Questões de Concurso Público Prefeitura de Maricá - RJ 2024 para Docente I – Língua Estrangeira – Inglês
Foram encontradas 50 questões
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574144
Inglês
Texto associado
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:
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:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574145
Inglês
Texto associado
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:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574146
Inglês
Texto associado
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:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574147
Inglês
Texto associado
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:
Ano: 2024
Banca:
COSEAC
Órgão:
Prefeitura de Maricá - RJ
Prova:
COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês |
Q2574148
Inglês
Texto associado
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:
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