Questões de Concurso Comentadas para professor - inglês

Item I is a hygiene tip. Item II is a love letter.

Item I is a love letter. Item II is a hygiene tip.

Items I and II talk about health and love themes, at the same time.

Items I and II talk about hygiene.

Items I and II speak of love.

Keeping interaction going in longer exchanges on a range of general and curricular topics.

Contributing a growing range of suitable words, phrases and sentences during short pair, group and whole-class exchanges.

Taking time to evaluate a text carefully to find out the authors perspective, to search for abstract concepts, to find out hidden answers, and to synthesize the text as a whole. This type of reading comes easily after constant practice of all the above strategies put together.

Taking turns when engaging in dialogue-driven tasks with others in a limited range of short, basic exchanges.

The 4 skills of English are what makes up real knowledge of the language.

Keep interaction going in longer exchanges on a range of general and curricular topics.

Contribute a growing range of suitable words, phrases and sentences during short pair, group and whole-class exchanges.

Reading, Writing, Uses of English, Listening and Speaking.

a comprehensive set of progressive learning objectives for learners of English as a Second Language.

Reading, Literacy, Numbers, Interpretation, Arts.

Students from public schools face inequality barriers.

It is hard to measure quality from inputs and outputs.

There isn’t a concrete state plan to hold proficiency standard tests accountable.

A single assessment cannot quantify performance across all grade levels.

Because it is an ironic charge.

A concern with real people in real situations, often in heterogeneous speech-communities (such as classrooms) and with differential levels of competence in various respects.

Acquisition of competence can be seen (by language teaching practitioners) to involve both sociocultural and non-cognitive factors.

The concept of communicative competence inspires a whole new way of looking at things, i.e. one must pay attention to all verbal features which subtend successful communication, and these are more than grammatical competence.

Polished logical-syntactic perception is an elegant and well-structured domain, where linguistic knowledge is held and expressed by students, but often incomplete and in a difficult way for understand how to correct errors in the classroom.

Exclusive literary and academic arguments from the mother tongue, moving the student away from his or her root language.

Self-report their competences inside the web and in other social contexts.

Rank their average scores in computing knowledge, data and the ability to search information.

Survey their ict skills for multi-media and attitudes.

None of the above.

Move away from the main learning objective.

The decision to introduce a National Curriculum had been taken, commencing with the drafting of Orders directing the teaching of English. […] An unfortunate feature of much discussion of English teaching is the false and unhelpful polarization of views […] people set in opposition to each other’s individual or social aims or utilitarian and imaginative aims, or language and literature.

The need for a training regime was left aside. Higher-education teachers who –coming from schools where no grammar was taught for over two decades– might know little or no grammar and it wouldn’t make a significant different in learners’ instruction.

Digital integrated individuals can now believe that a deliberate redefinition of the traditional balance between autonomy, power and accountability in education is taking place across the English speaking world.

The development of hardware and software hinders the operationalization of communication and the resulting processes in virtual media.

In terms of form and content, it has had a massive and multiplying effect, to such an extent that the purpose of knowledge has come to permeate the wider society, with education being among the broadest implications and developments brought thereby.

Valley – valleyes

City – cityes

Belief – beliefs

knife – knifes

ball - balles

at

in

by

for

to

Will she not travelling tomorrow.

She is not travelling tomorrow.

She will not travel tomorrow.

She does not travels tomorrow.

She would not travels tomorrow.

Only I

Only I and II.

Only II and III.

Only I and III.

I, II and III.

would

have

did

do

will

organized.

methodical

calmly.

disorderly.

carefully.

are questioning

are being questioning

will question

are going to be questioning

are being questioned

Heared.

Heard

Hearded.

Heread.

Haerd.

You lost my golden necklace.

The sun rises in the east.

I started working here in 1989.

I will travel to Paris next year.

I have studied a lot.

in his

to her

of his

on its

in their

Apenas os itens I e II.

Apenas o item III.

Apenas os itens II e IV.

Apenas os itens I, II e III.

Os itens I, II, III e IV.

nos estabelecimentos de ensino fundamental e de ensino médio, públicos e privados, exceto em escolas confessionais.

nos estabelecimentos de ensino médio, públicos e privados, exceto em escolas confessionais.

nos estabelecimentos de ensino infantil, fundamental e médio, públicos ou privados.

nos estabelecimentos de ensino infantil, fundamental e médio, públicos ou privados, exceto em escolas confessionais.

nos estabelecimentos de ensino fundamental e de ensino médio, públicos e privados.

na modalidade de educação profissional técnica de nível médio, com a finalidade de ampliar a oferta e democratizar o acesso à educação profissional pública e gratuita.

em regime de colaboração entre estados e municípios fomentando a respectiva oferta por parte das instituições públicas, de forma orgânica e articulada às políticas públicas.

em no mínimo, 50% (cinquenta por cento) das escolas públicas, de forma a atender, pelo menos, 25% (vinte e cinco por cento) dos (as) alunos (as) da educação básica.

estimulando a articulação entre pós-graduação, núcleos de pesquisa e cursos de formação para profissionais da educação, de modo a garantir a elaboração de currículos e propostas pedagógicas para o ensino integral.

induzindo processo contínuo de auto avaliação das escolas de educação básica, por meio da constituição de instrumentos de avaliação que orientem as dimensões a serem fortalecidas, destacando-se a elaboração de planejamento estratégico e a melhoria contínua da qualidade educacional.