Questões de Concurso Público Prefeitura de Arcoverde - PE 2024 para Professor II de Língua Inglesa

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Learning to read based on textual genres is more effective when the student is familiarized with each form of language inserted in a context and a concrete situation.

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In the Communicative Approach, the initial phase of the teaching process is dedicated to establishing a conducive environment for learning. In this phase, the focus is on building confidence among participants and reducing potential anxieties.

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Contextualizing teaching content is relevant to promote meaningful learning, as the primary focus should be on transmitting disciplinary information, regardless of students' reality.

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Verb phrases contain a verb as their central element. However, sentences that include a modal verb (such as can, may might etc) can also be considered a verb phrase, since the modal verb will change the meaning and tone of the main verb. It is important to note that modal verbs is the only exception to verb phrases without a verb as its central element. 

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Within the Communicative Approach, promoting group work is a valued strategy for teaching a foreign language. This methodology emphasizes the importance of allowing students to interact with each other in small groups, which can maximize their opportunities for communicative practice. 

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The relationship between teacher and student in the classroom is characterized by a complexity that goes beyond simple didactic interaction or warm human interaction. Both parties play fundamental roles, where the actions of one affect those of the other, and the student is not seen as a mere recipient of knowledge but as a being capable of thinking, reflecting, and actively participating in the educational process. 

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The pedagogical trend called "traditional liberal" advocates that teaching content is organized based on the experiences lived by the student, thus promoting an education centered on the development of cognitive skills.

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The concept of social skills, currently used in education, encompasses a set of actions and attitudes of the teacher in the classroom to promote student motivation, manage discipline, and make the learning process more engaging.

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In the libertarian progressive pedagogy, the teacherstudent relationship is horizontal and non-directive, promoting self-management and the freedom of students in their learning.

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The purpose of teaching is to prioritize the accumulation of knowledge, valuing a mind filled with information which is the only possible way to achieve problem solving skills as it can be observed in classrooms.

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Adverbial phrases in English can be composed exclusively of an adverb as their central element which does not modify directly a verb. For example: The weather forecast predicted rain quite soon.

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Effective text comprehension only occurs if there is correspondence between the activated knowledge in the text and the reader's world knowledge.

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The emergence of interest in teaching languages for specific purposes, such as instrumental English, after World War II, was influenced by the development of research in areas such as sociolinguistics and educational psychology. 

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Learning is an exclusively natural and instinctive process, not influenced by cultural or educational experiences.

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According to Hymes, to be considered competent in communicative terms, it is not sufficient to only know and use the phonology, syntax, and lexicon of the language, but it is also necessary to understand and apply the specific discourse rules of the community in which one is situated. 

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The learning psychology proposes that the role of the teacher is essentially to teach, while that of the student is to learn, serving as a bridge between these processes.

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Educational objectives, contrary to being mere formalities, constitute the backbone of pedagogical planning, demanding deep reflection from the teacher regarding their practice, the content, materials, and methods used, as well as systematically and intentionally guiding the teaching-learning process towards broad and specific goals. 

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Studies related to reading strategies highlight that the reader's prior knowledge does not significantly influence the comprehension of reading texts in a foreign language.

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In the process of reading texts in a foreign language like English, it's essential to have a broad vocabulary knowledge to fully comprehend the text, since the use of authentic texts in the classroom requires students to be able to decode them without any issues, it makes it possible to effectively approach the text in class. 

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Canale and Swain proposed a model of communicative competence that includes four types of competence: grammatical, sociolinguistic, discourse, and strategic, each playing a fundamental role in the effective use of language.