Questões de Concurso Comentadas para seduc-go

Having a native-speaker level of proficiency in the language, especially in speaking.

Having all the proficiency certificates of English, such as the Cambridge Certificate of English, TOEFL and IELTS to prove that he or she is qualified to teach.

Ability to recognize instantly what his or her students know and don’t know in terms of language, their strong points and weaknesses.

Having a youthful and attractive physical appearance and following strictly the school dress code.

Making crystal clear to students that as a teacher you alone assume complete and supreme responsibility for the teaching/learning process.

An ideal textbook should provide learners with knowledge, language skills and information about English speaking countries, preparing them to interact with people from foreign countries of different backgrounds.

A good textbook does all the tough and tedious job a teacher would normally do in terms of lesson planning or designing specific extra teaching materials.

Top quality textbooks have to be written and designed by native-speaker teachers and published in English-speaking countries.

No effective or successful class can be taught without a textbook which is the only source of practical and firm guidance to the teacher.

Cultural bias found in books published abroad pose a minor problem and teachers should not turn their attention to ideological issues but to focus exclusively on more pressing problems of language.

The areas teachers should focus on are spelling and pronunciation.

Teachers should avoid correcting students when they are engaged in a conversation or dialogue because the flow of ideas is disrupted.

In terms of speaking, features such as coherence, organization and development of ideas should not be part of the correcting process.

Every single error, serious or small, must be detected and corrected on the spot.

Teachers should identify students’ mistakes and make them practice those mistakes.

Conversation skills are structured in a gradual progression and are organized around question-and-answer exchanges between teachers and students in small intensive classes.

Structural patterns are taught with the use of repetitive drills.

Little attention is paid to the context of texts, which are treated as exercises in grammatical analysis.

New teaching points are taught through modelling and practice.

Teaching materials consist basically of tapes, language labs, and visual aids.

Linguistic and psychological theories provide the foundations for this approach.

Only vocabulary and sentences of a very ordinary and commonplace nature are taught.

There is a prevalence of surface forms and of the rote practice of scientifically produced language patterns.

Concrete vocabulary is taught through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas.

Pronunciation plays an absolutely negligible role in the teaching/learning process.

There is much vocabulary and it is dealt with in the form of lists of isolated words.

Students are provided with instructions only in the target language.

Excessive reliance on mimicry, memorization of set phrases, and overlearning.

Close, deliberate cognitive attention is paid to the rules, paradigms, intricacies, and exceptions of the language.

Little or scarcely any grammatical explanation is provided; grammar is taught by inductive analogy.

Interlanguage shares far more elements of the learner’s foreign language than those of his or her mother tongue.

Two of the main factors that contribute for interlanguage are overgeneralization and language transfer.

Different learners create the same kind of interlanguage.

The learner’s linguistic background and personal experiences are irrelevante to the shaping of his or her interlanguage.

Interlanguage creates a set of fixed rules to help the learner build a bridge between his or her first language and the second or foreign language.

Aids, illegal, natural.

Brunch, bus stop, marijuana.

Body guard, famous, xerox.

Flu, government, misunderstand.

Banana, karaoke, mosquito.

Empower, headache, motel.

Childish, emoticon, sci-fi.

Exam, gym, memo.

Chic, disappear, workaholic.

Abnormal, HIV, newspaper.

The base form of the underlined word is “fortunate”.

The prefix “un” is added to the base form of the underlined word to create a negative noun.

The suffix “ate” is added to the base form of the underlined word to create a verb.

The base form of the underlined word is “fortune”.

The suffix “ly” is added to the base form of the underlined word to create an adjective.

The article the journalist wrote about Anitta is largely based on her life before she became a celebrity.

I have no money left and I still have to pay some bills. I will have to lend some money from my parents again.

Their father had just had a heart attack and they waited for an emergency ambulance instantly.

Drug traffickers win a lot of money easily and quickly and accumulate immense personal fortunes.

My plane leaves in a few hours and I have not started arranging my suitcases yet.

He stayed by his old mother’s side while her long illness.

Unlike you, I am not a great dancer but I can sing very well.

My neighbour is always restricting about my music. He says it is too loud and he can’t sleep at night.

The teacher found out that he had dishonestly copied material from one of his classmates and accused him of bullying.

I’m going to work harder now unless I get a promotion.

Neymar Jr. has become a following model for millions of children around the world.

She has created a very positive image of herself and she believes that she is cooperative, honest, bossy, practical and kind.

Definitely, I don’t recognize these books. They are not mine. They don’t become to me.

He cannot stand to rent a house in Brasília because he makes only R$ 2.000.00 a month.

Cigarette packets usually carry a health warning. For example, “Smoking causes mouth and throat cancer”.

The author points out that greater attention should be given to the behavior, expectations and well-being of students and teachers.

In line 1, “chances”, if replaced by “opportunities” would be incorrect.

The author points out that greater attention should be given to students’ behavior, expectations and well-being.

In lines 11 and 12, the phrase “disengaging curricula” would be correct if the determiner “a” were added, as in “a disengaging curricula”.

In line 12, the pronoun “their” could be correctly substituted by “its”.

The adjective “able” (line 4) could be replaced by “physically fit”, without change in meaning, as in “fails to attract physically fit young entrants”.

In line 5, the pronoun “those” refers to “young entrants”.

In line 15, the verb “participate” could be written in the noun form, “participation”, and the phrase would remain grammatically correct.

The author suggests that to gain better educational outcomes, one should support teachers and school leaders.

The author suggests that to gain better educational outcomes, one should support students.

The author suggests that learning can be enhanced by the effective use and equitable distribution of resources.

The author suggests that students from disadvantaged backgrounds tend to benefit more from funding programs.

In lines 6 and 7, the words “equitably” and “effectively” could be correctly written without “ly”, as in “to use resources more equitable and effective”.

The word “despite” in (line 8) could not be correctly replaced by “in spite of”.

In line 11, the word “Even” could be correctly substituted by “although”.

In line 1, the phrase “over the last few decades” would be incorrect if “last” were substituted by “past”.

The word “cohort” (line 6) refers to an individual.

The author suggests that tertiary education has expanded, however, the most advantaged is left out.

The author suggests that with the expansion in tertiary education, the OECD average has been met by Brazil.

The author suggests that participation in education has grown, nonetheless, it is far from reaching OECD levels, and there are still significant disparities.

The author asserts that before the onset of the Covid-19 pandemic, education in Brazil was facing setbacks.

In line 3, the verb phrase “had stalled and gone into” would remain correct if “had” were omitted.

In line 4, the determiner “the” in “the economic recession”(lines 4 and 5) is optional.

In line 5, the phrase “has hit hardest those least able” would remain correct if the preposition “on” were inserted, as in “has hit hardest on those least able”.

The author asserts that before the onset of the Covid-19 pandemic, education in Brazil was spiraling.

Thanks, theft, thumb, thoughtful.

Neither, then, although, thy.

Theater, thing, thigh, thunder.

Though, those, thou, the.

Think, this, that, teeth.

The verb phrase “generations that will be born” (lines 3 and 4), would be incorrect if the verb “be” were omitted.

In lines 1 and 2, the words “weak” and “strong” could be correctly written in the plural form, as in “weaks” and “strongs”.

The verb phrase “What is worth it in life” (line 4) would remain correct if the pronoun “it” were omitted.

The phrase “in the end” (line 5) could be written as “at the end” without change in meaning.

The phrase “you will be able to reap what you sowed” (line 6) could be correctly shortened as “you will have what to reap”.