Questões de Concurso Público Prefeitura de Nova Iguaçu - RJ 2024 para Professor I - Língua Estrangeira - Inglês

It is the teacher’s duty to consider, as a starting point for his/her educative action, the knowledge children already have, the ones generated in a variety of social, affective and cognitive experiences they have been exposed to. In order to detect learners’ previous knowledge, which is harder a task concerning younger kids, teachers should establish didactic strategies such as:

          The several levels of linguistic organization that people develop, such as knowledge of: lexicon, semantics, morphology, syntax, phonology, and phonectics enable them to produce utterances based on convergences or discrepancies among the mother tongue and the targeted foreign language, obsviously depending on the structure of the foreign language that is being taught/learned. In short, learner commitment to discourse is made easier because this type of knowledge is one of the cornerstones of linguisitc consciousness, that is, including the perception of the mother tongue has deep value in the foreign language learning process for its metacognitive nature. Also, specific discourse choices will be made to drive the attention to how discourse representation of the social world happens in different languages.
The information given is compatible with: 

According to the Lei nº 13.415 (Feb, 2017), ratifying Lei nº 9394 (Dec, 1996), that will be applied with the aid of article 35-A, the diversified section of curricula should

Examine the placard in order to indicate the assertion matching it 

Read the text below and point out the nature of the educacional perspective it supports as to the abilities and expertise proposed by the “Parâmetros Curriculares Nacionais”.

           The modern world’s characteristics have, for sure, important implications for the educational process as a whole, and, particularly, to the teaching/learning of languages. Answers to these macro-trends are vital in preparing youngsters to cater to the demands of a new world. With regards to teaching/learning languages, in order to be an active participant, it is essential that one communicate not only in the mother tongue but also in foreign language. The development of communicative abilities, in more than one language, is fundamental to access the society of information, moreover, it’s crucial for equitable academic access, and in the business and technological fields. It is, therefore, imperative that the teaching of foreign language be understood, and implemented, as the one offering tools vital for laboring. 

Point out the suitable verb form to fill in the blank in “We are going to have many important decisions to make. If I were you I would call Helen again because she has not confirmed her attendance, and as the family lawyer, I insist that she _________________ here for the meeting tomorrow, and participate the opening of the will”. 

Read the text to choose the item containing data that does NOT suit poem analysis.

          Dulzura

by Sandra Cisneros.

Make love to me in Spanish.

Not with that other tongue.

I want you juntito a mi,

tender like the language

crooned to babies.

I want to be that

lullabied, mi bien

querido, that loved.

I want you inside

the mouth of my heart,

inside the harp of my wrists,

the sweet meat of the mango,

in the gold that dangles

from my ears and neck.

Say my name. Say it.

The way it’s supposed to be said.

I want to know that I knew you

even before I knew you.

(Available in: https://www.best-poems.net/sandra-cisneros/dulzura.html.)

Having as reference the examination of the sentences, state the item which highlights the inconsistencies. 

a. I look forward to seeing the new cabin. b. Could you give me an information? c. The police are investigating the crimes as serial killer action. d. The amount of unemployed is growing up. e. She does have a very good command of spoken German. f. On no account should you be sarcastic to the elders. g. At the end of the vacation, everyone were wishing to get back home. h. All along the centuries, there have been wars. i. There were over 100,000 people at the concert. j. His village is just across the border, by a very lovely stream. k. It seldom rained in the summer, did it? l. Open the window, would you?

Read the text carefully, go through the assertions related to it and choose the correct option.

        Task-based Teaching (TBT) – and Task-based Learning (TBL) – is the approach that TESOL Advantage advocates as best practice when it comes to English language teaching. While TBT’s basic principles are derived from CLT (Communicative Language Teaching), there are some important differences. Critics of CLT have raised the following concerns:

           1.Teachers can struggle with the non-specific requirements of CLT.
       2.Teachers are often worried about giving up too much control during a CLT exercise.
       3.Many learners have low intrinsic motivation to communicate in a foreign language and so struggle with CLT student-centric exercises.
     4.Because CLT is a meaning-focused approach, learners may struggle with grammar issues.
      TBT addresses all of these concerns. It gives teachers a specific requirement to focus on – getting the students to complete a task. Teachers worried about their classes becoming chaotic because of a lack of structure in the lesson now have clear steps that create guidelines and boundaries – a pre-task, task and post-task. Students become more empowered and motivated when they complete tasks because they ‘own’ the language and control the task response. While TBT definitely has a greater focus on meaning than form, teachers can add an optional language focus at the end of a task to cover any grammatical issues that the task highlighted. 


(Available in: https://tesoladvantage.com/methods-and-approaches-of-english-language-teaching.)

I. CLT critics aim at the CLT being a method that is meaning-focused. II. TBT enables introduction of grammar as well as linguistic itens through assignments. III. TBT is a method which refines the CLT method.

There is accuracy in what is stated in 

A teacher supplied students with a list of verbs in their infinitive forms, and asked them to look for the past forms of the indicated verbs (which are regular and irregular ones). He/She oriented learners to observe strutural and spelling similarities and divergencies while accomplishing the task. In order to complete the assignment students would use a cellphone app indicated by the teacher, and also work in pairs. The ability which the activity described specifically seeks to improve is: 

Read the decription and find out the method it refers to.

         It started being developed by James Asher in the 60s. It’s a method built around the coordination of speech and action where teachers give commands in the target language and students respond with movement. Defenders of the method believed that students learn a second language in the same way that infants learn their native tongue. They claimed that a lot of the linguistic input young children hear is in the form of a command, which activates the right side of the brain, thus allowing them to be able to internalize language immediately.
       On the first day of a Beginner Level English language class, for example, the teacher might initially ask students to stand up, sit down, jump, walk, turn and stop. Then later, commands might include more information, such as touch your head, write the number 3, point to the window and walk to the door.
       As students become more advanced, the teacher will introduce new linguistic elements such as prepositions (walk between John and Mary), adjectives (pick up the red pen) and adverbs (stand behind your chair), and will develop sets of commands with more and more detailed and complicated information.

(Available in: https://www.teachingenglish.org.uk. Adapted.)

Texts types, also known as genres, refer to categories with different purposes. Read the text thoroughly to mark the option which describes the communicative purpose desired.


Could Climate Change Cause More Lakes to Turn Bright Pink?


        Ponds with bubblegum-pink water may sound like something straight out of a dream or a fairytale, but some experts say climate change might actually lead to pinker waters across the world. In Hawaii, U.S. Fish and Wildlife Service staff at Keālia Pond National Wildlife Refuge have been monitoring unusually pink water in the park since October 30. Initially, it was feared the color was a sign of a toxic algal bloom, such as the type that produces red tides, but preliminary analysis suggested the culprits were single-celled, salt-loving halobacteria. These bacteria are responsible for turning other bodies of water pink, including the Great Salt Lake’s North Arm in Utah. This area of the lake was separated from the South Arm in the 1950s with the construction of a railroad causeway, this cut off the North Arm from any influx of freshwater, raising its salinity to an average of 26 to 30 percent – double that of the South Arm – and making it an attractive environment for pinkish-orange algae (Dunaliella salina) and violet-pinkish bacteria (Halobacterium and Halococcus).
           Other naturally occurring pink lakes are spread out across the world. Lake Retba in Senegal, Salinas de Torrevieja in Spain and several lakes in the south of Western Australia have all taken on a rosy hue from their resident bacteria. While the lakes may look striking, any increase in Barbie Dreamhouse-colored waters may be a sign of warming temperatures and drier conditions driven by climate change.
       Keālia Pond’s unusual pink water certainly seems connected to drought. As of December 19, much of Maui is under abnormally dry to severe drought conditions. Normally, the Waikapu Stream flows into the pond, raising water levels and reducing salinity. But that hasn’t happened for a long time, so the salinity of the Keālia Pond outlet is currently greater than 70 parts per thousand – twice that of seawater.


(Available in: https://www.smithsonianmag.com.)

One of the most demanding duties of teachers is to prepare creative materials so that their learners’ interest is kept. Having observed nonverbal language use in the image, mark the assertion picturing what it is meant to convey.

A teacher presented students two groups of words with the didactic aim of introducing questions to guide students’ observations and insights. Choose the item displaying the criterion that justifies the teacher’s word choice in both groups.

GROUP 1
taller-smaller-higher-fancier-wider-harder-closer-fatter

GROUP 2
lawyer-teacher-runner-engineer-driver-waiter-swimmer

Taking the meme’s verbal and nonverbal clues into account, it is possible to assert that: