Questões de Concurso Sobre inglês

   When we think of people who have taught us, we can, perhaps, remember times when they stood at the front of the class and told us things; there may have been times when we were working in groups and they came to help us; or perhaps sometimes we were working on our own and the teacher didn‟t seem to be doing very much at all. (...)

   Teachers are at all times FACILITATORS of learning. This means that we must always do everything we can to make learning happen smoothly and appropriately or the learners.

   We need to be CONTROLLERS when we are explaining things, taking the class register for telling the students what to do. This often involves standing at the front of the class and being very clear.

 We often act as PROMPTERS, pushing students to make new sentences and encouraging them to speak when they are reluctant. We can offer words and phrases to help them say what they want to say.

  We often act as FEEDBACK PROVIDERS when we correct students‟ mistakes, make a comment on what they have said or praise their efforts.

 We should remember, too, that one of the teacher‟s most important jobs is COMPREHENSIBLE INPUT PROVIDER to the students, speaking to them in ways that will help their language acquisition.

(Source: Harmer, J. Essential Teacher Knowledge: core concepts in English language teaching, p. 146. Harlow: Pearson Education Limited, 2012. (Adapted.)

The English language is a dynamic phenomenon. Like your mobile phone or the grass in the garden, it is continually ___________, constantly acquiring new characteristics. Many of these changes occur because of the way we live. As the world __________ we need to find different ways of describing it, to fill the gaps in our vocabulary for new ideas.

Some of these words will stay in our vocabulary, others won‟t. Only time will tell. But the ways we ____________ new words will continue, and will create many more new expressions in years to ______________.

(Kerry Maxwell. Brave New Words: a language lover‟s guide to the 21st century. In: Global Pre-intermediate coursebook. Clandfield, L. Oxford: Macmillan, 2010.)

“According to the teachers who use the __________________________, a fundamental purpose of learning a foreign language is to be able to read literature written in the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language. They are taught to translate from one language to another. Often what they translate are readings in the target language about some aspect of the culture – mainly literature and fine arts. Reading and writing are the primary skills that the students work on. Very little attention is given to speaking and listening and the roles of the teacher are very traditional.”

(Source: LARSEN-FREEMAN, D. Techniques and Principles in language Teaching. Oxford: Oxford University Press, 2003. Adapted).

  Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects, forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)

  Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the development is due to political, educational, and ideological factors; even though politicians might feel that learning a foreign language will solve socioeconomic problems, educators think that for that to happen a language course must contain legitimate cultural content. (...)

   Intercultural topics that show how people from different backgrounds communicate and interact are becoming more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism, discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly represent intercultural misunderstandings and the roots of racism.

   There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie firsthand to determine if it is appropriate for the desired lesson.

(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC, 2010.)