Questões de Concurso Para if-pe

From the point of view of some popular authors Genre is a purposeful, socially constructed oral or written communicative event, such as a narrative, a casual conversation, a poem, a recipe, or a description. Different genres are characterized by a particular structure or stages, and grammatical forms that reflect the communicative purpose of the genre in question.

Considering teaching English for Specific Purpose (ESP) through a Genre-Based Approach, it is true to say that

I. receptive skills, particularly listening, are given enhanced status.

II. the main objective of ESP is to enable students to perform certain linguistic tasks related to their academic and professional settings.

III. the choice of the texts, to be used in the classroom, is based on the genres identified as important for students.

IV. needs analysis as well as content knowledge diagnosis are key steps in the planning and teaching through this Approach.

V. one of the key principles of the approach is that grammar as a receptive skill, involving the perception of similarity and difference, is prioritized.

The only correct alternative(s) is/are:

Some popular ELT authors stress two aspects of English for Specific Purpose (ESP) methodology: “all ESP teaching should reflect the methodology of the disciplines and professions it serves; and in more specific ESP teaching the nature of the interaction between the teacher and learner may be very different from that in general English Class”.

According to these authors’ view, choose the correct ESP features from the absolute and variable characteristics.

I. ESP is designed to meet specific needs of the learner.

II. ESP is not designed for specific disciplines.

III. ESP makes use of the underlying methodology and activities of the disciplines it serves.

IV. ESP is centered on the language (grammar, lexis and register), skills, discourse and games appropriate to these activities.

V. ESP is not designed for adult learners, neither at a tertiary level institution nor in a professional work situation. It is however used for learners at a secondary level.

The only correct alternative(s) is/are:

The Communicative Language Teaching (CLT) is best understood as an approach, not a method. Considering some of its interconnected characteristics as a definition of communicative language teaching-approach, analyse the statements below.

I. Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence.

II. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.

III. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times accuracy may have to take on more importance than fluency in order to keep learners meaningfully engaged in language use.

IV. In the communicative classroom, students ultimately have to use the language, productively and respectively, in unrehearsed contexts.

V. Classroom goals are focused on form rather than meaning.

The only correct alternative(s) is/are:

Read TEXT 5 and answer question.

TEXT 5  

Situation: Teachers of a Tourism Course decide to work with the theme Accessibility which belongs to their Syllabus. They decide to plan a visit to an International Airport.

Here is a list of suggestions for the teachers who are engaged in the activity to plan their lessons:

- A teacher of Tourism and Sustainable Development Theory can ask students to find out about the infra-structure of the place and make a list of possible problems and solutions in order to write a report;

- A teacher of History can ask students to find out when the airport was built, how it was designed, who ruled the city at that time and if there were any interest in improving the accessibility, read the laws about accessibility, write a report about what was going wrong and make suggestions.

- A teacher of English can ask students to find out all the signs if they are translated, if there is accessibility in relation to all the airport, write directions to tell the tourists how to get to the places inside the airport; take notes about problems and solutions.

- The week after the visit all the students will have to share information about their findings.  

The situation presented above is mainly related to the principle of