Questões de Concurso Público Prefeitura de Santa Fé do Sul - SP 2024 para Professor de Educação Básica II - Inglês
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Word formation refers to the processes employed to create new words with resources already available within a language enabling its users to enhance lexicon and discourse possibilities. Concerning the words listed, proper content is met in:
brand-new
laptop
salad dressing
into
meatball
editor-in-chief
black eye
hot dog
babysit
cannot
A 9th grade group was given a handout containing a list of sentences to be observed and analysed as a pair work activity, having the lexicon found in the sentences been already studied, and, if necessary, dictionary checking on word meaning allowed. The teacher conducted class discussion based on the perceptions resulting from the list examination performed. Being the handout as follows, consistent data to ground conclusions is introduced in:
• Summer’s arriving will be happily celebrated in the touristic cities and towns this year.
• People are coming to attend the Rock in Rio shows on the multiple stages of Rock City.
• Beating among opponent sports fans has become an issue during championship playoffs.
• For his disregarding teacher’s instructions during tests, Carl got detention on several occasions.
• The candidates are campaigning all around the country for elections are just around the corner.
• Some boys are beating each other in the school yard and there’s not any adult out there.
• Tourists’ coming to spend summer vacations is surely bound to fill in all hotels and inns.
• Since our bus’s arriving, we should get our luggage together and be ready to get it.
• The candidate hasn`t stayed much with her family because campaigning takes her all over.
• The way that man drives tells us he’s totally disregarding both, human life and traffic laws.
The sentence in the image bears:
(Available in: https://tenor.com/pt-BR/search/god-save-the-queen-gifs. Acess in: August 2024.)
Having as reference what is disposed in the Lei de Diretrizes e Bases da Educação Nacional-LDB concerning the teaching and learning of the English language, it is truthfull that:
Read the text, and analyse the assertives that are introduced.
The field of English language instruction for non-native speakers, commonly referred to as Teaching English as a Second Language (ESL), has experienced significant changes in recent times, due to the emergence of technology and the use of novel pedagogical methods. Conventional approaches, characterised by a focus on memorization and repeated grammar drills, are being replaced by dynamic and interactive methodologies that accommodate a wide range of learning preferences.
The integration of technology has emerged as a prominent transformation in the field of ESL instruction. Digital platforms, such language learning applications and online courses, provide customised learning experiences that may adjust to the unique pace and skill level of each individual learner. The utilisation of gamification is employed to transform the process of language acquisition into an enjoyable and captivating endeavour. In addition, the utilisation of online forums and virtual classrooms enables individuals to engage in real-time communication with native speakers, therefore providing them with valuable opportunities for meaningful language practise.
Content-Based Instruction (CBI) is an increasingly prominent pedagogical technique that has garnered significant attention and recognition. This approach facilitates the integration of English language acquisition with content-based instruction, so students acquire English proficiency by actively interacting with academic topics such as science, history, or literature. The implementation of contextual learning not only enhances the relevance and engagement of the language learning process, but also facilitates the organic acquisition of intricate vocabulary and concepts by students.
Task-Based Learning (TBL) places emphasis on the utilisation of language as a means to achieve certain objectives. Within Task-Based Language (TBL) classes, the conventional approach of introducing a language element followed by practise and production is substituted with the use of activities that require students to employ English in a genuine manner. This may encompass the resolution of problems, the execution of tasks, or the enactment of role-playing scenarios. These activities possess a high level of motivation and accurately reflect the usage of language in real-world contexts.
Flipped Classrooms is a pedagogical approach that combines online and in-person learning, wherein students are assigned to review instructional materials, often in the form of video courses, outside of the classroom, and subsequently participate in interactive activities during class time to consolidate their understanding. This technique facilitates increased engagement during classroom sessions and affords educators the chance to deliver focused assistance in areas requiring the greatest attention.
Cultural Immersion programmes, which involve placing students in English-speaking situations, have been demonstrated to significantly enhance language competence. This approach facilitates learners' exposure to the language within authentic contexts, fostering the acquisition of colloquial idioms and idiomatic use, which are frequently omitted in conventional instructional materials.
In summary, the contemporary approaches to ESL instruction are distinguished by a transition towards enhanced authenticity, interactivity, and individualization in the learning process. Through the use of technology and the implementation of novel pedagogical approaches, educators have enhanced capabilities to adequately equip students for practical English communication in real-life scenarios, making the learning experience more efficacious and pleasant, and at the same time recognising the cultural context meaning in the process of language acquisition.
(Available in: https://www.skylineuniversity.ac.ae/knowledge-update/from-different-corners/. Adapted.)
I. Students’ learning precedences have substantiated and pinpointed the emergence of novel pedagogic methods.
II. Flipped Classrooms foster student independence and also promote undertaking responsibility for their learning process.
III. Cultural Immersion programmes proffer great scope for native-like acquisition.
There is accuracy in what is stated in
Shonto Begay, artist, writer, poet, and filmmaker, was born into the Navajo nation, USA. “In My Mother’s Kitchen”, introduced for reading and exam below, displays some clues of Native American culture that are especifically connected to word choices represented by:
Fragrance of fresh tortillas and corn stew
Fills my mother’s kitchen
Sparsely furnished
Crowded with
warmth
Soot-grayed walls, secretive and blank
She moves gently in and out of light
Like a dream just out of reach
The morning light gives her a
halo
That plays upon her crown of dark hair
Strong brown hands caress soft mounds of
dough She gazes out into the warming day
Past sagebrush hills, out towards the foot of Black
Mesa How far would she let the goats wander today
Before it rains
Childhood dreams and warmth
Tight in my throat, tears in my eyes
The radio softly tuned to a local AM station
News of ceremonies and chapter meetings
And funerals
Flows into the peaceful kitchen
Lines upon her face, features carved of hard
times Lines around her eyes, creases of happy
times Bittersweet tears and ringing silvery
laughter
I ache in my heart
My mother’s gentle movements light up dark
corners Her gentle smiles recall childhood dreams still
so alive
My mother moves in and out of
light Like clouds on days of
promising rain
(Available in: https://www.coursehero.com. Acess in: August 2024.)
According to text clues, the compatible answer is:
Language teaching in a multilingual world
To discuss the complexity of language teaching, we adopt an ecological perspective. This helps us to appreciate the significant challenges for language teachers and language teacher educators at different contextual levels (macro, meso, and micro) (Chong, Issacs & McKinley, 2022). This perspective enables us to assess a variety of challenges relating to macrocontextual conditions, such as cultural traditions, political ideologies, demographic changes, shifting cultural values, and uncertain socioeconomic conditions. The impact of macro-contextual conditions is usually sifted through the mediation of institutional policies and practices at the meso or micro levels before causing changes in language teachers' practice and/or incurring resistance. The ecological perspective also highlights the roles individual teachers play in developing professional practice in response to the mediation of contextual conditions at different levels (e.g., Tao & Gao, 2017, 2018, 2021). It is also important to note that language teachers’ professional practice evolves over time under changing contextual conditions.
Shifting geo-political conditions and the values the public attaches to language learning have been found to profoundly impact language teaching, as they lead to the emergence of new languages, new curricula and the promotion of new pedagogical approaches in educational systems (Gao & Zheng, 2019). For instance, following the government's Belt and Road initiative, universities on the Chinese mainland have launched programs in various languages other than English (LOTE) to provide university graduates with the competences needed to engage with the expanding trade opportunities and frequent sociopolitical exchanges between the People's Republic of China and the countries that speak these LOTEs (e.g., Arabic, Persian).The implementation of these top-down educational initiatives requires language teachers to develop new knowledge and skills, which may enable them to develop new pedagogical practices while engendering a process of ‘deskilling,’ as teachers are told that their well-honed teaching practices are no longer valued. Consequently, the initiatives present new challenges for language teachers, who may not be well-prepared for the task of helping national governments achieve their aspirations.
An increasingly deep engagement with multilingualism in second language acquisition research has had a profound impact on language teacher education, as scholars have been critically examining, identifying, and redressing the deeply entrenched influences of monolingualism, especially English monolingualism, in language education (Li Wei, 2018). The vision of sustaining a multilingual, multicultural world means that LOTEs should be promoted in any educational system as “linguistic diversity is both critical in sustaining cultural diversity and instrumental in supporting vibrant exchanges of knowledge and understanding.
(Available in: https://www.sciencedirect.com/science/article/pii/S0346251X23001495. Adapted.)
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