

none of the three concepts (A, B, or C), as none of them conceives genres as a social activity that constitutes them and are constituted by them.

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Q2574148

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574148 Inglês

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Question relate to teaching skills and abilities:

Baladeli and Ferreira (2012) defend that due to the increasingly use of web 2.0 technologies in contemporary society, new digital literacies need to be approached in both pre-service and in-service teacher education. The concept of digital literacy can be defined as:

A

the ability to use digital technologies for common daily practices.

B

the ability to understand and use information in different formats and from different sources.

C

the set of necessary abilities to operate digital devices.

D

the technical abilities necessary to create and access different types of information on the web.

E

the ability to create digital content.

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Q2574147

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574147 Inglês

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Question relate to teaching skills and abilities:

The Pedagogy of Multiliteracies is presented by the New London Group as this attempt to broaden the traditional concept of literacy practices due to the constant changes in contemporary societies and the need to incorporate new literacy practices. This pedagogy includes four components that are related in complex ways. The components described by the authors are:

A

Engage, in which teachers engage students to learn new contents based on their previous knowledge; Study, in which students are exposed to different multimodal texts; Activate, in which learners analyze and use new language items; and Transformation, in which learners create new texts using the target language items studied in the previous components.

B

Lead in, in which teachers lead the students to the new language items; Reading, in which learners read a text in order to understand its meaning; Language Instruction, in which teachers explain new lexical and/or grammatical items; and Critical Literacy, in which students reread the text, but now from a critical perspective for following discussion.

C

Situated instruction, in which teachers introduces new language items present in a text to students so they can understand it; Critical Reading, in which learners read a text in order to understand its meaning from a critical perspective; Group Discussion, in which learners discuss their ideas about the text based on critical thinking; and Functional Grammar Analysis, in which students analyze the language in the text based on the principles of Functional Grammar.

D

Situated Practice, in which learners experience resources related to their lifeworlds; Overt Instruction, in which learners build meanings and are introduced to explicit metalanguages; Critical Framing, in which learners interpret social and cultural contexts from a critical perspective; and Transformed Practice, in which learners can transfer and redesign their practices to other contexts and cultural sites.

E

Reading for gist, in which students read a text to understand its general ideas; Critical Reading Comprehension, in which students reread the text, but now from a from a critical perspective; Vocabulary and Grammar Exploration, in which learners, in groups, explore vocabulary and grammatical items that are new to them in the text; and Final Production; in which students produce another text based on the main ideas from the original text and use the language learnt.

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Q2574146

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574146 Inglês

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Question relate to teaching skills and abilities:

Cope & Kalantzis (2000) present the discussions made by the New London Group in 1996, when different educators met to discuss traditional literacy pedagogy and the need of new literacy practices in contemporary society. They assert that they “attempt to broad this understanding of literacy and literacy teaching and learning to include negotiating a multiplicity of discourses” (p. 9). Within this perspective, the two principal aspects of this multiplicity of discourses include:

A

cultural and linguistic diversity in increasingly globalized societies and the great variety of text forms that emerge with the dissemination of digital technologies

B

the introduction of different types of digital technologies in the classroom and the variety of activities that should be developed in order to use these technologies effectively.

C

students’ diversity in terms of background experiences and parents’ expectations in terms of literacy practices at school.

D

the great diversity of materials and resources that can be used for language teaching and the different learning outcomes measured by standardized exams.

E

cultural diversity and different language varieties.

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Q2574145

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574145 Inglês

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Question relate to teaching skills and abilities:

Scrivener (2011) presents alternative ways to teach grammar opposed to the traditional “present-practice” structure lesson shape. One of these ways is Task-Based Learning, which comprises the following procedures:

A

the teacher starts the lesson with a task that promotes ‘noticing’ of language items, then he/she moves to authentic exposure and clarification (guided discovery) and students produce a dialog to practice the new language items.

B

the teacher starts the lesson with a large number of instructions by using gestures and demonstrations quickly and students are asked to repeat the instructions as they perform them. As the lessons continues, the teacher moves to clarification of meaning and students perform a task using the instructions they have learnt.

C

the teacher starts the lesson with a lead-in activity in order to introduce the topic or theme, then students perform a ‘real world’ task in groups involving communication. After that, students prepare a report on how they did the task and present it to the classroom.

D

the teacher initiates the lesson with a task that promotes ‘noticing’ of lexical items and moves to clarification through guided discovery. Finally, students work in groups and reflect on what they have learned. Finally, they report their findings to the other students.

E

the teacher starts the lesson with authentic exposure to language and students memorize language items. After that, students perform a language focused a task and present it to the whole class.

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Q2574144

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574144 Inglês

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Question relate to teaching skills and abilities:

Harmer (2015) suggests a basic procedure for teaching receptive skills that involves two types of tasks:

I (1) Lead in; (2) T directs comprehension task; (3) SS read/listen for task; (4) T directs feedback; (5) T directs text-related texts.
II (1) Lead in; (2) T directs comprehension task; (3) SS read/listen for task; (4) T directs feedback; (5) T directs comprehension task; (6) SS read/listen for task; (7) T directs feedback; (8) T directs text-related texts.

Looking at I and II, the most appropriate conclusion is that:

A

task I focuses on getting students to read or listen to a text for detailed understanding, while Task II focuses on general understanding of the text.

B

task I focuses on getting students to go into a deeper analysis of the text they are reading or listening to and Task II focuses on understanding its language and vocabulary.

C

both tasks focus on detailed comprehension of a text (reading for details).

D

both tasks focus on general comprehension of a text (reading for gist).

E

task I focuses on getting students to read or listen to a text for general understanding, while Task II focuses on getting students to pick up details or go into a deeper analysis of the text (both content and language) they are reading or listening to.

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Q2574143

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574143 Inglês

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Answer question according to TEXT 4 below.

TEXT 4

The Future of Education: How Artificial Intelligence is Transforming Learning

Education is a fundamental pillar in society. Throughout history, education has been the means through which future generations acquire knowledge and skills to thrive in an ever-evolving world. However, the world is changing at a dizzying pace, and education must also adapt. Artificial intelligence (AI) has become one of the most powerful tools in shaping the future of education. In the educational context, this means that machines can assist students in learning in a way more efficiently and personally. Let's explore how AI is transforming education and what role it plays in shaping the classroom of the future.

1 – Adapting Education to Individual Needs: Every student is unique, with different learning paces and comprehension styles. One of the main advantages of AI in education is its ability to offer personalized learning.

2 – Personalized Educational Content: AI does not only personalize the way content is presented, but also the content itself. It can generate learning materials based on each student's specific needs and interests.

3 – Prognostics: AI can analyze vast amounts of educational data to identify trends and patterns. This is especially useful for school administrators and teachers to make decisions and plan future action.

4 – Access to Education: AI-based education is not limited by geographical or temporal constraints. This is particularly important for those who have difficulty attending in-person classes due to geographical barriers or work commitments.

5 – Development of 21st Century Skills: Education is not only about acquiring knowledge but also about developing skills. AI helps students develop 21st-century skills such as critical thinking, problem-solving, and effective communication.

6 – Identification and Support for Diverse Learning: Every student is different, and some may have special needs. AI can identify students who need additional support and provide specific resources for their needs.

Conclusion

Taking all the above into account, the advantages that AI offers are irrefutable, and, in the area of education, it is no exception. However, despite all the potential benefits, the implementation of AI in education also raises challenges and ethical issues. US Government entities have proposed the parameters that educational entities must comply with, if they want to make use of AI. These regulations focus on privacy, equity and transparency, in order to protect the rights of students and also guarantee access to these innovations.

Avaliable at LINKEDIN, published at Oct 27, 2023, in https://www.linkedin.com/pulse/future-education-how-artificialintelligence-transforming-alyre. Access on: Mar. 21st, 2024. Adapted.

In the introductory paragraph of text 4, the noun phrase “a dizzying pace” is a metaphoric expression which implies that:

A

the world is changing very rapidly.

B

the world’s changes are seldom followed.

C

education resists adaptation to the world’s changes.

D

educators get dizzy as a result of the world’s changes.

E

the world must follow the fast pace of education.

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Q2574142

Ano: 2024 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |

Q2574142 Inglês