Questões de Concurso Militar EsFCEx 2020 para Magistério de Inglês
Foram encontradas 28 questões
Leia o texto para responder à questão.
A ‘dificuldade’ de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto fácil ou difícil do ponto de vista linguístico, simplesmente. Na sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
Um texto autêntico oferece mais oportunidades para o aluno e o professor tomarem contato com o inglês “de verdade”, aquele usado em comunicação real, no mundo real. Um texto real possui todos os defeitos e as virtudes da vida real: é complexo, rico, imprevisível, interessante e arriscado. As sequências de palavras de um texto autêntico ecoam nas vozes dos milhões de falantes de inglês no mundo. Um texto artificial, por sua vez, ecoa apenas parcialmente e não exibe o encanto e o desafio do texto autêntico.
(Tony B. Sardinha. “The book is not on the table: autenticidade e idiomaticidade do texto para ensino de inglês na perspectiva da linguística de corpus”. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Adaptado)
Read the following extract to answer question.
Innovation in the language teaching field in the late 1980s and 1990s has been stimulated by a special concern for the language learning process. New methods propose that language learning is best served when students are interacting – completing a task or learning content or resolving real-life issues – where linguistic structures are not taught one by one, but where attention to linguistic form is given as necessary. These views of language learning have been informed by research in second language acquisition. Also giving learning a special focus are methodological innovations of the late 1980s and 1990s. These include teaching learning strategies, using cooperative learning, and planning lessons in such a way that different intelligences are addressed.
(Larsen-Freeman, D. 2000)
Read the following extract to answer question.
Innovation in the language teaching field in the late 1980s and 1990s has been stimulated by a special concern for the language learning process. New methods propose that language learning is best served when students are interacting – completing a task or learning content or resolving real-life issues – where linguistic structures are not taught one by one, but where attention to linguistic form is given as necessary. These views of language learning have been informed by research in second language acquisition. Also giving learning a special focus are methodological innovations of the late 1980s and 1990s. These include teaching learning strategies, using cooperative learning, and planning lessons in such a way that different intelligences are addressed.
(Larsen-Freeman, D. 2000)
Read the following extract to answer question.
Innovation in the language teaching field in the late 1980s and 1990s has been stimulated by a special concern for the language learning process. New methods propose that language learning is best served when students are interacting – completing a task or learning content or resolving real-life issues – where linguistic structures are not taught one by one, but where attention to linguistic form is given as necessary. These views of language learning have been informed by research in second language acquisition. Also giving learning a special focus are methodological innovations of the late 1980s and 1990s. These include teaching learning strategies, using cooperative learning, and planning lessons in such a way that different intelligences are addressed.
(Larsen-Freeman, D. 2000)
Leia os dois parágrafos a seguir para responder à questão.
An international student who majors in engineering drops by the engineering department office and asks the secretary, “Can you tell me where the English department is?” The secretary smiles and responds, “I don’t know, actually. It’s probably somewhere in the Humanities Building. Do you have a campus map?” The student turns around and leaves. The secretary is taken aback and feels slightly uncomfortable. She wonders why the student left so abruptly.
(...)
People who interact with ESL students have commented that some seem to express gratitude excessively for small considerations, even to the point of embarrassing the person they are speaking. Others seem downright rude because they do not say thank you when they are expected to.
(Celce-Murcia, M. 2001.)
(ROJO, R.; MOURA, E. (orgs). Multiletramentos na escola.)
Assinale a alternativa que melhor caracteriza a pedagogia dos multiletramentos.
Um plano de curso para o ensino de língua inglesa
que siga os pressupostos discutidos por Pennycook no
excerto deveria levar em consideração
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
Design relates to the thinking underlying materials. This will involve the consideration of areas such as the apparent aim of materials (such as the development of ‘general English’, English for Specific Purposes (ESP), or specific skills), how the tasks, language and content in the materials are selected and sequenced, and the nature and focus of the content in the materials.
(Andrew Littlejohn. “The analysis of language teaching materials: inside the Trojan House”. IN: B. Tomlinson (ed). Material Development in Language Teaching. Adaptado)
Materials designed for ESP courses should
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