Questões de Concurso Público IF-SE 2024 para Professor EBTT - Letras Inglês
Foram encontradas 30 questões
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614560
Inglês
Texto associado
Text 1
The concept of language as discourse leads to a perspective of
language teaching as a process of teaching not only pre-existent
meanings, but also a process of teaching ways in which we can
create new meanings, position ourselves and construct our
identities. In other words, when language is defined as
discourse, teaching a foreign language becomes teaching new
ways of reinventing and representing oneself and of perceiving
(and constructing) the world. Language as discourse implies an
understanding of our language practices as practices of
constructing and assigning meanings to the world, to what
happens in the world, to what we see and what we don't see in
reality. A change in discourse practice therefore leads to a
reconfiguration of our identity and the way we read the world (cf.:
GEE, 1986). This is to say that, when learning a new language
we learn new meanings, new (des)identifications (HALL, 2005)
and new ways to understand ourselves and the "wor(l)d"
(FREIRE; MACEDO, 1987).
JORDÃO C. M, FOGAÇA F. C. Critical literacy in the English language
classroom. DELTA v. 28, n. 1, p. 69-84, 2012. Available at:https://www.scielo.br/j/delta/a/hsrcx4LBJZmLpsBjNKsVbvt#
. Access on:
21 may. 2024. [Adapted].
According to the text, the concept of language teaching
derived from the view of language as discourse states that
language teaching
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614561
Inglês
Texto associado
Text 1
The concept of language as discourse leads to a perspective of
language teaching as a process of teaching not only pre-existent
meanings, but also a process of teaching ways in which we can
create new meanings, position ourselves and construct our
identities. In other words, when language is defined as
discourse, teaching a foreign language becomes teaching new
ways of reinventing and representing oneself and of perceiving
(and constructing) the world. Language as discourse implies an
understanding of our language practices as practices of
constructing and assigning meanings to the world, to what
happens in the world, to what we see and what we don't see in
reality. A change in discourse practice therefore leads to a
reconfiguration of our identity and the way we read the world (cf.:
GEE, 1986). This is to say that, when learning a new language
we learn new meanings, new (des)identifications (HALL, 2005)
and new ways to understand ourselves and the "wor(l)d"
(FREIRE; MACEDO, 1987).
JORDÃO C. M, FOGAÇA F. C. Critical literacy in the English language
classroom. DELTA v. 28, n. 1, p. 69-84, 2012. Available at:https://www.scielo.br/j/delta/a/hsrcx4LBJZmLpsBjNKsVbvt#
. Access on:
21 may. 2024. [Adapted].
In the excerpt from the text “A change in discourse practice
therefore leads to a reconfiguration of our identity and the
way we read the world”, the verb leads to can be replaced
by
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614562
Inglês
Read the case below.
A teacher writes 5 questions on the board, then hands the learners a reading text on printed paper. Individually, the students have to read the text and find the answers as quickly as possible.
Prepared by the author.
Based on this activity description, which reading strategy is being practiced?
A teacher writes 5 questions on the board, then hands the learners a reading text on printed paper. Individually, the students have to read the text and find the answers as quickly as possible.
Prepared by the author.
Based on this activity description, which reading strategy is being practiced?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614563
Inglês
In Scott Thornbury’s book “How to Teach Grammar”, the use
of grammar in Communicative Language Teaching (CLT) is
viewed differently in the "shallow end" (weak CLT) and the
"deep end" (strong CLT) approaches. What is a key
characteristic of the weak CLT approach compared to the
strong one?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614564
Inglês
Texto associado
Cartoon Strip 1
What can be inferred from the student's attitude towards
learning?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614565
Inglês
Texto associado
Cartoon Strip 1
The adjective enthralling present in the first frame of the strip
is used by the kid to express that the class material must be
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614566
Inglês
According to Brown (2002), for much of the 20th century, the
language teaching profession was focused on finding a
single, ideal method that could effectively teach a foreign
language in the classroom setting. By the 21st century, there
was a move away from a one-size-fits-all approach in
language teaching towards a more adaptable and studentcentered methodology. In the history of language teaching
methods and approaches this movement is known as:
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614567
Inglês
Texto associado
Text 2
How English develops in the world is no business whatsoever
of native speakers in England, the United States, or anywhere
else. They have no say in the matter, no right to intervene or
pass judgment. They are irrelevant. The very fact that English is
an international language means that no nation can have
custody over it. To grant such custody of the language is
necessarily to arrest its development and so undermine its
international status. It is a matter of considerable pride and
satisfaction for native speakers of English that their language is
an international means of communication. But the point is that it
is only international to the extent that it is not their language. It
is not a possession which they lease out to others, while
retaining the freehold. Other people actually own it (Widdowson,
1994, p. 385).
KILICKAYA, F. World Englishes, English as an International Language and
Applied Linguistics. English Language Teaching, Vol. 2, No. 3, 2009. Available
at:https://www.researchgate.net/publication/42386333_World_Englishes_English
. Access on: 21
may. 2024. [Adapted].
Regarding how English develops in the world, what can be
inferred from the text?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614568
Inglês
Texto associado
Text 2
How English develops in the world is no business whatsoever
of native speakers in England, the United States, or anywhere
else. They have no say in the matter, no right to intervene or
pass judgment. They are irrelevant. The very fact that English is
an international language means that no nation can have
custody over it. To grant such custody of the language is
necessarily to arrest its development and so undermine its
international status. It is a matter of considerable pride and
satisfaction for native speakers of English that their language is
an international means of communication. But the point is that it
is only international to the extent that it is not their language. It
is not a possession which they lease out to others, while
retaining the freehold. Other people actually own it (Widdowson,
1994, p. 385).
KILICKAYA, F. World Englishes, English as an International Language and
Applied Linguistics. English Language Teaching, Vol. 2, No. 3, 2009. Available
at:https://www.researchgate.net/publication/42386333_World_Englishes_English
. Access on: 21
may. 2024. [Adapted].
In the excerpt from the text "It is not a possession which they
lease out to others, while retaining the freehold," what does
the noun freehold mean?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614569
Inglês
Texto associado
News Headlines
1. How will AI shape your future?
2. Will AI really take over our jobs?
3. Will AI makes us smarter?
4. How will AI impact generations to come?
Prepared by the author.
A teacher decided to work with news headlines with her
students in order to discuss the potential impacts of artificial
intelligence (AI) on the world of work and on the future of the
job market. Regarding this topic, which headline could be
used to illustrate the worry about replacement of labor
functions and professional stability?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614570
Inglês
Texto associado
News Headlines
1. How will AI shape your future?
2. Will AI really take over our jobs?
3. Will AI makes us smarter?
4. How will AI impact generations to come?
Prepared by the author.
The future tense which is used in all the questions in the
headlines expresses
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614571
Inglês
Texto associado
Text 3
A teacher’s experience of using technology in language
teaching
Published 29 October 2021
Using technology has always been an important part of my
teaching, even in the pre-digital age. Like many early adopters, I
get super-excited by the ‘wow’ factor of new technology.
However, some technology (like VR – virtual reality) is still quite
challenging to use successfully. In my own teaching, I’m happy to
incorporate tools which are rather more familiar. (...)
Speaking
My
EAP (English for Academic Purposes) students naturally use
PowerPoint to deliver their presentations. The software is so
familiar that they are unaware that they are using technology!
Classes concentrate on strategies for making a talk effective,
such as incorporating memorable images and reducing text to just
key words. Many of my students have serious pronunciation
difficulties, so revealing a word at the same time as saying it helps
them to be understood by the audience.
Like many teachers, I like the engagement and interactivity
afforded by Kahoot! My favourite voting app is Mentimeter
because it is quick to create a poll, reliable and easy-to-use.
Voting anonymously is significantly different from putting up your
hand. Doing it remotely remains an exciting event – watching as
students’ votes come in. A great way to finish a discussion lesson
on controversial issues is with a class vote.
I encourage fluency in the classroom but also ask students to do
more discrete practice away from the classroom using their
mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely
motivating when you achieve success! (...)
Vocabulary
Many of my new students don’t have a system to record and
review the new vocabulary we cover in class. As part of their
learner training, I present the app Quizlet which allows learners to
create sets of digital flashcards. It’s free. Students who choose to
try it can decide what to write on the back of a card – a translation
or a personalised example sentence containing a new word. The
app automatically creates games such as matching exercises and
Pelmanism, which some learners enjoy.
I am a big fan of graphic organisers and have long encouraged
students to use mind-maps. Having free versions such as
Mindomo is beneficial in helping store words in concept groups
and in reviewing new language.
SHARMA, P. A teacher’s experience of using technology in language teaching.
World of Better Learning Blog. Available at:
https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
In this blog post, the author
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614572
Inglês
Texto associado
Text 3
A teacher’s experience of using technology in language
teaching
Published 29 October 2021
Using technology has always been an important part of my
teaching, even in the pre-digital age. Like many early adopters, I
get super-excited by the ‘wow’ factor of new technology.
However, some technology (like VR – virtual reality) is still quite
challenging to use successfully. In my own teaching, I’m happy to
incorporate tools which are rather more familiar. (...)
Speaking
My
EAP (English for Academic Purposes) students naturally use
PowerPoint to deliver their presentations. The software is so
familiar that they are unaware that they are using technology!
Classes concentrate on strategies for making a talk effective,
such as incorporating memorable images and reducing text to just
key words. Many of my students have serious pronunciation
difficulties, so revealing a word at the same time as saying it helps
them to be understood by the audience.
Like many teachers, I like the engagement and interactivity
afforded by Kahoot! My favourite voting app is Mentimeter
because it is quick to create a poll, reliable and easy-to-use.
Voting anonymously is significantly different from putting up your
hand. Doing it remotely remains an exciting event – watching as
students’ votes come in. A great way to finish a discussion lesson
on controversial issues is with a class vote.
I encourage fluency in the classroom but also ask students to do
more discrete practice away from the classroom using their
mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely
motivating when you achieve success! (...)
Vocabulary
Many of my new students don’t have a system to record and
review the new vocabulary we cover in class. As part of their
learner training, I present the app Quizlet which allows learners to
create sets of digital flashcards. It’s free. Students who choose to
try it can decide what to write on the back of a card – a translation
or a personalised example sentence containing a new word. The
app automatically creates games such as matching exercises and
Pelmanism, which some learners enjoy.
I am a big fan of graphic organisers and have long encouraged
students to use mind-maps. Having free versions such as
Mindomo is beneficial in helping store words in concept groups
and in reviewing new language.
SHARMA, P. A teacher’s experience of using technology in language teaching.
World of Better Learning Blog. Available at:
https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
From the activities described in the Speaking part, one can
infer that the teacher
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614573
Inglês
Texto associado
Text 3
A teacher’s experience of using technology in language
teaching
Published 29 October 2021
Using technology has always been an important part of my
teaching, even in the pre-digital age. Like many early adopters, I
get super-excited by the ‘wow’ factor of new technology.
However, some technology (like VR – virtual reality) is still quite
challenging to use successfully. In my own teaching, I’m happy to
incorporate tools which are rather more familiar. (...)
Speaking
My
EAP (English for Academic Purposes) students naturally use
PowerPoint to deliver their presentations. The software is so
familiar that they are unaware that they are using technology!
Classes concentrate on strategies for making a talk effective,
such as incorporating memorable images and reducing text to just
key words. Many of my students have serious pronunciation
difficulties, so revealing a word at the same time as saying it helps
them to be understood by the audience.
Like many teachers, I like the engagement and interactivity
afforded by Kahoot! My favourite voting app is Mentimeter
because it is quick to create a poll, reliable and easy-to-use.
Voting anonymously is significantly different from putting up your
hand. Doing it remotely remains an exciting event – watching as
students’ votes come in. A great way to finish a discussion lesson
on controversial issues is with a class vote.
I encourage fluency in the classroom but also ask students to do
more discrete practice away from the classroom using their
mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely
motivating when you achieve success! (...)
Vocabulary
Many of my new students don’t have a system to record and
review the new vocabulary we cover in class. As part of their
learner training, I present the app Quizlet which allows learners to
create sets of digital flashcards. It’s free. Students who choose to
try it can decide what to write on the back of a card – a translation
or a personalised example sentence containing a new word. The
app automatically creates games such as matching exercises and
Pelmanism, which some learners enjoy.
I am a big fan of graphic organisers and have long encouraged
students to use mind-maps. Having free versions such as
Mindomo is beneficial in helping store words in concept groups
and in reviewing new language.
SHARMA, P. A teacher’s experience of using technology in language teaching.
World of Better Learning Blog. Available at:
https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
In the context of the passage, which common characteristic
do PowerPoint, Kahoot, Mentimeter, mobile phones, Quizlet,
Mindomo and Pelmanism share?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614574
Inglês
Dudley Evans and St. John (1998) in their book
“Developments in ESP: a multidisciplinary approach” identify
five key roles for the ESP practitioner. Among them are
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614575
Inglês
During the history of England and the British Empire, experts
have suggested many ways to classify English speakers.
However, not all linguists agree on the best way to do this.
For many sociolinguists, which is the most important and
accurate model, proposed by Braj Kachru in 1988?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614576
Inglês
For students in specific fields, learning to write in academic
genres related to their disciplines is essential and English for
Specific Purposes (ESP) can help develop this skill by
teaching them the relevant language and genre conventions
simultaneously. A genre which can be included in an ESP
course for professional, technical, or academic needs is
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614577
Inglês
Oshima and Hogue (2007) in their book “Introduction to
Academic Writing” affirm that the process of writing has four
main steps: prewriting, organizing, writing, and polishing. For
the prewriting stage an academic writer can use the
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614578
Inglês
For Hutchinson and Waters (1987), in the context of needs
analysis for ESP courses, it is important to distinguish
between target needs and learning needs. A question that
can be used to obtain information about what learners need
to do in the context where they will use the language is:
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614579
Inglês
Texto associado
Image 1
An English teacher decided to work on critical literacy with
her students and chose the image above to discuss the topic
of artificial intelligence and
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