Questões de Concurso Para professor - inglês

Your car is faster than mine.

He sings because he likes it.

I came, I saw, I conquered.

I showed that she was wrong.

My dog makes me happy.

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.